Introduction. The article examines the grounds for changing pedagogical design under the influence of artificial intelligence (AI) applications introduced into educational practices. The author, as the main thesis, asserts the idea that the active introduction of AI applications into the educational process leads to a «blurring» of the subjectivity of students and trainees, as well as to the «formation» of AI as a «third subject» in traditional dual educational interaction. Purpose setting. The relevance of considering this problem is associated with the uncertainty of the consequences of the introduction of AI into learning processes, a decrease in the «quality» of an individual’s personal choice, as well as a reduction of the index of his responsibility for this choice.

Methodology and methods of the study. The article shows that modern changes in the educational space, both global and Russian, are associated with a number of factors. The change in traditional architecture, the transformation of values and meanings, the universalization of educational standards combined with the individualization of educational trajectories, the active «emigration» to the virtual world – all this differentiates the educational community, destroying its socio-cultural identity.

Results. The article emphasizes the position that the impact of AI on changing the entire learning architecture requires not only new didactics, but also fundamentally changes the entire pedagogical design. The reduction of the so-called «routine work» (that is, the one that is easier to algorithmize) – the search for information, the creation of primary textual and visual materials, the «prompt of rational choices» of actual goal-setting and goal-realization (etc.) «replace» many characteristics in the scope of an individual’s subjectivity. This literally detaches learning from upbringing and thereby deprives education of its holistic justification as a platform for its unity.

Conclusion. The virtualization of thinking and cognitive potentials determines the obvious inconsistency in the vectors of transformation of educational interactions. If the first vector is aimed at intensifying learning technologies through AI as a «tool», then the second contains conditions for «blurring» the responsibility of educational subjects through its «substitution and shifting» to impersonal subjects-avatars.

Introduction. The article substantiates the necessity for developing a novel concept of sovereign national vocational education as a self-sufficient system based on historical heritage and predictive analysis of the key trends in societal development. The authors emphasize on the need for transforming the system of higher professional education and the subsequent creation of a novel framework for improving educational programs and the qualitative assessment of professional skills of graduates, which are directed at solving the challenges facing the current state policy of the Russian Federation.

Purpose setting. The main criteria for building a new model of sovereign education space are identified. These, in particular, include expanding the range of professional training, especially, the field of information technology within the framework of the «Digital Departments» National Project; a key aspect is shifting towards domestic employers and stimulating home-grown technologies with the objective of gaining national technological, industrial, and education sovereignty.

Methodology and methods of the study. Arguably, achieving quality education in the modern world is impossible without implementing novel approaches, which involve the joint cooperation of universities, relevant civil authorities, and the professional community. The system of internal monitoring of educational programs of Reshetnev Siberian State University of Science and Technology is a successful example of such an approach.

Results. Criteria analysis for the quality control of higher educational institutions (the internal monitoring of educational programs), relevant civil authorities (state accreditation monitoring), and the professional community (through professional and public accreditation) have revealed the preparedness of the university and professional communities to form a new quality of education based on mutually effective professional communications.

Conclusion. The proposed assessment of the quality of education meet the criteria necessary to build a new model of educational space in terms of expanding the range of vocational training and shifting towards home-grown technologies and domestic employers to provide priority sectors of the economy with highly qualified personnel.

Introduction. The concept of increasing the efficiency of human capital in the agricultural sector in the cross-border area represents a strategic approach to optimizing the management of resources, knowledge and labor potential in agriculture at the borders of different countries. This concept includes many factors such as international cooperation, exchange of experience, cross-border innovation and sustainable development.

Purpose setting. In this regard, the article is devoted to the analysis of factors affecting the development of human capital in the agricultural sector in cross-border territories, as well as to the identification of challenges and prospects facing this industry.

Methodology and methods of the study. The object of the research is the organizational and economic relations that arise in the process of formation and development of human capital in the agricultural sector in cross-border territories. The subject of the research is the conditions, factors, principles and mechanisms that arise in the process of human capital formation. The object of observation was agrarian economic entities and their employees, state agricultural management bodies, educational institutions of agrarian profile, various representatives of the rural population, including rural youth. Depending on the tasks to be solved, the following research methods were used: monographic, abstract-logical, bibliographic, etc.

Results. The article clarifies the definition of «increasing the efficiency of human capital», the authors present the features of cross-border territories and their impact on the agricultural sphere. The results of the study are of practical and scientific value for the development of human capital in agricultural sector.

Conclusion. Cross-border territories have a unique potential to improve the efficiency of human capital, as they provide opportunities to work with diverse cultures, languages, traditions and climatic conditions. It provides greater access to resources and expertise, which contributes to the development of more flexible and innovative approaches to human capital management. Current trends and innovations include the use of modern technologies in agriculture, such as process automation, the use of drones to monitor fields, the use of genetically modified organisms to improve crop yields and disease resistance, and the development of agritourism and sustainable rural development. In order for agriculture to develop successfully in line with current trends, it is necessary for agricultural workers to acquire new skills and competencies. Therefore, it is important to develop vocational education and training systems with a focus on border areas, so that specialists are ready to work in conditions typical of border areas and can effectively solve modern problems in agriculture.

 

Introduction. In modern society, the development of medicine is one of the most prioritized and dynamic areas. An important role is assigned to improving the quality of medical education. Priority is given to the training of secondary medical workers, whose training uses traditional elements (normative approach) and trends in the development of modern medicine (narrative approach).

Purpose setting. The purpose is to analyze the application of normative and narrative approaches in secondary medical education. Tasks there are: 1) to characterize the application of the normative approach in secondary medical education; 2) to reveal the features of the narrative approach in secondary medical education.

Methodology and methods of the study. There are review of articles and publications, analysis of author’s positions, and personal teaching experience.

Results. Normative approach: 1) entrance tests; 2) practical activity; 3) mathematization of health; 4) regulatory documents; 5) reliance on diagnostics; 6) usage of algorithms; 7) orientation on standards. Narrative approach: volunteering; 2) educational work; 3) medical ethics; 4) bioethics.

Conclusion. The narrative approach in Russian secondary medical education is not integrated enough, but at the same time it has significant potential for development.

Introduction. The main idea of the article is to actualize the formation of professional competencies of specialists in the sphere of cybersport in the system of higher education.

Purpose setting. In the 21st century, due to the rapid development of technology, a new type of leisure activities – cybersport – has appeared, which has given the young generation a completely new way of self-realization and acquiring unique competencies. The research is undertaken to investigate the feasibility of including cybersport in the system of higher education, both as a separate program and its integration into other profiles of education.

Methodology and methods of the study. The methodological approach of the research consists in the empirical examination of the relevance of competences in cybersport.

Results. This paper considers the positive prospects for the introduction of cybersport direction in the education system from the point of view of the development of human potential of the Russian society.

Conclusion. The undertaken research confirms the increasing relevance of the formation of competencies of professionals engaged in the sphere of cybersport.

Introduction. Considering the problem of development of future teachers’ multipotential abilities in the process of training in higher education, we paid attention to various studies related to the researches of this concept, its structural content, mechanisms of formation of these abilities, etc. In this regard, we analyzed the main components of the concept of «multipotentiality of a teacher»: «abilities», «identity», «professional self-determination», «self-development», and «multipotentiality of university students». Multipotentiality is a person’s ability to develop in parallel or sequentially two or more structured activities during the working life period. The time period organized by a person according to the basic principles of multipotentiality is defi as an individual life project. The idea of slash-human emergence is directly related to multipotentiality. Modern man and his multitasking are a serious test of professional capabilities of a teacher. In the present realities, the future teacher is subjected to increased requirements, as there is a need not only to master the educational process, but also to show initiative in the organization of various processes in the educational institution.

Purpose setting. Setting the task in the process of developing multipotential abilities of future teachers allows us to identify the most important stages in the activity of teachers of educational organizations at its various stages. At first glance, the structure of multipotentiality may not be immediately clear, for example, a bachelor student with technical education suddenly discovers that he does not want to go into production, but wants to continue the teaching dynasty, or a person who has received basic pedagogical education, in practice, suddenly realizes that he cannot organize children, and does not want to, because he initially made a mistake with the choice of profession.. There are many such situations. The ability to multipotentiality is an advantage because it provides a choice for self-determination.

Methodology and methods of the study. As a result of a specially prepared, author’s questionnaire and application of the inversion method we have revealed that for successful professional activity it is necessary to have an accurate understanding of one’s vocation, and subsequently of professional suitability. In the article we consider domestic and foreign research in the field of multipotentiality, affecting the «self» of a person: self-determination, self-actualization, self-realisation. The aim is to study multipotential features and abilities of future teachers in the process of learning in higher education. Proceeding from the goal, we singled out the main task of the study, which will be to determine the professional competencies and their signififor the development of multipotential abilities of future teachers.

Results. In the process of going through the study, interesting results were obtained, which allowed us to determine that those who are confident in the chosen profession at the bachelor’s program are much more than in the master’s program. This result allowed us to conclude that the younger the age of the respondents, the more confident they are in their chosen career trajectory. There were much more doubtful students among master’s students. According to the majority of respondents-masters, this is due to the fact that often the acquired experience prevents to be objective in the process of self-realization of multipotential abilities.

Conclusion. Multipotentiality is an excellent tool in the process of personality formation. A student who has chosen a certain profi can transform his/her knowledge from so-called «Hard skills» (basic, key knowledge) to «Soft skills» (those knowledge that can be re-skilled/adapted to something more progressive and relevant for the current period of time).

Introduction. In modern conditions, the growth rate of agricultural production in the Russian Federation depends on the timeliness of the transition of the traditional agricultural economy to a new economic structure based on innovative technologies. In the extreme geographical and climatic conditions typical of Russia, the production of cheap and high-quality products is possible only on the basis of an effective agricultural economy based on the development of human capital. Therefore, the transition from the agrarian sector to innovative development requires a radical change in the approach to the professional training of agricultural workers. Today, innovative agricultural enterprises face the problem of prompt provision of personnel who are ready to act productively in unforeseen situations of tomorrow. However, the agrarian vocational education organizations operating in the vocational and educational landscape in the training of workers are guided not by the competencies of the future, but at best, by today’s patterns of agricultural activity. Thus, there is a contradictory personnel situation that limits the development of the agricultural economy. In this regard, new legislative initiatives are needed that would allow for deep integration of secondary vocational educational organizations and innovative agricultural enterprises. In addition, the creation of integrated vocational and educational systems should be based on modern requirements for the content, forms and methods of vocational training.

Purpose setting. Therefore, in this work, first of all, scientific approaches to the development of the content of vocational training in an integrated educational and industrial environment are considered.

Methodology and methods of the study. In particular, the relevance of anticipatory, activity-based, integral, competency-based, modular and educational approaches in creating an effective system of vocational training is substantiated.

Results. Particular attention is paid to the formation of students’ positive motivational and value attitude to agricultural activities in an integrated educational and production environment. The forms of education in which integrated vocational training is effectively organized in an educational organization and at the workplaces of an agricultural enterprise are outlined in detail. At the same time, the functions of the participants in the educational process both at the planning stage and at the stage of implementation of vocational training are described in detail. Along with this, the areas of responsibility of teachers of educational organizations and master mentors in production are indicated. Even the structural components of training days in educational and industrial organizations were not ignored. The methods of training that most fully take into account the specifics of vocational training in an integrated educational and industrial environment are described: the project method, the method of work ideas, the method of leadership, the method of learning through action, the method of developing cooperation. The use of these methods to strengthen the practical training of students is substantiated. The role of the demonstration exam in determining the level of students’ proficiency in professional competencies and their components, especially practical experience, is shown.

Conclusion. Taking into account the requirements of professional and educational standards, recommendations have been developed for the organization and management of the integrated process of vocational training. The following management principles are indicated: consistency and integrity; objectivity and completeness of information; orientation to the purpose and objectives of vocational training, reflecting the requirements developed by the vocational school together with the enterprise; continuous improvement of the quality of the educational process and the conditions for its organization; involvement of producers, teachers and students in the process of managing the integrated model of vocational training; multi-subjectivity of the consumer. Taking into account the above principles, the integrated vocational training management scheme has been designed and management functions for each block of this scheme have been determined

Introduction. Difficulty in choosing of the direction of study for prospective students with disabilities is the one of the problems in the implementation of higher inclusive education. Difficulties in professional self-determination are due to both objective (low efficiency of information and educational work of educational institutions’ administrations) and subjective (inability of personal transformation to determine the most adequate professions) reasons.

Purpose setting. The research aims to determine the professions in demand for girls and boys with disabilities, give a factorial assessment of determining the prestige of selected professions, depending on gender preferences.

Methodology and methods of the study. The article presents the results of a retrospective analysis of professional self-determination of 381st−2nd year with disabilities, taking into account gender and educational differences (school/college) before entering a university, obtained using the author’s questionnaire filled out in Google Forms.

Results. The obtained results revealed statistically significant differences (p < 0,05) in professional preferences of girls and boys. Post-college students made the most informed choices.

Conclusion. The results of the study indicate the need to adapt the information and career guidance of universities, taking into account the value demand of persons with special needs.

Introduction. The article examines the dynamics of transformations in modern Russian higher education in the context of the metamorphosis of its «transformed forms». The problem of incorrect use of some educational models of other cultures and domestic destructive experience has been updated, taking into account the specifics of regional Siberian universities.

Purpose setting. The authors propose to dwell on such fragments as the negative impact of the competency-oriented educational model on the methodological content of the educational process and some «pseudoscientific» trends in university science. All this, in our opinion, can be attributed to the elements of the «transformed forms» of the modern domestic educational reality.

Methodology and methods of the study. The work used traditional methods of sociological research (content analysis, questionnaires, interviews), systemic and structural- functional approaches, comparative and retrospective analysis, etc. As an empirical basis, we used data from a sociological survey of teachers of humanities and legal specialties at four Novosibirsk universities, as well as the results of their interviews, revealing objective expert assessments.

Results. The article, based on the latest expert sources and the speeches of domestic methodologists and education strategists (the regulator), clarifies the forecasts for the use of a competence-oriented educational model in the conditions of rejection of the Bologna system. The internal contradictions of the system are determined, primarily associated with inversions that significantly influence the formation of its transformed forms. It is shown that in the form that it exists now, the competence model of education is overly formalized, methodologically vulnerable and therefore toxic for the modern qualitative educational process. When considering university science, examples show its excessive bureaucratization and formalization, especially within the disciplines of the humanities cycle, the dominance of pseudoscientific conferences, and, accordingly, «garbage» collections of articles and other publications issued exclusively for reporting, which cannot interest specialists because they have nothing to do with the scientific development of topical social problems.

Conclusion. Analyzing only some of the elements of «transformed forms» in modern Russian higher education presented in this study, we can state that educational reality, according to the expert community (and we interviewed more than 120 teachers of Siberian universities), raises many more questions than it answers. Each problem becomes the subject of lively discussions, during which both expert positions and the activities of the regulator are clarified, influencing the development trends of specific areas of reform of domestic education.

Introduction. The process of teaching university disciplines at the present stage can be considered as a single system composed of many individual elements, where each element influences the operation of this system. This influence can be analyzed using systems engineering methods.

Purpose setting. The discipline «Descriptive Geometry» is considered as a system. The goals and objectives of the system, the degree of interest in the creation of this project are determined.

Methodology and methods of the study. The article considers the methods of system engineering, with the help of which issues of the system life cycle were resolved.

Results. For the three tested groups studying the discipline «Descriptive Geometry», a different time distribution was established for the topics of the material being studied. It is shown that the use of systems analysis methods in the development of educational programs makes the learning process more perfect.

Conclusion. Systems engineering methods can be successfully used as a modern tool for analyzing the results of teaching technical disciplines and modernizing the educational process.

Introduction. The article considers the modern meaning of A. Maslow’s hierarchical system of needs.

Purpose setting. It is shown that this hierarchy obeys the same laws according to which all complex hierarchies exist. In particular, it is possible to develop inversions in this system, in which the lowest hierarchical level is able to acquire a dominant value.

Methodology and methods of the study. The well-known Maslow’s pyramid test was used in the study. Students of Siberian State University of Railways and Novosibirsk State University were involved in this project. A total of 591 people participated in the study.

Results. There were no significant differences in the structure of needs and motives among male and female respondents. It was found that social needs show significantly lower relevance than the needs for security, self-affirmation or self-actualization.

Conclusion. The application of A. Maslow’s concept for motivation management requires field research, which would reveal the relevance of each class of needs in this particular contingent of subjects.

Introduction. The article is devoted to the issue of the medical lexis mastering by Arabic-speaking medical students using mnemonics in the framework of Russian as a foreign language classes. The main demand in Arab countries is the high level of education of graduates of medical faculties.

Purpose setting. The author of the article aims to determine the level of mastering and training of these medical students in professional lexis during an experiment with experimental and control groups of Arab students.

Methodology and methods of the study. The methodological basis of the study was the application of the author’s mnemonics methodology in the experimental group and training without mnemonics of the control group of Arab students. During the formative experiment, the level of the medical lexis mastering by Arab medical students was determined.

Results. The methodology of mnemonics was introduced by the author in classes with foreign students from Arab countries of the 2-3-4 courses of the Medical Faculty of Ulyanovsk State University, studying in the specialty «Medicine». Studies conducted with experimental and control groups of students, after applying the author’s methodology, showed: in the experimental group, the average level of mastering was 91 %, and in the control group – 55 %, which indicates the effectiveness of the method used.

Conclusions. The practical significance of the work lies in the fact that the methodology of mnemonics significantly increases the mastering of the material, and also has a positive effect on the learning of medical students.

Introduction. A necessary basis for elaboration an adequate strategy for the development of Russian education is an understanding of the depth and scale of the ongoing processes of deploying of meaningful public discourse regarding the present and future of higher education. Russian higher school can move from the paradigm of translational education to the paradigm of activity-based education based on two technological packages of higher education (activity-based and social-communicative). It is the humanitarian paradigm of human development that will provide competitive advantages to developed countries and regions.

Purpose setting. The task of forming the prerequisites for a cognitive society is highlighted as strategically important, which means increasing the intellectual potential of society, raising intellectual activity and connectedness of society. Moving towards the digital revolution, it is important to form digital literacy, the ability to learn throughout life and readiness to be included in network formats of intellectual action. Methodology and methods of the study built on the key points of humanization and sovereignization of Russian education, which naturally abandoned the Bologna system.

Results. Our study showed that the formation of new cognitive institutions is hampered by the low level of information and social connectivity of intellectuals and weak leadership in the field of knowledge production. The motivation of young people for high-quality higher education, high general and professional competence will arise if society in all its manifestations (work, leisure, politics) becomes more «smart» and intellectualized.

Conclusion. The changes currently taking place in the field of higher education are conceptualized as a multifaceted crisis, including a gap between the needs of the labor market and the professional qualifications obtained in higher education, the decline in the prestige of teaching, the need to change the paradigm of education and a number of other manifestations in the destruction of the anthropological frame-ideal of a person who defines meaning, goals of education. The ideal of a knowledgeable person ceased to be attractive, the imperative to «teach everyone everything», characteristic of the Enlightenment, lost its power, the belief in the uplifting power of education was shaken, knowledge and education became a utilitarian value, one of the goods offered to the consumer by civilization. Education has ceased to serve as a social elevator. In this situation, the future of social and cultural institutions is uncertain.

Introduction. The article is devoted to the study of the psychological features of the phenomenon of self-learning based on the self-study of foreign languages.

Purpose setting. The aim of the study was to clarify the issue of psychological aspects of self-learning of foreign languages in the context of autodidactic communication.

Methodology and methods of the study. The methodological basis of the work was the domestic approach, which considers self-learning activities as a full-fledged specific activity, involving the development of subjectivity and semantic attitudes of its participants. Variants of correlation and partial coupling of the processes of didactic and autodidactic communication are considered. The empirical basis of the study was the survey method. Data on motivational and operational aspects of autodidactic communication were obtained from a sample of respondents who were self-taught in a foreign language. The study touched upon the external, socially-oriented aspects of autodidactic communication, the goals, motives and meanings of self-learning reflected by autodidacts, as well as their preferred self-learning strategies.

Results. The study states the communicative selectivity and self-sufficiency of autodidacts, the internal inconsistency of their motives that encourage self-learning, which is associated with the difficulties of becoming subjectivity in the conditions of autodidactic communication. It can be stated that the autodidacts studied by us act more as «teachers for themselves» than as «subjects of autodidactic communication». The external, socio-psychological aspect of autodidactic communication, as the results of the study show, is not leading in making a subjective decision to start self-study. Its influence is mediated by a system of personal meanings and individual preferences of autodidacts.

Conclusion. The self-learning strategies preferred by autodidacts are mainly based on communication with texts and other media, while the interpersonal aspect of learning is significantly reduced and is found only in an indirect, «filmed form» as an extension of the possibilities of upcoming, probable communication in the language being studied. Further research on this problem will contribute to strengthening the psychological resources of autodidactic communication, their more competent use in the process of self-study. The psychological patterns and conditions of autodidactic communication studied on the material of self-study of foreign languages can be applied to a wider range of academic subjects in the future.

Introduction. The formation and improvement of the educational, professional and personal identity (self-attribution, self-definition) of students with disabilities is one of the important goals of educational processes in modern

universities and an important area of scientific research and practical and applied development.

Purpose setting. Purpose of the study is analysis of the problems of formation and development of educational, professional and personal identity of students with disabilities.

Methodology and methods of the study. Research methods are theoretical analysis and synthesis of research results on problems of formation and development of educational, professional and personal identity of students with disabilities. The methodological basis of the study was a systematic approach to understanding the formation and development of educational, professional and personal identity of students with disabilities.

Results. Currently, there are theoretical tasks to develop an integrative model of the formation and development of educational, professional and personal identity of students with disabilities. The leading role in this process is played by the value-semantic and activity aspects of the educational, professional and personal identity of students with disabilities, and their correlation.

Conclusion. The author summarizes the results of a study of the formation and development of educational, professional and personal identity of students with disabilities. The theoretical significance and scientific novelty of developments in the field of formation and development of educational, professional and personal identity of students with disabilities are noted. The prospects for theoretical and empirical study of the problem of formation and development of educational, professional and personal identity of students with disabilities are related to the tasks of improving the quality and effectiveness of higher professional education.

Introduction. The specifics of the work of university psychological educational support services are related to helping young and adult people involved in educational relationships with problems arising in connection with psychological distress or with the tasks of ensuring psychological well-being.

Purpose setting. The purpose of the study is to analyze current problems of preserving and strengthening the psychological well-being of modern university students in the context of various areas of psychological support of the educational process.

Methodology and methods of the study. The research method is theoretical analysis of current problems of ensuring the psychological well-being of students through psychological support of education. The methodological basis of the study was a systematic approach to understanding the problems of ensuring the psychological well-being of students through psychological support of education.

Results. Problems of general psychological ill-being are among the most significant for ensuring the quality of education. Modern concepts, theories, and models of well-being are very multidirectional and diverse. Different theories, their proposed models of psychological well-being, diagnostic methods and work programs offer different indicators of well-being. Psychological well-being/ill-being is considered as a factor of mental stability/vulnerability to mental destabilizing, including pathologizing factors, which primarily include stress and trauma in a psychologically, socially and physically dangerous environment of human life. Such aspects of psychological well-being as a creative spirit and openness to new experiences, self-confidence and trust in the world, acceptance of oneself and the world, the desire for development block reactions of psychopathology and act as the goal of preventive and correctional-developmental psychological support. The university as institution of socialization, without support from the education system as a whole and its individual specialists and services in particular, become another source of trouble. The list of requirements for future specialists is increasing, including requirements for soft skills, and hopes for success are decreasing, burnout occurs, attempts to refuse, ignoring development and reality, they become too costly and difficult. This provokes both individual and mass departures such as the «great dismissal»; many students and even graduate students do not complete their education as a result of feeling incompetent as one of the consequences of learned helplessness. The importance of fundamental correction of the management system of social, including educational relations, management of the flow of tasks with the construction of registers of directions, procedures, methods, including more or less specialized programs of psychological support of education, exercise systems adjusted to the specifics of the client’s situation, sets of tasks in the context of trainings, (self-) study courses, consultations, mediations, etc.

Conclusion. At different stages of its development, including in the context of obtaining higher (professional) education, the key to the effectiveness of psychological support of the educational process is targeted, systematic, timely and consistently organized psychological work with students and other subjects of education directed towards preventing and resolving problems of conflicts and crises of personal, interpersonal and educational and professional formation and development. This involves identifying leading directions and applying a set of measures and programs that change the educational process at the university at the level of training and education tasks, including (re) training of support service specialists who are ready and capable of successful team (interdisciplinary) work, including conditions of macro-social crises such as pandemics, military actions, emergencies and disasters.

The purpose of the article is to pay professional attention to the features and intractable problems related to the digitalization of scientific, technological and economic information. Digitalization is a realty that cannot be ignored and must be accepted as inevitability at the present stage of development of society including its information component. Nevertheless, this trend isn’t far-fetched and artificially created. Many objective circumstances justify many objective circumstances, and the task is to carry it out successfully at the lowest cost. As it turned out, this task is not formal, which requires a creative and in some cases selective approach, taking into account the degree of readiness of digitalization objects for this. The article lists the main features and problems associated with the digitalization of technic information and identifies forward-looking ways to alleviate these problems.

Introduction. In article are stated progressive, vanguard to methodology of teaching of modern network technologies, including various electronic tutorials and the differentiated modular approach are considered.

Purpose setting. The purpose of the article is to substantiate the need to develop a special methodology for teaching modern network technologies using electronic learning tools.

Methodology and methods of the study. Use of the modular approach in the course of preparation of the future teachers of computer science allows to concern individually each pupil, in details to reveal level of its knowledge on all themes. Hence, such methodology gives the chance to define, what themes are poorly acquired to the pupil and what questions need to give more attention. For example, problems on calculation of quantity of the information, speed of reception and an information transfer are somewhat problematic for pupils. The decision of such problems should be accompanied reduction of the various real facts, showing transition schemes between information units. In these and other questions it is important to use modern electronic boards, projectors and other multimedia technologies for increase of interest of pupils.

Results. Modern network technologies play the important role in a daily life. Each person uses Internet-services, keeps in contact with the family, does various orders through the Internet. For the correct and universal organization of all planned tasks the knowledge of modern network technologies, both technical, and program is required. In this plan it is possible to reduce considerably time for the decision of those or other problems, to save material expenses on the decision of essential problems. So, scientific novelty of article consists of working out of essentially new technique of teaching of network technologies on the basis of the differentiated modular approach with application of electronic tutorials. Such technique has exclusive value in preparation of highly skilled experts and the future teachers of computer science.

Conclusion. It is very important to use various interactive means (an electronic board, the projectors, specially prepared presentations) for increase of presentation and level of interest of pupils. It is necessary to develop the modular approach with consecutive mastering of a teaching material and parallel testing of knowledge and abilities of pupils.

 

The article is devoted to a problem that was sensational in the second half of the 20 th century, which stirred up the public and political consciousness of the citizens of the country. In the discussion of this project, the first ecological, moral, ethical principles of the relationship between society, power and nature were put. Practice has shown that modern strategic and tactical projects should initially take into account not only economic benefits, but also conservation of natural resources, social benefits, environmental security of the state and public opinion.