Introduction. The article considers two models of the development of scientific knowledge: secular and postsecular, analyzed in the context of fundamental attitudes of thinking. Purpose setting. The task is to conceptualize the postsecular model of the formation of science as the most adequate to the modern educational space, which is in a state of Post-Enlightenment. Methodology and methods of the study. Descriptive and comparative analysis, modeling method. Results. The post-secular model emphasizes the role of Christianity as a cultural revolution in the transition from ancient to modern knowledge, as a result of which Christianity is considered not as an opponent, but as a beneficiary of classical Greek civilization. A special role in the formation of scientific knowledge of Syrian Christian schools is revealed, as a result of which it is emphasized that ancient knowledge entered the Arab culture through the orphan-speaking world. It is shown that the fundamental attitudes of the traditional type of thinking did not allow the brilliant Arab scholarship to overcome the Aristotelian-Ptolemaic cosmology. Christian schools and universities are preparing the ground for the transition from the ancient to the modern worldview. Conclusion. It is necessary to rethink the importance of medieval science and metaphysical theology and consider them as successors who not only accepted the ancient heritage, but also prepared all the conditions for the transition to secular thinking and a modern scientific picture of the world.

Introduction. The article discusses psychological, sociological, and cultural approaches to understanding the phenomenon of trust. Purpose setting. The task was to describe the mechanism of trust formation and its manifestation in various situations of socio-cultural communications. Methodology and methods of the study. The philosophical-comparative method is applied: the method of comparative analysis of various conceptualizations in modern socio-critical thought of the phenomenon of trust, as well as an analysis of the axiological aspects of this phenomenon in relation to digital technologies in some areas of social reality. Results. Trust is considered as a manifestation of the subjectivity of the person himself. It is emphasized that trust is a situation of discovering oneself as a subject, which is a necessary condition for the content of the processes of socio – cultural identification and self-identification. The applied significance of the phenomenon of trust has been revealed, namely, understanding the boundaries of possible digital technological expansion in various spheres of socio-cultural life. When using digital technologies, the human-to-human sphere is particularly sensitive and critical. Replacing a person with a digital resource erodes the responsibility of those who use this technology in their production and organizational processes, and, as a result, reduces trust or completely destroys it. Anonymity, irresponsibility, and lack of choice are the grounds for the impossibility of trust in front of this digital innovation. Conclusion. Digitalization as a technological process should be carefully applied in the fields of education, medicine and artistic and creative activities

Introduction. The article examines the concept of «digital culture», considers the periods of digital culture formation associated with the social and technological society`s development. It is noted that the emerging innovative model of education in the digital technologies context influences the qualitative changes in the value aspects of the domestic educational segment. Purpose setting. The relevance of considering this problem is associated with the modernization of the domestic education system in the digitalization context and the consequences that affect Russian higher education. Methodology and methods of the study. The article shows that the digital technologies development, on the one hand, is assessed as a progressive step towards an open, global society based on common goals and values, and on the other, there is criticism of digitalization processes leading to consciousness manipulation, loss of a person's own «I», an identity crisis. Results. The article emphasizes the position that innovations should be viewed as a process of «creative destruction», since technological achievements and developments inevitably entail various kinds of conflicts and problems and, at the same time, as creation. The way out of this situation seems to be digital anthropology, which acts as a person's existence in the online space, which determines everyday social norms of human life. Conclusion. In the context of new digital realities, reforming Russian education is inevitable. However, what will be the results and consequences of using the digitalization process: whether a person goes beyond his limits (i.e. to a new point of growth) or degradation will depend on the person himself, his formed values and goals.

Introduction. The article is devoted to the problem of digital inequality. It cannot be reduced only to ensuring that all people have equal access to digital devices and technologies. This problem has a serious humanitarian component. Purpose setting. Based on the works of German scientists: the study of the factors that contributed to the spread of digital technologies in society, as well as the positive and negative consequences of this process; the study of the pros and cons of using digital technologies in education, as well as the dangers of unilateral personality development in the case of excessive use of digital technologies. The methodology and methods of the study. A comparative analysis of the works of German philosophers, sociologists and psychologists, a study of the application of Western ideas in Russian conditions based on the works of Russian sociologists and psychologists. Results. Description of new criteria of digital inequality in the aspect of the development of a culture of using digital technologies. Conclusion. The culture of using digital technologies presupposes the establishment of a reasonable framework for their use and control over them by the public. This will help overcome the danger of turning a person into an appendage of digital technologies, and instead put their digital technologies at the service of human development.

Introduction. In a rapidly changing world where the life cycle of knowledge is shortening, basic education is not enough to meet the educational needs of a person throughout life. Additional vocational education (AVE) plays a key role in this process, providing the opportunity to acquire new knowledge and skills to increase competitiveness in the labor market. Purpose setting. The article examines the current state and trends of AVE in Russia, focusing on its importance in the context of lifelong education. Since the concept of lifelong learning emerged at the UNESCO conference in 1968, this area has become key to ensuring the competitiveness of specialists in the labor market. Methodology and methods of the study. The article used a systematic approach, determined by the purpose of the study. In addition, methods of analysis, synthesis and comparison were used. Results. The presented work analyzes statistical data showing the growth of interest in additional professional education among the population, and also identifies the main goals and motives for training. The types of additional professional education programs, such as advanced training and professional retraining, as well as the role of self-education in the educational process are considered. Particular attention is paid to various forms and types of obtaining additional education, including corporate training, which helps improve the qualifications of employees and adapt educational programs to the requirements of employers. The increasing role of the non-governmental sector in obtaining additional professional education, including digital educational organizations EdTech, is shown. Barriers that prevent the full use of the potential of additional professional education are identified. Conclusion. The need for further development of the AVE system is emphasized, including the integration of digital technologies and hybrid forms of education, which will ensure that educational programs meet modern labor market requirements and improve the quality of training specialists. The article contributes to the understanding of the dynamics of additional professional education in Russia and its impact on the development of human capital.

Introduction. The article deals with the problem of using artificial intelligence in the education sector. Active implementation of artificial intelligence has a significant impact on student, which can be detected during face-to-face knowledge monitoring – at exams and credits. Purpose setting. The aim is to analyze the efficiency of coping-strategies and the need for support and help from others in student who actively use artificial intelligence in the learning process. Methodology and methods of the study. The study used the questionnaire «Ways of coping behavior» by R. Lazarus and S. Folkman. 306 junior students of medical and pediatric faculties of Novosibirsk State Medical University were involved in this study. Results. As a result of the analysis it was determined that students in stressful situations try to rationally analyze the situation, attract external resources and develop strategies for its solution, and most importantly, understand their responsibility for the appearance of the problem. Conclusion. The study of students’ coping behavior during exams, including both their positive and negative aspects, helps to identify the most successful ways of coping with stress. This also allows determining those skills and qualities that can help reduce tension levels during exams, especially in the context of digital exam administration.

Introduction. Modern globalized society requires educational systems to be flexible and able to quickly adapt to changes in the economy and labor market. In this context, cooperation between Russia and China in the field of vocational education is becoming increasingly important. The purpose of the study was to identify key areas, problems and prospects for bilateral cooperation in this segment. Purpose setting. To identify the main forms of cooperation between the Russian Federation and China in the field of vocational education. Methodology and methods of the study. Using a large array of factual data and sources in Chinese, the trends in vocational education in Russia and China are examined. Results. Vocational training in Russia and China continues to develop, and joint initiatives indicate the desire of the countries to strengthen their positions in the educational arena, expanding the scope of cooperation and creating new opportunities for future specialists. This cooperation covers not only traditional academic exchanges, but also more practical aspects, such as internships, joint research projects and the integration of best practices into training. The countries actively exchange visits, create new platforms and formats of interaction. Conclusion. Such cooperation between the countries contributes to the promotion of humanitarian exchanges between Russia and China.

Introduction. The development of pedagogy requires constant updating and revision of existing methods. The term «performative didactics of a foreign language», introduced in 2013 by Manfred Schewe, reflects the growing interest of the pedagogical community in the use of theater arts and other types of artistic and creative activity in teaching foreign languages. However, the practical application of performative methods faces difficulties associated with the interdisciplinary nature and insufficient methodological base. Purpose setting. The purpose of the study is to identify key scientific concepts that contributed to the formation of the theoretical foundations of performative didactics of a foreign language as an independent section of pedagogy and educational theory, to determine the key characteristics of performative didactics of a foreign language and its place in the general methodology of teaching foreign languages, as well as to develop methodological principles for its implementation. Methodology and methods of the study. The study is based on the analysis of scientific literature and a comparison of the most common existing methods of teaching a foreign language according to the criteria of focus, the role of participants and the format of training. Results. The unification of approaches of drama pedagogy and theatre pedagogy under a single concept of «performative didactics of a foreign language» allows us to see the overall picture of the use of theatrical elements and techniques, music, dance and other performative forms in teaching foreign languages. The unification of approaches allows us to speak of performative didactics as a single conceptual approach, where «small» and «large» forms complement each other and create a single system of teaching. Drama pedagogy and theatre pedagogy pursue a common goal – the development of communication skills, creative potential and critical thinking of students through active involvement in the educational process, game design of classes and an aesthetic component. Conclusions. The unified concept of performative didactics facilitates the structuring and classification of scientific knowledge about performative methods. The prospects of performative didactics are connected with further study of methods that combine traditional pedagogical practices with elements of theatre and drama, as well as with the study of their influence on cognitive and emotional development, intercultural competence and critical thinking.

Introduction. The rapid development and widespread use of digital technologies, observed recently, leads to drastic changes in most areas of society, including in the education system. Standard approaches and teaching methods are currently proving to be insufficiently effective, and far from fully meeting the needs and peculiarities of perception of the modern generation of students who are carriers of the so-called «digital» type of thinking. In this situation, the problem of activating the cognitive activity of students, the formation of stable cognitive motives and the development of skills for independent acquisition of knowledge is becoming increasingly relevant. Purpose setting. Cognitive activity of students is defined as an active process of acquiring, processing and using knowledge. It includes cognitive processes such as attention, perception, memory, thinking and problem solving. The activation of students’ cognitive activity in technology lessons involves the creation of conditions that stimulate their curiosity, encourage research and critical thinking. Methodology and methods of the study. The theoretical provisions of the activation of cognitive activity among students were laid down in the fundamental works of L.S. Vygotsky, D.B. Elkonin, V.V. Davydov, revealing the psychological and pedagogical mechanisms of personality development in the process of educational activity. The peculiarities of teaching the discipline «Technology» in modern conditions are studied in the joint works of P.R. Atutova, Y.L. Khotuntseva and V.D. Simonenko, as well as G.I. Kruglikova. At the same time, despite significant scientific study of various aspects of the problem, many issues related to the search for effective methods and techniques to stimulate cognitive activity of schoolchildren, taking into account the specifics of technological education and the challenges of the digital age, have not yet found their final solution. Results. In the course of the work, the author of this article studied the cognitive activity of students in grades 5–8 of secondary schools, compiled a model and formulated the pedagogical conditions necessary to activate the cognitive activity of students. The conducted research has demonstrated the effectiveness of the developed model and a set of pedagogical conditions for activating the cognitive activity of schoolchildren in technology lessons in the context of digitalization of education. Conclusion. The use of methods to enhance students’ cognitive activity in technology lessons is crucial to increase motivation, engagement and understanding of the material being studied. These methods allow students to actively participate in the learning process, apply their knowledge and skills in practice and develop important life skills necessary for life in today’s rapidly changing world.

Introduction. At the moment, the training of personnel for the modern labor market involves a short training period and a practical focus. There is a widespread digitalization of education, which leads to the introduction of new pedagogical tools and the development of new methods and technologies in the educational process. This raises the issue of the quality of the education received. Purpose setting. The purpose of the study is to determine the main historical approaches to the activation of educational activities of students based on the analysis of scientific literature, to formulate the concept of «activation of educational activities of students of secondary vocational education». Methodology and methods of the study. The main method at this stage of the research, to which the article is devoted, is the analysis of scientific literature on the stated problems. Results. Differences in approaches to determining the activation of educational activities are identified. The substantial signs of the activation of educational activities of students of secondary vocational education at the present stage have been supplemented and clarified. The concept of «activation of educational activity of students of secondary vocational education» is formulated. Conclusion. The proposed substantive features of the elements of activating the educational activities of students of secondary vocational education made it possible to formulate the concept of «activating the educational activities of students of secondary vocational education» taking into account the trends of digitalization of education and the implementation of the FEP «Professionalism». The specified elements and definition can be used in the development of modern methods and methods for activating the educational activities of students of secondary vocational education.

Introduction. Increasingly, teachers and students are using generative neural network assistants that transform the educational environment. Purpose setting. The article discusses AI services: GigaChat, YandexGPT, ChatGPT, DeepSeek. The purpose of our research is to identify new opportunities and threats related to their use in education. Methodology and methods of the study. The following methods were used: monographic, system analysis, statistical, including surveys, summary, grouping, calculation of relative values. The authors analyzed the features of using the services in question: the tariff, the target audience, and the availability on the territory of the Russian Federation. Two statistical studies have been conducted in the form of surveys on the use of generative neural network assistants by teachers and students of four Russian universities. Results. The functions of generative neural network assistants that are relevant for education are listed, which are more often used by students than by teachers. This is confirmed by the conducted statistical study: only 47.96 % of teachers in 2025. Generative neural network assistants were used, while first – year undergraduate students accounted for 82.05 %, and senior and graduate students accounted for 100 %. Our second study shows problems in recognizing the generated text. The authors see the following threats to the use of generative neural network assistants: the presence of «hallucinations» in services that are not always recognized by students; insufficient assimilation of the material studied; decreased emotional intelligence, the ability to learn, and develop critical thinking. Although the analysis of publications shows that some of the authors disagree with this and advocate the cybernization of consciousness, predicting that neural interfaces will eliminate these threats. Another consequence of using generative neural network assistants is a reduction in cognitive load. Scientists disagree on whether this is a good thing or a bad thing. On the one hand, this will help to avoid professional burnout and overload in humans, and on the other hand, it will weaken mental abilities, passive consumption of information, and degradation of existing skills. Generative neural network assistants are changing the educational environment, and only teachers with AI competencies can minimize the risks of such a transformation.

Introduction. The issues of training specialists in higher educational institutions with an established spiritual and moral value framework are becoming particularly relevant today. Changes in the methods and forms of nurturing work and, above all, its reorientation to the educational process should contribute to the answers to them. STEAM technology can become one of the tools for implementing changes in the educational process aimed at achieving not only educational, but also nurturing l goals. Purpose setting. The purpose of the study: a theoretical justification of the nurturing resource of STEAM technology in the formation of moral values of university students and a description of approaches to its implementation during the educational process. Methodology and methods of the study. The research methodology is based on the theoretical provisions of the integrative approach, which makes it possible to justify the integration of information from various subject areas in STEAM technology to achieve educational and nurturing goals, as well as methods of comparative analysis and generalization of the results of research by domestic and foreign authors in the field of pedagogy, neurology, psychology. Results. In the course of the research, the nurturing resource of STEAM technology is revealed, due to the integrativity of the educational process. The logic of nurturing STEAM-education is substantiated, which assumes two levels of integration: disciplinary and interdisciplinary, which contributes to the step-by-step inclusion of STEAM-technology in the educational process, providing for the work of students in the zone of immediate development and activation of the programming block, regulation and control of complex forms of brain activity. Conclusion. The use of STEAM-technology in the educational process contributes to the success and effectiveness in achieving educational goals for the formation of students moral values and a conscious national citizenship.

Introduction. The relevance of the article is due to the problem of applying mathematical statistics methods in pedagogical research. Purpose setting. The purpose of the study is to summarize information about the use of the most common mathematical statistics methods in pedagogical research and to show their application in the research of the authors of the article. Methodology and methods of the study. The study includes a review of bibliographic and theoretical sources on the disclosure of the features of the use of mathematical statistics in the research of teachers and shows the paradox of mathematical statistics, which in itself does not reveal the essence of the phenomenon and does not explain the reasons for the differences between the individual sides of this phenomenon. Results. The results of the work include the description and analysis of problems related to the disclosure of the concepts of dependent and independent variables in pedagogical research, quantitative and qualitative research methods., criteria and indicators for evaluating research results. The idea is revealed that only the rational use of statistics allows the teacher to find dependencies between experimental data, to identify the presence or absence of trends in experimental and control groups. The authors propose methods of mathematical statistics that they have applied in their pedagogical research: the Fisher φ* criterion, the Kraskel-Wallis criterion, the Pearson chi-square criterion and the I.K. Shalaev methodology for evaluating the effectiveness of experimental work. Conclusion. In the final part of the paper, it is said that the problem of applying mathematical methods is practice-oriented and the success of scientific research depends not only on the creative thought of the researcher and the expansion of the range of his mathematical apparatus.

Introduction. The relevance of the topic is due to the rapid development of information and communication technologies, as well as the need to modernize the educational process in the context of globalization and the digitalization of society. We live in a world where artificial intelligence filters vast amounts of online information for us, changing our perception of reality, and is being introduced into education, healthcare, and a number of other areas where we previously relied solely on humans. Information technologies make it possible to create increasingly sophisticated forms of virtual reality that compete in significance and effectiveness with genuine reality. An artificial neural network is one of the branches of artificial intelligence, whose main task is to model the functioning of the human brain. Among the unresolved problems, a special place is occupied by the issues of modeling consciousness and artificial intelligence, which are discussed in two main dimensions-natural-scientific, technical, and socio-philosophical. One of the central questions of this topic is the relationship between consciousness and the brain. Artificial intelligence will change the role of humans in the cognition of the world, modern politics, and the functioning of society. Purpose setting. The analysis of the problems of neuro-digitalization in modern education as one of the leading trends of globalization, as well as the prospects and limitations of neuro-digital technologies and artificial intelligence technologies in globalizing education. Methodology and methods of the study. Theoretical analysis of the problems of digitalization in education as a leading instrument of its globalization. Digital globalization as the environment for the functioning of the 21st-century university. Qualitative content analysis of globalizing education, the phenomenon of consciousness, and the problems of artificial intelligence. Result. The globalization of education has most often been associated with the prospects of developing open and distance education and the use of the Internet. Through the unfolding of informatization, globalization of education is facilitated. Researchers in artificial intelligence have discovered the necessity of understanding the mechanisms of the learning process, the nature of language, and sensory perception. It has become clear that in order to create machines that imitate the functioning of the human brain, it is essential to understand how billions of interconnected neurons operate. Conclusion. Based on the study, we concluded that it is impossible to technically model all aspects of human consciousness. The most difficult problem facing modern science is the understanding of the processes of the human mind, not just the imitation of its functioning, which directly affects the fundamental theoretical problems of psychological science. Who will serve whom: artificial intelligence to humans, or humans to artificial intelligence?

Introduction. The problem of stress management (prevention of its escalation and taking measures to minimize it), despite its obvious importance, has not been sufficiently studied. Modern studies largely consider innovations, paying tribute to scientific and political fashion, as a phenomenon of ensuring the sustainability of the system. In practice, innovations in modern education carry a significant number of contradictions and problems that can destroy education as such. The goal of such «innovations», many of which are lobbied at the supranational level, is the formation of a society in which education does not perform either the functions of individual development, or the functions of developing groups and the community as a whole. These pseudo-innovations do not reduce, but increase tension in communities (there is an escalation of innovation stress), destroying, rather than improving education. Purpose setting. The purpose of the study is to analyze the processes and conditions of managing (escalation and minimization) innovation stress to ensure the sustainability of educational systems. The novelty of the study lies in the ongoing development of an integrative theory of innovation stress in education, namely, in the study of the processes and conditions of escalation and minimization of innovation stress to ensure the sustainability of educational systems. Methodology and methods of the study. Research methods are theoretical analysis and synthesis of the processes and conditions of escalation and minimization of innovation stress in ensuring the sustainability of educational systems. The paper presents an attempt at an integrative study of the processes and conditions of escalation and minimization of innovation stress in ensuring the sustainability of educational systems. Results. Innovation stress management in education – procedures and results of the influence of the management subject on its various aspects and levels, itself and other stakeholders in order to improve its forms and contents, processes and results, prevent escalation and minimize existing manifestations of stress. Resistance planning, assessment of the directions and processes of restoration of education and its subjects, retention as the preservation of the most valuable and important characteristics and functions of education and revival as a search and study of possibilities for transforming the system require an expanded, reflexive, intersubjective dialogue of education subjects. Based on such a dialogue, a decision can be made on the fate of the innovation, measures and conditions for minimizing negative consequences and preventing the escalation of innovation stress. Conclusion. Innovation stress management is a systemic, reflexive activity of various educational entities aimed at minimizing innovation stress and preventing its escalation in order to ensure the sustainability of educational systems. In our opinion, the prospects of the study are associated with a systemic description of such conditions under which the features of deformations of the value-target level of educational relations will determine the state of other levels (meanings and values, technologies and methods of education).

Introduction. The problems of prevention, correction and relief of innovation stress, its management in order to prevent and overcome the destabilization of educational relations and the education system as a whole, despite its theoretical and practical relevance, remain poorly studied. Modern studies practically do not consider the problems of the stages of innovation stress management in the context of the tasks of ensuring the sustainability of educational systems to these stresses. Russian researchers have shown that innovation stress destabilizes and leads to the loss of sustainability of education and the entire community, blocks the role of education as a social elevator, turns the professional elite of the country and the world into a marginalized class of workers, the value of which is only declared. Purpose setting. The purpose of the study is to analyze the stages of ensuring the sustainability of educational systems to innovation stress. The novelty of the study lies in the ongoing development of an integrative theory of innovation stress in education, namely, in the study of the procedural components (stages) of ensuring the sustainability of educational systems to innovation stress. Methodology and methods of the study. Research methods are theoretical analysis of the stages of ensuring the sustainability of educational systems to innovation stress. The work reflects one of the stages of the integrative study of the sustainability of educational systems to innovation stress. Results. Innovation stress management in education involves a number of stages to ensure the sustainability of educational systems to innovation stress: forecasting the course and consequences, planning the implementation of innovation and collecting data on the results of implementation and the possibilities of current changes; motivating the educational system and its members to innovate, preparing and organizing innovation taking into account probable stresses, their positive and negative consequences; launching an innovation, understanding its current processes, achievements and difficulties, coordinating the innovation and stresses arising in the process of implementing and carrying out the innovation, preventing the escalation of innovation stress; reflecting on and monitoring the results of implementing the innovation and stresses arising as a result of reforming the educational system, working to correct conflicts, crises, collapses and other consequences of the escalation of innovation stress. Conclusion. Antipathetic and preventive work of the team of educational stakeholders directly involved in the situation to anticipate and understand the experience of innovation is largely responsible for solving the problem of preventing the escalation of the corresponding stress. Minimization as damping of innovation stress is a process and result of targeted, multi-level, multi-aspect reflexive research work of all subjects and stakeholders of education to maintain and/or revive the basic value-target pillars of education, as well as awareness and reflection of the experience of innovation in education and other areas. In our opinion, the prospects of the research are associated with a systemic description of the stages and types of innovation stress in education.

The socio-philosophical reflection of the value foundations of educational activity was carried out in the framework of commentary articles in the scientific journal Philosophy of Education in the period from 2016 to 2020. It is presented as a summary of the conceptual foundations containing key provisions of the axiology and praxeology of educational activity. The review material made it possible to fix in the author’s discourse the essence and content of education in the context of social existence, identify the value foundations of the theory of knowledge in the educational space and articulate the main social and educational values. In this regard, it becomes necessary to carry out methodological fixation of the value bases of educational activity, such as «quality of education», «artistic and imaginative cognition», «communication skills», «ontology of traditions in the system of national education», «safety of life», «experience of the spiritual mission of Russian education», «values of Orthodox culture», «cognitive complexes», etc. Dependent on the established spiritual, moral and ideological social intellectual capital, the new socio-philosophical knowledge introduces the scientific and pedagogical community to the reflected axiological and praxeological methodology in the study of educational problems and contradictions.

The Novosibirsk Region has all the necessary conditions to move the agro-industrial complex to a higher technological level, with digitalisation of economic sectors taking centre stage. The agro-industrial complex is one of the most dynamically developing sectors of the regional economy, which is due, among other things, to the introduction of digital technologies. Nevertheless, their potential in the region’s agriculture is not fully disclosed, as digitalisation predominantly covers large agricultural holdings and enterprises, while small and medium-sized farms (SMEs) face difficulties due to the high cost of such solutions. To address this imbalance, it is necessary to create a digital ecosystem in the regional agro-industrial complex, which will provide, first and foremost, small and medium-sized farms with access to digital services and markets. The further development of SMEs in the Novosibirsk Region’s agro-industrial complex, taking into account the integration of digital tools and services, requires the development of forecast scenarios.

The article considers the use of digital educational technologies in the research work of students majoring in engineering. It proposes a methodological technology for using training modules (author’s computer programs) for the course design of the discipline «Theory of Mechanisms and Machines» for students’ research work. The structure of the developed program and the algorithm of students’ actions in solving applied problems of the discipline and computerized scientific research are described. The methodological development contributes to obtaining the necessary competencies for successful research activities of students majoring in mechanical engineering.

Introduction. The relevance of the article is due to the problem of a new trend in many areas of activity – «digitalization», the complexity of understanding which lies in the systemic understanding of the phenomenon that has emerged. Purpose setting. The purpose of the study: to identify the regulatory framework for digital technologies and their application. Methodology and methods of the study. The study includes a review of bibliographic and regulatory sources on the problem of the formation and functioning of digitalization as a principle of pedagogical science, as a means of enhancing the quality of the implementation of educational processes of development, education and training. Results. The results of the work include a description and analysis of the problem associated with the disclosure of the concepts of «digitalization», «digital environment» of an educational institution; generalization of information on the regulatory framework of the Russian education system. The ideas about the benefits of digitalization in education, as well as the problems and negative impact on the results of educational processes are revealed. It is shown that digital technology in any of its qualities is not capable of capturing the subtleties of the human psyche, and a computer with any of its modifications is not able to turn values into meanings, and information into knowledge. Conclusion. The final part of the work states that the problem of studying the possibilities of digitalization as an educational tool is of a practice-oriented nature, but digitalization is not a replacement for the traditional format of educational processes in which there is a teacher and live interaction with him, but only a tool for strengthening the traditional format through new computer capabilities and equipment.

The psychological and cognitive consequences of digitalization are becoming an increasingly relevant topic for research in modern society. The consequences of digitalization affect not only social and economic aspects, but also have a significant impact on the cognitive behavior of individuals. Meta-contextual analysis of cognitive behavior reveals how digital technologies change information perception, attention and memory. It is important to understand that these changes can both contribute to the development of new skills and lead to negative consequences, such as decreased concentration or deterioration of critical thinking. Thus, the study of the psychological and cognitive consequences of digitalization requires a comprehensive approach and in-depth analysis.