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В статье рассматриваются политико-нормативные основания внедрения цифровых технологий в образовании, затронуты пошаговые аспекты движения от информатизации образования к его цифровизации: от опыта локального применения информационных технологий в образовательной деятельности, развития электронного обучения к этапу внедрения инновационных цифровых технологий в учебный процесс. На теоретическом уровне выявлена суть терминов «информатизация» и «цифровизация», перечислен перечень наиболее применяемых в системе образования цифровых технологий и ресурсов. Наряду с положительными сторонами цифровизации образования в статье поднимается проблема влияния этого процесса на духовно-нравственное развитие подрастающего поколения, доказывается его деструктивность по сравнению с традиционной системой обучения. Актуализируется вопрос об адекватных границах применения цифровых технологий в образовательной и воспитательной деятельности, и ставится задача разработки методик и технологий осуществления духовно-нравственного воспитания школьников соответствующих меняющимся социокультурным и цифровым условиям на государственном уровне. ; The article considers the political-normative foundations for the introduction of digital technologies in education, raised step-by-step aspects of moving from information education to its digitization: the experience of local application of information technologies in educational activities, e-learning development to implementation of innovative digital technologies in the educational process. At the theoretical level, the essence of the terms "Informatization" and "digitalization" is revealed, and the list of the most used digital technologies and resources in the education system is listed. Along with the positive aspects of digitalization of education, the article raises the problem of the influence of this process on the spiritual and moral development of the younger generation, and proves its destructiveness in comparison with the traditional system of education. The issue of adequate limits for the use of digital technologies in educational and educational activities is updated, and the task of developing methods and technologies for the implementation of spiritual and moral education of schoolchildren corresponding to changing socio-cultural and digital conditions at the state level is set.

Зиновкина Милослава Михайловна: В статье автор описывает теорию и практику внедрения в школах России и за рубежом авторской системы многоуровневого непрерывного креативного образования NFTM-TRIZ. Эта система с восторгом востребована и реализуется в школах Южной Кореи, в стране, которая за короткое время достигла огромных успехов в своем развитии. Статья адресована учителям школ, гимназий, лицеев; полезна аспирантам и специалистам, работающим в области креативной педагогики.

The challenges of modern world are not only numerous, but also diverse – from a positive impact on the development of society to clearly unfriendly attacks in the economy, politics, science and education. Positive trends are associated with the smart education development, a new cognitive sphere that involves complex communication of all participants in the educational process in order to continuously improve the methods and technologies of the knowledge economy. In the digital paradigm of social development management, the knowledge sources are not only various formats (digital and paper) of textbooks, manuals and other, but also a close creative union between a teacher and a student, which allows not to get lost in the endless expanses of the Internet. The article highlights the trends in the domestic and foreign authors' studying problems and prospects for the development of smart education. A mechanism for transforming the established methods of vocational training in Russian universities into a new concept of smart education is proposed. The principles of digital education format are formulated. The article content is determined by the methodology for the knowledge economy development: the basic principles of smart education and conceptually important methods for educational process organising. The studies of professors A.A. Bubenchikov, V.V. Glukhov, M.K. Novikov, V.P. Tikhomirov, etc., facilitated the idea of a prospective smart university concept development. The article is based on scientific research methods such as: comparison, analysis and synthesis, induction and deduction, historical and logical methods, positive and normative analysis, and the method of scientific logic. ; Вызовы современного мира не только многочисленны, но и разнообразны – от позитивного влияния на развитие общества до явно недружественных выпадов в экономике, политике, науке и образовании. Позитивные тенденции связаны с развитием смарт-образования – новой когнитивной сферы, предполагающей комплексную коммуникацию всех ...

The topic relevance is justified by the mankind intention to protecting and reviving a native language as a process of saving a self-identity and an authentic culture, the modern tendencies on reducing globalization risks regarding the regional and minor languages, search for new effective ways to facilitate and develop them in the modern world. The paper deals with the modern language and education policy of Wales regarding the Welsh language with further adoption of the best practice. The basic methods of the current research are the contrastive analysis of the statutory acts of the government of Wales regarding the results achieved that allow bringing to light the main tendencies and evidences of Welsh in the education sphere of Wales, methods of analysis, synthesis, and systematization. The synthesis of the analysis results shows the trends and handicaps in the implementation process and facilitating the Welsh functional potential in the education system. The statistics analysis of

Presented in this article is a review, which evaluates the current state of Russia's secondary professional education system (SPE), and the degree to which it is prepared to train specialists who would be in demand by an innovative economy. Unlike the higher professional education system, during the last decade SPE has not only ceased to be a government priority, but has also "suffered" to a certain degree due to increased attention on behalf of the federal government towards universities, which have attained special statuses – such as "federal", "research", "supporting". Limited financial resources have been redistributed for the benefit of higher educational facilities, this leading to a decrease in funding for training personnel within SPE, while also harming the resource base. This took a serious toll on those technical colleges which trained specialists in new, promising professions. Given such a situation, communicating with employers becomes one of the key factors. However, the cooperation between SPE facilities and enterprises has been experiencing crisis due to the general decline of a number of manufacturing plants during the post-Soviet period. The study is based on the analysis of official statistical data, materials from sociological surveys, as well as expert opinions. This article consistently analyzes the current state of the SPE system, evaluates the training level of teachers, students' motivation for receiving secondary education, as well as the most popular professions. Special attention is devoted to corporate training acting as the equivalent of SPE, in the form of additional professional training. The article is concluded by examining possible directions for the development of the SPE system, in order to facilitate its adaptation to the demands of an innovative economy. Three possible directions are offered, which might help increase the quality of education within the SPE system, given the current conditions of financial limitations and issues associated with the quality of human resources. This includes cooperation with higher educational facilities, transferring a certain part of educational programs to the premises of employers, and conducting personnel training and advanced training by means of participation in independent programs such as WorldSkills and other such initiatives.

В статье приведены результаты критического анализа источников и литературы по цифровизации и ее влиянию на трансформацию обучения в высших учебных заведениях. Рассмотрены барьеры цифровой трансформации в вузах и основные положения теории онлайн-обучения (OCL), предприняты попытки определить преимущества и недостатки цифровизации образования, рассмотреть произошедшие изменения в выборе способов обучения и преподавания в период пандемии COVID-19, описать и проанализировать различные способы образования и обучения. Результаты аналитического обзора показали, что преподавательские практики все время адаптируются, совершенствуются и развиваются с учетом постоянно преобразующейся социально-экономической среды. Признается важность адаптации к меняющейся среде обучения и преподавания, которую нельзя считать статичной. В ходе исследования была отмечена важность участия преподавателей и студентов в реализации цифровизации в процессе обучения и в педагогической практике. В статье также приводится несколько критических показателей успеха для внедрения OCL. В работе обозначены некоторые из наиболее сложных проблем и препятствий, связанных с цифровизацией практики обучения и преподавания в высших учебных заведениях.
The article presents the results of a critical analysis of the sources on digitalization and its impact on the transformation of education in higher education institutions; examines the barriers of digital transformation in higher education institutions and the main provisions of the theory of online collaborative learning (OCL); makes attempts to determine the advantages and disadvantages of digitalization of education, to consider the changes that have occurred in the choice of ways of learning and teaching during the Covid-19 pandemic, to describe and analyze the different ways of education and training. The results of the analytical review showed that teaching practices are constantly adapting, improving and developing considering the constantly transforming socio-economic environment. The article recognizes the importance of adapting to an ever-changing learning and teaching environment that cannot be considered static. In the course of the study, the importance of the participation of teachers and students in the implementation of digitalization in the learning process and in pedagogical practice was noted. This article also provides several critical success metrics for OCL implementation. The article identifies some of the most difficult problems and obstacles associated with the digitalization of the practice of learning and teaching in higher education institutions.

В статье рассмотрена актуальность цифровой трансформации этнокультурного образования в современных условиях развития общества. Проведен анализ востребованности электронных образовательных ресурсов этнокультурной направленности, а также выделен ряд возможных затруднений по их использованию педагогами: «разбросанность» информации в глобальной сети, отсутствие систематизированных источников; неосведомленность о существовании тех или иных информационных источников этнокультурной направленности; отсутствие навыков поиска необходимой информации этнокультурного характера и др. Предложен способ решения возникшей проблемы с использованием информационно-образовательного консалтинга как одного из молодых и перспективных направлений в данной области, который представляет собой специализированный процесс предоставления услуг субъектам образовательного процесса, с использованием цифровых технологий, направленный на удовлетворение их информационных потребностей и запросов. С целью выявления значимости информационно-образовательного консалтинга в этнокультурном образовании нами был проведен опрос среди студентов и профессорско-преподавательского состава ФГБОУ ВО «Марийский государственный университет» (г. Йошкар-Ола, Россия). Анализ полученных результатов показал, что среди педагогов имеет место потребность в использовании этноориентированных электронных ресурсов сети интернет, а также заинтересованность в использовании услуг информационно-образовательного консалтинга, как источника знаний о внедрении данных ресурсов в систему этнокультурного образования.
The article deals with the changes in ethnocultural education due to its digital transformation. The authors analyze the demand for electronic resources of ethnocultural orientation, and reveal some reasons for possible difficulties in their use: "scattered" information in the global network, lack of systematized sources; unawareness of the existence of certain information sources of ethnocultural orientation; lack of skills to find necessary information of ethnocultural nature, etc. The authors also propose the method for solving the arisen problem using information and educational consulting as a new and promising direction in this field, which is a specialized process of providing services to participants of the educational process, using digital technologies and aimed at satisfying their information needs. In order to identify the importance of information and educational consulting in ethnocultural education, the authors conducted a survey among the students and teaching staff of the Mari State University (Yoshkar-Ola, Russia). Having analyzed the obtained results, they came to the conclusion that among the teachers there is a need to use electronic resources of the Internet, and that they are interested in using the services of information and educational consulting as a source of knowledge about the implementation of these resources in the system of ethnocultural education.

Based on an analysis of the scientific literature and anti-corruption legislation, the article reveals the characteristic features of corruption in education: the sphere of existence, the specifics of subjects of corruption in education, features of corruption goals, types of corruption are classified for various reasons (depending on the type of educational organizations that implement the main educational programs). At the end of the article, the author's definition of corruption in education is proposed, which is understood as a negative social and legal phenomenon existing in public relations in the field of education and consisting in the unlawful use of official position, status of participants in relations in the field of education in order to derive benefits of a tangible or intangible nature.

Recent government decisions to expand English language instruction in Algerian schools, though seemingly educational in nature, are only the latest developments in a longstanding national dispute.

The concept of permanent revolution was formulated in the XIX century became a subject of constant debate in humanities circle. In contrast-scientific and technological revolutions are natural components at all steps of human development. Their permanence is commonly recognized imperative, followed by numerous confirmations with a convincing inevitability. Information and industrial revolutions taking place now in the world are such evidences. Experts declare today the fourth industrial revolution. Peter Drucker fairly predicted the fourth information revolution. It is interesting that the most important trait of both revolutions is the artificial intelligence which functions in the sphere of Big Data and Internet of Things. The application field (not the only) is the economy-its structure and content. Experts state the emergence of information capitalism and the information economy — innovations obtaining special and revolutional traits. The article is devoted to analysis of main components of the innovations and offers the ways how they should be reflected in the curriculum for modern economists and managers.

The world of work and occupations are changing rapidly as globalisation and digitalisation make headway. Today the occupation and its necessary competence requirements stopped being acquired once and forever. Modern professions become dynamic, should constantly reinvent themselves and be maintained by upgrading the competence. Consequently, the pedagogical competence of HEI teachers must also meet the new requirements, and the teachers should continuously widen the scope of their interests. Professional teacher training in Finland is internationally acknowledged thanks to high professionalism of instructors and due to the fact that training is based on research. The article analyses the scientific foundation of professional teacher training in Finland, its implementation and relationship with the changing world of work drawing on the example of the curriculum of HAMK University of Applied Sciences. The analysis of the curriculum shows that pedagogical studies for in-work learners meet the requirement of dynamism. They require involvement and active participation of the learners in the teaching process and its implementation receives positive student feedback.. The curriculum focuses on developing the teacher's work and provides an idealistic view on what it is to work as a teacher. A strive for continuous professional growth stems from pedagogical competence.

The paper describes the process of realization of the concept of engineering education humanitarization by means of a special organizational form – the faculty of humanities at technical university. The faculty has worked out the unified system of humanities and socio-economic disciplines such as economics, philosophy, sociology, political science, jurisprudence, domestic history, culturology, foreign languages, for all faculties and specialties. The article presents the main tendencies of faculty development, the results of its research activities, the place and the role of the faculty in university life during 20 years of its existence. ; Рассматривается процесс реализации концепции гуманитаризации инженерного образования через особую организационную форму – гуманитарный факультет политехнического университета, функционирующий в вузе уже 20 лет. Выделяются основные тенденции, результаты, место и роль данного процесса в вузе.

The course of political science in higher education is often read, to a large extent, as a theoretical course and affects the study of issues and problems of the formation and development of political institutions, processes and technologies. The focus is usually on the history of politics, the state as the central institution of the political system, political parties, political consciousness, culture, political relations, etc. However, it is very important that, when studying a course in political science, listeners understand the current political processes taking place around them. Some of them are well established, democratic processes, such as the electoral process. Others are associated with the impact of modern innovation processes on the political sphere of society. And in this case, political science as a science once again demonstrates its value in an applied format. For a deep understanding of this kind of political processes, additional aggregated information is needed, knowledge that should differ in such characteristics as relevance, novelty, compliance with modern development. In the modern digital era, it is necessary to additionally acquire knowledge about the digital transformation of political institutions, processes and technologies, including types of state policy, the most important of which is social. And it's not just the digital economy. This, first of all, digitalization of public administration (State-web) — Big Date management, blockchain, etc., as well as digitalization of business — the emergence and development of digital enterprises, etc. It is obvious that the use of digital technologies will become possible for the development of predictive political science. This article is largely a translation of German publications by scientists dealing with the development of modern political science education in the countries of the European Union, in particular, in the Federal Republic of Germany. The focus is on the impact of digitalization on the teaching of theoretical and applied political science.

The topic of the work is of scientific and practical relevance, as there is a need to find ways to overcome the barriers to the effective functioning of online education during the global coronavirus pandemic. Russian higher education was faced with the need to suddenly change the principles of its work and transfer the vast majority of classes to an online format, which turned out to be associated with many practical problems that did not allow online education to function productively. As part of this work, an attempt is made to evaluate the rich experience of Western higher education in the application of online technologies and develop recommendations for the implementation of some effective solutions in the Russian social reality. The main research method is the analysis of documents and scientific publications. The following problems observed both in Russian and Western higher education were identified: digital divide, digital literacy, class lag, alienation from the educational process, virtualization of educational space, asynchronous communication and the inadequacy of coursework. The above problems create obstacles and barriers that do not allow Russian online education to function in full force, and require serious work to optimize the educational process. A recommendation was made to abandon non-contact online learning, the development of materials to improve the digital literacy of the teaching staff, as well as the need to unify the educational online space and create a Russian digital platform that will accumulate all the classes of state universities

The purpose of this article is to characterize trust in higher education as a fundamental problem of sociological research, review existing achievements in its analysis and the presentation of experience in the empirical study of trust in higher education facilities of the Ural macro-region. Trust is interpreted by the authors as a major non-material asset of the development of higher education in a situation of crisis, social and economic uncertainty. It is proposed to consider the establishment of trust and the formation of a culture of trust in higher education as a constructive way to implement positive changes in the institution and the country's system of higher education, increasing its social effectiveness. Substantiated is the need for an interdisciplinary methodology for studying trust in higher education, developed at the intersection of sociological, psychological, socio-psychological, economic, moral and professional-ethical, educational, and management approaches. Going beyond the narrow disciplinary route, according to the authors, provides an opportunity to identify the resource potential of trust as an non-material asset. This article shows the main directions for researching trust in higher education in foreign and Russian science. The discourse of trust in higher education is shown as undergoing dynamic changes. On this basis, there are prospects for the further theoretical and empirical study of this problem. Data from the empirical study of trust as a new resource of higher education in the aforementioned Russian macro-region demonstrates the most acute contradictions given its current state and development, which have to do with an ever growing distrust in educational policies and the strategies for their implementation.