№ 01 (January)

The modern world focuses on improving the welfare of Russian citizens, which is impossible without a contribution to the development of human resources. It should be noted that the system of secondary vocational education (SVE) plays a significant role in the economic growth of the country. Therefore, it is important to create the right conditions for the functioning of this system and the training of highly qualified specialists who have a sufficient number of competences and skills to be competitive in the labor market. The purpose of our research was a historical analysis of secondary vocational education, the prerequisites for its emergence, development depending on the demands of the time, starting from the time of Kievan Rus and up to nowadays. It is the complete historical picture that makes it possible to compare tasks and their solutions, positive experience at different time intervals that allow us to select the best practices today. The realities of the modern world require taking into account high turbulence in all spheres of activity, the presence of hard and soft skills for the formation of preadaptive behavior among students in order to be successful in personal and professional spheres. Accordingly, the introduction of various professional skill competitions and championships, which was common in the Soviet Union, and active participation in them allows students to develop, evaluate their achievements, strive for the best. In addition, the system of dual training used in Soviet times is becoming more and more relevant today. Professionality in modern conditions makes it possible to shorten the period of training due to focus on practical work, as it was in the war and post-war time on the example of vocational schools and industrial factory schools. The analysis of the article is based on such methods as a theoretical review and examination of domestic and foreign literature on the problem of research and generalization of the experience of the SVE system functioning. Review of historical, socio-economic and pedagogical literature allowed us to assess how the demands of time had influenced on the development of the SVE system. It is concluded that a broad view on the historical situation makes it possible to use successful experience taking into account modern paradigms. As the results of the study, promising directions of the development of vocational education today are given: participation in the national program "Education", "Professionalism", the introduction of a dual training system, a demonstration exam and various professional skills competitions and championships.

The article considers the learning management systems (LMS) development problem which has become relevant to the modern society due to the process of active e-learning implementation in the educational process at different levels. The aim of the study is to analyze the literature on the LMS application and the LMS technology development trends. Theoretically and methodologically the study is based on the Russian and foreign scientists’ works. The 2019 pandemic forced the educational system to change the benchmarks and to move from the traditional learning process to the type of learning that can use the online environment as a primary or auxiliary tool for the educational process due to the information and communication technologies development. To implement such a transition learning management systems (LMS) began to develop actively. Theoretical literature analysis allowed to highlight the positive aspects of the LMS technologies use: the e-learning availability, online learning personalization, the ability to track and measure the progress of each user, more effective work with the materials and modules of educational courses, a new level of interaction between all participants in the learning process, the advantage in organizing the educational process from the educational organization perspective. The article also presents the negative aspects associated with the learning management systems use, for instance, the limits that a teacher has because of the fixed resources of a platform; furthermore, the educational process adapts to the platform, but not vice versa. The author notes the possibilities to solve the problem of limits imposed by learning management systems through the development and improvement of LMS platform technologies. The article examines the issues of LMS development promising areas that are becoming central while coping with problems connected with improving LMS platforms. The promising areas are as follows: learning analytics, Big Data reports, LMS transformation into a learning experience platform (LXP), semantic specification development for integration with other LMS systems, new software application interface (xAPI) development to consolidate ecosystems of different platforms, application of mobile technologies and the Internet of Things (IoT) when using learning management systems, immersive technologies (VR, AR) introduction. Thus, the LMS platform provides a wide range of resources that help move to a higher level of the educational process in terms of information and communication technologies.

Modern specific pedagogical trends in the field of teacher education determine the need for changes in the professional training of students – future educators of preschool organizations. At the same time, the career orientations of future teachers are one of the basic resources for solving the problems of teacher education, which help students formulate their own learning goals, make decisions based on the needs of the preschool education sector and the demands of the labor market. The purpose of the study outlined in the article is to identify the characteristics of career orientations of students in the educational process in order to acquire professional and pedagogical knowledge, skills, competences and to form effective professional orientation associated with professional and personal self-determination. To achieve this goal, an experimental study was conducted, in which 28 students of the Institute of Psychology and Education of Kazan (Volga Region) University took part. The methodological basis of the study was determined by the methods of analysis of scientific and pedagogical literature, questioning and generalization of pedagogical experience. The definition of leading career orientations was carried out using E. Shane’s questionnaire. The obtained data were processed using a licensed version of the Microsoft Excel 2010 spreadsheet editor. As a result of the study, empirical data are presented on determining the career orientations of future teachers of preschool organizations and illustrating the individualization of their learning process, which ensures self-government and self-improvement of the individual taking into account the needs and values of students in combination with the professional component. The materials of the study and its results can be used to improve the educational and methodological support of the professionalization process, as well as to improve the effective organization of independent work of students of a pedagogical university, including that within the framework of individual educational trajectories.

The challenges of modern society dictate new requirements for the development of the education system as a whole, as well as for the organization of the learning process at school. At the same time, there is a change in the model of understanding and assessment of educational achievements of students, new standards for the content and format of school education are being formed. In this context, it is necessary to search for new ways of forming and developing the functional literacy of students and its components. One of the priority areas in modern Russian education has become the development of natural science literacy of schoolchildren. The article presents an analysis of publications of domestic and foreign researchers on the problems of understanding the essence of natural science literacy of students, its formation and development in the education system. The object of the study presented in the article is the natural science literacy of students and the current state of its formation and development in the education system. The subject of the research is the approaches to teaching science disciplines and the conditions for the formation of science literacy competences. The purpose of the study was to determine, based on the study and analysis of domestic and foreign experience, the optimal conditions and the most effective approaches in the formation of the natural science component of the functional literacy of students in the implementation of educational programs of basic general education. The objectives of the study included the analysis of scientific and methodological literature reflecting the experience of foreign and domestic researchers on formation and evaluation of the development of natural science literacy; revealing the shortcomings of the theory and practice of science education, as well as the optimal conditions for the formation of the science component in the functional literacy of students. Theoretical methods were used in the study: the study of data from scientific and methodological literature, analysis and generalization. The authors of the article consider a number of shortcomings in the theory and practice of science education, the relevance of the effective use of certain approaches in teaching science disciplines to improve the level of achievements of Russian schoolchildren in the field of science literacy. The role of the Technopark as an innovative educational environment is revealed from the point of view of the formation of natural science literacy through the development of knowledge, skills and abilities of project-based activities of schoolchildren in the field of natural sciences. The article describes the optimal conditions for the formation of natural science literacy of students, as well as the experience of using the STEM approach as part of the implementation of an additional general educational and developmental program based on the Technopark of Universal Pedagogical Competences of the Altai State Humanitarian and Pedagogical University named after V.M. Shukshin.

The historical and pedagogical study of the forms of general education for persons with visual impairments is among the problems of general pedagogy. At the same time, the education of this category of persons has certain aspects that must be taken into account in order to obtain a complete and reliable research result. The introduction of inclusive practices in education in the Russian Federation actualizes the need to study the history of the development of forms of general education for the blind and visually impaired people from the point of view of general pedagogy. We assume that the results obtained can serve as a starting point for a similar study of the education forms for other categories of persons who are the subject-object of correctional pedagogy. The purpose of this article is to determine the specifics of the historical study of the general education forms for the blind and visually impaired from the point of view of the general education components that are most significant for this category of students. To achieve the stated goal, we have set the following tasks: to compare the purpose and objectives of general pedagogy and typhlopedagogy; to identify the characteristics of the planned results of learning the educational program of general education by persons with severe visual impairment (disability); to identify the main specific features of the subject-object of general education (students with visual disabilities) that affect the need to study the forms of their general education; to draw a conclusion about the specifics of the historical study of the general education forms for the blind and visually impaired. The article compares the goals and objectives, as well as the planned results of learning the general education program of general pedagogy and typhlopedagogics, highlights the main specific features of the subject-object of general education (students with visual disabilities) that affect the need to study the forms of general education. The study of the history of general education of the blind and visually impaired people is based on general scientific approaches to the historical study of education, however, it also includes additional issues related to the specifics of the process of education of persons with visual impairments. In the context of this approach, the problems include the specific aspects of correctional work, the formation of a generally accepted lifestyle and socio-cultural and sensory education. The specificity of the historical and historical-genetic approach lies in the need for periodization of the period under study. The article suggests and justifies the variant of periodization of the development of forms of general education in the RSFSR in the period from 1945 to 1991. In addition, such research is conditioned by historical, political and social factors, such as historical background (facts, events), state ideology and prevailing socio-philosophical ideas.

Now the world needs globally competent people – able to understand global problems, understand and accept cultural differences, ready and able to interact. The relevance of the study is due to the need for continuous formation of global intercultural competence at all levels of education. If the structure of global intercultural competence and the content of education are defined for the school, then for secondary vocational and higher education they are not: some components of global intercultural competence are formed in the disciplines related to the study of a foreign language. Systematic training on the formation of global inter-cultural competence in colleges and universities, as a rule, is not carried out. The purpose of the article is to substantiate the need for purposeful formation of global intercultural competence of students, to determine its structure at the stage of general and professional education, to present the content of education at each stage of the "school – college – university" system. In the study of the problem, systemic and competence-based approaches were used. The key research method is modeling. The categories "global competence", "intercultural competence", "global intercultural competence" are analyzed. The necessity of purposeful formation of global intercultural competence at the levels of "school", "college", "university" is proved. Theoretical significance of the article: the definition of the term "global intercultural competence" is given, the structure of global intercultural competence at the levels "school", "college", "university" is defined, taking into account the PISA study and the requirements of federal state educational standards of secondary vocational and higher education. The practical significance of the article: the content of education on the formation of global intercultural competence in the school-college-university system is presented; the courses "Fundamentals of Intercultural Communication" for the specialties of secondary vocational education and "Theory of Intercultural Communication" for higher education programs were developed; Sections and topics are defined within the content components "Global Problems", "Intercultural Interaction" for general, secondary vocational, higher education.

The article is devoted to the topical modern issue of personality psychology and it is related to the fact that scientific ideas about the dominant strategies of coping behavior in subjectively lonely people have not been sufficiently developed so far. The article reports of a study of coping strategies in subjectively lonely middle-aged men and women who experience loneliness, but do not have the status of a lonely person. The characteristics of coping strategies in subjectively lonely people, as well as differences in the experience of subjective loneliness in men and women of middle age are analyzed. The purpose of the article is to show the results of coping strategies study, taking into account age, gender and attitudes towards loneliness. The main strategies for men experiencing subjective loneliness are: confrontation, self-control, planning, positive reassessment. In women experiencing subjective loneliness: distancing, seeking social support. The results obtained can be applied in psychological practice in counseling and group work with subjectively lonely people.