Rasylya R. Aetdinova

Advanced Engineering School (AES) is an innovative educational project that is implemented with the co-operation of Russian universities and industrial partners. Its main goal is to achieve technological sovereignty of Russia. The project is required on the one hand because of the requirements of the modern labour market, which needs specialists ready to be engaged in independent scientific and inventive activities, and on the other hand because of the peculiarities of the industrial sector functioning, which is interested in working on both domestic and foreign markets. The aim of this study is to analyse the conditions in which domestic advanced engineering schools are created, their main activities, and problems faced by teachers and students during educational activity. General scientific methods (inductive-deductive analysis, specification and generalization) and specific scientific methods (systematization and generalization of concepts, content-analysis) served as the methodological basis of the study. The scientific novelty of research consists in analyzing the prerequisites for the creation of the AES project, identifying the main directions of theoretical works of the active AESs. Using specific examples, the main results achieved in less than three years of implementing the federal project are examined, and the prospects for each of the schools considered in the work are studied. The results of the study include current requirements for the competences of a modern engineer, identified conditions for the implementation of the AES project; analysis of foreign experience in organizing additional education, in particular, tutoring technology, which can be used in domestic advanced engineering schools for motivation and personal orientation of young specialists. The theoretical significance of the study is in identifying problems in the development of advanced engineering schools, assessing the leading areas of AES activity, and the specifics of introducing project-based learning in training future engineers within the AES. The practical value of the study is in the analysis of the regulatory framework and practical experience of universities in creating AES, which can be applied by universities to develop their own engineering schools.

Changes in the labor market and the priority of human capital formation give universities a new task – professional development of the student, implying skills of working in a multicultural environment, expanded digital competences. The increase in the share of foreign students and the difficulties associated with their adaptation and improvement of the quality of training, also increases the importance of the formation of multicultural digital space of the university. The aim of this study is to analyze the potential of the multicultural digital space of the university in the context of the growth of the digital component of the educational process. The methodological basis of the study includes methods of the general scientific level (inductive deductive analysis, concretization and generalization) and methods of the specific scientific level (systematization and generalization of concepts). The study analyzed the concepts of the multicultural environment and multicultural space, and compared them. On the basis of the analysis, the article shows the importance of using the potential of multicultural educational space at the present stage of Russian higher education development, highlights its essential characteristics. The author defines the stages of digitalization in accordance with the stages of computer development, examines the problems of digitalization of education, finds out the factors that determine the need to use the potential of the multicultural educational space, shows the relationship between the digital and multicultural spaces, the prospects of the multicultural digital space use. She also notes the components of the multicultural digital space, which are important for the development of the multicultural digital personality: multicultural teachers of “digital university”, multiculturally oriented students, centers for multicultural education in combination with centers for the development of digital literacy at the university. The analysis of the stages of digitalization development from the point of view of the development of computers, the problems of digitalization form the basis of the theoretical significance of the study. The identified components of the multicultural digital space, which can be used by universities to develop the potential of these spaces, have practical value.