Anna V. Nevzorova

The relevance of the problem of social activity in the context of digitalization is due to the fact that despite the presence of a sufficiently large number of studies of social activity in the humanities, there are not many of those related to pedagogy. The issue of systematization and generalization of pedagogical knowledge about this phenomenon in general and in the context of digitalization in particular remains unclear. Pedagogy at the present stage of its development is becoming a science that integrates the achievements of other humanities for the purpose of a more objective and thorough consideration of social phenomena that act as the subject of research of these sciences. So social activity is studied in philosophy, sociology, political science, economics, jurisprudence, psychology, and other sciences, and a comprehensive consideration of social activity from different positions can significantly enrich the actual pedagogical ideas about it. Formulation of clear, generalized pedagogical ideas about social activity in the digital environment is necessary for solving the specific pedagogical tasks, namely, why, how, in what way to form, develop social activity of people of different generations, different age groups in the digital environment, as well as what competences are necessary to carry out this activity. The integrated and competence-based approaches are adopted as the leading approaches to the study of the problem of social activity in the context of digitalization, since: 1) reliance on the integrated approach ensures integration, universal connection, interaction and veracity of facts, phenomena in society, studied in different branches of humanitarian knowledge; consistency of the research logic and validity of scientific conclusions; 2) the competence-based approach allows us to analyze the essence of social activity from the point of view of the driving forces and mechanisms of its manifestation, on the one hand, and the possibilities for individuals to acquire new competences due to involvement in social activity, based on their value attitudes and personal orientations, as well as due to the specifics of the digital environment in which it is carried out in the modern world. The main result of the article was the presentation of a new approach to characterizing the levels of social activity, which is an attempt to cover the entire set of manifestations of social activity in the modern digital environment. The theoretical significance of the article lies in an attempt to collectively apply the results of social activity research in the humanities. The practical significance of the article is that the obtained scientific result can become the basis for the subsequent study of the specific features of people's social activity in the context of digitalization.

The relevance of the problem of educational environments differentiation is due to the fact that with a sufficiently complete and in-depth study of such a pedagogical phenomenon as the educational environment, the question of systematization and generalization of scientific knowledge about certain types of educational environments regarding the specifics of the modern situation of socio-cultural development of an individual and society remains unclear. The authors of publications on the topic of educational environments mainly focus their attention on the study of some specific educational environment, at a specific educational level focused on achieving specific educational results. In addition, the specificity of scientific ideas about educational environments in domestic and foreign studies is not fully correlated both in terminological and substantive terms. The aim of the article is to generalize scientific ideas about educational environments, to substantiate the method of their differentiation in direct connection with the context of modern human existence. Systemic and competence-based approaches have been adopted as leading approaches to the study of the problem of differentiation of educational environments, since: 1) reliance on the systemic approach ensures integrity, consistency of research logic and validity of scientific conclusions; 2) the competence-based approach allows for an analysis of existing educational environments from the point of view of their influence on the formation of personality, on the one hand, and the possibilities for an individual to acquire new competences through involvement in the educational environment, based on personal existential choice. The main result of the article was the presentation of a new three-level approach to the differentiation of educational environments, which is an attempt to cover the entirety of the environmental diversity of the modern transitive world, in which the development, formation of personality and existence of modern people take place. The theoretical significance of the article lies in the attempt to cumulatively apply the results of psychological and pedagogical research dedicated to educational environments to solve the problem of educational environments differentiation in the context of modern life. The practical significance of the article lies in the fact that the obtained scientific result can serve as the basis for subsequent study of the entire variety of educational environments of formation, professional and personal self-realization, and the life of a modern person.