Abstract: The article presents a research view on the features of the organization of the process of teaching computer-graphic modeling for participants in the educational process within the framework of an advanced engineering school. It is shown that this direction is not innovative and the creative teams of university engineering schools have already gained some experience in quickly solving typical problems in the process of advanced training of a highly qualified specialist. At the same time, the authors of the article draw attention to circumstances that significantly limit the achievement of ambitious goals pursued in the implementation of pilot educational programs. The application of the participants of the advanced engineering school to bridge the gap between theory and practice looks especially declarative, given that the formation of even basic skills (spatial thinking) for many members of elite engineering training groups requires significant time costs. Today, in Russian universities, this problem is solved by traditional methodological methods as part of the teaching of the discipline "Engineering Geometry and Computer Graphics". The author's methods of teaching computer-graphic modeling outlined in the article are addressed to innovative teachers who realistically assess their capabilities when developing their own design educational products for students who have made a conscious choice in favor of an advanced engineering school. The article was written based on the results of approbation of the author's pedagogical initiatives in the educational process of the university (Perm Polytechnic University).

Keywords: methodological techniques, integrated approach, virtual reality, computer graphics, computer modeling, digital literacy, geometric and graphic skills, pedagogical technologies, innovative thinking, creative action

Abstract: The relevance of the article is determined by the need to analyze the changes that occurred in higher education institutions in the area of the use of digital technology during and after the pandemic. Within the framework of this research, we conducted a content-analysis of the websites and curricula of Volgograd higher education institutions and a questionnaire survey of students in order to identify the advantages and disadvantages of the use of digital technology and e-learning in the modern context. Digitalization came into the process of the management of higher education institutions long ago, however, rapid changes in e-learning have occurred in the last two years, which was confirmed in the results of our study. 70-80% of students' independent work was transferred to electronic form, the classroom workload is replaced with online lessons, the teaching methods change: the use of mixed learning as well as blended and flipped learning increases. The results of the study make us think about the excessive enthusiasm for e-learning, possibilities and risks of its use. Digital education brings significant changes in the role of professors and students in the process of learning, which requires appropriate adaptation and causes changes in the management of the organizations and the introduction of new actors in the educational process. At the institutional level, our conclusions indicate the need to support the academic staff in the area of methodological and technical assistance since the process of digital transformation of higher education institutions is irreversible and its intensiveness continues to grow.

Keywords: Open Education Platform, digital skills, RANEPA, e-learning, digital literacy of the teaching staff, massive open online courses, higher education institutions, distance learning technologies, digital educational environment, socialization of students

Abstract: A new level of systemic complexity of the tasks facing modern education determines the need to search for new thinking tools that ensure their solution. This is the reason for the relevance of this research, the purpose of which is to offer a new thinking tool that provides the opportunity to think complexly and about complex things, to view an object, for example, education, as a complex whole, i.e. included through the generality of the constitutive basis in a system of diverse connections and interactions$ Qualitatively compress large arrays of heterogeneous information, integrate (collect) it into semantic coherence. In the process of scientific research, methods of scientific theorization were used in the context of the ideas of post-nonclassical science and on its methodological basis. The article considers the structure of the ontological representation as a tool of thinking, which is understood as the order of division of the world in the consciousness of society (how the meaning of this representation organizes consciousness). This is the scientific novelty of the study. Using the example of a traditional learning system, the fundamental influence of the structure of the ontological representation in which it is built (the separation between the subjective world and the objective world) is shown. From this position, four structural markers of this system and its basic meanings (ontological, anthropological, etc.) are identified. Their presence in educational (in) innovations indicates that these (in) innovations are a variant of the traditional learning system, respectively, the quality of the educational result and its inconsistency with the challenges of the time are common. The analysis of FGOS 4.0 — the first digital standard confirms this. The article examines the structure of the ontological foundation of a new education system capable of responding to the challenges of the time, its basic meanings are highlighted. It is concluded that in the new system, along with new educational opportunities, the educational opportunities of the traditional system of education should be used.

Keywords: post - non - classical, conscience, meaning, structural markers, FGOS four zero, complexity, methodological strategy, structure of the ontological representation, a thinking tool, education

Abstract: The introduction and expansion of the use of e-learning systems (ELS) in the higher education system has made the educational resources of universities more accessible, interactive and effective for students. The growth in the number of users and the amount of data in the system leads to a number of technical and pedagogical problems. These include insufficient orientation to cognition and the lack of adequate pedagogical support for the needs of students. This leads to an increase in cognitive load and an increase in the dependence of learning success on the external motivation of students. The article presents some results of the study of the problem of developing a pedagogical model to expand the context of adult education in the higher education system, conducted by the author in 2021-2023. The purpose of the article is to substantiate the theoretical and practical aspects of the model in terms of design and development of the ELS structure. The author conducted a critical analysis of the literature on the problem of using ICT to improve e-learning services. Modern e-learning systems, elements of their architecture, and problems of use in order to improve e-learning are systematized. The role of cognitive schemas and knowledge maps in the design and development of ELS is analyzed. The requirements for ELS based on knowledge mapping and the main elements of its structure have been developed. Using the results of this study in the process of designing and developing ELS will reduce the cognitive load of students and the number of refusals from the course, as well as increase the level of satisfaction with e-learning.

Keywords: visualization, schema, cognition, structure, system, design, online-course, e-learning, self-study, knowledge map

Abstract: Vocational guidance within the framework of educational activities is an extremely relevant area of work. This activity is regulated by both Federal Laws and regional regulations. In this paper, we analyzed the main methods for the development of career guidance activities. On the example of the Belgorod region, we determined which of these techniques work and what results they give. There are various vocational guidance centers in the region that assist schoolchildren and students in choosing a profession, providing information on the labor market, training and employment opportunities. However, despite the results achieved, there are still a number of challenges and problems that need to be addressed. One of these problems is the lack of information about the labor market in the region for specific professions, which makes it difficult to choose a future profession. The paper shows, taking into account trends in the labor market and the socio-economic situation in the Belgorod region, career guidance activities have great potential for development and improvement.

Keywords: social problems, profession choice, career guidance centers, Belgorod region, labor market, social partnership, network cooperation, practical orientation, education, career guidance

Abstract: The subject of this study was the existing pedagogical systems from the point of view of the object-hierarchical structure of their typical training sessions, namely their following parameters: 1) how many branches of the hierarchical scheme does the lesson contain; 2) how many steps of the hierarchy does each branch have; 3) how many objects are contained at each step of the hierarchy; 4) how many known objects reveal the essence of each unknown object; 5) do the lower steps of the hierarchical scheme of the lesson contain such objects that are not disclosed due to 3-5 known ones; 6) at which stages of the lesson objects are represented in static, and at which – in motion. The present work is a theoretical study, which consists in studying the possibility of using the method of object-hierarchical modeling for a more accurate description of existing learning systems, which would make it possible to introduce quantitative certainty into pedagogy and psychology. This approach is based on the method of modeling the information structure of the lesson developed by the author and experimental data presented by him in previous works on the influence of structuring and dosing of educational material on the attention and discipline of students, as well as on their emotional state. It is concluded that some training systems that have gained a reputation for being effective are consistent with the data obtained (for example, classes on the methods of A.-Ya. Komensky, S. Frenet and V.F. Shatalov). It is also concluded that the main reason for the rejection of the widespread introduction of these and some other methods (for example, "immersion" and programmed learning) is the quantitative uncertainty of pedagogical recommendations, which, in turn, can be corrected by applying an object-hierarchical description of the structure of the lesson.

Keywords: accuracy in psychology, quantitative definiteness in pedagogy, description of a lesson structure, lesson structure modelling, hierarchical structure of a lesson, accuracy in pedagogy, comparison of pedagogical methods, lesson modelling, structure of a lesson, information structure

Abstract: The article talks about the distinctive features of teaching history disciplines in a technological university. As a rule, students are offered Humanities courses at the beginning of their program. On the one hand, this makes it easier for the instructor as first-year students are likely to remember something from what they studied at school. On the other hand, it makes the instructor’s task more difficult since students often have no interest in studying such disciplines. To ensure effective course delivery, several methods encouraging student involvement are proposed. The main methods include: cohesive presentation; lively, clear and informative visual content; use of interactive materials in class and alternation of different types of practical sessions. One can also find a detailed description of classes that received a positive response from the audience.The novelty of the research lies in the selection of tasks based on historical materials for practicals in a way that provides students with useful skills for further studies and work. The tasks given at the beginning of the course train students to plan their work, making a report or a brief project presentation allows them to improve public speaking skills as well as self-presentation. Participation in debates is important for learning not only how to argue one's point of view, but also how to work in a team. Also, creating one’s own infographics allows a student to master new programs and try to present a huge amount of information in a concise and vivid way. Such a skill set will prove useful for students when working in business, advertising, graphic design or IT while exploration of various aspects of history will broaden their horizons.

Keywords: feedback, digital technology, essay, debate, infographics, discussion, interactive forms of learning, practical classes, humanities, history