Annotation: Modernization of religious education is an integral part of the strategic development of the national education system. Despite the successful experience of introducing electronic information and educational systems in leading Islamic universities in Russia, the digitalization of religious education is accompanied by a number of pedagogical risks. The author analyzes the pedagogical risks that must be borne in mind when using e-learning and distance learning technologies in the educational process, taking into account the specifics of an Islamic educational organization. The article presents the characteristics of the state of e-learning in Islamic educational institutions in Russia and abroad. Based on statistical and sociological data, the political, social, organizational, psychological, pedagogical and methodological aspects of the introduction of e-learning in religious education are characterized, and the main array of risks associated with this process is determined. The ways of reducing pedagogical risks in the implementation of e-learning in an Islamic educational organization are proposed.

Annotation: The article analyzes the patterns in the professional self-assessment of management students and the disclosure of existing weaknesses and opportunities in this training. The presented material discusses the results of a study on self-assessment of the development of skills by students in their management training, which should be taken into account in the educational process of a higher educational institution for high-quality training of managerial personnel. Trends in students’ self-assessment of mastering basic management skills have been established, depending on the available work experience, the number of years of study at a higher educational institution, individual characteristics of psychophysiological factors. The obtained data are analyzed both by character (phenotype) and temperament (genotype) of students. The analysis was carried out on the ten most frequently encountered skills of effectively working managers. The results obtained can be used to improve the approaches and methods of management training used, including using the principle of differentiation of training.

Annotation: The article discusses the issues of improving and developing scientific and methodological foundations for the projecting and implementation of master’s degree programs as a tool for the forming of professional mobility of a future specialist. The specificities of training in master’s degree practices, the role and importance of master’s degree practices in the forming of professional mobility of students are revealed. Motivational, cognitive, activity and reflexive criteria for assessing the professional mobility of students are highlighted, their characteristics are presented. The potential of practice in master’s degree studies is highlighted, which determines the methods, means and technologies for the formation of professional mobility of students. Based on the identified features, criteria and potential of practices, the design of the content of the continuous pedagogical trajectory of the master’s degree practices is demonstrated. The content of the programs of educational and industrial practices of the master’s degree is revealed on the example of the training direction 44.04.01 “Pedagogical education”, implemented at the Ural State Pedagogical University. The example demonstrates the relationship between the content of master’s degree practices and tools for the forming of professional mobility of students.

Annotation: The article develops a practical theory of communication studies within the framework of learning technology in an electronic information and educational environment. The development of e-learning forms and the widespread use of distance learning technologies are initiating new challenges in the field of education. This contributes to the formation of a new paradigm within the framework of the theory of communicativistics, called by the author “educational communicativistics”. The article describes the essence of this concept, aimed at studying theoretical and practical issues of communication of subjects of the electronic educational process. It is shown that educational communicativistics can be considered as communicativistics in the information field, which makes it possible to apply an information approach and information modeling to this technology. The role of educational communicativistics as a learning technology in solving the problem of knowledge exchange in the electronic information and educational environment is shown. It is shown that educational communication defines a new methodology of the educational process, reflects the dynamics of educational technologies.

Annotation: Despite the controversy surrounding the advantages and disadvantages of digitalization of modern education, innovative pedagogical technologies introduced into the educational process of higher education really contribute to improving the quality of education and developing students’ motivation, including when teaching foreign languages. This article analyzes the features of the use of YouTube video resources in classes on the discipline “English for Specific Purposes (ESP)” at a technical university. The relevance of the study is due to the fact that YouTube is the world’s largest video hosting service, containing millions of hours of educational content, as well as a poor knowledge of the possibilities of its application in domestic pedagogy. It is shown that the systematic use of YouTube videos in ESP classes contributes to the replenishment of students’ vocabulary with professionally-oriented vocabulary, improvement of communication and listening skills, formation of sustainable motivation to master a foreign language. Having many advantages, YouTube, however, is not without its shortcomings, also listed in the work.

Annotation: The article considers the highly relevant issue of teaching a foreign language to blind and visually impaired students of higher education institutions with access to educational provision on a par with their sighted peers. Teaching oral speech perception in English is both the objective of foreign language education and a means of socialization of this nosological group representatives, who rely on a preserved auditory apparatus in language learning, thus mastering receptive side of speech communication along with the productive one is a strategic task of teaching blind and visually impaired students. Based on international recommendations, the article presents an analysis of communicative situations involving listening which takes place in a language university, a cluster of oral speech perception skills for philology students who have chosen expert knowledge of a foreign language as the basis for their future profession regardless of their health condition. Practical recommendations are given to enhance teaching oral speech perception to visually impaired and blind students within the philological syllabus in a language university.

Annotation: The article is devoted to the development of pedagogical methods based on the use of game technologies in the process of teaching humanities to students of secondary vocational education. The ways of overcoming the difficulties of perception of historical facts and literary texts by modern students are determined. The effectiveness and high degree of involvement of students in conducting classes in the format of educational quest games based on realistic plots with elements of a detective story or exciting adventures are proved. The researcher carried out the project “Literary and diplomatic Exploratorium “A.S. Griboyedov””, during which the quest “A.S. Griboyedov – James Bond of the XIX century” was tested for several years. The main competencies that are achieved in the process of immersing participants in intellectual and creative learning formats that stimulate the development of team and personal qualities of the participants of the questories are given. The expediency of professional adaptation of gaming technologies to the system of the classical educational process, retraining of teaching staff taking into account interactive techniques, teaching teachers the skills of specialists-game technicians is shown. On the practical example of the Griboyedov quest, the format of the application of the game approach is proposed as one of the effective methods of studying the period of Russian history and the literary process of the first half of the XIX century.

Annotation: The article explores a new direction “subsidiary metaheuristics”. The article proposes a new metaheuristic algorithm, which the authors called the coverage algorithm. The difference between heuristics and metaheuristics in relation to subsidiary systems is shown. Metaheuristic algorithms are modifiable according to the control situation. The iterative process of finding solutions is common to heuristics and metaheuristics. The significance of the situation for metaheuristic transformations is shown. A typical scheme of heuristic algorithms with a fixed sequence of actions is presented. An example of the formation of algorithms of subsidiary metaheuristics is described. The problem of covering an arbitrary-shaped area with areas is considered. The complexity of the problem lies in the fact that this area is unknown and is determined iteratively during the coating process. It is shown that subsidiary systems and algorithms are multi-purpose, a group of typical goals of a subsidiary algorithm is identified. The algorithm of covering the area of the site with areas associated with the movement of the robot is described. The feature of the metaheuristics algorithm is the use of information from sensors. It is noted that a subsidiary system with a metaheuristic control algorithm should include coordination mechanisms in space.

Annotation: As a rule, enlightenment means scientific enlightenment. However, it is quite possible to talk about other types of enlightenment, including philosophical and religious enlightenment. After the revolution of 1917–1921 in Russia, the Church was separated from the state, and religious education and education – from the school, education and enlightenment in which began to have a purely scientific character. As a result, over several decades of the existence of the Soviet secularist or secular state and education, a certain skew has formed in the ratio of scientific and religious public education: if in the field of scientific education there is a real acquaintance of a person with the basic scientific concepts, ideas, theories and pictures of the world, then in the field of religious education – instead of acquaintance with real religious ideas – a person is offered, as a rule, caricature interpretations of them. This leads to an unjustified representation of the correlation and interaction of science and religion as hostile and contradictory views on the world and man, which becomes one of the destabilizing factors in the development of modern Russian society. The object of the study is the correlation and interaction of scientific and religious public enlightenment and education. The subject of the study is a distorted view of the antagonism of scientific and religious ideas about the world and man. The purpose of the work is to substantiate the position not only about the absence of this antagonism and the peaceful coexistence of science and religion, but also about their complementarity. The research methods are empirical generalization, deductively and inductively organized conclusions, conclusions by analogy, abstraction, idealization, thought experiment and comparative analysis. The result of the work and one of its conclusions is the position according to which science and religion, by their nature, not only do not oppose each other and can peacefully coexist, but also complement each other, being equally necessary for both man and society; and the balance and harmonization of their relationships may fully be one of the essential factors of sustainable social development. The scope of application of the research results is educational multidimensional interactions in both secondary and higher education.

Annotation: The article is devoted to the consideration of reforming the education system in the context of the concept of sustainable development. The applied aspects of the application and the possibility of implementing the postulates of sustainable development in educational practice are considered. It is noted that education is the foundation of the concept of sustainable development. The author applied a broad approach to the interpretation of education implemented within the framework of the concept of sustainable development. According to this approach, sustainability in education affects not only specialists in environmental areas, but all areas of university training, since the concept of sustainable development itself is much broader than the spectrum of nature protection issues and includes social, cultural, economic and other aspects of social development. It is noted that many countries of the world have been able to make significant progress in terms of the implementation of educational initiatives, while in Russia the idea of the sustainability of education remains on the periphery of the attention of researchers, politicians and the public. The ways of implementing the concept of sustainable development in the educational industry are considered.

Annotation: The paper compares two approaches to understanding and implementing digitalization of higher education – technocratic and anthropological ones. The one–dimensionality and riskiness of the technocratic approach, which is based on reducing the digitalization of higher education to informatization, is shown. Within the framework of the opposite – anthropological approach, the importance of the ideas of the new anthropology for overcoming the risks of dehumanization of higher education and depersonalization of educational subjects generated by technocracy, pragmatization, and the cult of the speed of change in universities is substantiated. The concept of “anthropopractics” and the anthropopractical principle of education are revealed. The principles of antireductionism, anthropocentrism and anti-technicism formed the methodological basis of the study, which allowed the author to present the anthropological essence of higher education as a space of practices of self-creation, human self-construction, auto-projecting, self-actualization. The results of the study can become a conceptual basis for overcoming technocracy and the implementation of multidimensional, multilevel anthropologically oriented digitalization processes in universities.

Annotation: The article is devoted to the study of the sources of stress of the modern urban environment in the representation of students and the definition of the main forms of deviant behavior using metaphor. In the modern social conditions of youth, more and more young people exhibit deviant behavior, often without realizing the consequences. Young people can be considered a particularly sensitive social group, subject to the negative impact of urban stress. Modern metropolises are changing rapidly, therefore additional research is required on the impact of their features on human activity and behavior. At the same time, ambiguous situations require the use of methods using ambiguous stimulus material, which does not limit the respondent’s choice with standard formulations, does not predetermine the situation of certainty. The aim of the study is to study the stressors of the modern urban environment in relation to the forms of deviant response to them among students using metaphorical associative maps (MAC). MAC-technique can act as a tool for identifying the susceptibility of representatives of student youth to various stress factors of the urban environment, as well as for subsequent identification of predisposition to a particular type of deviant response as a negative coping with urban stress. The study was conducted based on a qualitative methodology within the framework of the focus group procedure using the MAC tool. The results obtained during the study were processed by methods of frequency analysis and content analysis. As a result, the most typical stressors of the urban environment were identified, projected by representatives of student youth when working with the incentive material of the MAC. The specific negative coping strategies, which are a typical response to the stressful impact of urban environment factors, are also identified and systematized.