Introduction. The nomenclature of academic specialities to be awarded academic degrees is a system-forming element of academic degree holders’ certification system in any country of the world. Therefore, there is a need to revise and update the relevant structure of academic specialities in order to meet the prospective demand from research and development sector of high-tech industries. Apparently, the current nomenclature of 2017, as the instrument of realisation of public policy in the sphere of the state certification of academic and teaching staff in Russia, needed updating.

The aim of the present research was to analyse a new version of the nomenclature of academic specialities in Russia to be awarded the degree of Doctor or Candidate of Science, and to make conceptual proposals on the implementation of new nomenclature provisions taking into account possible transformation of scientific and educational environment, including the emergence of new complex areas of academic research.

Methodology and research methods. The research object is a system of certification of academic and teaching staff from the position of a three-level structure of the nomenclature of academic specialities, according to which academic degrees are awarded. The methods of comparison and data statistical analysis were applied to assess structural changes in the nomenclature.

Results and scientific novelty. The authors considered the prerequisites for update of the nomenclature of academic specialities approved in 2017. The features of a new edition of the nomenclature of academic specialities were highlighted. The analysis of its new structure and content changes was carried out. It is demonstrated that current network of dissertation councils (1696 councils) can be divided into 4 groups according to the degree of compliance of academic specialities and fields of science with the previous and recent versions of nomenclature. It is necessary to create new dissertation councils for 20 new academic specialities.

Practical significance. The authors revealed the features of the new nomenclature, requiring the reorganisation of councils network for the defense of doctoral and candidate dissertations. On this basis, to provide promising areas of academic research, the proposals on the implementation of new nomenclature provisions are outlined. The stages of re-opening of dissertation councils network are described.

Introduction. The formation of professional self-determination of high school students and the associated choice of vocational education is an urgent problem of the modern school. This paper examines the possibility of pedagogical support to solve this problem by the example of the formation of ideas about IT education and IT professions at a level sufficient for their conscious choice in Russia. The tools discussed are the school Computer Science course and, more broadly, teacher-led non-formal education in the field of computing.

The aim of this article was to analyse the factors affecting the conscious choice of high school graduates of IT professions and types of professional IT education, and the possibilities of pedagogical support for the formation of this choice by means of informatics education, implemented by means of a modern information and educational environment.

Methodology, methods and materials. A systematic approach was applied, i.e. not only school but also subsequent stages of professional development of students were analysed. The leading theoretical methods were the analysis of the knowledge system, generalisation, identification and resolution of contradictions in the process of self-determination of students in the IT profession. Empirical methods for collecting, analysing and interpreting empirical data were also employed. The analysis of academic publications, documents and statistical data was carried out.

Results. It is shown that the main reasons for the low level of formation of the professional self-determination of high school students in the IT profession are the following factors: insufficient attention paid in the school Computer Science course to the technological aspects that underlie most of the IT professions; lack of awareness of labour functions in IT professions; lack of awareness of the content of training in various areas of higher IT education and the focus of these areas on specific IT professions; ignorance of the real demand for the country’s economy in various IT professions.

The school course in Computer Science can become a system-forming beginning in the formation of professional self-determination of high school students in the IT profession, but in its current state, it does not fully fulfill this function. The reasons are the inability to provide everyone, who wants to study Computer Science in high school at an in-depth level, the neglect in this course of the technological aspects of computing that underlie most of the IT professions, and insufficient use of the information resources of the information and educational environment of modern non-formal education.

One of the ways to solve this problem is to supplement the Computer Science course with a special pre-professional training module, which will purposefully acquaint students with IT professions, with information technologies that underlie these professions, as well as the types and the content of the most popular areas of professional IT education and their connections with IT professions. To implement such a module, in addition to traditional forms of education, distance and network learning can be used, including with the involvement of university teachers and employees of leading IT companies.

Scientific novelty. For the first time, the problem of pedagogical support for the formation of professional self-determination of senior high school students in the IT profession has been investigated.

Practical significance. The obtained results can become the basis for improving school informatics education for the full fulfillment of the task to develop the professional self-determination of students in the IT profession.

Introduction. Managing the formal education system during COVID-19 has become an unwanted challenge for the academic community. Without suffi time for preparations, different models of distance education were applied. The aim was to ensure the continuity of teaching, to encourage the process of distance learning, and to enable their evaluation.

Aim. This study aimed to analyse the opinions of students from the Department of Early Childhood Education (hereafter ECE) at the Faculty of Humanities and Social Sciences (hereafter Faculty), University of Split, on their study conditions during the COVID-19 from March 2020. It was assumed that learning in an online environment encourages the development of new learning strategies. Family and work status and residence of students (in the place of study or outside it) were taken as predictor variables in assessing the quality and conditions of the study.

Methodology and research methods. The research was conducted online at the end of the 2020 academic year when students gathered online teaching experiences. The Google Apps tool was used in the data collection process. The Ethics Committee of the Faculty at the University of Split gave its consent to the implementation of this research. During online teaching, all students are informed about the purpose and course of research. Research included 68,75 % students (n = 156) studying at the ECE Department. The following aspects were investigated: forms and frequencies of distance learning; the possibility of students’ response to study obligations (due to closed libraries); difficulties, advantages and possibilities of conducting online teaching; students’ dissatisfaction with the quality of the organisation and implementation of online teaching, and opportunities for quality development.

Results. Findings identified difficulties in the lack of ICT competencies of both students and teachers, mixed-use of different platforms, workload and lack of adequate literature. Students assessed the greater availability of teaching materials and more reachable teachers as positive, and experience of discussions on social networks as one of the useful ways of distance learning. By exchanging the content of teaching materials, they developed new learning strategies and showed possible new adaptations to learning using social networking. Students’ dissatisfaction with online teaching could be interpreted by their subjective reasons and contextual conditions.

Scientific novelty. The data processed in this research are triangulated with worldwide research on study conditions during lockdowns. It can be concluded that regardless of the previous lockdowns basic use of ICT (sending and receiving seminar tasks over e-mail), most higher education institutions were not ready for an overall transition to online teaching. The findings point to the need for systematic research into the possibilities of applying new technologies in the study process (learning, availability of relevant sources, networking of scientists, and quality exchange of information).

Practical significance. Given that before the COVID-19 at this Faculty there was no similar research, nor experience with any online teaching forms, it is difficult to determine the extent of the change. Nevertheless, it is possible to conclude that the teaching staff did not have adequate ICT competencies for the implementation of quality online teaching. The quality of teaching in this research was contributed by more reachable teaching staff and their willingness to cooperate. In the changed living conditions as a consequence of the pandemic, it is possible to expect further changes in the way of studying. The insight and analysis of students’ opinions through this research could contribute to the development of the quality of the teaching process in any given crisis.

Introduction. The process of professional training in most economic sectors is now thoroughly developed and regulated by global science. Today, the exception is the creative directions of professional activity, which play an important role in society. Therefore, there is a reasonable request for the professional training in creative industries. However, in science and practice, it is still not clear how professional training in creative industries should be carried out. An educational model, based on modern approaches and principles of learning, can be an effective solution to this problem.

Aim. The present research aimed to disclose the content and results of approbation of the model of professional training in computer-based music production.

Methodology and research methods. The research methodological framework is based on the concepts of competency-based, activity-based, technological and personality-oriented approaches to education; research papers on the problems of using computer music technologies in education; theory and practice of teaching models application in higher education.

The leading method was the modelling of the educational process in specialised training in the field of computer-based music production. An experimental research study was carried out with the participation of students and teachers of higher education (n = 83 people). The authors employed the following methods: a questionnaire survey, testing, practical assignments, measurement of motivation for educational computer-based music production, the Fisher’s method.

Results and scientific novelty. The current research paper presents the authors’ model of specialised computer-based musical instruction, which includes four main units: motivational-targeted, content-logical, activity-technological and diagnostic (evaluative-productive). The novelty of the model is determined by the implementation of the leading innovative educational activity of students, which is characterised by the production, processing and reproduction of musical material using musical computer technologies. An important component of the model is a complex of pedagogical technologies, which is a part of the activity-technological unit and includes the following technologies: interactive, design, research, modelling technologies, individualisation of training, computer and information technologies. The effectiveness of the content of the proposed educational model is confirmed by the results of the experimental research study on the implementation of this model in the conditions of student mastery of computer-based music production disciplines in the real educational process of a pedagogical university. The data obtained revealed a high (sufficient and advanced) level of formation of computer-based musical competencies among students.

Practical significance. The model for specialist training can become a separate element of the educational programme, which provides training for specialists in computer-based music production. The research materials may have implications for the further development of educational science and the practice of specialist training in other creative industries.

The aim of the current research was to identify the students’ subjective experience of the transforming learning environment according to the perceived opportunities provided by the digital learning environment of the university.

Methodology and research methods. The research methodological framework is based on leading theories related to the students’ behaviour in digital learning environments (DLE). The synthesis of the theories considered made it possible to propose a theoretical model of the students’ subjective experiences in relation to DLE of the university, which was operationalised by constructing a questionnaire that reveals the students’ perception of the main components of the DLE. The following methods were employed: a questionnaire on alienation from study, a method for the assessment of students’ subjective experiences, and the Academic Motivation Scale (AMS). Previous distance learning experience was identified by the use of self-rating scales. The survey results were analysed qualitatively and quantitatively using the Cronbach Alpha coefficient, the Spearman’s rank correlation coefficient, and the Pearson’s chi-squared test. The authors also used factorial ANOVA, correspondence analysis and multiple linear regression analysis. Statistical calculations were performed using Statistica ver. 7.0 (Statsoft). 4558 students from 30 Russian universities (located in 23 subjects of Russia) took part in the research.

Results. The present research demonstrated a change in the usual forms of learning activities carried out by students in the distance learning process. Distance learning is presented to students as a basis for meeting the need for subjectivity of their personality, the ability to initiate their own learning activities. Students feel that there are sufficient conditions and resources for mastering digital learning tools, and they easily adapt to the digital environment of their universities. However, in this process, the student acts as an atomised subject, weakly interacting with other people and not feeling a sense of interpersonal closeness and connectedness with others.

The research findings revealed that the perceived characteristics of the DLE of the university have a direct impact on the inner states of students in the learning process. The formation of a stable social environment within the framework of the DLE, which ensures harmonious interaction and communication between the subjects of the educational process, contributes to achieving an optimal balance of students’ subjective experiences, reduces the risk of negative inner states that lead to learning demotivation, the experience of alienation from study, the growing sense of meaninglessness and emptiness in the learning process.

Scientific novelty. The developed model of the influence of DLE on the subjective experiences of students in the emergence distance learning made it possible to identify significant DLE components, which determine the motivational and emotional states of students, and to establish student ratio to achieve the optimal balance of subjective experiences.

Practical significance. The empirically based findings presented in this study can be used to design the DLE of the university, to determine the directions of work on the formation of psychological readiness of students for distance learning.

Introduction. The relevance of the study is due to the aggravation of the complex of student problems caused by the sharp acceleration of digitalisation and the destruction of the established complex of social interactions under the influence of the COVID-19 pandemic, both within the student community, and between the student body and other educational communities. The fixation of qualitative changes in educational activity in non-standard conditions, along with the development of a theoretical basis for the digital educational community of students, is necessary for making qualified managerial decisions.

The aim of the present research was to identify the factors and dynamics of students as a digital educational community in the context of self-isolation and online learning.

Methodology and research methods. This study is based on the use of specific approaches to industry-specific sociological knowledge (youth and education): community, system, structural-functional, institutional, temporal, thesaurus, network, panoramic (pedagogical science). The current research employs the results of a mass survey conducted among students (N = 1825, 19 universities of the Sverdlovsk region) according to the authors’ method. A mixed survey was carried out through a representative quota-target sample using traditional and electronic forms, implemented on the CAWI (Computer Assisted Web Interview) platform. Data processing was implemented using the VORTEX application package. Data verification was carried out using materials from the secondary data analysis of the VII stage of the regional student survey in 2016.

Results. In the course of the study, the general forming characteristics of traditional, virtual and digital educational communities of students were clarified. The transition from traditional to digital community has been fixed. The key terms of the educational community of students in the digital age were defined. The indicators of educational activity were identified and investigated: effect of self-isolation regime on educational activity, features of online education, dynamics of the educational time budget, self-assessment of knowledge gained online, etc. The factors that determine educational activity were examined: motivation, sources of information, material and technical support, and organisational and technological consulting. On the basis of empirical materials, qualitative changes in the importance of digital information and digital material and technological support for successful studying were revealed. Insufficient digital competence of students is shown. Positive and negative aspects of online education were revealed, including under the influence of physical and psychological changes associated with the regime of complete self-isolation. The main reason for the desire of students to continue their education in a traditional or mixed form is substantiated – a decrease in the quality of education due to the exacerbation of the contradiction between the classical university and “everyday digital” educational culture.

Scientific novelty lies in the development of the concept of the digital educational community of students, concretisation of its general-forming characteristics, clarification of the terminological range of the digital community and the educational activity of students; obtaining and systematising new empirical information about the state of students in the Sverdlovsk region as a major scientific and educational region of the country.

Practical significance. The materials obtained provide grounds for clarifying the process and results of digitalisation of the educational space, assessing the state of the student community in extraordinary conditions of self-isolation and learning experience in a full online learning mode. Developed tools can be applied for further monitoring student learning. The obtained quantitative data can be used for the advancement of teaching and learning in digital and mixed formats, as well as for scientific substantiation of management decisions.

Introduction. English has been the official language as well as medium of instruction (MOI) in higher education of Pakistan for over 70 years despite decolonisation in Asia in 1950s. However, the majority of undergraduates come from non-EMI (English as a medium of instruction) background because MOI in private or public primary and secondary schools is either regional or local language. Therefore, first year undergraduates face challenges in EMI classrooms at university.

Aim. This study aimed to investigate the challenges first year undergraduates with nonEMI background face in an EMI classroom in a public sector university in Sukkur, Pakistan.

Methodology and research methods. Using the case study approach, six purposively selected participants were interviewed using semi-structured interviews as the data collection tool.

Results and scientific novelty. The findings reveal that the learners face issues such as ineffective presentation, incoherent answers in writing, difficult grammatical structures, lack of vocabulary and partial comprehension of content. One of the key findings of the study is the psychological pressure students experience in an EMI classroom. The research is novel in the sense it brings to light language-related issues faced by students such as lack of vocabulary, improper organisation of ideas, and the role of varied language level of books and teachers. Since these challenges have not been explored at undergraduate level, and that too for students from non-EMI background, the study bears great significance for all stakeholders to develop effective strategies for future.

Practical significance. The study will have implications for both policymakers and practitioners in higher education of Pakistan.