Introduction. This article presents an analysis of the global expert discourse in education prior to the Covid-2019 pandemic.
Aim. The current research aims to analyse expert reports, regarding the theoretical foundations, articulated key trends, stakeholders and skills seen as educational outcomes.
Methodology and research methods. The sample consists of 25 reports published in 2012–2020 by leading expert organisations (OECD, World Bank, etc.) devoted to the problems of education (school or higher education) and the relationship between education and the labour market. The main research method is critical discourse analysis.
Results. Despite the dominance of the ideas of human capital in these reports, the relationship between “demand”, seen through the prism of global trends, and “supply” in the form of skills that education should provide, turns out to be problematic. Among the main stakeholders in education, managers and administration of educational institutions are emphasised in expert reports. Employers and learners are seen as rather passive players in the educational field. Physical health skills and agency skills are underestimated in global expert discourse despite their increasing relevance demonstrated by COVID-19 pandemic. These findings call for new approaches in global discussion about educational content and results in the context of global pandemic COVID-19.
The scientific novelty of the research lies in the empirically grounded analysis of leading international expert discourse, about which there are many stereotypes, often without an evidence base.
The practical significance of the study is in the identification of concrete problem areas of international expert discussion in education (at the time before the outbreak of the pandemic) that require strengthening, including on the basis of new research.

Abstract. Introduction. EMI (English as a medium of instruction) is increasing far and wide due to spread of English around the world. Internationalisation and globalisation have compelled various counties to adopt EMI. However, the adoption of EMI in the higher education in Pakistan was more a colonial legacy than a thoughtful choice. In fact, EMI has remained the medium of instruction in the higher education in Pakistan for over seventy years.
Aim. The aim of the article was to examine the factors that have contributed to implementation and continuation of EMI in the higher education in Pakistan.
Methodology and research methods. The work is based on the retrospective analysis of the available literature on English-medium instruction in the higher education in Pakistan using the ROAD-MAPPING framework. Qualitative text analysis method (concept-driven) was utilised to deductively analyse the data. Thematic analysis of data was conducted employing inductive approach (data-driven).
Results. The analysis revealed that English played (and still plays) the roles of official language and MOI (medium of instruction) at the university level in Pakistan. It was also established that these roles remained controversial yet unbeatable due to unclear policies regarding local languages and the tacit, unflinching support EMI received from the corridors of power. In addition, it was also observed that over the years, EMI had received considerable favour from teachers, parents and students in the higher education. Conversely, the research evidence indicated that EMI posed pedagogical challenges to students and teachers which were evident in students’ struggle with academic acculturation. Moreover, it was found out that tensions between international demands and local needs have not only created a socio-economic gap but have also discouraged the development of local languages.
Scientific novelty. The scientific novelty of this work presents a bigger picture of independent yet interconnected dimensions that have influenced EMI in higher education in Pakistan.
Practical significance. The study draws interesting conclusions based on the analysis and discusses practical recommendations for key stakeholders. Thus, the work will be worthy of consideration by educators who are interested in studying this concept in the context of Pakistan where the literature desperately lacks any theoretically-backed substantial work in this research area.

Introduction. The current problems of non-compliance of vocational education with the new technological order and the needs of the digital economy, the demands of society and the current level of technology development actualise the need for changes in vocational education systems in different countries of the world. The connection of such changes with the labour market and the economy as a whole is direct and immediate. Solving education staffing and tackling the professional deficits of teachers of vocational education identified to date has led to the development in the Russian Federation of the Federal project “Professionalitаt” aimed at creating educational and production clusters in the vocational education system, optimising the terms of training in educational programmes and strengthening the state system of teacher training for vocational education in Russia.
The aim of the article was to demonstrate and justify the approaches to the implementation of the Federal project “Professionalitаt” in terms of its human resourcing.
Methods and research methodology. The study was conducted using the following approaches: a network approach, under which education acts as a system of renewable reflexive social practices inscribed in the system of communication networks (R. Collins, E. Giddens); a practice-oriented approach (D. Warneke, E.-M. Post, A. M. Novikov, D. P. Danilaev); a modular competency-based approach (E. A. Komarnitskaya, P. Pardjono, A. Tapani, A. O. Salonen, W. Wagira); a cognitive approach (R. G. Bolbakov, S. A. Dudko, B. A. Kydyrova, J. B. Feiler, E. E. Schaefer, M. E Stabio).
To solve the research questions posed in the current work, the methods of studying and analysing scientific and methodological literature and normative legal documents on the research problem were used. The authors also employed pedagogical forecasting and modelling, and system analysis. The search for theoretical sources was carried out using the scientific resources of the international databases Scopus, Web of Science and the Russian Science Citation Index (eLibrary) with a search depth of 7 years.
The theoretical and methodological basis of the study was the theory of the development of professional and vocational pedagogical education and the theory of designing the content of vocational pedagogical education, developed over many years by A. M. Novikov, G. M. Romantsev, O. V. Tarasyuk, V. A. Fedorov, which allowed the authors of the article to develop the possible content of the model of industrial training of a new format. The application of the main provisions of the theories of integration of the content of vocational education (V. M. Kedrov, S. I. Kornev, N. K. Chapaev) was aimed at the formation of soft and polyprofessional competencies required for future professional and pedagogical activities.
Results. In the course of the study, the theoretical and methodological substantiation of the original model of the preparation of future masters of industrial training for the organisation of the educational process in the context of the implementation of educational programmes within the framework of the Federal project “Professionalitat” is given. The key (meaningful) component of this model involves the design of competence-oriented content of industrial training provided for the master (Master 2.0), which is revealed through new scientific directions in the fields of neuroeducation, distance learning engineering, Lean-Agile engineering thinking, engineering pedagogy and cognitive science of vocational training. The presented model of the preparation of the master of industrial training of a new formation (Master 2.0.) can be implemented in accordance with the following basic conditions: firstly, the integration of various branches of knowledge in the field of vocational training; secondly, a high-quality level of development of technologies and tools to improve the effectiveness of educational activities in accelerated learning; thirdly, the formation of a cluster that ensures the interaction of educational organisations of the vocational education system with enterprises of the real sector of the economy; fourthly, the creation of a scientific and educational testing ground for the development and testing of innovative content of the master’s vocational training 2.0.
The scientific novelty of the research consists in the development of a model for the preparation of future masters of industrial training for the organisation of the educational process in the context of the implementation of the programmes of the Federal project “Professionalitat”.

Introduction. Recently, university teachers have faced the task to develop not only professional knowledge, skills and abilities, but also universal and supra-professional competencies. The comprehensive development of university students influences the formation of a specialist’s personality, ensures his/her adaptability and resistance to the challenges of the external environment, the graduate’s readiness to demonstrate high performance indicators in the chosen field of activity. Among the supra-professional competencies, a separate cluster of entrepreneurial competencies can be distinguished, which ensure the deployment of commercial thinking and are the driver of the development of the state’s economy. Meanwhile, in some publications there are a number of facts, which illustrate the gender differences in entrepreneurship in the world. Official statistics demonstrate the relevance of the development of women’s entrepreneurship in the economies of countries. The prevailing number of studies is carried out among students enrolled in entrepreneurship training programmes. However, the indicators of the development of entrepreneurial competencies of students of non-core specialties (future human resource management specialists), taking into account the gender factor, have not been studied enough.
The aim of the present research was to answer the question about the presence of a gender gap in the development of entrepreneurial competencies among university students enrolled in the training direction “Personnel Management” in the Russian Federation and the Czech Republic.
Methodology and research methods. The methodological framework of the current research is based on the behavioural approach to the study of competencies, which suggests that success in professional activity is favoured by a high level of development. The literary analysis of relevant empirical studies was conducted to choose a research method and to develop a methodology for competencies assessment. The review makes it possible to assess the level of knowledge of the problem of gender differences in entrepreneurial competencies of university students at the international level. The empirical part of the work was attended by N = 582 students (n1 = 291 people of the Czech Republic (Ceske Budejovice), n2 = 291 people of the Russian Federation (Ekaterinburg), among them women – 70.1% n1, 74.2% n2 and men – 29.9% n1, 25.8% n2. Testing was carried out using the authors’ methodology “Assessment of Entrepreneurial Competencies of Students” for the 15 most important competencies in the field of entrepreneurship, which are associated with the manifestation of initiative, management of resources and people, decision-making and active action.
The data obtained were processed using descriptive statistics, one-way analysis of variance, t-statistics.
Results and scientific novelty. It is shown that the development of participants’ entrepreneurial competencies does not have a direct correlation with the gender of the respondents. When assessing the potential of women’s entrepreneurship, the opinion of society is influenced by the stereotyping of ideas about it as a traditionally masculine type of activity, while the development of these competencies in the university takes place without highlighting significant gender differences. Moreover, in a number of cases, women have higher indicators in the analysed range of competencies in comparison with men. We assume that gender does not have a decisive role in the implementation of business initiatives but there may be other factors: the environment, including the educational environment of the university, personal characteristics and motivation of a person.
Practical significance. The research findings are expected to contribute to the debate on entrepreneurial competencies and provide useful data to be employed in learning with a focus on the development of internal entrepreneurship.

Introduction. The problem of the digital divide between different generations and the aggravation of intergenerational relations was one of the most debated in modern science. The key question is how modern social institutions (family, educational system) ensure the socialisation of the child in a new social situation of development, the transfer of cultural experience in the modern digital world. The urgency of the problem is heightened by the fact that in ethnically homogeneous regions of the Russian Federation, the strategies to transfer traditional values and cultural practices of a collectivist orientation to the younger generation are being maintained, contrary to the “model of desired future” with the successful autonomous behaviour of a sovereign person proposed by the new reality.
Aim. The current research aims to explore the socio-psychological patterns of the value transmission in modern families from ethnically homogeneous regions. The study involved representatives of the autochthonous peoples of the Kama region (Udmurts, Komi-Permyaks, Tatars, Bashkirs, Russians) of the older generation – mothers (N = 173, average age 41.4), the younger generation – adolescents (N = 218; average age 14.5, 52.8% females).
Methodology and research methods. The theoretical and methodological framework of the research is based on the theory of cultural value orientations, which determine the ways to solve basic problems in regulating human activity (S. Schwartz); the concept of ecological systems explaining the processes of value transmission in the interaction of a child with the outside world (U. Bronfenbrenner). To test the theoretical model, the Structural Equation Modelling method was used. To measure cultural values, a questionnaire for diagnosing cultural values constructed by S. Schwartz in the adaptation of V. N. Karandashev was used; to measure mother-to-child relations, the authors used the questionnaire “Child-Parental Relations of Adolescents” by O. A. Karabanova and P. V. Troyanovskaya; the features of intergenerational interaction in the family (mother-to-child) was studied using the questionnaire “Parent’s Interaction with a Child” by I. M. Markovskaya in two versions – for adolescents and mothers.
Results. On the territory of the Russian Federation, stable patterns of value transmission based on traditional collectivist orientations, are preserved. Benevolence (kindness) holds its priority in the hierarchy of values and becomes a significant predictor of intergenerational interaction. At the same time, adolescents are transmitted with active patterns of behaviour to expand their opportunities to enter a world of fierce competition with growing uncertainty and high risks. The identified “clashes” in intergenerational interaction are explained by age patterns in the relationship between parents and adolescent children.
Scientific novelty. The obtained results indicate a peculiar integration of collectivist values-goals and individualistic values-means among representatives of the autochthonous peoples of Russia. Models of the intergenerational transmission of values of mothers and adolescents have been constructed and explained revealing the patterns of the transfer of cultural experience in multicultural regions of the Russian Federation.
Theoretical significance of the obtained results lies in the possibility of expanding the existing knowledge about the features of the digital generation socialisation in the context of traditional inculturation, about the transformation of the social situation of the development of a growing person in the focus of a new reality and the possibility of interaction between generations of “different worlds”.
Practical significance of the acquired knowledge is revealed in the possibility of using it for constructing modern concepts of education and development of psychological and pedagogical technologies for socialising a growing person in the context of epoch-making trends.

Introduction. Professional education in the context of individual educational trajectories (IET) meets the needs of both students themselves and the labour market due to the relevance of the content, flexibility of the educational process and learning technologies. However, in the context of digitalisation, IET support, including their planning and subsequent management of learning, entails the emergence of new requirements for information, analytical and methodological support of information systems designed to manage the educational process of the university. The problem of this study is determined by the contradiction between the intensive growth (natural for digitalisation) in the volume and variety of types of collected data, which can and should be used to support IET. In addition, there is also a lack of adequate analytical tools in educational information management systems.
Aim. The present research aimed to study and test the digitalisation methodology for IET support, based on the application of the concept of explainable artificial intelligence for analysing student digital footprint data, the content of documents regulating the educational process, as well as labour market demands.
Research methodology and methods. As a theoretical basis for the study, the authors relied on the principles of explainable artificial intelligence and their application to the interpretation of data from the educational process and the prediction of educational outcomes. The methods of intellectual analysis of texts in natural language were employed for preliminary processing of source documents. To predict educational outcomes, the authors used clustering, classification and regression models created through applying machine learning methods.
Results. The authors developed and studied predictive models with the subsequent formation of recommendations for the tasks of choosing an educational programme by applicants, choosing an elective discipline, forming a team for a group project and employment in accordance with professional competencies. The developed computer program automatically generates objective and explainable recommendations based on expert knowledge and predicting results. The algorithm for constructing recommendations is divided into stages and provides for variability in decision making.
Scientific novelty. The authors proposed a methodology for digital support of IET, corresponding to the principles of explainable artificial intelligence, i.e. machine learning models predict educational outcomes, and a special algorithm automatically generates personalised recommendations based on the results of the analysis of data on the educational process. The developed approach confirmed its effectiveness in testing on the example of bachelor’s and master’s degree programmes in the field of computer science, information technology and information security.
Practical significance. A preliminary analysis of significant volumes of initial data made it possible to obtain objective information about the data quality, including the content and structure of documents presented in various university information systems. Based on the the oretical results of the research, the authors developed a recommendation system. It included special services for students, teaching staff, tutors, and administrators, providing visual and user-oriented predictive results and recommendations. Testing of services at the Institute of Mathematics and Computer Science of University of Tyumen confirmed the feasibility of developing the functionality of the university information systems in the direction of collecting and analysing data from a student’s digital footprint and the relevance of this analysis results both by subjects of the educational process and by the labour market.

Introduction. The research considers organisational and functional changes in the learning environment of Russian universities mediated by the spread of ICTs in education. ICTs affect the structure and content of curriculum and the relationship of participants in the educational process, which actualises the need to revise a place, roles, knowledge and competencies of humanities teachers. External and internal factors induce teachers to change approaches, methods and teaching technologies in accordance with the social request for high quality training of future professionals in the ICT-mediated realities and improve their ICT proficiency to meet the demands of the day. The best model of ICT-mediated learning environment will function on the basis of technologisation, interdisciplinarity, practice orientation, student focus and multicultural diversity.
Aim. The purpose of this study was to identify, analyse and assess the determining factors that accompany, actualise and influence the process of transformation of the place, roles, skills and competencies of teachers in the ICT-mediated learning environment of universities in Russia.
Methodology and research methods. The study was conducted within a framework of social, pedagogical, integrative, contextual, competency-based and comparative approaches, covering all aspects of academic activities of teachers and students in the ICT-mediated learning environment. Both qualitative and quantitative research methods were used to collect and analyse the relevant data. Analysis, synthesis and comparison were used to study and summarise scientific information; observations, questionnaires and survey were carried out within the experimental section, followed by a subsequent statistical analysis. A holistic approach allowed to create a classification of the ICT-based roles and skills of teachers and to develop the authors’ scale of gradation of ICT proficiency.
Results. The conceptual apparatus is concretised; conditions for the ICTs inclusion in education are defined; the authors’ classification of the roles, skills and competencies of teachers for ICT-based professional activity, growth and development is given; the authors’ diagnostic scale (toolkit) for rating and grading humanities teachers’ level of ICT proficiency is designed and presented.
Scientific novelty. The scientific novelty of the work lies in the definition and description of the systemic integrity of educational content based on knowledge and technology, the appropriate conditions for integration of ICT in the curriculum, the level of teachers’ ICT proficiency sufficient for the learning needs of their students and the expected learning outcomes.
Practical significance. The authors’ classification of the roles, skills and competencies and the diagnostic scale (toolkit) for rating and grading the level of ICT-proficiency can be used in refresher courses for humanities teachers for their professional training, growth and development.