Introduction. The unexpected transition to online teaching in spring 2020 resulted in educational institutions differently equipped in terms of technology, methodology and academic staff preparedness. Moreover, educational institutions faced with a totally new working environment. One may assume that during the pandemic, education systems of most countries crossed the Rubicon, and now there is no going back. What learning and teaching will be like in the future depends, to a large extent, on the lessons the teaching community will learn.

The aim of the research was to find out how successful the emergency transition to teaching foreign languages online was and to identify technological resources necessary to maintain the quality of foreign language teaching and learning in different educational formats.

Methodology and research methods. The research was carried out in line with the learner- centered activity approach and principles of distant teaching and learning; it also included analysis of online teaching practices across the world before and during the COVID-19 pandemic. The research data was collected via three surveys conducted (with Google forms) among foreign language teachers of MGIMO University (1329 questionnaires) in April, June and September, 2020; 15 heads of foreign language(s) departments (July 2020), and 201 MGIMO students (September 2020). The data was analysed using IBM SPSS Statistics: correlation and cross tabulation analyses, linear regression analysis, and ANOVA.

Results. In the course of the research, the correlations between class activities, selfstudy assignments, forms of assessment, and students’ engagement in learning have been established; as well as the fact that individual approach in teaching has a positive effect on students’ activity, responsibility and academic independence. Furthermore, the problems in online teaching have been identified: classes were not communicative enough, nor teaching sufficiently individualised; besides, the quality of assessment declined with the transition to online learning format.

Scientific novelty. An attempt has been made to evaluate the experience of remote teaching foreign languages at university level after the emergency shift to online learning format, and to find out its potential for maintaining (and, in prospect, improving) the quality of language education.

Practical significance. Class activities, self-study assignments and forms of testing found the most effective in this research can be of use to foreign language teachers working online. The need to provide individual trajectories for students to develop communicative competence in a foreign language has been established, which is important for course, programme and teaching materials designers.

Introduction. From the students’ perspective, social loafing has also become a major challenge and problem in group tasks in the classroom. Social loafing may affect students’ enthusiasm and attitude to share knowledge.

Aim. This study aims to investigate the mediating effects of knowledge sharing (KS) attitudes on the relationships between KS intentions, perceived social loafing, and learning goal orientation.

Methodology and research methods. This study used a game-based team learning situation to explore the students’ KS attitudes and intentions. Questionnaires were also delivered to 336 students in business colleges in Ho Chi Minh City, Vietnam. The authors used Structural Equation Modelling (SEM) with bootstrapping estimation to test all the hypotheses.

Results and scientific novelty. The findings show that (1) perceived social loafing has a negative influence on KS attitudes and intentions; (2) learning goal orientation has a positive influence on KS attitudes and intentions; (3) KS attitudes have mediating effects on the relationships of perceived social loafing, learning goal orientation and KS intentions.

Scientific novelty. This study uses business simulation games as team learning activities to verify the impact of students’ attitudes and intentions on KS in the context of perceived social loafing.

Practical significance. Based on the findings, the authors suggest that teachers should not only enhance students’ learning goal orientation, decrease perceived social loafing to promote the intention to share knowledge in teams, but also make students have positive attitudes towards KS.

Introduction. The large number of unemployed vocational graduates at this time is a matter of consideration for vocational high school to manage the programme well. This is important because vocational high schools need the help of other institutions to collaborate in improving student competencies.

Aim. This research aimed to reveal the forms of partnership and partnership management framework that can be used between vocational high school and industry.

Methodology and research methods. This study uses a qualitative method with a multiple case study approach. This research was conducted in vocational high school and industrial enterprises. To determine the participants, the purposive sampling was used. The research was conducted in six stages applying the case study model design from K. R. Yin (plan, design, preparation, data collection, analysis, sharing research results). Data triangulation was employed to establish the validity of research results. Data analysis was carried out with the help of ATLAS.ti Software version 8.3.

Results and scientific novelty. The results of this research showed that the forms of partnership that can be used between vocational high school and industry are internship, industrial learning, work-based learning, and experiential learning. The partnership framework needed are planning, organising, actuating and monitoring, coordinating, and evaluating. The novelty from this research is a cooperation model for vocational high school to improving student competence according to industry needs. The model is also one part of the relevant objectives of vocational high schools for industry.

Practical significance. The current research is useful for the Ministry of Education of Indonesia, vocational high schools, and industry, especially policy makers in decision making, principals, and Human Resources Development (HRD) in industry. A significant benefit is related to the importance of partnerships that need to be developed through joint programmes. This partnership is necessary to strengthen relationships between different roles (school and industry) to prepare vocational high school graduates in the transition from school-to-work in industry.

Introduction. The article analyses resilience of university students. The high degree of uncertainty of the present and future, associated with the characteristics of the life stage of graduate students, is complicated by the fact that this age period is associated with crises in choosing a profession. It is shown that the relationship between youth resilience and the development of their life trajectory has been little studied. The relevance of such studies is high and has theoretical and practical significance. Research hypothesis: the level of students’  resilience is associated with an optimistic/pessimistic vision of their professional future in Russia, self-identification, reflecting belonging to a country, region, city, migration/emigration intentions.

Aim. The study aims to analyse the relationship of youth resilience with their attitude to the prospects of their future profession, migration/emigration intentions, and social identity.

Methodology, methods and techniques. The methodological framework of research is based on the systematic approach that offers system-wide ideas about the structural and functional structure of the space of research objects; the theory of ecological systems by U. Bronfenbrenner, which allows to identify significant relationships between the indicators of youth resilience in interaction with the outside world. Students’ resilience was assessed by the 28-item Child and Youth Resilience Measure (Child and Youth Resilience Measure-28), which allows scoring three indicators of resilience: “Individual resources”; “Family support”; “Context”. The calculation of the integral resilience score is provided. The authors developed the questionnaire to study the social identity of young people, their attitude to the prospects of their future profession and migration/emigration intentions. The study involved university senior students, MA level students (N = 993, average age M = 21.49, SD = 2.274).

Results. 1. In resilience of students, individual resources are leading; family resources and score of general resilience are moderate; students give a low rating to contextual resources. 2. Students with high resilience are more optimistic about the opportunities for professional growth and a decent life in Russia, in contrast to students with low resilience. 3. Social identity differs between high and low resilience groups. Higher indicators of self-identification as Russians are demonstrated by students with high resilience, they also have less pronounced cosmopolitanism and emigration plans. 4. A low assessment of the physical and psychological support of family, friends, and dissatisfaction with home/family/friends is noted among respondents with low resilience, which also demonstrates a pessimistic vision of the future in Russia, higher emigration intentions, and lower indicators of self-identification as a Russian citizen. 5. Data from the study of the general sample show regional differences in the migration/ emigration plans of young people.

Scientific novelty. The empirical possibilities of the systems approach and the theory of ecological systems by U. Bronfenbrenner to the study of student youth resilience have been tested. The relationships between young people resilience and their attitude to the prospects of the profession, migration/emigration intentions, and social identity are revealed. The targets of influence on increasing students’ resilience during their studies at the university are determined. Practical significance. The results of the present study can be used for individual support of students and in the preparation of university curricula.

Introduction. Currently, in the context of the COVID-19 pandemic, the educational environment is forced to “migrate” to a virtual environment, which significantly increases the duration of student youth on the Internet space. In this regard, it has become even more relevant to consider psychological characteristics, which allow a person to remain within the framework of a “healthy” use of the Internet, and, which ones predict the emergence of Internet addiction.

The aim of the present research was to identify the psychological properties of a person that contribute to and prevent the emergence of Internet addiction among students in the higher education system.

Methodology and research methods. The methodological foundations of the study are the following: the theory of G. Allport, who considers the personality as an open self-developing system; the psychological concept of viability of E. A. Rylskaya; the theory of reflection by A. V. Karpov; a set of reasonable ideas about Internet addiction by A. Yu. Egorov, A. E. Voiskunsky, et al. The methodological foundations made it possible to present the predictors of Internet addiction as factors contributing to the “closure” of the system and inhibiting the personality development, and “protectors” as those psychological variables that protect the individual from the occurrence of Internet addiction, ensuring its openness and freedom of humanbecoming. The sample of the study was 201 people: students of South Ural State University aged 18 to 24 years (X = 21.14; SD = 1.52): 94 women (46.8 %) and 107 men (53.2 %). In the course of the empirical research, a complex of psychodiagnostic methods was used: “Chen Internet Addiction Scale” as adapted by K. A. Feklisov and V. L. Malygin; the Cattell’s Sixteen Personality Factor Questionnaire (form C); the reflexivity questionnaire by A. V. Karpov and the questionnaire “Human vitality” by E. A. Rylskaya. The following methods of mathematical statistics were used: descriptive statistics, discriminant analysis. Calculations were performed using the IBM SPSS Statistics 17.0.

Results. The psychological characteristics of the personality, which act as predictors and “protectors” of Internet addiction, are revealed. The predictors of Internet addiction in students include: emotional instability, low normative behaviour, anxiety, tension, low self-control, indicating the tendency of a person addicted to the Internet to be highly conflicted and irritable, reactive arousal and impulsiveness. Such students are characterised by immaturity of emotions, instability of interests, irresponsibility; dependent on mood, poorly control the manifestation of emotions and their own behaviour; have a weak will. Internet addiction hinders personal development. At the same time, reflexivity and vitality act as “protectors” and perform a protective function in the emergence of Internet addiction, allowing the individual to remain an open self-developing system.

Scientific novelty. For the first time, a comprehensive study of predictors and “protectors” of Internet addiction was performed on a sample of students in the context of the idea of a personality as an open self-developing system, which made it possible to present Internet addiction as a phenomenon that negatively affects the personality development. A prognostic model has been empirically verified, which includes a set of psychological variables that “predict” the emergence of Internet addiction in students with a greater or lesser degree of probability.

Practical significance. The Internet addiction “prediction” modelling can be applied in counselling practice, when clients are not aware of their addiction or are trying to hide it. The research materials and the conclusions made by the authors can serve as a basis for developing recommendations for the prevention of Internet addiction, and the identified “protectors” (viability and reflexivity) determine the direction of development of correctional and training programmes.

Introduction. The urgency of the problem is due to the need to increase the scientific activity and productivity of scientific and pedagogical staff (SPS), acting as the flagship of the scientific development of universities. The article examines the social community of SPS of Russian universities as one of the drivers of the development of Russian higher education in the context of the implementation of the strategic academic leadership programme “Priority-2030”.

The aim of the article is to identify the directions and contradictions of the transformation of the scientific and pedagogical community in the changing conditions of academic development of Russian universities.

Methodology and research methods. The study uses the method of analysing statistical data on higher education in Russia and the Ural Federal District for 2000–2021 and Monitoring the effectiveness of universities for 2013–2021.

Results. The main results of the study presented in the article were quantitative, structure and substantive characteristics of the social community of the SPS. They were shown through the prism of indicators of their scientific activity and the requirements imposed on them by the university administration. An important result of the study was the analysis of the achievements and problems of scientific activity of the SPS in five universities of the Ural Federal District, representing five subjects of the Russian Federation on its territory – Sverdlovsk, Chelyabinsk, Tyumen, Kurgan regions, Khanty-Mansi Autonomous District. Among the universities coming into focus, there were three universities, which received support within the framework of the “5-100” Project. The article identifies the prospects and risks of implementing projects for the development of the university SPS in the “core zone”, which have received support under the “Priority-2030” strategic academic leadership programme, as well as the opportunities for academic development of the SPS of universities in the “semi-periphery” and “periphery” that do not have such large-scale state assistance.

The approaches are proposed to create favourable conditions for the SPS transformation. Taking into account such approaches, it is possible to overcome imitation and a steady increase in SPS scientific activity and productivity. The authors draw attention to the need to differentiate the conditions of professional activity of productive and unproductive SPS, a group of young SPS. The authors argue the importance to use the strategy of “growing” one’s own SPS as the basis for the real implementation of the strategic objectives of the “Priority-2030” programme and taking care of the human capital of universities. It is also concluded that the modern social context of Russian higher education limits the possibilities of solving this problem and needs to be changed.

Scientific novelty. The novelty of the research consists in a comparative analysis of trends and contradictions in the transformation of the SPS of Russian universities, their scientific potential, areas of activity and social functions in the changing conditions of academic development of universities.

The practical significance of the article is to demonstrate the possibilities and results of the transformation of the SPS on the way to their transformation into a driver of scientific development of universities.

Introduction. Active using of Internet technologies in the process of learning has become one of the most characteristic trends in the development of Russian education system over the past few years. The spread of this trend is facilitated by both the internal patterns of the development of Russian educational institutions and the need to transfer the learning process to a distance learning format, which arose under quarantine measures due to the Covid-19 pandemic. At the same time, it remains difficult to say, whether this process meets the real needs of students or not.

The aim of the article is to identify and describe the main sentiments that arise in the environment of Russian students in connection with the growing role of the Internet in the learning process.

Methodology and research methods. The present research is based on a complex methodology and uses both theoretical and empirical methods of analysis. The conceptual framework and the initial hypothesis of the research are determined on the basis of an analytical review of current papers in the area of psychology and sociology of education, which was implemented by using of common scientific methods: analysis, synthesis, comparison, and generalisation. The peculiarities of the actual attitudes of students to online learning were revealed using a mass survey of students in Ekaterinburg (N = 526) and an in-depth psychodiagnostic questionnaire conducted among students at the Ural State Pedagogical University (N = 120).

Results. In the course of the research, it was established that the increasing internetisation of the learning process does not correspond to the real needs and patterns of behaviour of the majority of students and is perceived by them rather negatively. It was possible to find out that Russian researchers are used to considering modern students as a special generation of people, who have grown up in the conditions of the widespread spread of Internet technologies, who are accustomed to using such technologies very actively and are in need of their application within the framework of the learning process. However, the analysis of real moods of the students demonstrated that such a view is only partly true. Although many of them are really accustomed to actively using the Internet in their daily lives, most of them do not express real demand for using of it into the learning process.

Scientific novelty. The authors substantiate skepticism about the intensive implementation of Internet technologies in the process of learning. The argument for the inconsistency of online learning with the real needs and patterns of behaviour of student representatives is presented. The need to carefully introduce Internet technologies into the learning process is recognised.

Practical significance. The research materials can be used for the optimisation of Internet technologies implementation in the learning process and for the clarification of optimal algorithms for using such technologies when working with students.