Introduction. Nowadays, extensive processes of globalization, informatization and virtualization have captured all spheres of modern life. These processes require the transition from the traditional knowledge-reproductive training of specialists to the activity focused model in higher school. To implement such a transition, it is necessary to reconsider the organization and methods for student knowledge acquisition of the content of educational programs. The transition has to be centred on the subject of development and knowledge.

The aim of the paper is to discuss methodological aspects related to the construction of subject-centred content of higher education and to show its pedagogical capabilities.

Methodology and research methods. The methodological framework of the study is performed with the involvement of the regulators of human cognitivetransformational activity, based on the post-non-classical paradigm of cognition; the key principles of the competency-based, activity and personal-centred approaches to training. Theoretical, discursive types of the analysis, content analysis, modelling of pedagogical systems and processes were used to design a conceptual plan of the research and develop its empirical base. Methods of the comparative analysis, synthesis and generalization of practical experience were applied at the stage of an experiment; the hypertext training program was applied during approbation of the developed model for training content.

Results and scientific novelty. The essence of the subject-centred approach to designing the content of the higher education was summarized. It is noted that a cognitive component of vocational training is transformed to semantic reality by means of the subject-centred approach. The key concepts of “subject”, “subjectivity” and “subject experience” were clarified from the didactic point of view. The research demonstrates the fundamental difference of the content of a new type from its traditional model where it is considered as an object of acquisition, and from the understanding of the content in the activity concept which provides a way (principle) of activity as its elementary unit. A basic unit of the subjectcentred content of the vocational training is the information resource to be transformed by the subject of the education (a student) to personal knowledge through the following this occupation. The student is a self-conscious member of the information and communication process. Based on the subject and author's representations and estimations which provide constructive interaction with the dynamically changing environment, a future expert generates information relying on wellknown knowledge and learns to apply it in a concrete context, getting social, cultural and professional experience. In this regard, a teacher is not an educational content carrier, but a network of hypermedia texts with architectonic-structural points (information hubs) of axiological knowledge. The role of the teacher consists not in formal transfer of the factual material, but assistance with student independent designing and realization of productive capabilities of students. The two-tiered structure of information resource was described. This structure is caused by the unity of the principles of fundamental nature and professional orientation. The script model of the student experience is schematically shown; the logic of training has to comply with the model outlined. The model of subject-centred content of education demonstrating its procedural character and activity form is presented.

Practical significance. The author has proposed a new system organization of the content of higher education using the possibilities of hypertext systems. The proposed system can become the basis for the self-development of future professionals, their mobility in the labour market and the maximum self-realization in the chosen sphere of employment. 

Introduction. The vector of development of the education system, the choice of its contents, quality and results of training, style and spirit of the relationship of its participants, degree of their informative activity, intellectual and cultural growth are firstly caused by valuable attitudes of participants of the educational process. A teacher is a bearer of values. One of the main functions of the teacher is the education of the younger generation, the introduction of the person to moral ethics and universal values. In this regard, training of future teachers has to include the purposeful formation of the system of the internal, emotionally experienced values which will help them to cope with the complex of socio-cultural problems in the future professional activity.

The aim of the paper is to present the research findings on the conceptual model of the dialogue space of education as the basis for the development of the future teacher axiosphere which corresponds to current ideological, social, economic, technological and other progressive civilization trends.

Methodology and research methods. In the course of the research, fundamental ideas of the following scientific approaches were applied: humanistic approach – free and creative development of an individual; dialogical approach – pluralism of opinions and a variety of positions of subjects of education; axiological approach – attitude of the individual to the world around him/her, to other people and to himself / herself; activity approach – specific activity of the individual, aimed at appropriation of social experience by the person, change of the surrounding world and selfhood. To design and organize the model of the dialogue space, the methods of analysis, synthesis and generalization of the theory and practice were used.

Results and scientific novelty. The authors presented the strategic guidelines of the interactive environment education: the development of social cooperation, using the pedagogical peaceful potential, the development of interpersonal and intergroup relations, organizing children spiritual and moral education as a national priority. The teacher value system was revealed empirically and described. It was found out that a modern teacher should responsibly perform the professional duties of a mentor, tutor and facilitator of the educational process. The authors clarified the concept of “axiological sphere” of the teacher. The teacher axiological sphere is considered as a complex of personal, professional-pedagogical and socio-cultural values. These values have separable functions. Firstly, they determine the content and nature of the educational activity. Secondly, they regulate the interaction of the participants of the educational activity. Thirdly, they stimulate personal self-expression of the members of that activity. Fourthly, they directly influence the efficiency and effectiveness of education.

The conceptual model of dialogue space of education as a formation zone for the teacher’s axiosphere was designed on the basis of the theoretic-methodological, philosophical, psychological and pedagogical concepts of the leading scholars’ writings. The resources of this space were identified; its structural components were presented and proved. The implementation of the components mentioned above can create a special context for the humanitarian training of a future teacher; will give an opportunity of interactive development of students’ common cultural, communicative and special competencies; will increase students’ motivation to pedagogical activity, the search of new ideas for training, innovations and professional self-education. The authors demonstrated the value orientations typology and tactics of their acquisition by students at the dialogue level.

Practical significance. The presented materials can be used in practice of the higher pedagogical education to improve the quality of graduates’ training through enrichment of their personality axiological sphere. The model for the formation of the future teachers’ value system in dialogue educational space will allow providing conditions for individualization of routes of their training taking into account different approaches to the organization of activity of education participants and features of their self-development. 

Introduction. Nowadays, the steadily growing relationship with the People’s Republic of China is one of the priority directions of the foreign policy of the Russian Federation. According to the author of the present paper, new opportunities for active constructive interaction between the countries are provided with the One Belt and One Road Initiative (OBOR or BRI) adopted by China for the purpose of combination of efforts of the states for stable development of economy in the Eurasian space and peaceful co-existence of the people on the basis of the principles of openness, inclusivity of different civilizations, tolerance, safety, mutual benefit and training.

The aim of the paper is to discuss the status and prospects of the RussianChinese cooperation in the humanitarian field and search for new narrative for development cooperation.

Methodology and research methods. The research was performed with a support on philosophical and general scientific methods: comparative, structurally functional and system types of analysis, synthesis, generalization, and forecasting.

Results and scientific novelty. The Russian-Chinese recent cooperation was considered. Special attention was given to education communication strategy as one of the reliable and checked channels of establishment and consolidation of international economic relations. The educational component of humanitarian interaction enables to provide effective tools for adjustment and support for the international dialogue and has an extensive range of opportunities for harmonization of cultural, social and even political standards.

It is emphasized that further strengthening of the productive bilateral interaction of the People’s Republic of China and the Russian Federation is prevented by its developed model which is under construction and functions mainly at the level of public authorities. In spite of the fact that the relations between two countries are on the rise, the potential of the existing model has become exhausted, and it is therefore necessary to search for other ways of future joint collaborative work. Strengthening of partnership requires the transition to multilateral cooperation with other states and mutual participation of Russia and China in the course of overcoming the social and economic imbalance in the zone of their shared interests – the territory of the revived Silk Road. The third countries located along its southern transit corridor, unlike the states of the northern direction, are characterized by the backwardness of economics, high unemployment rate, lack of the fair system of upward mobility, poverty and ignorance of the population, thus promoting the spread of religious extremism and escalation of international conflicts. The author proposed to involve the humanitarian sphere as the mechanism of the start of transcontinental infrastructure projects in order to normalize the social and economic situation in these regions, to overcome socio-cultural barriers and to achieve integration of economics of various states for the sake of their steady growth and effectivization. The coordinated actions of China, Russia and EU countries for the promotion and maintenance of modern models of education can become a decisive factor to stabilize and implement the One Belt and One Road Initiative in problematic regions. In the author’s view, partner States should focus on actions for modernization of national education systems and dissemination of scientific worldview, e.g. in the regions of the Northern Silk Road. Otherwise, the South will remain the centre of regularly military conflicts and terrorism financing, whereas the Russian and Chinese companies will continue to spend considerable personnel and financial resources for the safety of the ongoing joint projects.

Practical significance. Materials of the research can be useful as a guide to reconsider the objectives of the Russian-Chinese alliance in the humanitarian sphere and generate new ideas on development and ways of implementation of the international educational programs. 

Introduction. Dynamic changes of the labour market and blurring of the boundaries of professional functions of a modern expert dictate the need for trans-professionalism development. Trans-professionalism development involves such meta qualities as social and professional mobility, communicativeness, developed emotional intelligence, innovation, tolerance for uncertainty, etc. All members of multi-disciplinary projects have to possess the listed above characteristics. Joint activity of several professional groups requires the participants of the project to possess the following skills and abilities: search for the consistent principles of work; “common language”; coherence of various abilities, caused by specifics of their occupation, to differentiate duties and to work harmoniously in neutral spheres; mastering of new roles in the cooperation process.

The aim of the publication is to present a product of structural-functional modelling which is the socio-humanitarian educational platform of trans-professionalism development of professionals involved in multi-disciplinary projects (hereinafter the “Platform”).

Methodology and research methods. The authors used a comparative analysis and generalization of the models of the multi-professional relations offered by foreign and Russian authors. The methodological framework of the research was based on the following approaches to the design of the Platform: multidimensional, trans-disciplinary, network, design, nonlinear synergetic, and transpective competency-based.

Results and scientific novelty. The structural and functional model of the Platform has been developed and described. The Platform model has a block-modular organization. It consists of three blocks: basic (invariant), poly professional and functional. The technological basis of the Platform is social and humanitarian educational technologies.

The authors highlighted the principles of the Platform. In the present study, the authors substantiated the importance of the development of the structural and functional model of the Platform in terms of additional education. The presented model of the Platform accumulates the results of theoretical and applied research in the field of vocational education. For the first time, different models of multi-professional relations (from inter-professional to trans-professional) have been used in a single course of additional education. The development of adjacent areas of activity is a stage for the development of distant, non-contiguous areas. Interactive development of these spheres is facilitated by immersion of listeners in the poly professional communicative environments. The result of the implementation of the Platform is a trans-professional project of the full life cycle.

Practical significance. The results of the study can be partially or fully applied in the system of additional education. 

Introduction. Considerable changes in the world of professions, the intensity of production and consumption of new knowledge, strengthening of a communicative component of professional activity are characteristic features of post-industrial society. Workers who have such professional and psychological qualities as self-control, psychological self-control and ability to operate own emotions and emotions of people around (partners and colleagues) are more in demand in labour market. In this regard, the problem of emotional competency formation of future experts is becoming topical in the system of vocational training.

The aim of this paper is to generalize the results of the study on the sustainable development of student emotional intelligence by means of active forms of education (training sessions and workshops).

Methodology and research methods. The research methodology is based on the model concept of “Emotional Intelligence” developed by D. V. Lyusin. During the experiment, the method of D. V. Lyusin’s questionnaire EmIn (Emotional Intelligence), D. P. Gilford’s Social Intelligence Test and also the authors’ set of toolkits (tasks for recognition of facial expression and detection of the active dictionary of emotions) were applied.

Results and scientific novelty. The authors proved the importance of the high level of emotional intelligence for the modern person irrespective of the sphere of professional employment. The main zones of this type of intelligence and their structural components which should be developed in future experts were highlighted. Features and conditions of formation of practical and academic intelligence were designated. Having tested the hypothesis, it was revealed that social and psychological training is aimed at promoting the acquisition and development of practical intelligence; workshop sessions contribute to academic intelligence. According to hypothetical statements, the authors have developed two options for the experimental course included in the schedule of student’s groups (similar in characteristics) of Ural Federal University (Yekaterinburg). Results of both forms of training (training sessions and workshops) have confirmed the validity of the assumptions made. To clarify the degree of stability of purposefully created emotional intelligence, repeated diagnostics of the competencies mastered by students was carried out one and a half years after. The comparative analysis of outcome indicators of the forming experiment and the revealed residual knowledge and skills has shown not only firmness of psychological changes in students in the field of emotional competency, but also the start of mechanisms of its self-development.

Practical significance. Contrary to the opinions of a number of scientists that the emotional intelligence does not change significantly through studentship as main development comes to the end during the teenage period, the authors have proved potential opportunities of increase in the level of emotional competency in the higher education institution. Materials of the research offer prospects for detailed studying of the mechanisms which start and support steady self-development of the emotional intelligence of future experts to provide their continuing competitiveness in rapidly changing social and economic realities. 

Introduction. In the modern world, volunteering is one of the most effective ways for successful social development and improvement of the quality of human life. By the Decree of the President of Russia Vladimir Putin, the year of 2018 has been declared the Year of Volunteer in the Russian Federation. Voluntary activity has a positive impact not only on people who are provided with help but also on volunteers. Volunteering is beneficial for the formation and strengthening of moral position and citizenship, development of philanthropy, responsiveness, sense of justice, leadership skills. Besides, youth volunteering abroad has long been used as an important element of preparation to perform professional duties. Participating in the professionally focused volunteering, the student has an opportunity to gain professional experience, to check the correctness of own professional self-determination and career aptitude. Similar volunteer service is especially relevant for representatives of the “caring” professions – teachers, social workers, psychologists and doctors, i.e. people who have to be a priori ready for pro-social activity and have such qualities as goodwill, communicability and conscientiousness.

The aim of the paper is to study the dynamics of the psychological characteristics of future health-care professionals regularly participating in professionally-oriented volunteer activities.

Methodology and research methods. The research is based on competency-based and activity approaches to education. Also, research methodology involves the key provisions of the concept of a humanization of the pedagogical process of the higher education institution, and the basic principles of volunteers’ activity declared in documents of the “United Nations Volunteers” (UNV) programme. The survey among students was the main method of information collection. Psycho-diagnostic tools involved: the assessment technique for communicative and organizing tendencies of an individual (V. V. Sinyavsky, V. A. Fedoroshin); the questionnaire for assessing the development level of empathic tendencies (A. Megrabyan, N. Epstein); the methodology for studying of valuable orientations of the individual (M. Rokich); the questionnaire “Motivation of Assistance” (S. K. Nartov-Bochaver). To objectify the data obtained, the Mann–Whitney U Test statistical technique was applied to reveal a difference in values of the parameter between small selections.

Results and scientific novelty. The volunteer team was organized at the Department of Psychology of Health and Correctional Psychology of the Kursk State Medical University. This team is engaged in volunteering at the boarding school for children with disabilities. The authors came to the conclusion that the real directions of quasi-professional voluntary student unionism substantially correspond to the abilities and skills required of future health professionals. The authors analyzed the two-year dynamics of changes in students’ psychological characteristics and professional competencies under the influence of their constant involvement in the volunteer movement. The key personality traits of an experienced student volunteer were designated: orientation towards humanistic values; motivation and readiness of providing assistance to needy people; well-developed communicative abilities and empathy. It has been established empirically that the level of development of these professionally important qualities among the student volunteers is initially above, compared with fellow students who were not involved in volunteering. Also, the level mentioned above continues to evolve actively due to the performance of the professionally focused and socially important volunteer mission.

Practical significance. Results of the undertaken research prove convincingly that inclusion in the pedagogical process of higher education institution of professional volunteering as one of the priority activities contributes to the spiritual-moral education of students, the formation of professional and general humanistic outlook. In addition, student volunteering allows future graduates to find the necessary experience in the chosen field of employment. 

Introduction. In the context of fundamental changes which have occurred in the last decades in the world of professions and transition from monoprofessionalism to poly-professionalism, a modern man needs to have an ability to freely navigate the modern labour market, to quickly diversify contents and quality of the professional activity, and, if thought appropriate, to change an occupation without difficulty. Nowadays, the requirements for the teachers of vocational training are designed in a completely different way to provide high-quality lifelong learning.

The aim of the research is to reveal the psychological readiness of teachers of vocational school for the development of new types of learning activities in the conditions of a professional reorientation.

Methodology and research methods. The methodological framework of the present research is based on conceptual provisions of the personal-focused, subject, competency-based and system approaches to vocational education, as well as theories of the psychology of abilities and organization of continuing the professional education of adults. General scientific methods such as analysis, synthesis, specification and generalization were applied. Techniques of psychological and pedagogical observation and questionnaire were used at the diagnostic phase of the study as the leading ones.

Results and scientific novelty. The concepts of “professionalization”, “professional self-determination”, “transprofessional competencies” and “psycho-pedagogical assistance” are clarified. It is stated that under the increasingly complex socio-cultural and professional environment there is the need for pedagogical personnel capable to carry out continuing training and retraining of mid-level professionals for the real sector of the economy and the social sphere in compliance with the international standards and advanced technologies. Based on the content of scientific sources, a list of systematically important transprofessional competencies to provide psychological readiness of teachers of vocational school for new kinds of activities is drawn up. Results of a diagnostic questioning are described; the respondents were teachers and employees of methodical offices of vocational-oriented education of various colleges of Yekaterinburg and Novouralsk who do not have a basic pedagogical education. Using the processing of the obtained data, it is established that teachers, on the one hand, understand the essence and objectives of their work; on the other, they can not independently respond to their personal needs to reevaluate own professional position due to the use of outdated methods and stereotypic ways of training. Conclusions are drawn that most of the interviewed teachers have no ability to conduct overtime professional activity that enables to carry a standard teaching load; a considerable part of teachers need acquisition of additional pedagogical and transprofessional competencies.

The authors outlined the proposal to develop a combinatory technology of psycho-pedagogical support for teachers of vocational schools to improve the current situation. The functionality of this technology, its tasks, structural components, possible methods and estimated effects of its implementation in practice of the SPE (Secondary Professional Education) system are noted.

Practical significance. The materials of the present paper can be useful for managerial staff, psychologists and training specialists of the SPE system who are engaged in the issues of teacher professional development. 

Introduction. Nowadays, professional self-determination is recognized to be a significant component of education. In a rapidly changing post-industrial society, professional self-determination turns into the continuous process of forming the professional trajectory by the individual based on the available personal opportunities and requirements. To enhance the effectiveness of this process, a person who is going to enter adulthood needs assistance not only in the choice of profession, but also in search of resources for development and implementation of own educational and professional scenario which is adequate to modern realities and challenges, as well as training in independent use of these resources. In this regard, one of the main priorities of schools is to provide support to students in their professional self-determination and the help in stage-by-stage making decisions on continuation of education and further professionalization.

The aim of the present research is an assessment of the state of psycho-pedagogical support for the professional self-determination of students in a modern Russian public school.

Methodology and research methods. The methodological framework was the set of competency-based, practice-focused and subject approaches with the position that professional self-determination is a cross-disciplinary continuous social phenomenon. A theoretical part of the research was “The concept of maintenance of professional self-determination of students in the conditions of continuing education”. Face-to-face and online questionnaires of teachers and parents were the leading methods of a practical part of the research. The Vortex program was used to process the data obtained using methods of mathematical statistics.

Results and scientific novelty. The system of school education does not cope with the vocational-oriented education duty. Based on the review of scientific and sociological sources, the authors identified the problems which do not allow optimizing vocational-oriented work at school level. The authors examined the opinions of teachers and parents of Yekaterinburg school students. The questions dealt with the process of organizing the assistance for professional self-determination of children and teenagers, and the degree of respondents’ participation in this process. The authors concluded that most of teachers and parents suggest that vocational-oriented events should be held regularly since the 7–8th grades. The overwhelming number of respondents believe that acquisition of knowledge about the world of the professions and skills is additional, but it can be involved into the study load for the fullest self-realization of a child in the future. From the point of view of parents, the most popular professions among school students were revealed and ranged. The respondents’ estimates of a contribution to professional selfdetermination of pupils of additional professional education, socially useful labour and volunteering were analyzed. Factors and prerequisites of effective vocationaloriented work were highlighted. In particular, vocational-oriented work can be successful only in case parents of students are engaged members of the process. 

Practical significance. The materials, conclusions and recommendations of the research can be used to enhance vocational-oriented work among teenagers and students.