Introduction. The issue of the global educational crisis was outlined by Ch. P. Snow and denoted by Ph. H. Coombs more than sixty years ago. The viewpoints on this problem outspoken ever since are diversified, but it did not lead to blunting of acuteness thereof. It gives the evidence of the necessity to go on revealing and studying the reasons creating the global educational crisis, of which the rapid growth of scientific knowledge and its accelerated differentiation are outlined by researchers as primary ones. It determines the topicality of researching the structure of scientific knowledge, which is a determinant of the basic education content through the lens of the history of science.

The aim of the present study is substantiating of the idea that the basic reason of the world educational crisis is a result of strengthening of scientific knowledge differentiation due to acceleration of its volume growth and developing the approach to overcome the crisis.

Methodology and research methods. The methodology of the study is based on the ideology of F. Klein (the Erlangen programme) and the ideas of E. Wigner about the levels of division of the scientific knowledge field (the totality of these ideas allows using them as a tool for description of the scientific knowledge structure and, consequently, of the structure of the education content, the determinant whereof it is); on the personal-activity approach developed by V. S. Lednev for the analysis of the structure of the education content, and on the approaches to description of the behaviour of complex systems on the base of regular laws established by synergetics.

Results. Examining the history of development of the scientific knowledge structure within the ideology of F. Klein’s Erlangen programme allowed coming to the conclusion that in general it should be described as a result of the non-completed process of formation of the pattern of dividing the entire scientific knowledge field into three areas constituting three levels: phenomena of nature, laws of nature and the field of symmetry principles. In proportion to growing, each next level provides the previous one with its structure. The currently accepted classification of sciences is a horizontal section of the three-level pattern of dividing the scientific knowledge in the field of laws of nature.

Scientific novelty. The paper evidences that the three-level pattern of dividing the scientific knowledge is formed in the course of the history of science as a basis of integration of the scientific knowledge, equalising the process of its differentiation, which shall allow optimising the content of general education with strengthening the integration of its disciplines.

Practical significance. The ideas of the scientific knowledge structure, inherent to the three-level pattern of dividing the scientific knowledge, will be utilised as the basis for the formation of a new variant of the general education content structure, which will allow optimising it and mitigating the acuteness of the global educational crisis related to the progressing differentiation of scientific knowledge.

Introduction. The relevance of the research is accounted by the need to analyse the educational transition of youth from secondary schools to the tertiary education system and to develop a set of measures to encourage the majority of young people to stay in the region of residence and to aim at obtaining skills demanded by the local and regional labour market.

The aim of the present research is to identify the educational plans of school graduates and the peculiarities of young people entering into a region’s higher education system. As indicators, the authors consider the availability of education and young people migration at the stage of transition from secondary education to higher education.

The problematic situation consists in youth migration from the regions of residence to continue education in major university centers. It leads to a systemic change in the regions’ demographic situation and to the outflow of the most capable regional school leavers.

Materials and research methods. The article is based on the data of the sociological study “Comprehensive Analysis of the Education System of the Kemerovo Region” conducted by the authors. A specially developed questionnaire using Google Forms platform was employed to interview the school graduates (787 ninth graders, 338 eleventh graders) and their parents (520 people). The survey covered 18 schools located in all types of settlements. At the stage of data analysis in the SPSS 25 functional environment, primary data were processed and the results were presented using descriptive statistics methods; an in-depth analysis of empirical information was carried out using multidimensional methods of analytical statistics, including the Pearson’s χ2 significance test, the procedures of factor, correlation and regression analysis (p < 0.001).

Research results and scientific novelty. Long-range plans of secondary school graduates in the industrial region of Russia were identified; the motives in favour of their choice were studied; and the factors influencing this choice were revealed. As possible measures to overcome the outflow of young people from the regions, the authors propose to consider targeted training, the work with talented youth, the organisation of interaction at the level of “employer – school – university”, the various forms of network interaction of universities, as well as the modern forms of attracting students to the comfortable educational environment of the university, creating conditions not only for learning, but also for leisure, self-development, implementation of continuing education.

Practical significance. The research results should be of use to specialists engaged in education studies and young people migration attitudes analysis, in labour market in Russia’s regions, to education management and regional administration officials. The research tools can be used in analysing educational migration and professional trajectories of secondary school graduates in Russia. The study is scheduled to be extended to other RF regions that are most troubled in terms of education migration, aiming to suggest possible ways to optimise this process there.

Introduction. Current educational practice largely functions independently of didactics: decisions on the selection of content, the methods and forms of instruction are often made at different levels and in different areas of education without a conceptual substantiation. This does not necessarily mean the educators’ lack of knowledge, it rather points at the urgency of updating didactic research, including objects and phenomena that are relevant and have not been extensively studied yet.

The aim of the present publication is to pose relevant problems of didactic research, based on the challenges rooted in the development of educational practice.

Methodology and research methods. This research is based on systemic, interdisciplinary, and anthropological approaches. Research methods include analysis, synthesis, systematisation, modelling, idealisation, forecasting.

Results. The authors state the need to expand the range of issues covered by didactic research. Additionally, the authors highlighted didactic research problems related to learning across all levels of the educational ladder, to a wide range of contexts of educational practice: psychological and didactic characteristics of a modern agent of learning; didactic foundations for the selection of educational content in the context of the transformation of the educational environment of the digital era; the expansion of conceptual and terminological toolbox of didactics; contextual features of didactic principles in diverse areas of educational practice; didactical aims and functions of non-traditional learning formats; didactic foundations and the range of the teacher’s roles in various learning formats; the development of didactics for teacher training.

The directions of promising didactic research are identified. The authors conclude the necessity for broadening research area to cover problems facing didactics: inclusion of phenomena and processes that were left out of the scope of traditional didactic research; enhancing the role of interdisciplinary research on learning, enhancing the versatility of didactic concepts and their scientific validity; a didactic study of specific innovative educational practices, identifying the feasibility and possibilities of their dissemination in different areas of education.

Scientific novelty. The article describes educational practices, which are not covered by didactic studies. The authors identify and present conceptual gaps, which challenge didactics to expand and enrich its conceptual toolkit. Several paradoxes are highlighted as conceptual contradictions, which indicate the gaps in modern didactic knowledge: paradoxes of the learning actor, of learning outcomes, of teacher expertise. These paradoxes prompt to update didactics as the theory of education.

Practical significance. The development of didactics in the areas considered in the article will make it possible to improve the educational process on a theoretically verified basis, enhance opportunities, to reduce the risks, and to increase the effectiveness of innovations.

Introduction. In the context of a pandemic, significant transformations in education have occurred: the urgent shift to new forms of learning and digitalisation of the learning process have become a challenge to the traditional understanding of education as a public good, based on humanistic grounds. In the media and social networks, there was a public debate over the prospects of the education for several months. The disparity in opinions and not always accurate determination of the positions of the authors of numerous publications highlight the need for analysing the situation in modern education from the standpoint of axiology and cultural studies.

Aim. The present publication is aimed to consider the current changes in education in the conditions of digitalisation and to identify the potential of humanistic pedagogy.

Methodology and research methods. The study is based on an interdisciplinary methodology, which integrates the achievements of the humanities and social sciences. The method of cluster analysis, content analysis in the mass media and social media, supplemented by group identification analysis, were employed.

Research results. According to the findings of the present study, it was concluded that the contemporary processes in Russian education can be described from the point of view of trauma theory. The author introduces the concept of “humanitarian resistance”, which is referred to the forms of symbolic protest, based on the values of humanism, national and cultural traditions, and non-violence. Furthermore, the author proposes a primary classification of the forms of humanitarian resistance in Russian education, including worldview, axiological, socio-psychological and pedagogical aspects. In the current article, the essence of each aspect is disclosed on specific examples.

Scientific novelty of the conducted research lies in the theoretical justification of the analysis of current educational practices from a philosophical and cultural point of view. The introduction of new categories into scientific circulation allows for an adequate description of the current processes in education. The article is debatable, involving the discussion on the problems of education as a public good and the teacher as a bearer of the humanistic tradition in terms of digitalisation.

Practical significance of the research consists in the possibility of using its results to determine the prospects of educational policy in the digital society, as well as to develop the strategies and to select teacher training routes in new conditions.

Introduction. In the current situation of socio-economic development and digitalisation of society, the question of moral standards is becoming particularly relevant. Individualism, values of self-actualisation, enrichment and autonomy are strengthened in the youth environment, and values of civic participation and moral identity are not developed. In this regard, prosocial attitudes aimed at providing selfless assistance to a person or society as a whole are popularised among young people at the state level.

The aim of the present research is to identify the dominant moral grounds and norms of safe prosocial behaviour of young people.

Methodology and research methods. The current research is based on the theory of moral grounds, the theory of social norms of prosocial behaviour, and the theory of social and psychological security. The following psychodiagnostic methods were applied: “Diagnostics of the Level of Moral and Ethical Responsibility of the Individual” (by I. G. Timoshchuk), “Moral Foundations Questionnaire” (by J. Haidt et al., in the adaptation of O. A. Sychev et al.); “Scale of Altruism” (by F. Rushton, in the adaptation of N. V. Kuhtova), “Social Norms of Prosocial Behaviour” (by I. A. Furmanov, N. V. Kuhtova). The obtained empirical data were processed using percentage analysis, the Kraskel-Wallace criterion, the Pearson correlation analysis, and linear regression analysis (the step method). Calculations were done employing the SPPS 22 statistical program package.

Results and scientific novelty. The conducted research has shown that moral and ethical responsibility and prosociality among young people are formed at a sufficient level. The norms of care, justice, and social responsibility are the dominant moral grounds and norms of prosocial safe behaviour of young people. Despite the fact that assistance is mainly dictated by pragmatic motives, safe prosocial behaviour of young people is predicted by compliance with group rules and the absence of selfish expectations of reciprocity.

Practical significance. The identified relationships allow for the prediction of the level of readiness of the individual to help and take care of the well-being of another person and society, depending on moral norms and norms of prosocial behaviour. In the process of personal and professional development and spiritual and moral development of young people, it is advisable to use situational modelling aimed at solving moral dilemmas and forming attitudes to prosocial behaviour within the framework of the humanities cycle.

Introduction. The present article considers the problem of readiness of young teachers to teach children with special educational needs in countries where the introduction of inclusive education began only in the last decade. The authors describe the key concepts of the theory of formation of professional skills and competences of teachers for working in inclusive education, based on which the results of research conducted in theCzechRepublic,Poland andRussia.

The aim of this article is to compare the experience of young teachers in teaching children with special educational needs in relation to their skills and competences needed to perform this task.

Methodology and research methods. Questionnaires and interviews were used to collect quantitative and qualitative data, which were eventually processed using basic statistics (quantitative survey) and the open-coding method (qualitative content).

Results. The results of the study indicate both strong and weak aspects of the skills of young teachers in teaching students with special educational needs. In particular, a qualitative analysis of teachers’ responses revealed some interesting ideas that can be used in the search for improvements in teacher training, as well as in the support provided to teachers working with children with special educational needs directly in the school environment at the beginning of their professional careers. In general, it can be stated that young teachers in all three countries do not feel sufficiently qualified in terms of training to work with these children and are in need of expert support.

Scientific novelty. The results of the current research allow for the determination of some priorities in teacher training for the modern development of inclusive education in the countries examined.

Practical significance. The presented materials of the research can become the basis for developing a system of expert support for young teachers in the implementation of inclusive education, as well as new programs for preparing future teachers to work with pupils with special educational needs.

Introduction. Nowadays, creating a new type of economy requires graduates with a set of specific personal competencies that allow them to manage their own professional growth and objectively assess strengths and weaknesses.

Aim. The aim of the research is to analyse the experience of forming self-organisation and self-development competencies in non-linguist students due to new approaches to independent work in a competitive learning environment and the procedures of self-assessment, mutual evaluation and peer assessment of the achieved learning results.

Methodology and research methods. The model of students’ independent work in a foreign language learning and authentic assessment is described. Various data collection strategies were used in a longitudinal three-year study involving 76 students of the experimental group and 75 students of the control group, as well as 4 expert teachers. To prove the statistical significance of the obtained data, Student’s t-test and Fisher’s test were applied.

Results. Comparative analysis of data confirmed different dynamics of formation of self-organisation and self-evaluation competencies in the experimental and control groups. The number of students in the experimental group, experiencing difficulties in organising their independent work in a foreign language, decreased by 36%; the share of students, able to critically evaluate the results of their own activities, increased by 32%. In the control group, similar indicators improved by 4% for each of the criteria, which is statistically insignificant.

Scientific novelty. An alternative model of organising students’ independent work in a competitive learning environment was developed. It proved to be effective for training students’ self-organising skills, critical evaluation skills and personal responsibility to success in life.