Introduction. The article deals with the issues related to the aspects of methodological support of pedagogical activity in the digital educational environment and the organization of educational cooperation using the designer of collective work in the conditions of hybrid learning.

Materials and Methods. The designer «Digital Foresight» is a set of cards for designing a lesson; when implementing training in a hybrid format, a symbiosis of already well-known and proven technologies becomes relevant: distance and e-learning, integration of elements of mixed learning; the method of generalizing pedagogical experience in remote, hybrid and mixed formats, as well as mass surveys of participants in the educational process.

Results. The paper substantiates the relevance of the introduction of the technology of educational cooperation in the digital educational environment and the importance of organizing group work of teachers in a hybrid learning environment.

Discussion and Conclusions. The materials of the article are aimed at updating the model of the methodological support system in conditions of uncertainty; the use of the designer in professional activity will increase the competence of the teacher in the field of digital technologies.

Introduction. The transition of the state to the digital economy is characterized by turbulence in the development processes of various industries and services. New economic and technological conditions require the creation and implementation of approaches to assist citizens in the development of new competencies in the digital economy, which is only possible if the architecture of the country's vocational education system is improved. From September 1, 2022, the Ministry of Education of Russia is launching an experimental program "Professionalitet", within the framework of which about 150 thousand students of secondary vocational education organizations will start studying, taking into account the requirements of leading industry enterprises. In addition, one of the initiatives of the "Professionalitet" involves the training of teaching staff who are able to carry out advanced training of qualified competitive personnel. Today, the issue of improving the content of training a master of industrial training, as a key figure in the vocational education system, is again becoming relevant. Therefore, the competence portrait of a master who meets the challenges of modern society and provides high-quality and effective training of personnel requires a significant update.

Materials and Methods. The presented research is based on competence-based and personalityoriented approaches to vocational education. Modeling and analysis of domestic and foreign scientific literature and regulatory documents were chosen as research methods.

Results. A competency-based model of a vocational training master format 2.0 is proposed, which includes universal (over-professional or soft-), methodical, organizational and managerial, research and digital competencies in new descriptors.

Discussion and Conclusions. During the Panel discussion "Competence portrait of a vocational training master as the basis of the human resources of the Russian VET system" within the framework of the business program of the WorldSkills National Final, held in August 2021 in the city of Ufa, experts in the field of professional and vocational pedagogical education, as well as representatives of regional ministries that determine the policy in the field of education, have confirmed the importance of each of the highlighted block of competencies for the masters of industrial training of the future. However, the gap between the psychological, pedagogical and professional components in the content of Master 2.0 training is obvious. In this regard, the task of finding ways to overcome this gap in the design of educational programs that integrate the parallel formation of pedagogical skills through the prism of sectoral content becomes relevant today.

Introduction. The teacher's professional worldview is the basic component that forms the educational space, which determines its nature and the future of education as a whole. The problems of forming a teacher's professional worldview and determining its meaningful essence are significant for discussion and discussion within the framework of the modern educational agenda, since the modern socio-cultural space is characterized by a high degree of turbulence in social processes, "blurring" of the teacher's professional image, uncertainty of his professional values and ideals. The purpose of the article is to analyze and systematize the factors influencing the formation and development of the teacher's professional worldview in the structure of the life cycle of the profession “teacher”.

Materials and Methods. Methods of analysis, systematization and generalization of scientific literature on the research problem were used.

Results. The article analyzes the influence of trends and challenges of the modern socio-cultural space, including transformations in the pedagogical education environment, as factors influencing the formation of a teacher's professional worldview. The article presents the reasoning about the transformation of the modern model of pedagogical education, the nature of interaction in the "student-teacher" system of the professional education of a teacher, the essential core of which is the professional worldview of the future teacher, who absorbs the complex phenomenon of his professional life. In the article, the author identifies two types of trends and factors influencing the professional worldview of a teacher: general sociocultural, university and pedagogical trends proper.

Discussion and Conclusions. In the conclusions, the author emphasizes the need to implement the idea of a regional socio-pedagogical cluster as a single space for the teacher's professional growth and the development of his professional worldview.

Introduction. One of the urgent tasks in the implementation of the federal project "Workforce for the Digital Economy", which is part of the national digital economy programme, the transition to the digital economy is the development of professional competencies for workers in various sectors in the field of end-to-end digital technology. The digital competencies are developed in response to the requirements of society, the state, and the labour market for the individual in the digital society.

Materials and Methods. The analysis, generalization and systematization of scientific research, and personal experience of formation and development of digital competences allowed us to identify their universality and the end-to-end principle of mastering them, which allowed us to draw a conclusion about the feasibility and necessity of developing a pedagogical model for forming end-to-end digital competences of higher education students in non-core IT disciplines.

Results. The research defines the concept of «transversal digital competences» (TDC) at the stage of digital transformation of higher education; presents components, criteria, indicators and indices of formation of transversal digital competences of students; presents a pedagogical model for shaping transversal digital competences of students of non-profile IT fields in a classical university in the process of additional professional education. The stages of formation of end-to-end digital competences of students are considered in detail, the purpose of pedagogical model, tasks, principles, factors and organizational and pedagogical conditions of formation are defined, the results of research are presented.

Discussion and Conclusions. This pedagogical model was developed in the process of studying the conditions for the formation of digital competences and skills of using digital technologies in students at Kemerovo State University. Partially the results of this study were presented in the report «Basic principles of formation of end-to-end digital competences in students in the process of mastering additional professional programmes» at the II All-Russian scientific-practical conference with international participation «Digital humanities and educational technologies - DHTE 2021» (organizer - FSBEI VPO "Moscow State Psychological and Pedagogical University").

Introduction. The article raises the problem of the necessity of organizing conditions for profession-oriented foreign languages training for non-linguistic students in accordance with the requirements of competence-based approach to education. Professional specialization in foreign languages education is considered in terms of educational process approximation to the real communicative experience in specific professional sphere. The goal of the article is screening, selection and analysis of conceptual bases in higher language education for non-linguistic students.

Materials and Methods. To achieve the goal the following research methods were used: the study and comparative analysis of pedagogical, psychological, methodological Russian and foreign literature representing the modern views on current concepts in non-major language education; generalization and synthesis of the most relevant for this paper scientific results; conceptual foresight and modeling the language educational process based on the theoretical results of this research.

Results. Quantitative analysis of the reviewed studies on specific methods of profession-oriented foreign languages teaching made it possible to select three the most scientifically justified perspectives on this issue. Language for specific purposes (LSP), content and language integrated learning (CLIL) and context-based approach are considered as the means of professional specialization in foreign languages education. As a result of the research we allocated the most essential characteristics of the described procedures and drew a conclusion about the reasonability of their implementation on different stages of the educational process.

Discussion and Conclusions. The results of the analysis may be of interest for those who study specific methods of foreign languages teaching for non-linguistic students as well as the problem of international profession-oriented communicative competency formation in higher education. The theoretical results of the study may form the basis of practical use in specific teaching guides and training materials in language classes for various kinds of non-linguistic specialization areas.

Introduction. The article reveals the essence of the definition of "multipotentiality", indicates the relevance of its development in a modern personality and the problems that modern schoolchildren face (problems of unconscious competence and a new generation of dyslexics). The authors highlight the characteristic components of multipotentiality. These include cognitive flexibility, parallel and systematic thinking, and soft and hard skills. The authors of the article offers tasks for the students’ multipotentiality development in English lessons.

Materials and Methods. The authors analyze scientific researches, publications and dissertations of Russian and foreign researchers concerning the problem of the development of a multipotential person in modern education. The literature analysis and generalization consider as the key methods of the current research.

Results. The authors of the article highlight the characteristic features of multipotentiality (cognitive flexibility, parallel and systematic thinking, and soft and hard skills) and suggest the tasks for the students’ development of multipotentiality.

Discussion and Conclusions. For a human, being multipotential is a natural state, which means being true to your original self and unleashing the multifaceted potential of your unawakened mind. Based on the analysis carried out, the authors come to the conclusion that modern education requires a new paradigm - the paradigm of the development of a universal person – multipotential – polymath. The research results can be used in the development and implementation of teaching programs aimed at the students’ multipotentiality development and the further design of the new teaching technologies.

Introduction. The XVIII century is an important stage in the history of the development of Russian pedagogy, when a new type of pedagogical thinking was created under the influence of the ideas of enlightenment and humanism that came to Russia from Europe. An important role in this process was played by translated Western European works, which were actively studied by representatives of the nobility. It was these writings that significantly influenced the formation of new ideas about the process of raising children in families of the noble estate.

Materials and Methods. When writing the work, the following methods were used: the method of logical analysis of general scientific literature and primary sources, system-structural analysis, methods of generalization and systematization, the method of comparative historical analysis, the method of interpretation and semantic reconstruction of historical and pedagogical sources.

Results. The paper analyzed 19 translated Western European works created in the XVIII century, addressed both to the issues of raising children in the family, and to young readers and their mentors to improve the process of social and home education. In the works of the authors, educational ideas were expressed that corresponded to the ideas of the need for humanistic enlightened mentoring in relation to children in the family.

Discussion and Conclusions. Translated Western European pedagogical works of the XVIII century proclaimed the following principles of family education: they affirmed the need to organize child-parent interaction on the basis of humanism and faith in the success of the educational influence of parents on the child's personality; they understood education as a sure means not only to create a perfect child's personality, but also to achieve perfection and happiness on earth on this basis by mankind; they pointed out the need for a harmonious combination of different types of education; justified the idea of the need to create the same conditions for the upbringing of girls and boys in the family, respect for the personality of a growing person.

Introduction. The design of the "School of Pedagogical Engineering and Engineering Thinking" at Minin University in partnership with high-tech enterprises of the Nizhny Novgorod region presents a methodological outline (outline of the "necessary future" of the university), showing the frame of a new subject of scientific and educational interaction between pedagogical education and the scientific and technological sphere of the region in the format of a unique educational and technological platform for the formation of scientific and technological elite of the Russian Federation in the digital economy. Aim: the purpose of the article is to present and scientifically substantiate the conceptual idea of the project about the creation of new organizational and managerial mechanisms of interaction between the sphere of continuous pedagogical advanced education and high-tech production, aimed at the formation of an engineering type of thinking and the relationship of education, science and production within the framework of spatial co[1]organization and scientific and educational collaboration of participants in educational relations in Technograd format, combining practice-oriented science and science-oriented practice of continuous pedagogical education, which makes the educational reality itself - pedagogical, organizational, managerial, scientific and technological as the subject of its research, analysis and transformation.

Materials and Methods. The basis of scientific research and scientific and methodological support of the project of the school of pedagogical engineering and engineering thinking, created and implemented in the conditions of management of the development of the university of pedagogical profile is project methodology and philosophy (futurodesign), as well as project management experiment.

Results. The project "School of Pedagogical Engineering and Engineering Thinking" has been developed, the ontology of which reveals the forms and principles of "unity" and unification of the educational and scientific-technological spheres of human existence and human activity. A new methodology has been designed to train a STEAM teacher with competencies in the implementation of interdisciplinary and meta–subject approaches, the use of technological solutions in the process of cognition and transformation of the world. The scientific novelty of the research results is characterized by the application of a transdisciplinary approach and the principles of project[1]network, scientific and educational collaboration to the creation of a new subject area of pedagogical science and educational practice "Pedagogical Engineering", providing an effective combination of fundamental and practice-oriented research, psychological and pedagogical knowledge and scientific and technological means of high-tech industries aimed at humanization educational processes and the pedagogy of society as a whole.

Discussion and Conclusions. The practical significance of the research is determined by the fact that the developed project creates mechanisms and conditions for the network co-organization of organizational, managerial, scientific and methodological resources for the transformation of pedagogical education in the region, the implementation of the interdisciplinary direction of humanitarian and technological pedagogical education for the training of teachers - professionals of a new generation, and also represents the organizational and managerial mechanism of horizontal interaction of higher education and general education organizations with high-tech companies on the principle of "education – science – production – practice".

Introduction. The article presents the results of studying the relationship of adaptability to changes in the physical conditions of the environment with other psychological qualities of the individual.

Materials and Methods. The research was carried out by the method of polling in full-time and electronic forms. The study participants were offered the following methods: “Assessment of the level of adaptability to the physical structure of the world”, “Holmes-Ray social adaptation scale”, “Self-assessment of psychological adaptability”, “Assessment of emotional-activity adaptability”, “Hardiness test”.

Results. The analysis of the research results showed that adaptability to changes in the physical conditions of the environment has interconnections with other types of adaptability (social, psychological, emotional-activity). In the presence of high adaptive abilities, a person has more opportunities to withstand stress and maintain physical and psychological health, as well as withstand the impact of stressful circumstances and difficult life situations.

Discussion and Conclusion. The methodology "Assessment of the level of adaptability to the physical structure of the world" has the relationship of its scales and indicators with the psychological qualities of the individual. Also, the levels of development of adaptive abilities and other psychological qualities of a person are interrelated. The obtained results of the study allow us to conclude about the possibility of using this methodology in psychodiagnostics and other types of psychological work with persons whose activities are associated with increased physical stress, as well as with persons with disabilities.

Introduction. Currently, Protestant families in Russia are little studied andare of scientific interest to researchers. The article presents the results of an empirical study to identify the specifics of marital relationships in Russian Protestant families.The present study involved 190 married couples with an average of 10.2 years of experience in married life and the age of the spouses averaged 36.2 years, with children under the age of 18, from different Russian cities: 64 Protestant families, 62 Orthodox families and 64 secular families.

Materials and Methods. The methods used included the questionnaire “Role expectations and aspirations in marriage "(ROP, A. N. Volkova); the color[1]associative technique of A.M.Paracheva (CAM); the questionnaire "Satisfaction with marriage" (authors V.V. Stolin, T.L. Romanova, G.P. Butenko).

Results. As a result of the study, there were revealed the following features of marital relationships inProtestant families: Protestant spouses have a higher level ofsatisfaction with marriage than spouses from Orthodox and secular families; spouses in Protestant families are characterized by lower expectations of common interests, shared needs and value preferences with the marital partner than spouses in Orthodox and secular families; sexual relationships among spouses in Protestant families are of less importance than for spouses in secular and Orthodox families, but, at the same time, the consistency in the intimate-sexual sphere is higher, than in the other two groups.

Discussion and Conclusions. The results and conclusions of this study will allow for more effective psychological help and support for families of this religious group.

Introduction. The internal conditions of activity associated with the development of motivational and personal potentials of a specialist largely determine his success and self-realization in the profession. In this regard, the concept of internal motivation has a high explanatory potential. The lack of foreign and domestic works on the development of internal motivation of young people who are passionate about programming sets the task of generalizing the results of studying the internal motivation of young people in terms of the success of mastering programming as an activity.

Materials and Methods. A review of studies devoted to the study of inner youth in the aspect of the success of mastering programming as an activity was carried out in March – May 2022 using the scientific citation databases Scopus, WoS and elibrary. The research was searched using a combination of keywords "internal motivation", "youth motivation", "passion for activity", "passion for programming" in English and Russian for the period 2012-2022.

Results. The analysis of the results of studies devoted to the study of the internal motivation of young people in the aspect of the success of mastering programming as an activity allowed us to draw the following conclusions:

- programming is a specific type of activity that is not fully reducible to the game, teaching, work;

- programming as an activity that is difficult to accurately differentiate, will actualize special mechanisms of professional and personal development of a person, and the development of this activity will be associated with the development of specific personal structures;

- internal motivation can be considered as a psychological mechanism for successful mastering by programming and achieving high results in this type of activity;

- indication of the inner motivation of young people who are passionate about programming is associated with the study of the perception of the level of complexity of programming, with the determination of the state of flow and involvement in activities.

Discussion and Conclusions. Along with this problem and new challenges of objective reality, the search for predictors of successful functioning and positive development of the youth of the Russian Federation, this area of research seems relevant, requiring further detailed study.

Introduction. The article analyzes the key value-semantic moments of the genesis of the Caitanya cult in West Bengal, as well as the philosophical forms of Gaudiya theology (Bengali Vishnuism).

Materials and Methods. The theoretical state of the problem lies in the lacuna of the idiographic description of the genesis of the new religious movement, which is Bengali Vishnuism. Structural, systemic, comparative, factorial and phenomenological types of analysis form the basis of the methodology. The construction of a new religion is understood as the production of a symbolic universe, the spiritual generation of a value-semantic system that allows subjects to function in an antagonistic world

Results. The aesthetic reflection of Chaitanya and the dynamics of his movement are conceptualized as a ribbon of kairos running before the eyes of the beholder. The title of the article reproduces the birthplace of Chaitanya in Bengal, the center for the spread of the new religion (Navadwip), the emotional pressure of the teachings of bhakti (bhava) and the undulating dynamics of the development of the Chaitanya movement (taranga). In the context of Western philosophy, the process of emergent formation of Bengali Vaishnuism is terminated as a movie theater of time or a visual attitude of the observer that allows one to make a broad overview of forms, contents, actors, and institutions.

Discussion and Conclusions. The visual culture of our time requires openness, manifestation of processes and states. The space-time perspective of the Caitanya cult appears as a series of transformations replacing incompleteness and poetry with institutionalization and form. The aesthetic vision offered by Chaitanya is transformed in time into a special intellectual-reflective genre of profane freak show.

Scientific novelty. In terms of the progress of technology, we sometimes ask ourselves, why do we need knowledge created by people of the past who lived in the Middle Ages, or in the Bronze Age? Or is there knowledge that does not become obsolete over time? Metaphysics of Plato? Aristotle's formal logic? The paraconsistent logic of the mystic Caitanya? Another historical question that inevitably arises when referring to the past - what new can be said about an event from which we are rapidly moving away? However, another logic is at work here – the big is seen from a distance. The further we are from Caitanya, the more we value the meager Bengali sources about him, the more other knowledge we have that allows us to assess the global context of the new ideational system.

Practical significance. Bengali Vaishnavism is constantly in the center of attention of specialists in history, linguistics, religious studies and sociology. Until now, interest in the charismatic selforganization of the Chaitanya Movement has not faded, how its personality, spirit and initiatives influenced the evolution of a whole ramified direction of Gaudiya Vaishnavism. It is obvious for religious scholars that Mahaprabhu was deified by his followers, but this does not deny the creative potential of the new religious movement, its power of generating meaning and creating new sociocultural forms.