The aim of the study is to assess the degree of involvement of various Russian regions in the implementation of governmental projects for university support, which is essential for the balanced development of national higher education system and the spatial development of the country as a whole. The task of effectively using the research and educational potential of universities for the development of particular regions is currently being under realization in many countries, including Russia, which determines the relevance of this study. The analysis is based on the quadrant distribution of national regions in the Federal State Statistics Service Rankings 2018 on regional GDP, the Regional Innovation Development Rankings 2018–2019, issued by the Higher School of Economics. We compared universities located in regions with similar characteristics of their economic development, and assessed the impact of 11 major governmental projects for university support, which have been implemented or continue since 2006. The study is targeted at tracking correlations between the regional distribution of universities supported by these projects, the amounts of funding, and the scales of innovation and economic development of the regions. We conclude that at present, in comparison with previous periods, a more balanced approach is being taken to the selection of universities-participants of such government projects from the point of view of their location in regions with different characteristics. At the same time, the distribution of financial support points to the existing serious gaps between the leading and other universities.

The paper presents an analysis of the key characteristics of the typological models of modern universities and outlines the directions of their transformation. The concept of University 3.0 was used as a research methodology in view of the existing approaches to the classification of university models. The research method was the qualitative analysis of the strategic development documents of the various universities of the world posted on their websites. The selection of the universities for analysis was carried out on the basis of the results of the QS WUR 2022 ranking. The sample was made up of 30 universities from North America, Europe, Asia, and Russia, occupying various ranking positions. As a result, there were revealed the features of the strategic priorities for the development of Russian and foreign universities, as well as universities aimed at global and regional influence. A set of basic characteristics of typological models of universities 1.0-4.0 has been developed. It has been established that the transformation of these models takes place in the direction of increasing the scope of their mission, expanding the areas of activity, using new digital technologies, developing integration potential and strengthening the impact on society. The defining parameters for the formation of the model of the university of the future are focus on innovation and advanced continuous education, managed broad integration, diversification of income sources, social involvement and contribution to sustainable development. The presented complex of the main characteristics of typological models of universities can serve as a tool for assessing the compliance of a particular university with a particular model, as well as contribute to goal-setting in the development of the national higher education system and particular universities.

The purpose of the article is to analyze the topical problems of the digital transformation of education as a process of changing its goals, meanings, content and technologies and to find ways to solve them. The authors emphasize the primacy of pedagogical innovations and the auxiliary role of information technologies providing the technological basis for the creation and application of new pedagogical practices. The analysis of changes in the educational process in the context of the expansion of the digital educational space and the possibilities of distance technologies leads to the conclusion that the use of the traditional one-way monologue transmission of knowledge on modern digital platforms is ineffective. The paper proposes the methodology based on the self-study underpinned by the mankind achievements, the creation of student’s own system of knowledge, when he gives his meaning to the world and changes him/herself, developing his/her creative abilities. This methodology has been proven to work and tested in practice. The article presents an experience of the Belarusian State University (hereinafter – BSU) in the development and implementation of the concept of creative education, the deployment of a large-scale program for the introduction of distance technologies. The practical steps for the implementation of this program are described, such as the development of a new educational and methodological literature, the creation of an interuniversity portal “Methodology, content, and practice of creative education”, the implementation of the full-time distance training program “Technologies of heuristic education in higher education: teaching methods through discovery” and the project “Online Learning Workshop”. The main quantitative indicators of the effectiveness of the digital transformation of the educational process at BSU are analyzed. The authors describe the information infrastructure of BSU, which ensures the implementation of innovative pedagogical technologies: telecommunications infrastructure and a “cloud” data center, an educational process management system integrated with corporate systems and services, its own video conferencing system, an integrated automated information system developed by the university.

The article presents the results of an empirical study of academism in the assessments of professors of Russian classical universities. In total, 50 experts from various universities of Russia took part in the online survey. The aim of the study was to assess the role of academism in the development of university, maintaining the quality of education and maintaining the authority of professors at the university. The article gives a definition of the concept of academism, and reveals its structure. Basically, academism represents academic freedoms and the intellectual potential of the individual. The main results of the study include the following provisions: 1) academism is an integral part of a modern university and influences the formation of relevant values and traditions of university life; 2) academism influences the quality of students’ education, the preservation of high requirements in the educational process; 3) academism determines the authority of professors and teachers, promotes their active involvement in the social and cultural life of the university.

The article presents the results of the analysis of users’ sentiment in social networks, performed using big data tools. The research was aimed at developing the methodology, which enables to analyze the content of social networks, assess students’ attitude to the transition to online learning in conditions of COVID-19 pandemic, identify dynamics and main trends in student satisfaction with the quality of educational process. We explored about 2 million posts and comments posted in university social networks (more than 1000 university public pages) for the period from Sept 2020 to July 2021. Special attention was paid to the problems of communication between students and teachers, strategies to solve them, an emotional reaction. PolyAnalyst software was applied for data precleaning. It has been found that the main problem affecting the quality of education is a change in the mechanisms of interaction between students and teachers. Based on student publications in social networks, we have identified the strategies for adapting students to online learning. We came to a conclusion that teachers’ support of students is crucial in preventing and solving social and academic problems in conditions of online learning. One of the ways to improve interaction between students and teachers, raise students’ involvement is using discussion forums, chats in messengers for academic purposes, and providing teachers’ methodical support.

The article presents an analysis of social factors affecting educational success of cadets of military educational organizations based on the results of a sociological survey among cadets of the Air Force Academy and its branches (N=722). The aim of the study was to determine social characteristic of cadets which correlate with their educational success. According to the results of the survey, three groups of cadets were identified. The size of the groups corresponds to the data of the cadets’ objective academic performance. It was found that the greatest success is demonstrated by cadets for whom training in a higher military educational organization serves as a channel for intergenerational mobility and the continuation of the military professional development trajectory.
It is revealed that the largest socio-professional group, which is a main supplier to the system of training future officers, is constituted by the representatives of the power unit, and the main factors of the educational success of cadets are 1) a developed military-professional orientation, 2) a high level of school performance, 3) living in large cities, 4) relatively high level of cultural capital and life experience.

The article justifies the inextricable interconnectedness and creative interaction of philosophy, science and education in the course of their historical development. The article focuses on the problem of teaching the course of history and philosophy of science (HFS) in terms of formation of critical creative thinking of the future scientist. The author’s teaching experience of the HFS course at the Faculty of Physics of Moscow State University named after M.V. Lomonosov is described. It is substantiated that the term «science» should be defined, first of all, as a block of natural-science disciplines. The presentation in the lecture course and further elaboration in seminars of genesis and the development of these programmes form the basis for doctoral students’ understanding of the unity and continuity of scientific knowledge in history. The article presents a comparative analysis of positive and negative assessments by scientists of the relationship between philosophy and science. Special attention is paid to the students’ understanding of the method of scientific discussion and the concept of «truth». Examples from both the history of philosophy and history of science are used. It has been shown that discussions alone cannot lead to the discovery of the truth, but they are necessary to further stimulate the development of science and theoretical thinking. The discussions at seminars contribute to the development of communicative practices of future researchers. It cannot be accepted that classical lectures are becoming anachronistic nowadays. The author argues that a classical lecture is not just a text and a content. What is important, first of all, is a direct contact with audience, which entails so-called body language including mimics, gestures and intonations. This language plays an important role from a psychological point of view. It is proposed that discussions among educators and practitioners be organized on the basis of a permanent methodological seminar to discuss the basic issues of the HFS course.

The relevance of the research stems from the change in the role of a modern teacher, the transformation of the value foundations of the teaching profession, the complication of the teacher’s competencies. The process of professional training of a future teacher at university inevitably focuses on the development of his multidimensional subjective activity, which is characterized by the ability to choose options for achieving educational results, building life and professional prospects on their basis. In the context of modern scientific research, the concept of “teacher’s personality polysubjectness” is highlighted. An important factor in the development of the future teacher’s personality polysubjectness is the socio-cultural educational environment of university. The purpose of the study was to analyze the influence of the components of the socio-cultural educational environment of the university on the development of the future teacher’s polysubjectness. Methods of theoretical analysis, synthesis, generalization, self-assessment, and questionnaire were used in the work comprehensively. The research sample consisted of 328 1st-5th-year students of the Pedagogical Institute of the Belgorod National Research University majoring in “Pedagogical education”. Data collection was carried out in the 2020-2021 academic year. The reliability of the results was checked by methods of mathematical statistics (nonparametric Mann-Whitney test) using the IBM SPSS Statistics software package. Qualitative analysis of students’ reflexive judgments was also applied in understanding the phenomenon of polysubjectness and the role of university’s educational environment in its development. As a result of empirical research, it has been established that the multidimensional socio-cultural educational environment of the university is a determining developing factor influencing on changes in the structure of the future teacher’s personality polysubjectness. The university’s educational environment has the greatest influence on such components of polysubjectness as the ability to interact, emotional intelligence, situational leadership.

The article presents the results of the study held in the Chelyabinbsk State Institute of Culture in 2021. The study aimed at the evaluation by employers’ organizations of the university graduates’ preparation level, requirements of professional sphere to the competencies of culture workers, and determination of forms and directions of employers’ participation in educational process. The study showed comparatively high evaluation of educational system results (training of a graduate), the developed personal characteristics, universal and professional competencies of a culture worker. The authors have also revealed a dominant orientation at short-term, local (according to scales, intensity and the tasks realized) directions and forms of interaction between the university and regional sphere of culture. The choice of tools for such interactions indicates a lack of long-term aims, strategic character and focus on the solution of the personnel potential reproduction tasks and integration of cultural institutions into educational process, organization of joint scientific-research, artistic and creative, sociocultural projects. Meanwhile, interaction potential of cultural activity and professional education spheres becomes a factor of protecting and development of regional system of culture, sociocultural transformation of the corresponding territories.

Engineering pedagogy is a professional activity that forms and develops the required future engineers’ competences with the help of appropriate pedagogical tools and technologies. It is essential that engineering graduates were productive, ready to actively participate in the innovative development of the chosen sphere. Ongoing development of engineering activity, its modernization, improvement, expansion into other areas of activity requires adjustment, updating goals, means and methodology of educational activity in general and engineering pedagogy in particular. Today engineering pedagogy should focus on the issues of a new ontology of engineering activity. The article aims to clarify ontological and methodological foundations of engineering activity, consider it as a multidimensional and multivariate system of division of labour, an open dynamic interdependent system. The article dwell on the conception of engineering designing, which has a property of recursiveness so that engineering activity may design itself. The authors argue that namely activity ontology should become the basis of the new methodology of engineering pedagogy, which creates the tools for training new generations of engineers by means of continuous professional education of university teaching staff.