The aim of the study is to develop a structural and methodological model of training, testing and control of theoretical knowledge of students, taking into account the peculiarities of the educational process in the departmental University of the Ministry of emergency situations of Russia. The review of computer programs used in the educational process showed that the number of software products independently created in educational organizations, which have a wide range of functions for the preparation and control of theoretical knowledge, are quite rare. Basically, readymade computer programs are used, which are universal and are intended for wide application, without taking into account the specifics of Universities.

Research and development of structural and methodological model was carried out with the use of theoretical analysis of the provisions of pedagogy on the problems of control, evaluation and analysis of the level of theoretical knowledge, methods of theory of algorithms and decision-making, methods of synthesis and analysis of information processes. The developed structural and methodological model of training organization, testing and control of theoretical knowledge of cadets is based on the associative-reflex theory of training, the theory of motivation development and the theory of modular training. To implement the structural and methodological model, a multi-level automated system of training, control and analysis of the level of theoretical knowledge was developed, for which a certificate of state registration of the computer program No. 2017613078 dated March 10, 2017 was obtained.

The structural-methodical model and the computer program provide effective work of the teacher and cadets, at the expense of the wide list of functions, ergonomics, methodical providing and application of information and communication technologies providing access of teachers and cadets to work with educational material by means of the Internet, using stationary computers, laptops, tablets and smartphones.

The computer program is fully adapted to the educational process of the Academy and has a number of significant differences from other software products designed for training and control of theoretical knowledge. The main differences are in the methodology of training, testing and control aimed at encouraging students to work independently. The main motivating factor is the admission of cadets to the session in the presence of a certain percentage of self-studied issues and successful testing on the level of training.

The functional structure of the computer program allows you to add new specialties or areas of training, departments, disciplines and to form a database of theoretical issues.

As an example, the methodology for implementing the main function in the computer program designed to organize the control of theoretical knowledge of cadets through testing in separate disciplines and levels of training is considered.

Thus, the program significantly expands the opportunities for training and control, contributes to improving the quality of cadets’ knowledge, and also creates skills for teachers and cadets to work with information and communication technologies and mobile training. Approbation of a multi-level automated system of training, monitoring and analysis of the level of theoretical knowledge has shown its high efficiency in the field of theoretical training of cadets of the Academy.

The purpose of the research, presented in this paper is the development, implementation and testing in the educational process of multi-level architecture of intelligent agent-oriented educational complex for training of technical specialists. Intellectualization of e-learning is one of the priority directions in the implementation of the competence approach to learning in higher education. At the same time, the theory and practice of design of agent-oriented (multi-agent) systems is a promising direction of introduction of artificial intelligence methods in the field of e-learning, recognized in the scientific community.

In the process of the research, a multi-level architecture of the intelligent agent-oriented educational complex was developed, justified and mainly implemented, which combines flexibility, openness and good scalability. It is shown that the stated quality indicators can be achieved through an organic combination of multi-agent and service-oriented approaches to the design of software products for educational purposes. The architectural solution has detailed levels of services and levels of intelligent agents, based on them. Each of the declared levels of the system is relatively independent, can be developed (tested) independently, and the methods of interaction between the levels are unified. The paper considers the purpose of the components that make up each of the architectural levels, presents some key aspects of the implementation of this architecture and the results of pedagogical experiments on adaptive learning of students through intelligent agent-oriented learning complex.

By now, on the basis of the presented architecture an integrated intellectual learning environment is formed, filled with educational content, which is tested in the educational process of the Vologda State University in the training of bachelors and masters of several areas, related to information technology. At the same time, the proposed architectural solutions have proved their viability, and the educational environment, formed on their basis is attractive for students and has a positive impact on the overall effectiveness of the process of training of specialists in technical field, which is confirmed not only by the results of pedagogical diagnostics, but also by surveys of employers. In general, the results of the research show that the use of agent-oriented and service-based approaches in the process of formation of the educational environment of the University grants convenient mechanisms for the introduction of artificial intelligence methods in the field of e-learning, providing full support for competence-oriented technologies for training of technical specialists. The flexible, open and scalable educational environment, formed in the process of research is in continuous development, constantly acquiring new opportunities to improve the quality of training of students in technical areas.

Research objective. The research objective was to identify and analyse the general trends, manifested in the information behaviour of students in terms of realising and taking advantage of lifelong learning in the digital society. The authors attempted to answer the question: What is the specificity of modern students’ information behaviour strategies? 

Materials and methods. The research was based on the concept of “information behaviour”, considered by the authors as a system of actions to implement the processes of interaction with the information environment. In the conditions of digital society development, the effectiveness of information strategies largely depends on the adoption of the values of lifelong learning. In the context of the activity approach, information behaviour includes the motivational aspect (acceptance of the lifelong learning paradigm, motives of educational activity, relations, interests and orientations within the current learning stage) and the activity aspect (general learning strategies, approaches to new information acquisition, self-management strategies in the learning process, as well as the possession of modern tools to implement these strategies – ICT tools). The research methods included a survey and statistical analysis. During the survey, Russian and Polish students were asked to relate the degree of information behaviour characteristics to a five-point scale. Statistical analysis comprised descriptive statistics, including the distribution of answers for all respondents, comparative statistics for Polish and Russian students, and correlation analysis.

Results of the study. The research results have showed that students understand the importance of lifelong learning and accept it as a value and requirement of the 21st century. However, their information behaviour is not always based on effective strategies. Educational activity is insufficiently supported by the use of ICT tools for self-management, goal setting, and construction of an individual educational route. Direct correlations were revealed between the readiness for lifelong learning and the development of initiative, responsibility, self-management, including the active use of specialised electronic tools. Information behaviour is associated with future professional activities. For example, for socially oriented professions, information behaviour comprises such features as openness and empathy.

Conclusion. Based on the results obtained, recommendations for lecturers can be formulated to support the process of mastering the advanced strategies of information behaviour by students. Firstly, it is necessary to encourage students to use open electronic resources, not only to access the newest information, but to join the processes of qualitatively new knowledge creation in collaborate work (self-directed learning, learning in partnership, collaborative learning). Secondly, it is important to create conditions for the expansion of professional experience through the strengthening of the practice-oriented assignments role, as well as the inclusion of students in project, competitive and grant activities.

The aim of the research is to develop and approve the methodology for the preparation and actualization of the work programs of the academic disciplines and practices of the basic vocational education program of higher education that meets the requirements of the federal state educational standard of higher education of 2017 on the basis of the elements of competences allocated from texts of professional and educational standards, subject area standards, scientific, methodological and other sources.

The approach, recommended by the Ministry of Education and Science of the Russian Federation is the expression of the set of professional knowledge, skills necessary for the graduate in the formulations of several dozens of competences, presupposes a set of formulas that are much more general than in professional standards and subject area standards, are decomposed into separate themes of contact classes and independent preparation of students. At the same time, there are risks of missing or duplicating material in different disciplines and arbitrariness in the interpretation of general formulations of competencies by different authors of methodological developments. According to the authors, the use of the elements of competences allocated from the texts of standards, scientific and methodological developments and other sources of the subject field of activity of the university graduate, allows to determine the set and content of knowledge, skills and knowledge necessary for training in the field of preparation more fully, rationally distribute them among educational disciplines and practices, to form the main didactic units of the work program of the academic discipline, to ensure the traceability of the requirements to the results of mastering the disciplines to a specific source of requirements.

In the process of research, a methodology for the collection, processing and systematization of information necessary for the preparation of documents for the organization of the educational process at the department of the university was developed and approved; the analysis of professional and branch standards of software engineering is carried out; an array of elements of competencies required by the graduate training directions 09.03.04 is formed; software tools for processing and structuring information, managing changes in the elements of competences, taking into account the interrelations between them are proposed.

The article describes the structure of the data array of competencies required by the graduate of the bachelor’s degree in the direction of training 09.03.04 “Software Engineering”; the results of the analysis of the main types of competence sources are presented: the educational standard in the specified direction of bachelor’s degree, professional standards and branch standards of software engineering, ontological and architectural models of entities of the subject domain; an algorithm for the collection, processing and systematization of information necessary for the formation of competency elements; examples of forming various types elements of competences are given.

The study has showed that the competence approach, expanded in the proposed methodology, to the formation of working programs of educational disciplines and practices of the basic professional educational program of higher education allows to ensure the completeness, relevance and consistency of the requirements for the preparation of students, the rational distribution of the subject matter of the teaching material between disciplines and their mutual coherence in the educational process.

The purpose of the research is to improve the efficiency of software import substitution processes. In the process of import substitution, we highlight two issues: the issue of retraining a huge number of employees of organizations where it is necessary to carry out import substitution (hundreds of thousands of software users) and the issue of the process of choosing domestic software to replace the imported one. There are a huge number of organizations in which it is necessary to replace foreign software with the Russian one; several hundred large organizations. The number of Russian software products, such as office software, in the registry exceeds 200 copies. Each time the choice involves both the purchase of small licenses, and the deployment and testing of specific software in its entirety, as well as its analysis by experts. This process takes a long time if it is implemented without technical support.

The authors put forward a hypothesis that these two problems: choice and retraining – can be effectively solved by the author’s technology of advanced training and instrumental complex that supports this technology. The article analyzes the possibility of using this technology for retraining and examines the beneficial side effects in the form of assessing the quality of interfaces. The types of users in your organization are also analyzed. The authors conclude that the majority of users in the organization belong to the class of mass professional users. In this case, the quality of the interface is crucial when choosing a software product to use. Based on the concepts of mental models and view model proposed by Alan Cooper, the authors have developed a method of selection of the domestic software product. The procedure is based on quantitative indicators obtained by active situational familiarization/training of potential users with the help of a computer training program, which is an accurate (in the sense of Kripke) functional and interface model of the selected software. This procedure ensures the effectiveness of choice of the domestic software due to the introduction of intermediate infrastructure element in the form of the organization of instrumental and methodical support search processes.

It is concluded that such an organization of process not only improves the efficiency of the import substitution process, but also makes it possible to make general proposals on the direction of work to improve the quality of the interface of the domestic software. Implementation and development of the proposed methodology, based on the technology of advanced training of mass professional users, in the form of the infrastructure part of the program of transition to the Russian software will provide:

• confidence in the possibilities of the Russian software to replace painlessly the used foreign products;
• simplification and acceleration of the process of implementation of the developed software, by reducing the time of user training and minimizing the time of distraction of developers;
• obtaining objective quantitative results of advanced functional and interface beta testing of the implemented software;
• obtaining an effective tool to support the implementation and quality assessment of the Russian software by collecting statistical data for the analysis of the implemented software product.

The introduction of digital tools takes place in all spheres of life, including the education. The author of this paper attempted to structure and characterize the existing digital educational tools in terms of functions and capabilities for users, characteristics of user interactions in tools. In the literary review in first part of this work, the current state of digitalization of various spheres of life was investigated, and the relation of society to perspective universal automation and digitalization of all on the basis of the published scientific works were studied. The paper highlights three types of digital environments: modular digital educational environments, LMS and LCMS, as well as remote online education, presented on the platforms MOOC. The analysis of interaction of teachers and pupils within the specified digital environments was carried out, opportunities of each environment were defined, and shortcomings of each of them were performed in this study. In conclusion, the article formulates the forecast of the possibilities of further research in the direction of this article. In addition, the paper contains the conclusion about the necessity for the transfer of digital technologies in the educational process and the important role of the teacher in the process of obtaining knowledge by students even in case of using digital automated environments. The purpose of the study was to structure and consolidate the data about the available digital learning tools and digital educational environments, to perform the role of the teacher in the use of each tool, and to highlight the ability of students and teachers in the framework of specific tools.

Recourses and methods. In this paper, we conducted a review and analysis of existing publications, open data and information about the used and available digital educational tools. Information about each of the educational environments and platforms was structured and presented in the form of tables, as well as reflected through the scheme of interaction of the teacher with the student in the digital environment. The results of the conducted research show that despite the existence of a large number of digital resources, programs and opportunities for partial automation of the educational process we need the teacher for the effective completion of the learning process. In the case of open online courses, the absence of a mentor, tutor or some person acting as a teacher affects the number of successfully completing online courses. Furthermore, the introduction of digital tools is often hampered by teachers’ lack of skills to make full use of the tools in a particular digital environment. In conclusion, the article suggests the need for a closer transfer of knowledge and technology in the educational process, with the parallel formation of the concept of “digital competence” and the identification of the criterion of its evaluation in future and practicing teachers.

Objective. The aim of this study is to develop proposals for improving decision support system, as a subsystem of information and analytical support of the Situation Centre, allowing to increase the validity, accuracy and reliability of decisions taken in modeling semi-structured systems (large-scale economic, organizational, technical or social systems), operating in conditions of significant uncertainty of the external environment and internal factors.

Materials and methods. The basis of the study is a new paradigm the need for integration and convergence of various approaches and models (situation, simulation, expertise, cognitive, semiotic etc.), Software environments and technical solutions in the construction of information-analytical systems of Situation Centres. The analysis made it possible to justify the expediency of applying poly-model complexes with formalized decision-making procedures as part of decision support systems. When solving the problem of choosing the most preferable model, the main properties of models are evaluated, such as adequacy (qualitative and quantitative), simplicity and optimality, flexibility (adaptability), universality and problem orientation of the model. The joint use of heterogeneous models in the composition of a poly-model complex makes it possible to increase the accuracy and reliability of solving the problem of choosing the most preferable model of the object of investigation.

Results. The necessity of integration and convergence of various approaches and models (situation, simulation, expertise, cognitive, semiotic and others) is presented in the construction of intelligent decision-making support system for the Situation Centre. Expediency description of the object under study by a set of heterogeneous and composite models with the possibility of accounting for the structural dynamics of the modeling object (organizational-technical, socio-economic systems, etc.) is shown, as well as adaptation of the modes with changes for the research object and then comparing the results obtained. An approach based on the use of poly-model complex is proposed, consisting of information analysis system of the Situation Centre that provides the synthesis of an adequate model of the study object. For this purpose, additional elements are introduced in the composition parameters and structures (redundancy) allowing for the direct use of the model to control the quality of the model, to ensure its robustness (insensitivity to changes in composition, structure and content of the original data).

Paper is devoted to methods of training of IT-specialists in the conditions of the accelerated information technology development. The purpose of this work is statement of the innovative method of training of bachelors and masters in the field of information technologies providing their training with participation of specialists of the IT-companies. In the conditions of creation of information society one of the main tasks, facing educational institutions is to provide organizations and enterprises with the young specialists, having skills of creation of modern software products with the use of the latest tools of information technologies. It is possible to carry out an objective by development and deployment of new methods of training of bachelors and masters in the field of information technologies. In the paper the experience of training of IT-specialists is considered in the Institute of New Information Technologies of Kyrgyz State University of Construction, Transport and Architecture named after N.Isanov, the analysis of problems of training of IT-specialists in Kyrgyzstan is provided and also the innovative method of training of IT-specialists is given.

From the moment of the foundation in 2000 the Institute applies various methods of training, closely cooperates with other higher education institutions and the enterprises-employers. To study the influence of various forms of education on the quality of training specialists in the Institute, in addition to full-time and correspondence courses, distance forms are also used.

Moreover, the educational process is implemented both independently developed by the specialists of the Institute of Technology and joint technologies with foreign partner-universities, among which there are Moscow State University of Economics, Statistics and Informatics and also the University of Applied Sciences (Zwickau, Germany). For the purpose of introduction of the advanced foreign innovative methods of training the Institute signed agreements on joint training of specialists with the University of Nice – Sophia Antipolis (France) and with the leading Vellore Institute of Technology (India).

Having carried out the analysis of experience of cooperation with the enterprises and partner-universities, specialists of Institute have come to a conclusion about the need of development of the innovative method of training of bachelors and masters in which the academic knowledge, gained by students in higher education institution and the practical skills, acquired by them in the IT-companies would be combined. The essence of new approach is that students have an opportunity not only to gain skills of programming as it is provided by programs of practice at traditional methods of training, but also to take courses of perspective technologies of programming with the leading programmers and to participate together with them in devel-

opment of real projects of industrial scale. According to this concept together with the International University of Innovative Technologies in Bishkek city and the Kyrgyz Association of Software Developers and Services the Agreement was signed, according to which the leading programmers of Association will train in the joint developed program final year of training of the bachelors and masters of these higher education institutions, passed on a competition. The students, who successfully completed the training, will be given the State Diploma of Higher Education and the Certificate of the Association.

Thus, for training of high-class IT-specialists it is offered to use the innovative method, providing a combination of traditional methods of training in higher education institution with training at the enterprises-employers with involvement of the leading programmers of the IT-companies.