The purpose of the study. Generalization of the results of creating a pre-university model (on the example of the economic lyceum of the Plekhanov Russian University of Economics) for the general case of organizing specialized schools.

Materials and methods. By the method of selective observation according to the criterion of involvement in the educational process, 226 respondents were selected to conduct a standardized survey. To process the results obtained, methods of mathematical and statistical analysis were used, such as correlation, regression and factor analyzes. To analyze the subjective effectiveness of the pre-university as a form of education, a controlled experiment was conducted.

Research results. The following results were obtained and summarized:

1. The activities of the pre-university are closely related to career guidance. Students single out vocational guidance work as a key area of work of the pre-university.
2. The satisfaction of schoolchildren as participants in the educational process depends on the competencies of teachers and satisfaction with the material and technical base of the pre-university.
3. There are two trajectories of professional self-determination of students. The first one is through the university where the pre-university is located. The second is through the broader needs of the labor market.
4. The opinion of teachers on the block of professional self-determination is uniform in comparison with schoolchildren. Teachers believe that most students have made a conscious choice and their choice meets the needs of the labor market.
5. Participants in the educational process believe that the functional model of the pre-university is the most effective. Because of the experiment, results were obtained regarding the subjective effectiveness of pre-university models. The details of the experiment are described in the results of the study and allow us to draw a conclusion about the heuristics of students regarding the learning model.

Conclusion. The results of the study showed that pre-university students are satisfied with the educational process, which is largely related to the competencies of teachers. Just the university, as an organization that accumulates scientists and representatives of the scientific community, can become a costly platform for organizing interaction between talented teachers and talented students.

As a result of the study, differences were established between vocational guidance at the university where the pre-university is located, and general vocational guidance. Both private and general career guidance are aimed at reducing the risks for the student to not fully decide on the choice of profession when entering a university. Empirical Model of Pre-University.

From an economic point of view, the pre-university accumulates the resources of the university in terms of material and technical equipment and, for example, food. This is an important factor influencing the satisfaction of students from the educational process.

The empirical pre-university model, which is based on the functional interaction of pre-university students with university students (the model is shown in Figure 2), proves the importance of strategic research in the field of economics of education and educational policy. The results of the study can be used to develop pre-university schools as a form of school education in order to develop human capital at the stage of schooling and increase the subjective success and satisfaction from the educational process of students.

The authors hope that this article will become a platform for studying the pre-university as a form of school education in the economic and sociological facets of analysis.

Purpose of the study. Digital transformation is the foundation of global and national economic growth. Currently, a strategic direction has been adopted in the field of digital transformation of education until 2030, which belongs to the field of activity of the Ministry of Education of the Russian Federation. In the process of implementing educational programs, the introduction of digital technologies for learning is of paramount importance, so the problem of assessing the degree of their integration in education is relevant. As part of the study, the existing approaches to monitoring the use of modern technologies in schools, lyceums and gymnasiums were analyzed. The purpose of this work is to develop criteria indexes and groupings of educational organizations for use in the methodology for assessing the level of digital transformation of education, improving the information base and increasing the accuracy of the results of a comparative analysis. To create a model for the process of assessing the level of digital transformation of education, it is necessary to identify the key stages in the monitoring system.

Materials and methods. The study of approaches to monitoring digital transformation in the field of education was performed as a result of a review of the methods used to assess the degree of implementation of digital technologies in education. The methods of statistical, systemic and comparative analysis were used in the paper. The basis of the study is indexes of the development of specific technologies defined in regulations, official statistical reporting, and materials of the Unified Interdepartmental Statistical Information System. The methodology for assessing the level of digital transformation of education in the region is applicable in the framework of achieving the indexes of the national project “Education”. Modeling the process of monitoring the state of digitalization of education was performed considering the use of a methodology that includes indexes of the introduction of digital technologies and the grouping of educational institutions.

Results. The main issues of monitoring the digital transformation of school education are viewed, considering the assessment of the degree of integration of end-to-end digital technologies. The main results of the study are improving the information base, supplementing the methodology for assessing the digital transformation of school education and building a model for the process of assessing the level of digital transformation of education in the region. Within the framework of the monitoring of the education system, criteria indexes for the introduction of end-to-end digital technologies are proposed. The developed model characterizes the stages of monitoring from data collection to decision-making, and shows the interrelation between the system functions. The modeling was performed to develop a system that determines the level of implementation of digital solutions in the field of education in the regional context.

Conclusion. The digitalization of school education involves the integration of new technologies in education, primarily to achieve higher educational results for students. It is important to assess the current state of the digital transformation of educational organizations at different levels in the framework of the application of modern technologies in the educational process. The proposed indexes for the introduction of end-to-end digital technologies and the groupings of educational institutions can be used by data analysts, as well as in research and practical activities of executive authorities when monitoring the education sector.

Purpose of research. Online platforms are being used as digital solutions in the system of higher education. They are developed by order of not only the Ministry of Education and Science of the Russian Federation as well as by commercial structures. The market of educational digital products is oversaturated with various services. It is quite difficult for representatives of the education system to navigate in all their diversity. The interest of researchers is mainly focused on the analysis of online courses and other platform solutions are not considered. The choice of IT solution affects both the educational environment and learning models. Therefore, consideration of online platforms in the context of their functional purpose is an urgent problem, which is the reason for the interest in finding optimal means for evaluating online platforms. The purpose of this study is to develop criteria for evaluating educational online platforms that solve didactic tasks.

Materials and methods. The study was conducted over the past five years in three phases and using two types of activities. The first stage: included the collection of data - the results of the subjective perception of web services by participants in advanced training courses. The second stage: we brainstormed a redundant set of evaluation parameters. In parallel, a search was made for various approaches to evaluating platform solutions. The analysis of empirical data from the results of questioning the subjects of education made it possible to identify the main problem of the study, and the bibliographic search method made it possible to identify the existing criteria for evaluating online courses. At the final stage, the systematization and structuring of the obtained results was carried out. The methods used made it possible to move from subjective assessments to objective characteristics of online educational platforms.

Results. The article discusses approaches to evaluating online platforms from the standpoint of their effective use in the educational process. The variety of available and created online resources suggests the need to develop skills in evaluating virtual educational environments, which requires the development of evaluation criteria and the necessary quantitative indicators. The authors analyzed the main approaches to the classification of educational platforms and proposed their own typology according to the ways of interaction between participants in the educational process. The paper presents the criteria for evaluating platform solutions and makes their grouping according to three bases: on technical, functional, and didactic possibilities. The formulation of the criteria makes it possible to use indicators of the presence or absence of a certain quality of platforms, which makes it possible to reduce the subjectivity of their evaluation.

Conclusion. The digital transformation of the educational space implies the possibility of embedding various resources into the educational process: gadgets, web development and online platforms. The paper proposes a classification of online platforms by types of interaction, which made it possible to distinguish the criteria for their assessment from the solved didactic problems. The two-stage platform evaluation model makes it possible to qualitatively evaluate the possibilities of its use and make a choice in favor of one or another service when you get acquainted with the resource.

There are many publications about the importance of emotions in the educational process. They prove that emotions are an effective management tool, including the attention of students. However, the practical application of this tool remains outside the scope of research, that is, there are no methods for managing emotions. This article offers the experience of transferring theoretical concepts into practice using all basic emotions in the context of the main forms of studies at the university.

The aim of the research is to analyze the features of the use of emotions in the educational process in higher education and to offer practical tools for managing emotions.

Research methods: content analysis of specialized literature, morphological analysis of all basic emotions and basic forms of employment, descriptive analysis for presenting emotion management tools, their main advantages and disadvantages.

Results: correspondence of emotions to learning goals and forms of classes was obtained, a method for managing students’ emotions was developed, a test example of applying the method was given, the capabilities and limitations of the most common tools for managing emotions were analyzed: teaching metaphor, storytelling, facilitation, and gamification.

Practical use. The results allow managing the students’ emotions in the context of solving educational and methodological problems. The proposed tools are universal and can be used in teaching technical and humanitarian disciplines to increase the emotional involvement of the audience in the educational process, as a motivating component, thereby increasing the quality of mastering the material.

Discussion. Since excessive emotions can block the cognitive abilities of students, lead to emotional “sticking”, methods of harmonizing the cognitive and emotional components in the educational process are needed.

The purpose of the study is to describe the training program as a technological way to implement the methodology of skills’ formation and development of listening skills in the conditions of English-language multimodal communication at the level of secondary general education based on authentic audio-video materials and LMS Moodle distance learning technology. The relevance of the issue is underlined by the necessity of ensuring successful pupils’ interactions in the context of intercultural multimodal communication where verbal and non-verbal languages are used interdependently to produce meaning. From the point of view of methods of teaching it means a high school student must possess skills allowing to perceive (both aurally and visually) and understand social actions in English which are marked by the communicative indirectness resulted from the interdependency of verbal and non-verbal signals in producing multimodal meaning.

Materials and methods. Theoretical justification of the development of the Moodle-based training program is established by the analysis of scientific works on the issue. The group of methods also included modeling, method of exercises, method of programmed learning, micro-learning method, HTML5 technology is used to develop interactive content in the form of a plugin H5P for distance learning technology LMS Moodle, the basic program for editing audio-video materials “Video Editor” (Windows 10).

Results. The authors specified the term “audio-visual receptive activity” and described the results of the selection process of the educational content for teaching listening in the context of multimodal communication in English. The matrix of the training program is presented, a set of exercises is described, the use of which is designed to ensure the success of the formation of skills and the development of skills to ensure the effectiveness of perception and understanding in the context of multimodal communication, an example of the development of an interactive audio-visual exercise using basic and additional LMS Moodle plugins is given.

Conclusion. The described training program acts as a technological core of a method of teaching listening in the context of multimodal communication in English and is aimed at ensuring a partial automatization of the developmental process of the specific receptive and interpretative skills that Russian high school students require to participate both actively and effectively in intercultural multimodal communication in English.

The article presents the didactic potential of modern fractal theory and its financial applications related to modeling and forecasting of financial performance. The purpose of the study is to identify the main content and methodological features of the disclosure of fractal theory and its financial applications in the practice of professional training of students of economic universities. The results of the analysis of popular science and scientific literature on fractal theory and its applications allowed us to clarify its didactic potential in the system of higher economic education. The use of elements of the technological approach at the Higher School of Economics made it possible to construct the educational process on fractal theory and its financial applications in the form of a system of micro-goals of the basic level, which serves as a guideline for organizing and planning the results of educational and cognitive activity of students of the Bachelor of Economics. Involvement of various techniques and methods of the theory of pedagogical technologies based on the establishment and study of the laws of the educational process as the results of scientific knowledge of the process of human education, as well as financial faculties of the Plekhanov Russian University of Economics and the Financial University under the Government of the Russian Federation as the basis of experimental work allowed to identify the attitude of students to fractal theory and its applications, to conduct primary testing of fractal theory as a new element of the content of mathematical training, as well as directions for improving the educational process in applied mathematical disciplines. Special attention is paid to the mechanisms of development of students’ competencies in the field of decision-making in conditions of risk and uncertainty, a meaningful choice of methods for studying financial situations that require optimal decisions. A system of micro-goals of the basic level is presented, consisting of thirteen micro-goals and allowing a teacher of mathematical disciplines to design invariant content in the field of fractal theory and its applications for higher economic school. Attention is also focused on the need to update the methodological work of teachers of mathematical disciplines on the design and construction of the educational process. Including the base level set by the system of micro-goals presented in this article, which regulates the educational process in the language of educational and cognitive activity of a student of an economic bachelor’s degree. It is noted that the complex transformations taking place in modern society affect various aspects of social, financial and economic relations, increase the requirements for the methodological, design and technological culture of a teacher of mathematical disciplines. The prospects of the study include the development of criteria for the selection of digital tools to support fractal theory and its financial applications as an element of the content of professional training, as well as the development and subsequent implementation of a program of additional professional education on alternative approaches to decision-making in the financial sector. The content of the article can be useful for the implementation of applied, professional strengthening of the teaching of compulsory mathematical disciplines for students studying in the direction of “Economics” of various directions (Mathematical methods in economics, World Economy, Finance and Credit, etc.), and for the formulation of new academic disciplines of students’ choice, as well as improving the content of programs of additional professional education related to the quantitative justification of decisions.