Purpose. This article is devoted to the analysis of the issues of using digital technologies in foreign language classes in higher educational institutions. The relevance of the paper is explained by the fact that the issue of digitalization of the educational environment attracts the attention of researchers. Therefore, in 2019, the federal project “Digital Educational Environment” was developed, which proposed a plan of measures until 2024 aimed at “creating and implementing a digital educational environment in educational organizations, as well as ensuring the implementation of the digital transformation of the education system”.
Materials and methods. New technologies require new approaches to learning, reworking of learning content and development of new principles. Despite the abundance of scientific papers written on this issue, the authors of the article contribute by making a critical review of the existing literature, as well as describing their experience of teaching a foreign language in the era of digitalization, answering the following research questions:
1. What digital learning tools are best used in foreign language classes at a university?
2. How can a teacher communicate with students in a digital network?
3. How to carry out quality control and assessment of knowledge?
Research results. The issues stated and solved by the authors are the problems of academic deceit, loss of concentration, adequate assessment of students’ work on digital platforms. Online classes cause difficulties of both organizational and methodological nature. The most common challenges faced by teachers are reduced student involvement in the learning process, increased temptation to academic cheating, and the difficulty of organizing pair and group work. The article provides a thorough analysis of the most popular digital learning tools, identifying their advantages and disadvantages. Also, an algorithm is proposed aimed at solving the main difficulties: methods for increasing students’ interest when working with digital technologies are described, the speech value of educational material is considered, methods for updating typical tasks, correcting each other, responding, and holding attention. This analysis was carried out on the basis of the principles formulated by E. Passov, namely: the speech value of the material, individualization of tasks and novelty. The above solutions allow the teacher to diversify the activities in the classroom and increase the motivation of students without the involvement of special additional means of education.
Conclusion. The article also proposes additional platforms and applications that allow you to diversify the types of activities in the classroom and conduct knowledge control. A separate section of the article is devoted to the control of students’ knowledge in the digital environment. Recommendations are presented on how to use additional resources and applications that allow you to create tests and interactive tasks, as well as ways to exercise control without using additional applications.

The purpose of the study. The article deals with the issue of graduates’ (future teachers) preparation for the solution of professional tasks related to the organization of distance learning for schoolchildren. The analysis of current approaches to the organization of professional training of students of pedagogical universities for the implementation of distance learning is carried out. The results of students’ survey in order to identify professional deficits of graduates in the context of the implementation of distance learning technologies are presented. The main directions of improving the graduates’ professional skills in the framework of the discipline “Distance learning technologies” and work program structure are given.
Materials and methods. Analysis of scientific and methodological literature on the preparation of graduates of pedagogical universities for the implementation of distance learning. The students’ survey to identify competencies and professional deficiencies in the field of application of distance learning technologies.
Research results. The main competencies based on the analysis of scientific and methodological literature are identified and characterized. The formation of these competencies is aimed at further successful, effective and safe implementation by future teachers of activities in the field of schoolchildren’s distance learning. A number of competencies such as personal, professional and pedagogical, psychological, technical and extreme (ability and readiness to work in sudden complicated conditions) that are particularly in demand from the perspective problem under this study are highlighted. The students’ survey revealed professional deficits in the field of application of distance learning technologies. Methodological aspects of the organization of the distance learning process prevailed. Meanwhile, a significant number of students noted the lack of the formation of specific digital skills, which are necessary for the implementation of distance learning. It is important to highlight such professional deficits as a group work organization in a remote format (both in methodological and technical aspects); the organization of work with parents; the teacher’s time management.
All these aspects determine the importance of purposeful work on the formation of appropriate skills of future teachers within the discipline “Distance learning technologies”. The content of this discipline is formed according to the results of the study.
The results of the study can be used to improve the system of training of future teachers and the adjustments to the content of academic discipline programs.

The purpose of the study: to study the theory and practice of applying health-saving technologies in the work of a primary school teacher; development of a system of lessons using health-saving technologies.
Materials and methods. The following general theoretical and empirical research methods are used: analysis, synthesis, definition, study of scientific and theoretical literature, survey and questionnaire methods, pedagogical diagnostics.
Results. At the present stage of development of society, an increasing number of negative phenomena are found in the lives of not only adults, but also children, which is supported not only by high rates of incidence, but also by the prevailing indexes of passivity, sedentary lifestyle that modern children and adolescents lead. The former approaches and strategies in the organization of life activity, which were approved by society in the period of post-industrial society, now reveal their own inconsistency, since a qualitative transition from one type of society to another is taking place in the world space. Accordingly, the content and nature of the conditions for the formation of children’s health in an educational organization also change. The authors of the article describe the results of the study of the role of health-saving technologies in the work of a primary school teacher. The main directions of work on the use of health-saving technologies are presented. Summary of these technologies is given. To determine the effectiveness of health-saving technologies in the practice of a primary school teacher, stating, forming and control experiments were organized. To determine the level of knowledge of students about a healthy lifestyle and its key components, the author’s test “Healthy lifestyle” was used. The research results are presented in the form of tables and diagrams.
Conclusion. At present, it is safe to say that it is the teacher who is able to do more for the health of the modern student than the doctor. This does not mean that he should perform the duties of a medical officer. It is just that the teacher should work in such a way that schooling does not harm the health of students.
The results of the control experiment proved that health-saving technologies helped to maintain and improve the health of students.

The purpose of the study is to develop an algorithm for managing investments in preparation for entering a higher educational institution as an investment project.
Materials and methods. The study includes a review of bibliographic sources on the existing methods and approaches to determining the economic efficiency of preparing for admission to a higher educational institution, as well as methods for assessing the effectiveness of investment projects. It also includes the collection and analysis of a statistical set of data and the development of a mechanism for choosing a training method with the available data about the applicant through neural network modeling.
Results. A number of factors influencing the effectiveness of preparing an applicant for admission are considered. The effectiveness of the main trajectories of preparation for admission is evaluated by modeling the results of the collected statistical population, in particular: school preparation, tutoring, additional courses. Neural network models are created to determine the relationship between the factors influencing the result of preparation for admission and to make a choice to determine the significance of the applicant’s input parameters for various training trajectories. In accordance with the selected data, a neural network model is being developed to select the optimal trajectory for preparing for admission to a higher educational institution. As a result of creating a neural network model, a mathematical model is designed to determine the most optimal training method. Preparation for admission is considered as an investment project. By applying the method of evaluating the effectiveness of an investment project and the approach to managing it, based on the created model, an algorithm is described for choosing the best trajectory for preparing for admission to a higher educational institution, which allows applicants to independently evaluate investments in training as an investment project and choose the most cost-effective way of training. By adapting the method of assessing the economic efficiency of investments by discounting cash flows used in the business environment, a methodology was formulated for choosing the most optimal training trajectory.
Conclusion. It can be argued that it makes sense to consider investments in additional preparation for a high school student to enter a higher educational institution as an investment project in which the parent acts as an investor, and the goal of the project is to enter a higher educational institution. To assess the effectiveness of investments in training and competent management of them, an algorithm has been developed for choosing the most cost-effective trajectory of preparation for entering a higher educational institution, using the example of admission to the Perm State National Research University. The algorithm is based on a neural network model that takes into account the input parameters of students: the duration of training, the frequency of additional classes, the level of motivation and average performance as factors influencing the probability of entering a higher educational institution. The algorithm is designed and can be used to manage investments in additional education of the child by determining the most cost-effective way to use financial resources. It is expedient to use the developed algorithm in those cases when the final goal involves the admission of a child to an educational institution. In this case, the use of the model will offer the best training path from an economic point of view for a particular applicant, taking into account the input parameters.

Purpose of the study. In modern society, the education system is undergoing global changes, both technical and methodological. What affects the organization of school education, the manifestation of social difficulties, such as overcrowded classes, lack of staff in schools, dif-ficulties for children to follow patterns in the learning process or program changes. More and more parents are transferring their children to home schooling. If a few years ago scientists con-sidered this direction of education as an alternative to public and private schools, now this direc-tion borders on the “mainstream” in educational practice both in Russia and abroad, especially in the USA, where it perhaps the fastest growing form of education (from 2% to 8% per year over the past few years). In different countries, various forms of home education, their own specifics and local laws regulate this format of education. In Russia, the Federal Law “On Education” of 1992 approved the choice for schoolchildren to study at school or outside its walls, and the Con-stitutional Court of the Russian Federation in 2000 guaranteed the availability of this form of education. It is envisaged to receive general education in full-time/part-time forms or extramural studies, as well as outside organizations engaged in educational activities. A combination of vari-ous forms of education and forms of training is allowed. The purpose of the presented work is to analyze the state of the problem of home education in pedagogical theory and practice.
Materials and research methods. The basis of the study was foreign and domestic scien-tific and methodological literature, reflecting the historical analysis of the development of home education in Russia and abroad, as well as reflecting the modern formation of the essence of the concept of “home education”. When studying these sources on the problem under consideration, methods of theoretical analysis and synthesis, their abstraction and concretization were used.
The methodological basis of the study was the historical and integrated approaches as the most important for understanding the essence and content of home education, identifying specif-ic forms of its implementation and common theoretical and methodological provisions for the identified forms.
Results. As a result of the study, the historical aspect of the formation of the concept of “homeschooling” was studied and its wording was clarified, the differences between this con-cept and the concepts of “homeschooling”, “family education” and “distance learning” were re-vealed, and the characteristics of types of homeschooling were disclosed.
Conclusion. The theoretical analysis carried out and the conclusions of the study on the problem under consideration can be used in scientific and pedagogical activities when consider-ing the organization of homeschooling. The general and distinctive features of the forms of home education are singled out, as well as the theoretical and methodological provisions of any of the forms of home education are presented.

The purpose of the study. To describe a pedagogical experiment for the research work “Pedagogical conditions for the formation of communicative competencies in the digital educational environment of a Russian university (in the preparation of students from foreign countries)” on the example of the introduction of an interactive pedagogical website into the digital educational environment. The intended goal defined the tasks: 1) define the concept of pedagogical experiment; 2) state the essence of the subject of the experiment; 3) make a scientific description of the experiment. In pedagogical science, it is definitely not possible to conduct an experiment for a number of psychological and physiological reasons. To get a more accurate result, you need to use different methods. This research article presents two types of pedagogical experiment.
Materials and methods. To define the concept of pedagogical experiment, we studied the works of A. Leontiev on active mind, O. Borovkova on the problem of experience in historical science, V. Zagvyazinsky and V. Slastenin on methodology, methods and the importance of didactic research. They turned to the philosophical encyclopedia and the vision of the modern philosopher E. Loone about the futility of conducting an experiment in the presence of a documentary source, although F. Bacon considers the pilot experiment to be extremely important and fundamental, and his thought served as an epigraph to the article. They turned to the psychological dictionary and noted that the experiment is defined as cognition. Having proved the effectiveness of teaching the introduction of information technologies in pedagogical conditions, we found out, analyzing the work of V. Krutetsky, what abilities a modern teacher should have. We stopped at the criteria of A. Sidenko’s pedagogical experiment. Using the methods of observation, description, analysis and survey, we described in the article a search and verification experiment using the method of concomitant changes. In addition, an experiment was conducted with two groups: experimental and control.
Results. A pedagogical experiment cannot be as accurate as in fundamental science, so the value of the article lies in a detailed description of the pedagogical experiment. Different methods were used: concomitant changes, where the principle is causation, and a parallel method, where the effectiveness of the interactive pedagogical website was tested by comparing the results of the two groups.
Conclusion. The author of the article proved that the pedagogical experiment must be carried out in different ways in order to bring its results closer to the most accurate ones. Our experiments, the results of which are reliable, have proved the effectiveness of using an interactive pedagogical website in preparing foreign students for studying at Russian universities.