Relevance. The creation and support of open online-schools for teaching foreign citizens in Russian is part of the complex of measures of the state program “Development of Education” implemented under the auspices of the Ministry of Education of the Russian Federation. The popularization of Russian higher education and the possibility of subsequent employment in Russia attract an increasing number of foreign students to Russian universities, who strive to learn the Russian language as quickly as possible, but also to join the cultural and spiritual values of our country. The use of technologies for the development and implementation of mass open online-courses, as an effective mechanism for increasing the openness and accessibility of education, makes it possible to create conditions for the promotion of the Russian language based on the organization of open education courses in the Russian language and Russian culture.

Purpose of this paper is to develop and scientifically and pedagogically substantiate the effectiveness of an open online school of additional education in Russian for foreign citizens living both in Russia and abroad, with the ability of self-registration for courses and choosing an individual training route.

Materials and methods. The concepts of continuing education, the principles of adult education, approaches to the use of e-learning, distance learning technologies, principles and approaches to the development and implementation of mass online-courses are the theoretical basis of our paper. The relevance and practical significance of creating an online school were substantiated at the initial stage, the concept of this resource and its content component were developed, and an educational platform project was created. The design development of the technological platform was carried out at the second stage. The educational content of online-courses was created using the maximum variety of forms of presentation of educational material and taking into account the principles of ergonomics of the user’s work with electronic content. At the third stage, based on surveys and processing of statistical data, an assessment of the effectiveness of the created resource was determined in the context of the openness and accessibility of the educational content provided its relevance and demand by foreign citizens.

Results. The results of the design, development and testing of the functionality of the open online school “Russia. Vector of possibilities” are presented in the article. The concept, principles and formats of the organization of this virtual space are considered. The results of testing the created package of online courses are presented. It is possible to judge the relevance of this resource on the basis of the statistical data obtained about the participants of online courses and the analysis of their reflexive reviews.

Conclusion. The free and open nature of online school courses, the opportunity to study at a convenient time and receive a personally significant additional education in Russian, necessary for a comfortable stay in Russia, attracts foreign students receiving Russian education. The statistical data obtained by us as a result of testing the educational platform allow us to conclude that the developed resource is in demand. The specification of the structural and content of the online school and the description of the technological process of its creation can be useful to regional developers of such resources.

The purpose of the work is to substantiate a practice-oriented interactive information and pedagogical technology of blended learning “flipped classroom” in the formation of leadership qualities in future IT specialists. The relevance of this problem is due to the process of transition of the national economy to an innovative development path and the demand in this regard for IT specialists who are ready to become leaders in their field and are able to captivate and lead their teams.

Materials and methods. To achieve this goal, methods of comparative analysis of existing domestic and foreign approaches to the use of blended learning technology “flipped classroom” were used, as well as a general scientific system approach that allows to study the process of interaction between subjects and objects of educational activity at a university and the possibility of increasing the efficiency of the educational process based on the use of digital tools and distance learning system (DLS) Moodle. The developed technology was tested in the Minsk branch of the Plekhanov Russian University of Economics in work with students of the direction of training 38.03.05 “Business Informatics”, the profile of the program is “Digital Transformation of Business”.

Results. In the framework of the study, a practice-oriented interactive information and pedagogical technology of blended learning “flipped classroom” was developed and successfully tested, aimed at developing leadership qualities in future IT specialists. The proposed use of blended learning technology successfully responds to the challenges that foreign and domestic researchers and practitioners face when implementing the flipped classroom technology, namely: students’ commitment to the traditional passive learning format, their lack of motivation necessary for independent work and cooperation with each other in the process of preparing for the classroom and, as a result, the unpreparedness of students for the classroom and the low level of their activity and cooperation in the classroom.

Conclusion. The proposed information and pedagogical technology makes it possible to develop a corporate team culture in student groups and forms their ability to lead their teams to success in educational, research and innovation activities.

The purpose of the study. With the transition of higher education to modernized federal state educational standards of higher education, the concept of “universal competencies” was introduced in the theory of competency-based approach and in pedagogical practice. Later on, this notion was uniformly fixed by the levels of education for all areas of higher education in the Russian Federation. Federal state educational standards of higher education are focused on the norms of professional standards, and universal competencies supplement professional qualifications and reflect the peculiarities of educational training of future teachers. Today in Russia there is a stable social order for professional educators and formation of universal competences imposes new requirements to the quality of their training. According to the requirements of the federal state educational standards of higher education, the result of training is not only a competent specialist who is able to perform certain operations within his/her professional business, but also a specialist with a set of universal competences. However, the theory and practice of higher education currently lacks a unified approach to assessing the universal competencies of future teachers. The aim of the presented work is to identify modern approaches to the assessment of universal competencies in higher education institutions on the example of communicative and regulatory component of the universal competencies of future teachers.

Materials and methods of research. The presented study comprehensively used such methods of research as study and analysis of scientific and pedagogical literature, normative and program documents of educational organizations of higher education, which form the basis of pedagogical activity, generalization of articles of major scientific and educational communities and their comparative analysis. The methodological basis of the study are integrated and activity-based approaches associated with the activity-based nature of the formation of universal competencies of future teachers.

Results. As a result of the study, the theoretical foundations of evaluating universal competences are considered, the domestic and international experience of evaluating universal competences is analyzed and the evaluation of universal competences of future teachers is proposed on the example of the communicative and regulatory component.

Conclusion. The federal state educational standards of higher education have a very detailed description of indicators of achieving universal competencies, but the present study highlights the problems of their assessment. The comparative analysis of domestic and international experience in assessing universal competencies showed that the results of individual research projects, as well as the opinions of employers and experts are a source of information on their formation. This indicates different approaches to assessing competencies. In order to assess universal competencies it is necessary to structure them. Our study is based on the three-component structure of universal competencies of future teachers, consisting of motivational, cognitive, communicative and activity-based components. The practical significance lies in the presentation of assessment of communicative and regulatory component of universal competencies of future teachers with the help of assessment tools for interim certification of the studied disciplines (modules) and various techniques.

The purpose of the study is to predict possible trends in the impact of generative artificial intelligence, in particular ChatGPT technologies, on education. Predictive estimates are formed on the basis of expert discussions of the consequences of using these digital technologies in education, which are currently going on in the public space and in the scientific community. The main groups of expert opinions and scientific approaches are being identified and compared, which makes it possible to present a perspective vision of the processes of integrating generative artificial intelligence into education. Analysis and forecasting are mostly carried out on the example of the practice by using generative artificial intelligence in higher education, however, the main provisions and conclusions can be extrapolated to other levels of education.

Materials and methods. In the course of the study, methods of qualitative analysis of expert opinions presented in the public space (in the media, social networks, on the websites of educational organizations and analytical agencies, in public speeches), as well as methods of meaningful analysis of scientific publications, were used. Grouping and classification of expert opinions and scientific approaches were carried out. The analysis also used the results of a sociological study conducted by means of online survey of students from the Plekhanov Russian University of Economics on a sample of more than 3 thousand people. Methods of social forecasting were used to form predictive estimates.

Results. The analysis made it possible to conclude that public discourse on employing generative artificial intelligence in education is controversial. Five groups of expert opinions were identified regarding the impact of generative artificial intelligence on education, which differ as to the need for its use in educational organizations and the scope of educational transformations that can occur under its influence. The analysis of scientific discussions showed that scientific community has not finally determined the consequences of the practical impact of generative artificial intelligence on the field of education. At the same time, possible promising areas and problem areas of its use are being identified, as well as its potential to initiate new reforms in education. The following possible trends in the integration of generative artificial intelligence into education are predicted: gradual change in the paradigm of education towards creativity-oriented education; increase of the share and scope of using artificial intelligence technologies in education; formation of new legal and ethical standards governing the use of generative artificial intelligence in education; increasing the importance and changing the role of the lecturer.

Conclusions. Generative artificial intelligence has all the potential for solving long-term tasks of developing education. However, rapid technological development is inevitably associated with numerous risks, which require the creation of a methodology for using generative artificial intelligence in education, improvement of regulatory framework and solution of ethical problems. A new qualitative level of integration of a human being and artificial intelligence in the educational sphere is the thing of the future. Such integration will contribute to improving the quality of human capital in line with rapidly developing technologies of 5.0 Industrial Revolution.

Purpose of the study. The inability to avoid digital segregation in access to educational technologies and content at the level of individuals, families, communities, and states plunges entire nations and peoples into an institutional trap (lock-in effect) of the reproduction of intellectual capital. To understand the degree of immersion in such an institutional trap, it is necessary to search for appropriate indicators and develop a new index based on them, which would increase the ability of the UN Human Development Index to reflect the level of development of society, considering the realities of the fourth technological revolution.

Materials and methods. One of the essential parts of the Human Development Index is the composite index “Education for universal development”, which includes such quantitative indexes as the average duration of education and the expected duration of education of the population. Unfortunately, these indexes do not give an idea of the quality of the education provided: the availability of modern educational technologies, the accessibility to the latest educational content, the ability to interactively change national educational content, the possibility of using information and communication technologies for education, and more. The “Digital segregation of access to education” index, proposed by the authors, is closely related to the “Education for all development index” and expands its scope by including individuals with higher education who can form the core of research in the future specific country.

Results. The insignificant fact of uncontrolled migration of an individual as a carrier of some particle of national intellectual capital creates a problem much more systemic than a simple “brain drain”. The countries from which the brain drain occurs not only lose specific gifted individuals and the individual intellectual capital associated with them but also lose the ability to reproduce the joint intellectual capital of the nation within the country. In the conditions of open borders and general globalization, there are one-sided transfer funnels that allow the holder of individual intellectual capital to leave the donor country and be integrated into the scientific and production structure and the general national capital of the recipient country without any obstacles. At the same time, the reverse movement of intellectual capital, as a rule, is impossible. The authors describe the mechanism of a one-sided funnel during the migration of intellectual capital (individual and national), which triggers positive feedback that prevents the donor country from increasing national intellectual capital and forms an institutional trap for the reproduction of intellectual capital.

Conclusion. The authors continue to work on optimizing and supplementing a set of indicators for inclusion in the composite index “Digital segregation of access to education” and establish the weight of indicators in the index. The open questions are as follows: the search for a set of indicators, the formation of a necessary and sufficient set of indicators, the identification of correlation dependencies and the establishment of a close relationship between indicators, the development of a hypothesis about the unevenness of indicators, an expert assessment of establishing the weight of indicators in the index, determining the method for aggregating a set of indicators into an index.