The purpose of the study. The paper analyzes the content оf the concept of “general cultural competence of a future teacher” and its dialectical development in a changing world under the influence of various factors: the new technological order; the complexity and diversity of various social environments; the risks of environmental, energy and epidemic crises; the emergence of artificial intelligence and learning neural networks; and the large consequences of small (at first glance) events in public life. The authors of this paper identified the inseparable connection of the general cultural competence of a future teacher with the general culture of human society. The work culture (professional activity) of a teacher is understood as an intellectual, socially oriented creative activity in the field of education, which has a spiritual ground and value sense. Such professional activity includes imperatives of personal and professional development, learning new things, motivation to participate in the life and upbringing of the subjects of their work – students. The trend of pragmatism in the development of educational programs of higher education, underestimation of the humanistic function of pedagogical universities and the need to form longitudinal professional and life goals of graduates is actualized.

 Materials and methods. The study is based on the analysis of scientific publications in the field of competence-based, culturological and learner-centered approaches in pedagogy. The content of publications was compared, and the frequency of key terms in these publications was analyzed using the online service “Semantic text analysis online, seo text analysis”.

The results of the study. The results prove that the phenomenon of culture arises in the process of human coevolution. In this study, the structure and content of culture is seen as a sphere with three poles (religion, art, science). In the process of historical increase in the volume of culture, these poles could have changed mutual distances, demonstrating a prevailing influence of each pole on the volume of the culture sphere. Furthermore, the series of categories of “cult – culture – general cultural competence of a future teacher” was analyzed. In the context of the competency-based approach, an analysis of the content of the concept “general cultural competence of a future teacher” is considered. It has been suggested that leadership competence can be considered as part of the general cultural competence of a future teacher, determining the ability to independently organize his or her own professional and life trajectory from the position of a leader, creating an atmosphere of cooperation in the pedagogical, design or research process. The leader's worldview is seen to be an integral part of the general culture of a person, being realized in the normative (regulatory) and evaluative (axiological) functions of the culture, as well as in the socialization function together with a continuous desire for self-improvement in the profession and life.

Conclusion. The findings of the study demonstrate that teachers, as carriers and subjects of culture, need to develop their general cultural competence to navigate in and adapt to a changing world. The considered competences are crucial in the modern conditions and should be directly or indirectly introduced into the future Federal State Educational Standards of Higher Education in the Russian Federation.

Purpose of research. Teacher professional development (TPD) is a key issue of education policies globally. The solution of the issue is relevant for teachers of pre-professional classes in Moscow, since it is pre-professional classes that are assigned the role of effective tools for fulfilling the task of developing the innovative economy of the city.

The objective of this study was to analyze the data on professional development and professional retraining of teachers in pre-professional classes in Moscow schools and find answers to the following questions:

– What is the percentage of teachers engaged in additional professional education?

– What is the intensity and dynamics of mastering programmes of additional professional education by teachers?

– Where do teachers receive additional professional education?

– Do the number of teachers in a school, the school’s ranking, the overall experience of teachers and the length of time of teachers in a given organization influence the additional professional education of teachers?

Materials and methods. The study encompassed 2,215 teachers of pre-professional classes of 30 Moscow schools. The research methods included collection of data from the schools’ websites, processing data for statistical analysis, data analysis, and comparative analysis of different school indexes according to the selected parameters.

 Results. 72.8% of teachers of pre-professional classes were involved in professional development programmes, 21.8% of teachers – professional retraining programmes during the period of their work at school. 24% of teachers are continuously engaged in professional development. Mostly engaged in TPD are teachers who work at schools top-rated by “The Ranking of schools’ contribution to the quality education of Moscow students”. In addition, teachers with professional experience of less than 5 years are very actively engaged in teacher professional development. The number of school staff and prevalence of teachers with long record of service do not influence the scale of TPD engagement at schools. Additional professional education is not limited by the form of ownership, territorial affiliation, or the number of educational organizations in the region, and affects the positive dynamics in the diversification of teacher education, which is an important element of modern educational policy, the advantage of which is to improve the accessibility of education. The data of this research state that teachers were engaged in professional development programmes at 622 various organizations, of which 50.3% are state, and 49.7% - private organizations. Teachers were trained in 67 regions of Russia and 6 countries (the UK, the Netherlands, the Republic of Moldova, Switzerland, Ukraine, Estonia). The list of regions of the Russian Federation with the largest number of organizations in which teachers have mastered programs of additional professional education includes Moscow, the Moscow region, Saint Petersburg, Novosibirsk region, Krasnodar region, the Republic of Tatarstan, Stavropol region and the Udmurt Republic.

Conclusion. The data obtained can contribute to the adoption of management decisions on the formation of professional development programs for teachers. The prospect of the study is the analysis of data on the impact of additional professional education of teachers on the educational results of students.

The purpose of the study. The purpose of this article is to study the possibility of creating a unified register of non-personalized data, that is, data that cannot be attributed to a specific subject of personal data. The objective of the study is to analyze relevant materials for the purpose of the study, to determine the need for this system, to determine possible areas of application of the system, to determine the system sources and data on which the system can be based. The object of the study is a unified system for processing non-personalized data, the issue of creating this system and the opportunities that open up to the user.

The subject of the study is the question of the data that can be processed in this system, as well as the section in which the data can be interpreted.

Research methods. The article uses the following research methods: analysis of open data sources, modeling of the target solution in the form of a concept.

Results. The article presents an example of the implementation of a system for processing non-personalized data. The variants of systems that currently have a set of data on personal data subjects and are ready to conduct a preliminary scoring analysis are presented. A possible result of the application of scoring is presented, using the example of the banking industry. An analysis of the current state of citizens' data processing systems was carried out. The results of the analysis showed that currently there is no single system that would allow for scoring analysis on the subject of personal data, aggregating data from various sources of state systems. There are no data in open sources on the progress of the development of a system that allows for scoring analysis based on non-personalized data. At the same time, the creation of a unified system for processing non-personalized data can both have a positive impact on the economic indexes of consumers connected to it, and contribute to the implementation of strategic plans of the state.

Conclusion. During the study, a project was proposed for implementation to create a unified system for processing non-personalized data. A variant of data that can be used for primary scoring is proposed. The advantages of this system include a positive economic effect for organizations connected to the system, due to the reduction of monetary losses, improving the quality of sales, increasing customer loyalty, for the state, a positive effect can be an increase in the transparency of citizens' data and a decrease in the number of economic crimes, for citizens, the positive side of the system is to reduce information noise, due to a decrease in the number of studies from the companies, reduction of fraudulent actions, in relation to consumers. The disadvantages of the system include a high risk of data leakage, as a result of an increase in the number of crimes, incorrect interpretation of data by the scoring model, unavailability of various services for clients of organizations due to lack of data, the risk of data misuse by the operator of personal data processing. As a result, we can conclude that with the proper level of user data protection and clear rules for working with data, this system has good prospects for achieving the economic goals of both private companies and the state.

Purpose of the study. Based on an analysis of the regulatory frame[1]work used in the construction industry, to evaluate the possibilities of using digital technologies of virtual and augmented reality in the training of civil engineers to develop professional competence in the field of technology for the reconstruction of buildings and structures.

Materials and methods. As part of the study, a theoretical analysis of the provisions of pedagogical science on the problems of construction training of students, an analysis of the Federal State Educational Standard of Higher Education in the direction of “Construction”, the level of preparation “Bachelor’s programme”, an analysis of the curriculum and teaching materials for the preparation of bachelors in the field of “Technologies for the reconstruction of buildings and structures”, as well as the regulatory framework of construction documentation related to BIM-design of construction projects and the use of digital technologies in information modeling.

Results. As a result of the conducted research related to the training of bachelors for the construction industry based on the use of BIM-modeling with elements of virtual and augmented reality, the content of professional competence in the field of technology for reconstruction of buildings and structures has been formulated, which is understood as a set of:

- knowledge of the regulatory framework for the technology of reconstruction of buildings and structures;

- the ability to apply this knowledge in practice when solving real engineering problems related to the reconstruction of buildings and structures, the development of technical solutions for strengthening or replacing structures, monitoring the technical condition of objects;

- practical experience in solving practice-oriented educational problems in the field of reconstruction of buildings and structures, obtained in the process of university training using electronic educational resources with elements of information modeling.

Conclusion. The implementation of the above-described capabilities of digital technologies in the process of teaching students contributes to the intellectualization of information activities, the formation of skills in confident use of modeling tools, restoration of the studied capital construction objects, a comprehensive presentation of processes, both real and virtual, as well as skills in using virtual model design tools in accordance with the required norms

The purpose of the study. Today, on the basis of modern universities, favorable conditions have developed for the development of innovations, scientific developments in various directions. At the same time, financing universities from the state budget does not stimulate them to profitability and competitiveness, which may lead to a lack of motivation for the introduction of commercial approaches. Another problem is that state organizations are often characterized by complex procedures and bureaucratic clumsiness, which makes it difficult to implement commercial management methods and business approaches. The presented research is aimed at identifying the features of the business process of commercialization in public educational institutions in order to find conditions for its optimization. The topic of finding ways to optimize business processes can help budget organizations become more effective in commercializing software development for electronic computing machines and further promoting information technologies in the domestic market.

The research methods were determined based on the purpose and include the analysis of scientific publications on the research topic, the method of concretization, analysis and synthesis, practical modeling, timekeeping method, employee surveys and other methods. The information base of the study was the activity of one of the structural divisions of Tomsk State University. The Competence Center for Corporate Information Systems division was established at Tomsk State University in 2019 as part of the implementation of the Digital University program to optimize the project management system based on the 1C-Bitrix24 platform. 1C-Bitrix allowed introducing digital modules of electronic document management into all systems and processes of the University into the work of Tomsk State University. At this stage of the implementation of the Digital University program, the university is taking measures to put into operation the module for the registration of business trips of employees in electronic form in the "one window" mode

Results. Commercialization of software development for electronic computing machines is necessary, first of all, to make a profit and develop the developer company. If innovative developments do not turn into commercially successful products, then the company may face financing problems (including in the case of government organizations) and even financial losses. The result of the study is an optimized process of commercialization of software development for electronic computing machines for Tomsk State University during the implementation of the Digital University program in 2022. The business process was studied and an option was proposed to reduce the time of passing the stages, which in turn will lead to financial savings. The result of the study was implemented in the activities of the Competence Center for Corporate Information Systems of Tomsk State University.

Conclusion. The implementation of the technology commercialization process can be led by the relevant structural units being created in universities that would be engaged in the promotion of R&D and at the same time a base for their organizational and technical support was formed. Stakeholders here are: university research and teaching staff, students, university administration, consumer companies, interested private entrepreneurs, the public and authorities. All sides of the relationship should benefit from the work of such departments of universities.