This article analyzes the possibility of online education to ensure the quality of higher education. A review of scientific literature led to the conclusion that in the Russian scientific discourse, the potential of online education to ensure the quality of higher education through the resource potential has not been studied. The goal is formulated as follows: to determine the sufficiency of online learning resources to ensure the expected quality of education in a social institution of higher education in Russia. The neo-institutional approach is the methodological basis. Before the empirical research, the basic concepts were operationalized: the quality of higher education, online education, quality resources of higher education. The operationalization resulted in the identification of two empirical indicators: 1) resources of students for obtaining quality education in the context of online education; 2) resources of professors to ensure the quality of education in environment of online education. They formed the basis for structuring the questionnaire. The same indicators are used to analyze the data obtained. The study found that the overwhelming majority of professors indicated a sharp decline in the effectiveness of their educational activities on the Teams or Zoom platforms. This includes a decrease in professional motivation and interest in the end result of work, mental detachment from students and indifference to them, increased anxiety due to fears of deteriorating health, indifference to professional development, loss of visual and non-verbal control over students, etc. The opinion of professors on the main positions is correlated with the point of view of students. However, there is a stable group of about 25% among learners that is focused on online education and demonstrates the belief that in the context of e-learning, resources for obtaining quality of education are increasing. We have formulated a proposal according to which this group of students should study in special online (digital) schools according to an abbreviated program, where accelerated vocational training is a priority.

The article analyzes paradigmatic fundamentals of national security studies and shows that methodologically these fundamentals are unilateral and do not allow to consider the national security as a holistic phenomenon. The authors argue that the development of the multi-dimensional methodological constructs of national security studies within the neoclassical model of research is a prerequisite for overcoming the methodological unilateralism of the "paradigm of interests" and the "paradigm of values". This model for studying the national security is based on the synthetic use of the methodological capacity of various paradigmatic fundamentals of its research, supplemented with heuristic capabilities of the "soft power" theory, which is considered to induce others to do what is required by the government, without direct violence. In the context of globalization, "soft power" is an important tool for protecting the national security.

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