The article reviews the scientific psychological and pedagogical literature on the issue of alienation from educational activities in the context of digital transformation of education. Alienation from educational activities (alienation of educational work) is understood as the process of a changed, disharmonious attitude of students (students, cadets) to educational activities, which is based on an unbalanced relationship with the subjects of the educational process (peers, teachers, the administration of an educational organization, significant others) and social distancing from the educational format as a whole. Alienation from educational activities can manifest itself in various symptoms in cognitive, behavioral, emotional terms: decreased motivation to study and gain knowledge and education, social passivity and apathy, the predominance of external motivation in studies (obtaining a diploma, not mastering knowledge in academic disciplines), decreased self-esteem and dissatisfaction with oneself and other participants in educational relations, a decrease in the quality of interpersonal relationships and an increase in social distance, a decrease in the level of claims, an increase in feelings of anxiety during training, denial of requirements and norms, Distance learning and digitalization of educational activities in a fairly operational format in recent years have allowed us to reveal additional features of alienation from educational activities. A sharp change in the educational format of educational activities and the educational environment led to a permanent experience of fears among students, anxiety about learning, dissatisfaction with the learning process, "slipping away" from learning, avoiding responsibility. In the context of prevention of alienation from educational activities, it is necessary for students to form the actual need for learning, to determine the semantic content of the content of academic disciplines, learning goals and values of participants in educational relations. One of the effective ways to overcome the alienation from the educational activities of students and their involvement in the educational process can be the systemically organized work of employees of educational organizations in the process of professional training of students both at the stage of adaptation to educational activities and in the future. In the conditions of digital transformation of education, all its participants need to adapt to the already established digital, information society, to information and communication technologies in order to actualize their personal and professional potential in order to fully engage in both educational and professional activities.

The article provides a review of the scientific psychological and pedagogical literature on the issue of the study of the teacher's professionalism in the conditions of the implementation of distance learning. For a modern teacher, the formation and development of his own professional and pedagogical competence becomes important, which, in accordance with the existing professional standards of pedagogical work, can be represented by such components of competence as the presence of certain personal characteristics that are of priority importance for scientific and pedagogical activity; the ability to motivate students to achieve the goals of educational interaction; understanding of the goals and objectives of pedagogical activity, the subject and its content and assimilation; skills and abilities to develop programs of pedagogical activity and readiness to make pedagogical decisions; possession of information culture and information and communication technologies in various forms of education; competence in the organization of their pedagogical work. Among the key digital competencies of teachers currently distinguish such as the use of information technology in everyday teaching work, the possession of digital tools to evaluate the results of pedagogical activity, the use of information tools to expand the educational opportunities of students, the development of skills for creating and sharing digital resources, etc. One of the significant results today is the expansion of the professionalism of teachers (unexpectedly for them), the development of new technical knowledge, skills, skills in the implementation of distance learning, mutual assistance and psychological and pedagogical support for both students and teachers at various stages of the distance learning process. Possession of information technologies for the transmission and presentation of educational material, a certain level of information culture, methods of digital and e-learning is a mandatory requirement for a teacher, which allows him to holistically build a distance learning process, develop and update his professional competencies and, thus, realize the set learning goals.