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The article deals with the problem of student engagement in the modern educational space. Based on the analysis of the works of Russian and foreign authors, it is shown that engagement is considered as a process, as condition, as a mechanism, as a situation, as an investment of time and energy in the performed activity. There are also various approaches to understanding the structure of engagement, its types, forms, levels, indicators and diagnostic criteria. The most studied is the behavioral side of engagement, the least studied are the mechanisms of the formation of involvement and its management. The authors proposed a systemic anthropological psychology as a methodological basis for the study of student engagement, the foundations of which were laid in the works of Tomsk scientists (V.E. Klochko, E.V. Galazhinsky, O.M. Krasnoryadtseva, O.V. Lukyanov). In this vein, the concordance between the person and the environment is considered as the main mechanism for the formation of engagement. The measure of compliance is the “resource of engagement” of a person, which includes instrumental and value and meaning characteristics. The instrumental component includes various aspects of self-regulation of activity in a changing environment, the value and meaning component is the value and meaning dimension of the objective conditions of activity. The resource of engagement determines the fundamental possibility of including a person in an environment with specific characteristics. The authors conducted an empirical study of the "resource of engagement" of students of two large universities in the Russian Far East; the sample consisted of 498 people. As a result of the factor analysis of the data, the dimensions of the concordance between the student and the educational environment were identified. These are subjective disorganization of activity (impossibility of performing activities in an environment with the specific parameters); flexibility and readiness for change (orientation towards activities in a changing environment); willingness to take responsibility (focus on own forces and resources); result orientation (experience of pleasure in achieving specific results); willingness to work in conditions of uncertainty; selfishness (self-dependence and focus on gaining benefits); focus on the labor process (without taking into account its goals and working conditions). For each option, the directions of psychological assistance aimed at increasing the academic and social involvement of students in the educational space are determined.

To identify character accentuation students who are prone to addiction will allow to adjust their socialization process during the training period in order to increase its effectiveness, as well as it will contribute to the creation of effective psycho-educational programs aimed at reducing the level of their addiction to drugs. Objective: To identify the influence of experimental character accentuation susceptibility to drug addiction among students. The study is based on concept of accented personalities by K. Leonhard and typology of accented personalities by A.E. Lichko. Psychological testing was as an empirical research method. Data processing was performed using the Statistical Package for Social Sciences (SPSS) v.17. It was found out that the students of higher education compared to students of secondary vocational education had susceptibility to drug addiction associated with less accentuation of character. This can be explained by the fact that those who are going to the universities to study are more socially adapted, they have a higher level of self-control and self-discipline, able by virtue of age and education to control outbursts of emotions and behavior. The findings of the study data will allow to adjust psycho-educational programs aimed at reducing the propensity to addiction among students based on character accentuation detected among students of higher and vocational education.

One of the key problems of modern higher education is the development of programs and teaching methods relevant to the conditions of the digital educational environment, characterized by openness, variability, multiculturalism, polymodality and dynamism. At the same time, the question of the psychological readiness of teachers for activities in the new conditions comes to the fore. The article gives a brief overview of the works on the issue of readiness. The predictors of the university teachers’ readiness for activities in the electronic informational and educational environment are described. The role of the variative and invariant aspects of teachers’ readiness for changes in the system of higher education is shown. A model of the university teachers’ readiness for professional activities in the context of digitalization of education is proposed, which includes selfregulatory, motivational, value-semantic, and operational components; possible methods for diagnosing these components are described.

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