The modern education system in most countries is built on providing equitable education opportunities to all people, regardless of the limitations they have. There are no significant problems in primary and secondary inclusive education, while most traditional higher education models are not sufficiently adapted to the needs of people with learning disabilities. Thus, it has been replaced by a blended learning model built on new digital learning environments in recent years. The aim of the article is to study the blended learning environment of inclusive educa-tion systems in China and Russia. The article presents the findings of a “The Global Learner Survey”, conducted on behalf of Pearson in May 2019 by The Harris Poll. The survey involved over 11,000 learners aged 16-70 across nine-teen countries. Additionally, statistics on the higher education development in Russia and China were used. The analysis of the current state of higher education in Russia and China, as well as the development of a blended learning environ-ment, shows the positive effect as that it allows students with limited educational opportunities to integrate into the educational and public life of the university and implement all types of rehabilitation along with the educational process.

The primary aim of this research is to develop an effective network interaction model in developing a new teacher’s soft skills. The authors carried out an analysis of a new teacher’s necessary soft skills and the existing models of partnerships. They outlined their views on the development of a networking model that is aimed at the systematic formation of a teacher’s soft skills. The empirical part is executed based on the Elabuga Institute of the Kazan Federal University. The created model can be used for the organisation of training system of a new type of teacher. It might as well be used as a model of the school-university partnership for revealing pedagogically gifted children or as an integrated model for the formation of basic teachers’ soft skills in the university.

La educación a distancia se implementa a través de los portales educativos de Internet creados sobre la base de instituciones educativas y se lleva a cabo con el uso de tecnologías modernas de telecomunicaciones sin contacto directo entre el maestro y los estudiantes. La respuesta a las preguntas al respecto, se recibió a partir del análisis de publicaciones científicas e investigaciones tanto nacionales como de síntesis de experiencias con los cursos de capacitación electrónica remota organizados en base a la facultad natural y matemática del Instituto Elabuga de Universidad Federal de Kazán (EI KFU). El artículo revisa los aspectos principales del aprendizaje electrónico a distancia, se realiza un análisis FODA que revela las fortalezas y debilidades, oportunidades y amenazas de la educación electrónica y se definen formas óptimas de solución.