The article proves that the socialization of adults and children with musculoskeletal disorders (MSDs) is closely related to development, education, rehabilitation and includes the following neuropsychological aspects: social adaptation, labour adaptation, assessment of prospects for one’s adult life and creation of a non-discriminatory environment in society. Besides, the article shows how the photography club implements such goals, as well as evaluates the effectiveness of its activities. The educational aim of the photography club was to familiarize persons with MSDs with the basic types of working with digital photography and basic computer programmes that enable processing of digital information; to develop their knowledge about the photography and design business, computer skills and independent work skills. The experimental group (EG) consists of 40 leavers (18 males and 22 females) from the Vinnytsia Centre for Social Rehabilitation of Children with Special Needs “Promin”, who were diagnosed with cerebral palsy and six leavers with mild mental disorders. The age requirement for EG is 14-19 years old. The control group (CG) consists of 40 persons diagnosed with CP and seven persons with mild mental disorders (23 males and 17 females). The respondents managed to study different types of shooting: portraits, landscapes, group and individual photography. The photography club used different methods: verbal methods (mini-lectures, stories, explanations, conversations); practical methods (computer exercises, independent work, role-playing games), as well as paid considerable attention to the psychological correction of persons with MSDs. Unfortunately, most options of the respondents for employment are rather passive. Therefore, it is necessary to prepare persons with MSDs for competition in the labour market through psychological training and counselling. It is also crucial to promptly inform them about the dynamics of the labour market. The international relevance of the article lies in an attempt to adjust available electronic and software technologies to labour adaptation of people with MSDs and consider neurophysiological patterns of such a process.

One way to increase the effectiveness of a mobile-oriented learning environment is to use augmented reality technology, which enables the integration of real and virtual learning tools using mobile Internet devices. The purpose of the article is to theoretically substantiate the use of augmented reality technology in physics classes. The article describes and substantiates the relevance of the application of augmented reality technology, considers possible uses of this technology in the educational process, in particular in terms of mobile distance learning. Examples of mobile applications aimed at practice-oriented learning using augmented reality technology are described. Examples of real educational systems that allow to study the disciplines of physical orientation on the basis of this technology are considered. It was found that augmented reality technologies stimulate the educational process and provide the opportunity to implement knowledge in both humanities and natural sciences. This technology expands the educational process towards clarity and motivates the student to further study the material. Visual education is the best thing that can be offered to modern students, which will contribute to the development of scientific and technological progress. The introduction of augmented reality technology makes it possible to improve the quality of education by motivating students to self-study, increasing audience interest in educational material, developing a desire to use modern interactive technical capabilities and technologies, replacing textbooks and laboratory equipment with multimedia computer models. distance learning.

The issue of smart education in the transformation digital society is highlighted. The smartsociety formation as the next stage of the digital society development is studied. It is established that inthe smart society there is a transition from the traditional learning model to e-learning, and then to smarteducation. Smart education allows students to generate new knowledge and form a personality who iswell-versed in the information and computer technologies for searching, analyzing information andcreating innovations. The pecularitis of the smart education and the technologies with which it isimplemented are considered. It is noted that the concept of smart education assumes the elements in the education system that ensure rapid adaptation of the entire system to changing requirements, not only theeducational process. This is a complex development of educational services, including personnel support,administrative and legal management, material and technical base and pedagogical design. The elements,characteristics and conditions of the smart education implementation are given. The key task facing thesmart education is identified, which is to ensure the sustainable development of the society and theeconomy in accordance with the changing environment, providing opportunities for creating a new levelof efficiency in the economy and public administration. An important factor of smart education is theorganization of feedback, in order to motivate students, save educational materials and records, also it isnecessary to create a cyber space for further joint use of resources.The concept of smart technologies and the list of the main smart learning technologies used in highereducation are characterized. The requirements for smart technologies (availability, efficiency, economy,aggregativity, complexity) are given.The concept of a smart textbook, which should be the basis for a smart educational process, ischaracterized, and the scheme of its development is given. The requirements for the technology ofcreation and the foundations that are the basis of the smart textbook, the requirements for its content andits structure are highlighted. The interactive environment of the smart textbook is defined.It is concluded that smart education expands the perception of education in comparison with training;goes beyond the technical developments; solves a greater number of educational tasks and satisfies morediverse needs of social subjects.

The issues of digitalization, digitalization of the society and educational environment arecovered. It is investigated that digitalization is aimed at ensuring the longlife learning process, as well asits individualization on the basis of advanced learning technologies. Digitization of education directlydepends on the level of mastery of educator’s digital awareness which is aimed at making educationalactivities up to date and more productive. The scheme of the digital education system is given. Themanagement of digitalization in the educational environment is carried out through digital marketing, aimedat organizing the interaction with teaching and support staff, research and teaching staff, graduates,students, applicants using a range of digital communication channels; monitoring changes in the formationof a positive image of the educational institution; stimulating the creation of new digital communities andinnovations; development of personalized marketing materials for target audiences. The factors influencingthe digital transformation of educational institutions are considered in the article. It is established that oneof the main elements of education digitalization is digital literacy, which is defined as a set of knowledgeand skills necessary for the safe and effective use of the digital technologies and Internet resources. Basedon the analysis of various sources, digital literacy is based on the digital competence of the educator and isdefined as the willingness and ability to use digital resources, computers, mobile devices and cloudtechnologies in the educational process, and to create and effectively use educational digital systemopportunities and all its components in the educational process. The fundamental difference between digitalliteracy and digital competence is the inclusion of a component of motivation and responsibility. The types of skills on which digital literacy and its components depend on are highlighted. The main components ofdigital competence of educators are listed. The levels of educator’s digital competence are considered andcharacterized at the following levels: basic, advanced and proficient.

The article talks about the author's improvement of the training of skilled workers for professional activity and its effectiveness. The purpose of the research is a theoretical study of the problems of organizing the training of skilled workers and experimental verification, proposed by the authors of the organization within the framework of the experiment. The research methods are theoretical (analysis, synthesis, modeling, comparison, systematization, generalization) and empirical (a wide range of diagnostic techniques), as well as methods of mathematical statistics with testing the null hypothesis by the chi-squared test. New information and digital technologies based on the use of personal computers and multimedia tools were widely used during the training. Extracurricular work in general, general technical and special disciplines, which was carried out according to our methodology was systematic, its content was focused on the professions that are mastered by students of vocational education schools (VES). Percentages that reflect the number of correct answers at higher levels (III-IV) in the experimental groups exceed similar indicators for control groups with a reliability of 95-99.9%. Thus, the examination of the pedagogical capabilities of the proposed organization of training in VES confirmed that it provides high results of training of skilled workers in vocational education institutions. International significance of the article. The article proposes the author's effective (experimentally verified) organization of training for transitional education systems in developing countries. This system can become the basis for the development of national systems for organizing vocational education in post-totalitarian countries.