Studying the Tatar piano repertoire as element of national musical traditions is an important factor of ethnocultural development of the future music teachers of Tatarstan in the course of vocational training in higher education institution. It is caused inexhaustible by opportunities of ethnomusical heritage in formation of the personality, need of development in students of professionally significant ethnopsychological qualities, readiness for the solution of musical and educational tasks on the basis of the Tatar national culture. Disclosure of potential of the Tatar piano music in ethnocultural development of future music teachers became a research objective. On the basis of synthesis of experience of musical and performing training of future music teachers -students of Leo Tolstoy Institute of Philology and Intercultural Communication of Kazan Federal University, the performing analysis of the Tatar piano music, authors submit compositions in which found the brightest embodiment of tradition of the Tatar folk art. It is shown that, working on piano works, students learn deep moral and esthetic meaning of the Tatar folklore. They develop ethnocultural ideas of love, family values, gratitude to parents and respect of seniors, devotion to traditions of a sort, the importance of family education. Performance of songs always opened the emotional world of the person, reflected his intimate thoughts and experiences connected with hard destiny, aspiration fortunately and belief in the best. The deep moral and esthetic meaning of the Tatar folklore embodied by means of expression of piano music is shown in article; musical contents of works of the Tatar composers, their variety and opportunities in ethnocultural development of future music teachers reveal.

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Today, one of the main resources for the effective functioning of many political, sociocultural, and communication processes is transition to the digital economy and digital reality in general. Informatization, computerization, automation naturally integrate into the artistic culture and transform it into a digital one. As a result, changes in the professional field of art definitely require changes in both the content, methodology and technological base of art education in the context of transition to digital economy.At the same time, digital technologies are a factor in the modernization of the higher education system, and its tool.There is an objective need to individualize and personalize educational technologies. In turn, digitalization creates the foundations by which these processes can be implemented.The article specifies pedagogical conditions for personalization of art students' training: activating self-education and self-development mechanisms through the creation of individual educational routes; enriching the informational educational and methodological base to maintain an individual format for studying the content of artistic culture; adopting a personal position of an adviser and a facilitator by the university teacher, which contributes to the design, stimulation and reflection of the personal and competent development of art students.The reliability of conclusions made within this theoretical study is confirmed by the positive results of experimental work.

Purpose of the study: The article deals with the problem of the readiness of future general education music teachers for creative self-actualization. The issue is regarded as an integral personality formation ensuring the achievement of creative self-actualization and including two interrelated components – professional readiness and personal readiness. Methodology: The research was carried out at the Institute of Philology and Intercultural Communication, Kazan Federal University, and based on the methods of observation, interviewing students and teachers, studying academic and methodical literature. Main Findings: The research showed the variability of the formation of the readiness for creative self-actualization, owing to a complex of subjective psychological and objective pedagogical factors, in particular, various types of pre-university training of students.

Facing the emergency of the COVID19 pandemic, Higher Education faced new challenges which required the design and implementation of new types of multicultural interaction by the means of online tools. Online competition is the new form of international interaction popularity of which is growing rapidly at present. This study aimed to assess the advantages of online competitions in promoting multicultural opportunities in the education of music teachers. The research work was organized in two stages at Kazan Federal University (Russia) in the collaboration with Partap College of Education (India) where two online competitions—an international competition of students’ research works, and a vocal singing competition—were organized. The jury committee included nine members who represented three countries (Russia, India, and Armenia). During the competitions, 95 students’ research reports and 75 vocal performance records were collected. The results were analyzed by using the average rating method. The most significant criteria to assess the research work included the knowledge in the field of cultural diversity and the research scope demonstrating global experience. The vocal records were compared by the criteria such as art and technical level of performance, artistic style, expressive performance, and others. The comparative analysis was used for studying cultural diversity in the vocal records which presented more than fifteen different cultures delivering Western and Eastern musical traditions and featured differences in genres, fret-harmonic structure, performance style, and national instruments. The obtained results showed a high level of sharing of musical cultural diversity through these two online competitions. It was concluded that online competition demonstrates advantages in sharing the diversity of music cultures. The criteria based on multiculturality allows evaluating competitive works objectively while focusing at the same time on their diversity. The implementation of a multicultural approach in online competitions will promote sharing in the world of music, allowing participants to experience diversities in order to preserve each artistic tradition in the context of its original cultural heritage.