This article is devoted to the implementation of the blended learning technology " Flipped Class" into the educational process of higher vocational education. From the position of the systemic approach, the authors’ view on the development of the competitiveness of the future specialist with the help of traditional (classroom) and digital (distance) forms of training is revealed; the necessary pedagogical conditions for using the " Flipped Class " blended learning technology in higher vocational education are described. The authors present the peculiarity of organizing the educational process with the use of the " Flipped Class " technology. The article justifies the importance and relevance of this educational technology application due to the world socio-economic challenges. The authors of the study conclude that the implementation of the " Flipped Class" technology causes improvement of the forms and methods of the educational activity aiming professional development of future competitive professionals in the sphere of the agro-industrial complex. A structural model of organizing higher vocational education with the use of the " Flipped Class " blended learning technology was worked out and substantiated. The pedagogical conditions of using this technology are described in the article.

The article is devoted to the problem of using digital technologies for the professional formation of future primary school teachers. The authors note the relevance of this problem in connection with the digital transformation of higher education. It is emphasized that both Russian and foreign researchers define professional competence as the leading feature of professional development in the conditions of digitalization of education, reflecting all aspects of the professional activity of a teacher. In the article, the authors describe an effective way of using digital technologies for the professional formation of primary school teachers. Based on the content analysis of the regulatory database and scientific researches, it is noted that the study of this problem in the system of Russian higher pedagogical education is a separate direction under study linked both with the prospective development of education as a whole and risk factors. The article substantiates the need for professional formation of the future primary school teachers under the conditions of digitalization of the educational process and traditional forms of education. The authors have developed a model of professional formation of future primary school teachers under the conditions of digitalization of higher pedagogical education, and presented the components of digitalization of higher pedagogical education. This research is addressed to the teaching staff of higher educational institutions, and to future teachers.

The article is devoted to the problem of using the opportunities of cross-border education as a factor of professional training of primary school teachers for tuition Russian as a second language. The authors note the relevance of this problem both in theoretical aspects and at the practical level. The article describes an effective way to form the readiness of primary school teachers to implement cross-border education. In this study, the authors reveal new opportunities for professional development of primary school teachers. Based on the content analysis of the regulatory database, it is shown that this problem is related to an upward trend in the Russian higher education system. The article reveals the relationship between teachers' professional training in the field of tuition Russian language to younger students, for whom Russian is a second language, and the existing problems with using Online learning. The article substantiates the need for training primary school teachers, which contributes to the development of their professional competencies both in the Offline mode of training and the Online training. A set of pedagogical measures related to the professional training of primary school teachers to teach Russian as a non-native language in cross-border education can become one of the foundations for the development of the Russian Federation education system. The article is addressed to the teachers of higher and secondary vocational training institutions, as well as future and certified teachers of primary General education.