The purpose of the study is to determine the key ways of developing a pedagogical culture in the preparation of a future specialist in banking services. The object of research is pedagogical culture. The importance of studying the problems of the development of pedagogical culture in the preparation of a future specialist in banking services is proved. The main focus is on training future banking professionals. The main objective of the article is to model the stages of the development of pedagogical culture in the preparation of a future specialist in banking services. The basis of the methodology is modelling methods. Thus, the proposed multi-stage functional model of pedagogical culture in the preparation of a future specialist in banking services should be considered a novelty. Presented own representation of the main stages of development of pedagogical culture in the preparation of a future specialist in banking services. In the final case, it was found that the key stage in the development of pedagogical culture in the preparation of a future specialist in banking services is the expansion of practical aspects. It has been determined that one of the best methods for the development of pedagogical culture in the preparation of a future specialist in banking services can be the involvement of banking institutions in the educational process to expand the cultural aspects of pedagogy. The limitations of the study are that it does not take into account all aspects of pedagogical culture.

The main purpose of the article is to study the features of the pedagogical culture of university teachers in the context of the impact of COVID-19. New trends in education that emerged at the turn of the second and third millennia, the emergence of new paradigms of education, a new system of social values and goals of education, its dialogue with human culture as its creator and subject capable of cultural self-education, stimulated a special interest in the study of the phenomenon of "pedagogical culture" and its components. The events taking place in the world as a result of the spread of the coronavirus infection COVID-19 refer to a global emergency of a nature. Of course, in these forced conditions, it is difficult for teachers to simultaneously master new methods and tools of distance learning, develop methodological support for the disciplines taught, or transform it into a digital form and immediately introduce it into the educational process. As a result of the study, the main trends in the development of modern pedagogical culture of university teachers in the context of the impact of COVID-19 were identified.

The purpose of the study is an analysis of the systemic influences of civil society on the public administration communications. The study focuses on interaction with the residents of the respective united territorial communities, and on the participation of public organizations in the communication processes of territorial communities - to improve the quality of services to the population in quarantine measures. The peculiarities and the main aspects of digital interaction with the residents of the territorial community and effective coverage of the government's activities with digital tools are identified. The practices of holding general meetings, public hearings, budget implementation, use of electronic petitions, appeals, work of advisory bodies and self-organization bodies, organization of access to collegial bodies in conditions of quarantine restrictions due to the COVID-19 epidemic were considered. It has proposed to make more active use of e-democracy tools to interact with community members on the basis of transparency and openness of government. It was proved that the participation of representatives of civil society institutions in local self-government advisory bodies significantly increases the capacity of local authorities to communicate and ensureself-organization, representation, realization and protection of interests and rights of citizens.