Introduction. Digitalization makes special demands on the teaching staff, actualizing their new roles and focusing on the training of future teachers who own not only individual digital tools for organizing the educational process, but also a set of competencies and personal qualities demanded by society in digital reality. Aim. Of the article is to present a theoretically substantiated model for the formation of key competencies of the digital economy among student of pedagogical magistracy and experimental confirmation of its effectiveness. Materials and methods. The assessment of the formation of key competencies of the digital economy was carried out on the experimental group of undergraduates "Pedagogical education" (32 people). Empirical study data were analyzed using the Mann-Whitney U-test. Results. The implementation of the process of formation of key competencies of the digital economy among undergraduates – future teachers was carried out in accordance with the developed model, including motivational-targeted; meaningful; procedural; personal; diagnostic components. The study gives a description of each component of the model. Calculations showed that the differences in the levels of formation of digital economy competencies among undergraduates at the stage of ascertaining and control sections are significant (Uemp = 159.5; p < 0.001). Conclusion. The implementation of the process under consideration in accordance with the developed model makes it possible to increase the level of formation of the key competencies of the digital economy among future teachers. In the future, research aimed at identifying and analyzing the real level of digital competencies of university teachers, as well as solving the problem of improving it, will be relevant.

The problem and the aim of the study. Foreign language proficiency is an integral part of the professional competence of an employee of the tourism industry. Various innovative means are used to improve the quality of foreign language training of a future tourism specialist in higher education institutions. However, their use in practice requires taking into account the specifics of tourism activities and directions of development tourism in the world. The purpose of the study is to study the features of formation of foreign language competences of future specialists in the tourism industry based on mobile technologies. Research methods. The analysis of the potential of mobile technologies, the problems of their implementation in the foreign language training of specialists who specialize in organization of tourist services is applied. When developing a system of tasks, the provisions of the professional standard of a specialist in the tourism industry, the strategy for the development of tourism in Russia are taken into account. Mobile applications are developed on the iBuildApp platform. Empirical methods (testing, analysis of the results of working with mobile applications) are used. The study involved 60 students of the Vyatka State University (Russian Federation). Training program specialization: Technology and organization of tour operator and travel agency services (level – bachelor's degree). Φ-Fisher's criterion is used to process the results of the experiment. Results. The students of the experimental group are involved in the design of multilingual mobile applications as part of the systematic work when studying the disciplines "Modern information technologies", "Digital technologies in tourism", "Foreign language". Students plan a route for a tour, work in groups on a project, use mobile solutions in educational, industrial, design-technological practice. Statistically significant differences between the experimental and control groups in terms of the level of foreign language competence were revealed (φcrit=1.64<φemp=2.912). In conclusion findings about the positive (opportunities for collaboration and project activities, cost optimization, innovative experience) and negative (dependence on foreign software solutions, high cost, technical failures of equipment and the Internet in remote areas, etc.) aspects of the impact of m-learning on the quality of foreign language training of tourism specialists are described

Introduction. The relevance of the research is accounted for by the fact of emergence of a problem of search for optimal and efficient approaches in respect of the process of formation of students’ holistic and systemic worldview of the modern natural science. A question of using the synergetic approach as a means of comprehension of the world as an integral and evolving set of self-organising processes is raised. Research goal: to develop a model for the formation of modern natural-science worldview based on the synergetic approach and to test its efficiency in the course of study of the discipline “Modern natural science concepts”. Materials and methods. The research participants included 60 second-year students majoring in “Pedagogical education” (bachelor degree course). The mathematical and statistical processing of the empirical data was carried out using Student’s t-test. Results. The realisation of the process of students’ modern natural-science worldview formation was based on the synergetic approach in accordance with the main provisions of the developed model. The mathematical and statistical processing of the research results was made with regard for the level of formation of the modern natural science worldview in the students of experimental and control group, for each substantive component proposed in the model. The comparison of empirically obtained Student’s t-tests with the critical value tcr=2.0 for the given number of examinees, at the level of statistical significance p≤0.05, allows one to conclude that there exist certain statistically significant differences in the average extent of mature formation of modern natural science worldview for all indicators: presence of motivation for studying natural sciences (t=4.62); knowledge of natural science terms (t=6.17), etc. The analysis of the obtained data makes it possible to confirm reliable efficiency of the used model of modern natural science worldview formation. Conclusion. The realisation of the process under consideration in accordance with the main provisions of the developed model makes it possible to enhance the extent of learners’ perception of the modern natural science worldview. The application of the developed model to related disciplines can be explored in further research.