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Ensuring a high, decent quality of life becomes the goal of socio-economic development of countries and regions, and the formation of a system to ensure a high quality of life leads to ensuring the necessary level of social security. This becomes especially relevant in the territory of transboundary regions. This is determined by the fact that each transboundary region has its own models of ensuring the quality of life of the population, uses its own mechanisms for improving the quality of the social environment and the ecological situation, as well as its own sociocultural living conditions. This article is aimed at identifying the sociocultural conditions for ensuring the quality of life of the population in a cross-border region (using the example of the Trans-Baikal region). The integrative culture-centric approach is the leading approach to the study of socio-cultural indicators of the quality of life of the population. It is based on a set of opposing points of view related both to the subjective perception of life values and to the awareness of the reality and objectivity of the surrounding world. The use of an integrative culture-centric approach made it possible to characterize the objective aspect of the quality of life of a population in a transboundary region in the context of understanding the level of development of the socio-cultural space and the nature of its influence on the lives of citizens. At the same time, this approach made it possible to study the subjective aspect of the quality of life of the population in a transboundary region through the assessment of people’s satisfaction with the quality of their life. As part of the study, a survey of 4,700 residents of municipal areas and urban districts of the Trans-Baikal region was conducted at the age of 18 to 85 years old and indicators are highlighted. They reflect the sociocultural aspects of respondents’ satisfaction with their lives, leisure activities, and the availability of cultural institutions. The materials of the article are of practical value for the authorities and state institutions, public associations, and the world community as a whole. Since they are the basis for developing meaningful social policy measures that expand opportunities for the development of the sociocultural living space of the population, implement social programs and projects aimed at improving the quality of life in different countries, and also develop recommendations for reducing the level of dissatisfaction with the quality of life of people in different countries and regions.

Currently, one of the trends in the development of countries is the process of digital transformation, which affects all spheres of society. The transformation of countries’ economies is carried out with the help of such technologies as robotics, artificial intelligence, the Internet of Things, and big data groups. The transformation process, being global, gets its specific name in each country. In Russia, this is “digital economy”, which is defined in the Decree of the President of the Russian Federation “On National goals and strategic objectives of the development of the Russian Federation for the period up to 2024” as a strategy for the future development of Russia In Germany, it is “Industry 4.0”, represented by the concept of K. Schwab, in the United States, the concept of transforming society based on digital technologies is called “Industrial Internet Consortium”. In Japan, the Government has developed the “Society 5.0” strategy in conjunction with the Keidanren Association of Japan. The result of the digitalization process will be the creation of a new world based on digital technologies, in which new values and management technologies arise. The purpose of this article is to analyze the digital age as a space for the emergence of digital risks, to identify their impact on modern people. The study uses general philosophical methods that make it possible to describe modern digital civilization. Within the framework of the risk concept, digital risks arising in various spheres of society’s life are described. The positive effects of the development of the digital economy, which forms a new digital world and a new person are highlighted and described. Today, the future of civilization is determined by the development of the digital economy, which determines the basic mechanisms of society’s existence. At the same time, it will be a world filled with various kinds of risks, threats to society, the economy and the individual. The article raises questions related to the impact of the digital economy on a person living in the conditions of the global information space. Keywords: digital economy, digital risks, digital age, risk, digitalization, digital generation, competencies

Quality of life is an essential parameter to consider when society and its members are concerned.  Education can become crucial in assessing social progress and quality of life. Thus, quality of life, as an indicator of any country’s educational system and its efficiency, becomes an instrument for implementing educational policies both for social and personal development.  Further, quality of life, a person’s satisfaction with his or her life activity, is determined mostly by the state of the educational system and by conditions created for a person’s development and realization of talents. Our research question is “what is considered to be qualitative, material or morality? Culture-centric or universal?”This article aims to address the problem using systemic, structural, functional, and cultural approaches.  Systemic approach helps to reveal the integral character of the studied phenomenon—quality of life. The approach, based on cultural study, helps to ground the culture-centric educational principle as a mechanism to provide adequate quality of life in contemporary society.  Functional and structural approach helps to investigate the function of education and its role in the society. The change from technogenic civilization toward quality-of-life civilization requires a new perspective, which is capable of not only an adaptation to existing reality, but also of an ability to improve upon it.  People who can achieve this become representatives of a new social group—meritocracy.  Culture-centric educational principle is one of the ways to build up a new educational paradigm in order to prepare young people for a contemporary society.

The goal is to substantiate the possibility of using the culture-centered paradigm of education as the basis for the development of education in the era of the fourth industrial revolution, which forms a person with a technocratic mindset, aimed at forming a person not only as a carrier of knowledge, but also as a carrier of values and traditions. Methods. The structural and functional approach was used as the methodological basis of the research, which made it possible to identify the main trends in the development of modern civilization, which actualize the need to form a culture-centered paradigm of education. The use of structural-functional and systemic approaches made it possible to identify the dialectical relationship between education, economy and quality of life. Results. The fourth industrial revolution, based on the digital economy, actualizes the problem of forming a new person. One of the mechanisms for solving this problem is education, the main development trends of which must meet the realities of our time. The main task of education is to prepare a person with creative thinking who has innovative professional competencies - the competencies of the XXI century. In connection with the above-mentioned modern trends, it is necessary to raise the question of the paradigm of education development. Each epoch in the history of mankind creates its own paradigms for the development of education. However, it should be borne in mind that different educational paradigms may exist in the same era, replacing each other. Conclusions. The analysis of existing paradigms allows the authors to prove that the basis of education in the era of the fourth industrial revolution should be a culture-centered paradigm as a reflection of various aspects of human life, which implements its content and functions in the "values-positions-knowledge-skills" scheme.