The problems associated with the management of the educational process of students in a higher military school from the point of view of the ecosystem approach in pedagogical science and practice have not been previously studied. The ecosystem approach is considered by the authors as a new management paradigm for organizing the educational process, where one of the fundamental ideas is reliance on data from international educational and economic statistics (Education Index, Global Index of Cognitive Skills and Educational Attainment, Global Education Expenditure, Human Development Index). The purpose of the article is to form an idea of the management of an integral ecosystem in which foreign servicemen who study in Russian military educational organizations function. Research objectives were: substantiation of methodological approaches to the management of the educational process of foreign students in Russian military universities, ensuring the implementation of ecosystem methodology, integrated with thesaurus and praxeological approaches; the need to identify the structural components of the ecosystem (deterministic and variable); proof of the validity of the allocation of eco-segments in the integral ecosystem of a military university; determination of diagnostic parameters for the eco-segmentation of the integral ecosystem of a higher military educational institution that manages the process of training foreign military personnel. To solve the set tasks, V.A. Yasvin, adapted by the authors for the examination of eco-segments of a higher military educational institution, as well as the method of cluster analysis of data (K-means algorithm with normalized data) to prove the validity of the hypothesis put forward about the heterogeneity of the integral ecosystem of a military university and the need for its segmentation to improve the efficiency of management decisions. The result of the theoretical part of the research was the proof of the validity of the application of the ecosystem approach to the management of the educational process for foreign students in military educational institutions of Russia; the need for segmentation of an integral ecosystem based on the put forward characteristic parameters (breadth, intensity, awareness, etc.) in order to determine the subject composition of each eco-segment and estimate their total number for each new set of students. The study is focused on improving the quality of management of the educational process by adapting educational programs common for Russian and foreign students and variations of the didactic component of the ecosystem for each of the identified eco-segments.

In modern conditions of transformation of socioeconomic system, the task to improve the efficiency of activities and develop the professionalism of workers in all areas is becoming increasingly relevant. In this regard, the acute issue of modernizing higher and general secondary (high) education arises, in order to prepare a competent and successful personality. At the same time, traditional forms of educational activities are not justified as they are mainly aimed at forming the definite system of knowledge, abilities and skills restricted by the frames of program material. The development of personality is only an accompanying effect of such a training system. Meanwhile, currently, more and more attention is paid to the formation of meta-competencies or overdisciplinary, over-professional abilities and traits which allow the personality to become successful and effective in all living spheres, including professional one. The article presents the results of a theoretical analysis of the problem of developing meta-competences by means of productive education, as well as data from an experimental study of the effectiveness of productive education in the process of developing meta-competences of university students. The purpose of the study was to highlight main criteria, as well as methods and means of forming meta-competences, and to determine the role of productive education in this process. The objectives of the study included a description and analysis of problems of vocational education in the conditions of development of an innovative digital economy. Among the criteria for the development of meta-competences of a professional the authors highlighted readiness for innovations, readiness for self-development, ability to critically think, creativity, digital and functional literacy, emotional intelligence. As research methods, the authors used both theoretical techniques of an analysis, synthesis and material systematization, and diagnostic techniques aimed at an empirical assessment of the level of formation of the main components of a metacompetence. According to the study results, modern education should be aimed not at knowledge but at a person capable of self-development on the basis of acquired knowledge, abilities and experience. A similar effect can be achieved through productive education implemented under the conditions closed to natural professional and everyday activities as much as possible. Forming the conditions stimulating a person to creatively search, make non-standard and effective decisions, critically think is the essence of modern education.

The process of digital transformation of education started to actively develop with the approval of the "Digital Economy of the Russian Federation" national program (order of the Government of the Russian Federation dated July 28, 2017 No. 1632-р), in which "personnel and education" is defined as one of the five basic directions of the Russian digital economy development for the period up to 2024. The digital transformation of all socioeconomic systems requires the education system to introduce new approaches to the implementing the learning process, as well as the developing and testing new competency models that ensure effective interaction between society, business, the labour market and education in the digital economy. This study focuses on identifying existing deficits and difficulties in the process of introducing digital technologies into the educational process in terms of the readiness of all groups of educational relations participants: teachers, students and their parents (for example, educational organizations in St. Petersburg, Russia). Their subjective assessment of the conditions for implementing educational process with the use of a digital educational environment and distance education technologies is considered as a significant assessment indicator. What is more, a difference in the selfassessments of the educational relations participants' readiness to work in a digital educational environment (using distance education technologies), presented in studies conducted before and during the COVID-19 pandemic, has been recorded. A comparative analysis of the results of surveys conducted at the regional and national levels did not reveal significant differences, which proves the validity of the assessment of the results obtained. Based on the results of the study, it is concluded, in general, that the digital environment for the educational process organization is formed against the background of the insufficient readiness of teachers, students and their parents, objectively justified by the conditions for its implementation.

In the modern world, the problem of human ecological and economic culture is defined as a global challenge of social significance. It is no coincidence that the first decades of the 21st century were marked by an increased scientific interest in the study of the problem of ecological and economic education of preschoolers, as well as the development of innovative educational projects and technologies in this area by practicing teachers. In this context, starting from the preschool level of education, the formation of the foundations of ecological and economic culture in preschoolers in the conditions of a metropolitan city is of particular importance. It is possible to ensure the quality of the solution to the tasks set, subject to the high professional competence of teachers, their mastery of modern technologies for the formation of the foundations of ecological and economic culture. The analysis of dissertation research indicates the presence of scientific works of Russian and foreign scientists devoted to the study of this problem, and indicates the insufficiency of its consideration. The scientific and practical relevance of the indicated problem is confirmed by the traditional approach to this problem, the need to expand the use of partial programs for the formation of ecological and economic education in a metropolis, which have a certain potential in the development of the educational process. Despite the absence of conditions, it is necessary to search for directions in this direction. The article presents the results of a study that made it possible to identify positive and negative trends in the activities of teachers in the formation of the foundations of the ecological and economic culture of children in a metropolis. The content of educational programs in environmental and economic education has been studied; their correspondence to the originality of the metropolitan areas and the socialization of modern preschoolers under the influence of the family was determined. The tendencies that characterize the priority directions, forms, methods, pedagogical technologies and effective cultural practices of the formation of the foundations of ecological and economic culture in interaction with the parents of preschoolers are revealed; satisfaction of parents' requests, the possibility of obtaining specific recommendations for the successful socialization and individualization of a child's development in accordance with the target guidelines of preschool education.

In the modern VUCA world, the higher education system is changing due to the needs of society and the economy, as well as widespread digitalization. To train competitive specialists, primarily in the field of economics and management, universities create their own ecosystems. They are designed to ensure the sustainability of the system and the quality of education through the diversity of the learning environment. Close interaction with the outside world requires new skills from student managers. One of these social skills is ecological thinking. The purpose of our study is to show the possibility of developing the ecological thinking of student managers in the conditions of the ecosystem of the university with the help of special pedagogical tools, which we call pedagogical cues. As the main author's method of empirical research, a questionnaire survey with a Likert scale and a set of 10 questions were used. This made it possible to identify the level of formation of ecological thinking among students of the Faculty of Economics and Management. The author's methodology assumes 5 levels of development of such a skill. This is necessary in order to learn in dynamics how quickly and efficiently a skill is formed. The article presents tools that contribute to the development of ecological thinking. For example, the WOOD strategy. Pedagogical cues, which were used as a universal pedagogical tool in teaching various disciplines, have shown their effectiveness. Student managers actively interacted with teachers and with each other, including in a distance format. The scientific significance of the article lies in the possibility of the practical use of this methodology for the development of the ecosystem of other universities. The listed pedagogical tips can be applied in any form of education, which also contributes to the creation of the stability of the system in a constantly changing world. Such a skill as ecological thinking is universal and necessary for all future specialists for successful work. The upbringing of environmentally literate students is the key to the sustainability of the university ecosystem.