Any country's human resources quality is a key factor in its competitiveness, therefore, the current development of lifelong learning support systems is determined not only by the mechanisms of professional competencies enhancement in accordance with new market demands and technological changes, but also by the speeding of transformations and the unpredictable economic changes. The processes of digital transformation of the economy made the interaction of professional education and the labor market inevitable, while the role of additional professional education has grown significantly. At the stage of digital transformation of society and the economy the labor market is characterized, on the one hand, by the disappearance of traditional professions and the emergence of new ones meeting the needs of the digital economy and society and, on the other, by the shortage of professionals with new competencies. This shortage is evident in many spheres, but especially in the spheres of high-tech. The problem of the personnel shortage can be solved with the strong pool of regional additional professional education system resources which exists mainly in higher education institutions. To find the solution, various forms of interaction and collaboration between educational and research organizations are necessary. The article presents the results of a theoretical research on the current state and prospects for the development of additional professional education in Higher Education Institutions. The authors identified the main trends in the development of additional professional education and defined the role of higher education in the development of a regional educational ecosystem with the emphasis on the primary role of regional universities in the sustainable development of the economy, education and human resources of the region.

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.

The article analyzes the educational ecosystem in the context of the strategic development of education. The purpose of the article is to study the experience of implementing the ecosystem approach while organizing the educational process in accordance with the challenges of the emerging information society. The article presents the basic features of the educational ecosystem and briefly describes the major changes in educational activities: the integrative nature of the content of teaching methods and tools; adaptability, co-evolution of the environment and its subjects; the theory of connectivism dwelling upon learning in the digital age. Referring to the research by V.L. Kvint and O.E. Permyakov, the authors conclude that the ecosystem approach is an essential factor for the strategic development of education. In their research, N.V. Dyorina, L.I. Savva, N.I. Rabina identified the peculiarities of forming the university innovative ecosystems. Particular attention is paid to the ideas of S. Panda on methods for studying the digital footprint of students and the use of cluster analysis of the obtained data for taking the managerial decisions. A paradigm approach, the theory of strategizing and learning models in the context of digital transformation were used during the analysis of the ecosystem approach to the educational system. The analysis of various research positions led to the conclusion that the transformation of the educational environment of a university into an eco-educational one is a comprehensive problem; its solution is in the development of an appropriate theory of education and of a corresponding eco-educational model. The article has considerable practical value because it contains recommendations and suggests approaches that can be taken into account when modernizing educational activities in higher education institutions: a step-by-step transition to the implementation of changes is necessary through the strategic planning of the development of structures and processes in the educational ecosystem of the university with the help of digital innovative technologies used for education and educational management.

Motivation is the basis for managing the development of teachers' competencies in the modern education system. The motivational component in the study is considered as a set of internal and external motives of the teacher to use modern digital technologies, accompanied by the processes of forming an internal desire to achieve success and a sincere and personally significant desire to improve themselves in this area. The purpose of the study is to study the possibility of managing the development of teachers' digital competencies with different motivations. The article examines the features of teachers' motivation in mastering digital competence, revealed the nature of teachers' awareness of the possibilities of using information and communication tools in teaching schoolchildren, and identified the main problems that teachers with different motivations have that prevent the formation and deepening of their digital competencies. Features of motivation were studied using A.A. Rean's methodology "Motivation for success and fear of failure" and a questionnaire about teachers' ideas about the use of information and communications technologies in teaching their subject. About 30% of teachers from the experimental sample focus on achieving success in the development of digital competencies, although the proportion of teachers without a pronounced motivational orientation and focus on avoiding failure is approximately the same. This indicates an insufficiently effective methodological and psychological support for teachers who cannot independently cope with the urgent task of modern educationthe formation of digital competence. This happens for various reasonsfear of mastering new technologies, age composition, inability to take advanced training courses, etc. Thus, the strategy and tactics of developing digital competencies of teachers who avoid failure and are motivated to achieve success have fundamental differences. Methodological and psychological-pedagogical support for specialists with low and high levels of motivation is built within the framework of an individual trajectory of their professional development and self-improvement. The results of the study can be used both in the design of higher education programs and programs for professional training and retraining of teaching staff.

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