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The paper presents the results of the assessment of neurodynamic characteristics and correlation of cognitive activity parameters of students with individual neurodynamic characteristics following the criteria of Sustainable Development Goal 3 "Good health and well-being" (SDG 3). The study was conducted in a cohort of female students aged 17-19 (n=111) of the South Ural State Humanitarian Pedagogical University during the inter-sessional period. Diagnostics of neurodynamic characteristics of students was carried out using the hardware and software complex "NS–pSychoTest". Descriptive statistical analysis of data and correlation analysis were carried out in the environment of Statistica v. 7.0. The results of sensorimotor response presented in the article reflect the optimal level of adaptive regulation of the cerebral component of activity in the majority of the surveyed pedagogical university students in the conditions of their educational and professional activities, which is reflected in the relative stability of cerebral processes with average functional mobility and the optimal level of neurophysiological regulation of CNS activity in the conditions of sensory interference of the students of the cohort of the survey. The paper reveals the interrelationships of neurodynamic indicators with various characteristics of cognitive testing, which indicates the success of the development of educational programs.

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The study examines the features of distance learning for university students from different countries. The current problem has escalated during the pandemic to ensure the safety of students and university staff. The authors pay great attention to the peculiarities of distance learning in Russia, based on an analysis of the literature and regulatory documents. The results obtained show that most universities provide distance learning on modern technical, software, subject, methodological, administrative and management basis and cloud of service support.

Introduction. Education is a strategic resource for sustainable development, as it forms a new culture of society, sets new guidelines. The low qualification of teachers in the field of digital culture is a hindering process in the digital economy. It is the university that should comprehensively solve the problems of training a future teacher, taking into account the methodology and implementation of practical activities in the direction of the formation of the digital culture of the teacher. The purpose of our research is to generalize the use of the opportunities of mass open online courses in the continuous development of a teacher's digital culture, starting from the first year of study at a pedagogical university. To achieve this goal, we have chosen a methodology for calculating online course assessment indicators proposed by Kirkpatrick and Jack Phillips.Materials and Methods. The analysis of psychological and pedagogical literature on the problem of the formation of the digital culture of the future teacher made it possible to determine its relevance for the modern development of digital society. One of their tools for its formation, the authors propose the use of open online courses within the framework of the organization of mixed education at the university.Results. In the course of the study, we identified the initial level of digital culture of students of 3-4 courses of the faculties of mathematics, physics, computer science and primary school teacher training South Ural State Humanitarian Pedagogical University. The topics of mass open online courses were determined on the basis of the identified level of digital culture and personal needs of students in such courses, which made it possible to form the content of an individual educational trajectory. The survey of students who took part in our study revealed the willingness of students to use the opportunities of mass open online courses in their academic and further professional activities for the development of digital culture.Discussion and Conclusion. In the course of this study, indicators for evaluating online courses based on the Kirkpatrick and Philips methodology were identified, recommendations were given to eliminate emerging risks when taking mass open online courses. In conclusion, it is concluded that mass open online courses can be used as a means of developing a teacher's digital culture.