In recent years, there have been some natural and human-made disasters and severe social clashes in globally important energy regions, which has had a negative impact on the environment in general and on the development of the energy market in particular. Therefore, the development of the modern energy industry is aimed at the broad involvement of renewable energy sources (RES) in the energy balance of the world's advanced countries. At the EU level, particular attention is given to increasing the proportion of RES in total energy consumption to 12% with the installed capacity of solar photovoltaic (PV) systems up to 3 GW. The purpose of our study is to propose a mathematical model of the electricity generation processes in renewable solar and wind energy systems by methods of the theory of impulsive, random processes as well as recommendations for the development of RES based on the analysis of the trends in consumption and production of energy resources, their supply-demand proportion, and a model for the development of the energy market. Our findings show that the proposed model will allow to optimize the structure and create adaptive energy systems of RES.

The present research paper investigates the essential qualities and skills for building learner autonomy of university students amid the COVID-19 pandemic. The authors define learner autonomy and single out its components (motivational, personal and competence-based); in addition they describe the four levels of each component, and break the identified qualities and skills into four groups: general, special, intellectual, and psychological-characteorological. The article also sets up the links between learner autonomy components and the necessary qualities and skills to develop learner autonomy in students. The authors conducted an experiment for two spring semesters (2019-2020, 2020-2021 academic years, 120 subjects), and worked out both the factors to keep students motivated and help them develop learner autonomy in the absence of face-to-face communication in class and those which intensify student frustration, dissatisfaction and inefficiency while learning online. Also, the authors provide an analysis into the qualities and skills that have been developed more successfully, and try to find good grounds for the reasons.