The urgency of the paper is determined by the continuous information development of all spheres of education: integration of new knowledge, accessibility of information technologies and computer facility aids, professionalization and computerization of educational activities. The purpose of the research is to develop the structure and content of learning information environment in a higher education institute on the basis of geoinformation technologies. The authors show the possibilities of using geo-information technologies in teaching outside the scope of their typical application (geographic, geodetic, geological education). The principles of designing the information environment for training on the basis of geo-information technologies are developed, which is built into the general information environment of higher education institute. The peculiarities of using geo-information technologies in non-core training are revealed, and the structure of learning environment modules based on geo-information technologies is developed and their content is described. The authors adapted the system of criteria evaluating the the effectiveness of training information environment, carried out an empirical study of the quality of education information environment in a higher education institute on the basis of geo-information technologies. The paper is intended for teachers, specialists in the field of information as means of education.

of providing services that is now perceived as traditional one is the most acceptable for them. It is established that the leader in the use of online services is a taxi. This service is used by all students to some extent, followed by the service of food delivery and only then online banking, online shopping and public services. The novelty and originality of the study lies in the fact that the features of consumption practices among students actively practicing online services and avoiding them are revealed. It is established that students who have little recourse to online services are wary of modern services, which is based either on the previous negative experience of use, or on the unsatisfactory experience of friends, believe that those techniques and applications that are now on the market are not optimal for them and the usual methods of obtaining services for them remain more comfortable and familiar, even though more time spent on obtaining a particular service. The practical significance lies in the fact that the data obtained in the work can be used in social psychology, age psychology, labor psychology, management, sociology, as well as for further theoretical development of this issue.

Rapid development of using information technology in higher education contributes not only into its efficiency but also may cause a variety of risks affecting implementation of some other educational process aspects. Understanding the significance of the risks and their subsequent study and assessment allows for timely adjustments in implementation of certain informational and educational technologies in the educational process. The paper focuses on the issues related to identification of the major risks while introducing and implementing educational innovations, and those related to introduction of the learning management system (LMS) in higher education institutions, their impact assessment and influence on the efficiency throughout the entire educational process. The results of the study have been summarized using risk mapping and sensitivity analysis methods. These methods allowed us to visualize the level of each risk distinguished in the study according to the degree of its influence on the educational process and probability of its occurrence. The study was based on the survey findings and students' interviews and aimed to identify whether they understand and realize the difficulties and complexities in the procedure of innovative technologies implementation by their university. The authors have developed a list of risks occurring while introducing and implementing innovations in the educational process which in their turn will reflect the peculiarities of the higher education institution using modern learning techniques. Moreover, the paper discusses the risk sensitivity study results. They are presented as an expert appraisal of risks related to their influence on the resultant as integrated assessment, i.e. the Wheel Model of risk management. In the course of the study it has been found that, despite the difficulties of innovation implementation, the innovative programs having been introduced improve the educational process and ensure appropriate quality of human capital, or workforce. Reasonable conclusions from the experience of the state-of the art innovation introduction into university teaching-learning process confirm its practical significance, its ability to encourage university students and increase their participation and independence in learning, thus contributing to development of their skills that meet the requirements of an economist position and in future will help them be successfully engaged into innovation economics. These students' skills and competencies meet the requirements of innovative processes in the economy, despite the fact that the process involves certain risks. The paper materials may be of practical value to professionals involved in the development and implementation of innovative educational technologies at universities.

Currently one of the hot topics that have become a challenge for profound philosophical and socio-psychological investigation is a is psycho violence threat to learning environment safety and psychological safety, as its major component. The article concentrates on revealing the factors of psycho violence in the learning environment from the points of view of social philosophy and social psychology. Methodological framework of the studies is based on philosophical principles of dialectic synthesis, the transformation of quantity into quality, the unity and conflict of opposites, the principles of contradiction and determinism, and social psychology activity-system approach. These principles allowed the authors to consider the level of 'psycho violence' development and identify the main approaches and determinants of its dissemination in education and learning environment. The paper discusses the definition of the term 'psycho violence', as well as presents theoretically justified factors influencing a propensity for psycho-violence which involve direct and indirect verbal aggression, indirect physical aggression, low communicative tolerance, the tendency to dominate and manipulate, selfishness, craving power over other people, a negative attitude towards others, disregard for the community norms and regulations, rigidity, anxiety, and extraversion. All of them are considered as objectives when developing the work to prevent psycho-violence. Hence, the materials of the article are of practical value for specialists engaged in designing psychological and educational programs aimed at prevention of psycho-violence in the learning environment. Key words: psycho-violence, learning environment, philosophical treatment, sociopsychological understanding, personality traits Introduction At the present stage of Russian education development the challenge of providing students nationwide with a safe environment, an integrated security system, which is able to keep students, parents and employees well informed about their learning environment security have come to the fore. Provision of psychological security aspects that affect the learning process is one of the integrated security system elements and involves introducing preventive measures and measures to minimize the negative consequences of interpersonal communication, psychological manipulation, psychological violence, emotional abuse and psycho violence. Modern psychological science studies forms of psychological violence and emotional abuse, psycho violence and its impact on mental, emotional, will and value-based, motivational and other spheres specific to personality considered as an object of psycho-violence (Volkov, 2002; Ilyin, 2013;Lapteva, 2010;Tsymbal, 2007;Kirillova et al., 2017;Shcherbakov et al., 2017). Little attention has been paid to the study of philosophical and socio-psychological analysis of psycho-violence as a phenomenon, its scientific interpretations, as well as factors contributing to the propensity for psycho violence. On the basis of...

In the context of the COVID-19 pandemic, the issues of social capital and mutual aid networks become particularly relevant for the student volunteer in Russia, who independently and, at their own discretion, provides assistance, support and mutual aid. To people in need, as a vital incentive for self-realization. This research aimed to identify the motivating aspects of the need for self-realization of a student volunteer in practical activities to overcome COVID-19. The study method was the test, which allows to identify the characteristics of the content of the value aspects of the self-realization of the volunteer student, determined by the global context of crisis. By way of conclusion, the characteristics of the coronavirus pandemic are revealed as an extraordinary condition for the activity of a student volunteer. Based on the results of the study, a self-realization value model of a volunteer student is confirmed in the extraordinary conditions of the coronavirus pandemic. The practical importance of the model is demonstrated with the help of cognitive criteria typical of activity-based social psychology for the formation of value aspects of the self-realization of a volunteer student.