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Transition to a post-industrial society determines the development of an educational system through innovations. To address the related issues, we need a methodology lined up with the post-industrial society and capable of maintaining effective innovation management in education. Creation of much-in-demand, competitive, and economically attractive educational innovations is largely associated with combined efforts of several educational organizations. Once merged in a territorial educational cluster, they establish conditions for a complete innovation life cycle. A driving mechanism for innovations to move throughout the entire life cycle is logistics. So far, two scientific positions have been formed in relation to the use of logistics in education. The first position is represented by educational logistics aimed at sustainable functioning of the educational system infrastructure. The second one encompasses pedagogical logistics, which facilitates effectiveness and quality of the teaching and educational process. None of them aim at development of an educational organization or its pedagogical system being implemented. Boosting the situation already in place could be done through integration of the educational and pedagogical logistics’ achievements supplemented by the idea to develop an educational infrastructure with a pedagogical system already in place into pedagogical innovation logistics. This logistics serves as a methodological basis of pedagogical innovations management in education. The scope of such logistics is a territorial educational cluster; its subject is infrastructural, educational, integrative flows, a flow of obstacles, and a pedagogical innovation flow. As a matter of applicability, the efficiency of pedagogical innovation logistics has been tested with a regional educational holding being an example. Its performance has been analyzed by using six criteria that evaluate the changes in the pedagogical innovation flow: rate, capacity, reference quality assessment, density, content variability, and uniformity. The data obtained have provided the evidence of practical efficiency of pedagogical innovation logistics.

The relevance of the work is determined by the insufficient previous study of the influence of socio-cultural practices on the selfactualization of students of the supplementary education institutions. The purpose of the research is to study the influence of socio-cultural practices on the self-actualization of students of the supplementary education institutions. Hypothesis: participation of students in sociocultural practices will contribute to their self-actualization. The study sample was formed by adolescents aged 12–18. The experimental sample (n = 109) is represented by the students of DUC (Children-Adolescents Center) No. 3, the control one (n = 98) is formed by the students of SOSH (secondary school) No. 27, CDT (Center of Children’s Creative Work) No. 4, CRTDIU (Center of Children’s and Youth’s Creativity Development) named after A. Matrosov in Ulyanovsk. To study self-actualization, the following methods were used: the questionnaire “Success Motivation and Fear of Failure” by A. A. Rean, the Personal Orientation Inventory by E. Shostrom (adapted by A. Jones and R. Crandall). It has been found out that the use of socio-cultural practices in the supplementary education institutions leads to a noticeable increase in motivation for success and a decrease in motivation for avoiding failures among adolescents, and also to an increase in the number of students with a high level of self-actualization. Simultaneously, an increase in these indicators was also observed in the control group, but it was less significant. This is manifested in an increase in the number of winners and prize-winners of competitions, exhibitions, Olympiads among children who have been actively participating in socio-cultural practices for a long time. The authors make a conclusion about the positive impact of socio-cultural practices on the adolescents’ motivation and self-actualization. This experience can be recommended for use in schools and supplementary education institutions.

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The article summarises the preliminary results of a three-stage study of the influence of the socio-cultural context on the life and educational manifestations of modern high school students. Firstly, data on the Russian representatives of «Generation Z» were specified. At the second stage of the research, the manifestations of «Generation Z» representatives, regarding everyday school life were studied. At the third stage of the research, there were analysed different educational learning situations as opportunities for senior students to show the behavioural and intellectual characteristics inherent in the digital generation. The main results of the study make it possible to set new tasks in the study of the socio-cultural context of the educational situation of modern high school students.