The analytical review of foreign studies focuses on the utilization of information and communication technologies (ICT) in education. It considers the most popular networking technology currently used in the educational process in many countries of the world. It also exemplifies the studies demonstrating that the use of ICT can enhance learning motivation and improve academic performance among students of different ages.

The article presents the results of an empirical study, focusing on the association between self-concept clarity, online behavior and self-presentation in adolescence. The study was conducted in the framework of the research project “Digital Portrait of Contemporary Adolescents”, operated by the Center for Inter- disciplinary Research on Contemporary Childhood in Moscow State University of Psychology and Education. The data was collected in February 2020. 52 adolescents, studying in School № 27 in Mitischi (Russia, Moscow Region) took part in the survey. The following methods were used: Self-Concept Clarity Scale (SCCS, J. Campbell); The Presentation of Online Self-Scale (POSS, C. Fullwood); Face- book Intensity Scale (FIS, N.B. Ellison); Chen Internet Addiction Scale (CIAS, S.W. Chen); Online Activity Questionnaire (O.V. Rubtsova, T.A. Poskaklova). Data shows that strategies of adolescents’ interaction and self-presentation in social networks relate to their self-concept clarity. Adolescents with low self-concept clarity tend to experiment in virtual space: they often provide inaccurate information about themselves and create numerous cyber-identities. This group of adolescents is also inclined to risky online behavior and Internet-addiction. All these indicators improve with the increase of self-concept clarity. The data testifies that contemporary adolescents use social networks as platforms for experimenting (e.g. with roles), in the process of which they resolve important age challenges, related to the development of agency and formation of self-concept.

The article focuses on the results of the first stage of the research project: “Innovative model of organizing experimental and research activity of adolescents (“Digital Storytelling Theatre”)”, conducted by the Centre for Interdisciplinary Research on Contemporary Childhood in MSUPE. The project aims at elaborating a model of school theatre for adolescents. In the framework of the project theatre is perceived as a particular kind of communicative educational environment, where adolescents can experiment with social and psychological objects — roles, positions and relationships. On the first stage of the project (September 2019 — March 2020) an empirical study was conducted, aimed at investigating theatre activity as an efficient means of development and learning in adolescence. The research was conducted in School № 1564 in Moscow, Russia.72 adolescents aged from 13 to 14 years participated in the study. The data received testify that regular participation in theatre activity contributes to boosting adolescents’ psychological well-being, as well as helps to develop soft skills and improve academic achievement.

The article briefly describes the history of the development of theatrical practices in education in Russia and abroad. The main dimensions of theater and drama in contemporary pedagogy are considered. The article demonstrates that various forms of theater in education are more widespread and better developed in foreign pedagogy, where theater is not limited to the framework of school disciplines as it is used as a means for providing complex solutions of problems related to development, learning and socialization. It is substantiated that in the practice of Russian schools, theater is much less in use, since it is so far applied exclusively as a means of introduction to culture, its traditions and values.

<p>The article presents the results of the research project: "Education under COVID-19", implemented by the Center for Interdisciplinary Research of Contemporary Childhood in Moscow State University of Psychology and Education. The research was conducted from October 2020 till January 2021. The main goal of the project was to identify the specific features of adolescents&rsquo; and secondary school teachers&rsquo; perception of online learning under the pandemic. 141 adolescents and 91 secondary school teachers from different regions of the Russian Federation participated in the research. According to the data, despite facing certain challenges, the majority of adolescents regard online learning either in neutral, or in positive light. Adolescents with high levels of metacognitive skills were the most efficient in adapting to online learning. In contrast with adolescents, most teachers assess online learning negatively. The authors of the paper consider opposing online and offline education as the least efficient strategy. They stress the need of overcoming the dichotomy and emphasize the role of child-adult interactions that can be organized in face-to-face, distant and hybrid learning formats.</p>