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The introduction of components of distance education in terms of the current pandemic is seen as a rather unexpected but successful socio-pedagogical experiment on the way to global digital education. This article is aimed to emphasize the possibilities of using the distance learning format as a space and a means of continuous monitoring of the educational process. This format allows establishing countless feedbacks between the participants in the process, implementing a synergistic approach at the local and global levels. Some results obtained in the course of surveys conducted by the faculty of the Department of Philosophy, Sociology and Religious Studies in the KSPU named after V.P. Astafiev are cited. These results testify, in particular, to some positive changes in attitudes towards the realities of “the remote” by both teachers and students. Moreover, such polls help to correct the process in practice and can serve as tracers of a wide range of not only technological problems, but essentially socio-philosophical ones related to the emergence of a new system of values. The notion that the digitalization of education is a promising strategy generally contributing to the development of civilization towards the dominance of post-material values is promoted.

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