The article examines the target attitudes of Russian consumers to the services of “green” hotels. The authors substantiate that among the consumers of hotel services, the so-called millennials are gradually beginning to prevail, inclined to collect impressions focused on the choice of goods and services in the digital space. In Russia, at present, consumers are less demanding of the hotel business in terms of its “green” focus. They perceive the “green” orientation of hotels as a marketing ploy, and not a concern for them and society. It is concluded that society, as a whole, faces the task of ecological education of young people within the framework of the value paradigm of “green” development, which will subsequently lead to trends in the choice and model of consumer behavior similar to those in the rest of the world.

The article suggests an analytical evaluation of social, environmental and economic balanced development of the regional economy on the example of the Voronezh region. The assessment is based on a correlation analysis of indicators. The calculation of correlation coefficients revealed similarity and direction of the relationship of the studied parameters. Analytical assessment reflects the interrelation of indicators in the three main components of the regional economic sectors (economy, nature and society). Any development of economic activity causes significant harm to the environment by emissions of harmful substances into the atmosphere, discharges of polluted effluents into surface water bodies, formation of a huge amount of production and consumption waste. The measure of this impact are different in their strength, as well as the magnitude of the applied social, environmental and economic damage to the environment in different periods of economic development of the countries. The process of innovative development in production creation of new materials and other fields, (as well as any technogenic impact) can cause a negative, adverse impact on the environment. Environment protection becomes one of the priority tasks of modern eco-oriented economic development. This assessment can be further used in regional management to diagnose the current situation, identify cause and affect relationships between indicators and predict the parameters of balanced development.

Modern digital transformation of the economy is impossible without the development of innovative knowledge, competencies, network interaction. Technological modernization of eco-nomic processes determines changing demands of a society to the professional and personal quali-ties of a person. Currently, every specialist who wants to be successful in an organization must have specific digital competencies. The key factor of digital transformations is developing digital education and culture, modernizing the strategy and format of educational programs. The transition to a digital model of economic development involves a high concentration of knowledge-intensive production, knowledge, competencies and technologies. A variety of new terms used in scientific and journalistic works devoted to digital technologies leads to difficulties in understanding the phenomena of the digital economy. The terminology and scope of the conceptual apparatus of the digital economy have been clarified; the differences in research approaches in relation to the interpretation of the categorical apparatus have been discussed. The terms, such as digital management, digital marketing, digital hygiene, digital leaders, digital talents, digital maturity, etc. are updated. Clarification of the conceptual apparatus allows to formulate the actual competencies, knowledge and skills for training the qualified personnel that meet the modern requirements of technological modernization. The necessity of introducing project-based learning, adapting the educational process to the realities of transforming business models is noted. Attention is focused on the importance of forming soft-skills for personal development, individualization of the educational trajectory and construction of career navigation. The necessity of the continuous development of personal profiles of digital and super professional competencies in terms of implementing the “education throughout life” paradigm has been substantiated.

The article examines the formation and management of innovative ecosystems in the digital economy. Approaches to determining and content of the term “innovation ecosystem” are analyzed, the specifics and conditions of management of innovative ecosystems are investigated. There has been analyzed the concept of ecosystem as a complex self-organizing, self-regulating, self-sufficient system. There have been considered the research works devoted to innovative systems. The innovation ecosystems are viewed by scientists as the effective cooperation mechanisms aimed at combining individual proposals from different firms into a single customer-oriented proposal. In terms of a systematic approach the innovation ecosystem is defined as a living social organism, which is continuously changing under the influence of agents' behavior and the business units of the ecosystem. One of the key conditions for effective functioning of the innovation ecosystem is the use of innovation management methods. The choice or combination of ways to interact to manage an ecosystem depends on three things: the ecosystem strategy, the market environment, and the general risk appetite of agents and business units. An important aspect of ecosystem management is training of qualified personnel with a completely new type of thinking. Ecosystem manageability is found to dependent on the ability of professionals to adapt to the rapidly changing economic conditions and to continuously improve their skills. It has been inferred that the innovation ecosystem is a complex production and commercial structure, the functioning of which is associated with the unification of various kinds of business units, educational and scientific organizations to develop innovative products and services using advanced technologies, including digital ones.

The article considers the issues of digital transformation of higher education. The approaches to the definition and content of the term “digital transformation” are analyzed, the specifics and conditions of digitalization of the economy and the development of higher education are investigated. As prerequisites for the digital transformation of higher education, one can designate not only the penetration into the educational field of various information technologies that have changed the learning process itself, but also a number of regulatory legal acts. The reasons for the digital transformation of universities are identified. There are considered the issues of the modern content of digital technologies in higher education and a set of digital competencies that a university teacher must master. The experience of individual universities (Tyumen State University, National Research University Higher School of Economics, Toliatti State University) in building a digital educational environment has been analyzed. The digital transformation of higher education involves the restructuring of all areas of activity based on information and communication technologies. Changes should take place in technologies and training programs, methods and means, forms of educational activities, planned educational outcomes, and assessment results. It is noted that digital competencies are a set of skills and knowledge necessary to carry out professional activities using digital technologies. There have been listed the digital competencies that the future university graduates should master: working with applied programs, digital equipment, digital information, communication skills in a digital environment, self-writing software, creating their own digital products, working in various programs, etc. Retraining the teaching staff implies developing advanced training programs aimed at mastering digital competencies that are in demand by the digital economy, and which must be formed among university graduates. It has been inferred that the totality of information systems, digital devices, sources, interfaces, services, which are developed and aimed at implementing the educational process and university management, constitutes a digital educational environment.