The issue of the advancement of modern education in the context of sustainable development is significant. The reason for this is that the introduction of the ideas and principles of sustainable development into the content of education is a prerequisite for the implementation of sustainable development strategies. This goal contributes to the establishment of moral principles in the society and environmental responsibility. In turn, the necessity of elaboration of a concept of Smart-education for sustainable development is determined by globalization of education and lifelong learning. The timeliness of this study is due to the lack of comprehensive research of Smart-education in the context of sustainable development. However, the availability of some scientific publications in the field of Smart-education, which include a description of system solutions and technologies in the field of education, results in conceptual ambiguities of Smart-education. The authors' approach to the formulation of the concept of Smart-education for sustainable development has been presented. The goal of Smart-education includes the implementation of three main aspects. One of these aspects is aimed at sustainable development of the society and economy in accordance with the changing environment. Another aspect creates conditions for acquiring knowledge and skills which are required in the contemporary society. The third aspect determines the formation of a personality who is able to develop on a continuous basis and assess the impact of decisions made in a multivariate and uncertain environment. The conceptual ideas of Smart-education for sustainable development (principles, methodological tools, structural components) have been identified.

The problem of competency assessment of students of Russian universities is relevant. The reason for this is the integrative nature of competency, which makes it difficult to assess it in a rapidly changing socioeconomic environment. From the standpoint of an open education system focused on the interaction of professional and educational structures, the outcome of higher education is characterized by the professional competency of graduates. Since the professional competency development is carried out through the education content, an integral part of its formation is subject competency fostering. Subject competencies are built in studying academic disciplines or groups of disciplines. On the example of mathematical competency of economic university students, the authors present a model that reflects its structure, content and development dynamics considering the continuity of undergraduate and graduate programmes. The levels of mathematical competency development have been identified. They are subject, interdisciplinary, and professional levels. On the basis of the proposed levels which correspond to the mathematical training stages, the criteria and indicators of competency development have been worked out. They enable to monitor the intellectual and personal development of bachelors and masters, taking into account the requirements of the modern labor market. The results of pedagogical measurements on the example of creative and action-oriented component of mathematical competency at the professional stage of training have been shown.