This reflective study using exploratory research is based on a hypothesis because that the training of university teachers in the use of distance learning technologies will be effective if: the potential of distance learning technologies at the university has been determined; the essence and content of the notion "readiness of a university teacher to use distance learning technologies" are disclosed, indicators and levels of formation of the components of teacher readiness are determined university to this type of activity; the previous pedagogical conditions have been theoretically identified and experimentally substantiate. The study showed that, when conditions, means and efforts are well oriented, there are consistently satisfactory results in the use of distance learning technologies in the context of digitalization.

Against the background of the renewal of approaches to the development of geography education, the formation of national-patriotic consciousness among students, the introduction of pedagogical technologies into the educational process in order to study the characteristics of their native land, the question arises of the need to modernize the training of future geography teachers in local lore and tourism work. The purpose - to theoretically substantiate and experimentally check pedagogical conditions of preparation of future teachers of geography for local lore and tourist work on the basis of the competence approach. 236 students majoring in "Geography and Biology" with a bachelor's degree formed a control group and 232 - an experimental group. The pedagogical conditions of training of future teachers of geography for local lore and tourist work on the basis of the competence approach are defined and realized: stimulating positive motivation to study local lore material in the disciplines of the cycle of general (fundamental) and professional (scientific-subject) training and disciplines of additional specialization "Local lore and tourism work"; acquisition of knowledge, skills (competencies) for the implementation of local lore and tourism work through the optimization of student groups; intensification of the experience of local lore and tourism work during educational and pedagogical practices. The effectiveness of pedagogical conditions is proved by the results of the formative experiment: the number of students with a high level of local lore competence in the experimental group increased, while in the control group the same indicator did not increase significantly. The results of the study indicate a dynamic positive change in the formation of local lore competence of experimental groups under the influence of the proposed innovations.

Nowadays, the problem of optimizing the interaction between man and nature by increasing the level of environmental culture of young people is relevant. The views of scientists on the specifics of the formation of environmental culture of higher education students are analyzed. Five interrelated components of the readiness of students of higher education for the formation of an ecological culture of students are characterized: motivational and valuable (deep interest of students in studying the ecological state of the environment, their conviction in the education of moral and ecological qualities in schoolchildren), cognitive (the formation of a certain system of psychological pedagogical, chemical, geographical, ecological, biological knowledge, which ensures the development of ecological thinking), procedural (formation of ecological and professional skills, skills and experience necessary for the implementation of environmentally safe activities with students), reflective and personal (formation in higher education students of the skills to realize the results of their ecologically oriented activities, to objectively evaluate them and determine one's attitude towards them). According to the components, the criteria for the formation of the ecological culture of future teachers of natural sciences are defined: value-orientational, cognitive, practical-active, reflective-evaluative. Value-orientational (the formation of the ecological and professional orientation and personal motivation of the future teacher of natural sciences in the process of professional training); knowledge (availability of a certain amount of knowledge from professional disciplines, understanding of the content, essence, signs and stages of ecological and pedagogical activities aimed at the formation of ecological culture in students); practical and active (availability of skills to use typical forms, methods and means of teaching students of natural sciences in educational work; skills of applying pedagogical innovations, the latest technologies, active methods and techniques in one's environmental and professional activities); reflexive-evaluative (formation of environmental-professional reflection in the future teacher of natural sciences; ability to diagnose his environmental-professional activity with the aim of its further modeling). According to the selected criteria and indicators, three levels of the formation of ecological culture of future teachers of natural sciences in the process of professional training are defined: low, medium, and high. It has been established that a teacher of natural sciences with a high level of ecological culture formation plays a decisive role in the implementation of ecological education of children and youth. Pedagogical conditions that contribute to the formation of the ecological culture of future teachers of natural sciences are also defined and substantiated.

In the article peculiarities of forming research competence of future pedagogues in institutions of higher education are highlighted, the importance and necessity of ensuring the research aspect of professional training is emphasized. The aim of the article – to characterize structure and peculiarities of forming research competence future pedagogues in modern conditions. In research theoretical analysis of scientific works, synthesis, comparison and generalization of approaches to determining the essence and content of research competence, models of its formation are used; the main forms of scientific research activity of future teachers in higher education institutions are determined. The approaches of scientists to the interpretation of the essence of research competence and directions of the organization of scientific research work, its components and tasks are analyzed. The model of forming research competence based on the integration of scientific research into the educational process of the university. The structure of research competence of lecture of higher education institutions is generalized (motivational-value, cognitive, procedural-activity, information-communication, communicative, personal-creative, professional-reflective components). The leading forms of scientific and research activity, which enable the formation of research competence of future teachers, have been determined. It was concluded that the improvement of the process of formation of research competence will contribute to the training of specialists in the conditions of modernization of the education system. Research materials can be used by managers, teachers of higher education institutions, in the system of postgraduate education of pedagogical personnel in the aspect of improving the training of future teachers. The problem of monitoring the state of formation of research competence of future teachers in institutions of higher education requires further research.

The objective of this article is to formulate the definition of the notion of disciplinary responsibility of police officers, to highlight and study the features of this legal phenomenon in the legal system of individual European states. The research was carried out on a complex of general and special scientific methods. In particular, was used the hermeneutic, the logical method of convergence from simple to complex, the logical-semantic, the logical-legal, the comparative-legal method. The author of this article has studied the features of the disciplinary responsibility of police officers. The author focuses on the fact that the disciplinary responsibility of police officers has a number of features: 1) police officers are subjects of special disciplinary responsibility; 2) the content of a disciplinary offense (misconduct) of a police officer is broader than that of persons who are not in the public service; 3) the number of disciplinary sanctions applied to police officers is wider than for employees who are not in the public service; 4) the procedure for bringing to disciplinary responsibility of police officers of Ukraine is specific; 5) employees of the National Police of Ukraine are brought to disciplinary responsibility in case of committing any offense (criminal, administrative, civil).