In recent years, the application of mesenchymal stem cells (MSCs) has been recognized as a promising method for treatment of different diseases associated with inflammation and sclerosis, which include nephrotuberculosis. The aim of our study is to investigate the effectiveness of MSCs in the complex therapy of experimental rabbit kidney tuberculosis and to evaluate the effect of cell therapy on the reparative processes. Methods: To simulate kidney tuberculosis, a suspension of the standard strain Mycobacterium tuberculosis H37Rv (106 CFU) was used, which was injected into the cortical layer of the lower pole parenchyma of the left kidney under ultrasound control in rabbits. Anti-tuberculosis therapy (aTBT) was started on the 18th day after infection. MSCs (5 × 107 cells) were transplanted intravenously after the start of aTBT. Results: 2.5 months after infection, all animals showed renal failure. Conducted aTBT significantly reduced the level of albumin, ceruloplasmin, elastase and the severity of disorders in the proteinase/inhibitor system and increased the productive nature of inflammation. A month after MSC transplantation, the level of inflammatory reaction activity proteins decreased, the area of specific and destructive inflammation in kidneys decreased and the formation of mature connective tissue was noted, which indicates the reparative reaction activation.

Purpose of the study:  The purpose of the article is to substantiate the need for students’ value-semantic attitude formation towards the chosen occupation based on the University educational environment resources activation. This attitude, as practical experience proves, allows more successfully carry out occupational activities, strive for self-improvement of labor skills, and permanently extrapolates this attitude to the profession in one’s own life. Methodology: Research on testing models of value-semantic attitude’s formation to the profession among the students was conducted in the period from 2009 to 2018. Experimental research covered 395 people, including 339 students and 56 teachers. The following techniques and tests contributing to diagnostics were used for the study: the personality's strong-willed organization, the training motivation, educational achievements and need for them, valuable orientation-based unity of the group, the attitude to specific types of occupational activity. Results: The article clarifies the concept of value-semantic attitude to the profession, characterizes the educational environment of the University in the context of this problem, presents the functions and components of the axiological approach aimed at the development of the University educational environment; defines the pedagogical conditions under which students’ value-semantic attitude to the chosen profession will be qualitatively formed. The article reveals the possibilities of simulating such an educational environment. The article describes the results of the interrelated components’ implementation of the developed model for value-semantic relations’ formation, implemented for many years in educational institutions of higher education. Applications of this study:  The possibility of educational courses, methods, forms and training technologies adaptation to the educational environment of universities, regardless of their profile orientation is described. Novelty/Originality of this study: The article proposes adapted and developed diagnostic methods; presents the developed criteria and levels to identify the formation of value-semantic attitude to the profession among the students.

The article deals with some pedagogical aspects of the digitalization of education. The idea of a digital teacher as the leader of digital educational activity is in the focus of the theoretical analysis presented in the article. It is noted that knowledge and information, together with sustainability initiatives, organizational and technological innovations, start-ups, next-practice platforms, smart solutions, systems, technologies and instruments, etc., have become the present-day key drivers of innovative educational platforms, online courses, digital textbooks, etc. influence on the transformation of the educational environment. Education is becoming more personalized. The content of teaching and learning is being changed radically according to its new values, meanings, orientations, as well as educational and pedagogical discourses. It is stressed in the article that teacher’s digital skills and competencies should be identified as the key professional pedagogical skills and competencies for his or her life-long learning, professional development and professional growth due to the challenges of the 21st-century knowledge, information and innovations society and education. As it is stated in the article, to fulfill a system of professional-pedagogical and educational functions more effectively and to guarantee the optimal implementation of information and communication technologies. It is quite necessary for teachers to have adequate skills and competencies that characterize his or her digital professional culture of teaching.