This article considers the opportunities of using Moodle LMS (learning management system) tools to ensure the effective implementation of an innovative policy of the higher educational institution. In the framework of digital transformation of social space an important and relevant topic for higher educational institutions is the creation of high-quality information and communication environment, which shall correspond to the contemporary state of science and technology development, global educational standards and information society needs. The advantages of the Moodle system are studied. Moodle system provides for a comprehensive educational process through its extensive educational content, a system for control, monitoring and evaluating the knowledge quality. The authors compare the four-phased model of knowledge management with the capacities of LMS Moodle educational environment. The latter is capable of simulating professional actions in a virtual educational space that allows the university to train advanced specialists and ensure a high level of their professional skills based on hard and soft skills. The perceptive and cognitive attitude of university students and teachers towards the implementation of the LMS Moodle educational platform was researched. The research has brought out the subjective assessment model of the innovative process with clear meaningful factors of changes’ perception. Such a model allows understanding the collective attitude to the university’s policy and highlighting mental settings necessary for working with human resources within the social adaptation and diffusion of innovation. The synergy of technological and managerial innovations has been updated to ensure completeness and efficiency in presenting a professional educational product based on the LMS Moodle platform.

Nowadays, the global community is confronted by an acute problem of extremism associated with the growing intolerance, aggression and hostility of modern society. The ways extremism manifests among youth, who is perceptive and sensitive to extremism due to age peculiarities, are understudied. The purpose of the study is to identify psychological characteristics, which are preconditions and elements of extremism among young people. The research methods are theoretical and methodological analysis, survey methods, methods of mathematical and statistical data processing. Illegal behaviour, a propensity to take risks appeared to be the prerequisites for display of extremist elements among full‐time young employees. The research results can be used for scientific and methodologically assurance of psychological and pedagogic support of students, tactics to prevent extremism among young people.

Introduction. The transition of the state to the digital economy is characterized by turbulence in the development processes of various industries and services. New economic and technological conditions require the creation and implementation of approaches to assist citizens in the development of new competencies in the digital economy, which is only possible if the architecture of the country's vocational education system is improved. From September 1, 2022, the Ministry of Education of Russia is launching an experimental program "Professionalitet", within the framework of which about 150 thousand students of secondary vocational education organizations will start studying, taking into account the requirements of leading industry enterprises. In addition, one of the initiatives of the "Professionalitet" involves the training of teaching staff who are able to carry out advanced training of qualified competitive personnel. Today, the issue of improving the content of training a master of industrial training, as a key figure in the vocational education system, is again becoming relevant. Therefore, the competence portrait of a master who meets the challenges of modern society and provides high-quality and effective training of personnel requires a significant update.Materials and Methods. The presented research is based on competence-based and personalityoriented approaches to vocational education. Modeling and analysis of domestic and foreign scientific literature and regulatory documents were chosen as research methods.Results. A competency-based model of a vocational training master format 2.0 is proposed, which includes universal (over-professional or soft-), methodical, organizational and managerial, research and digital competencies in new descriptors.Discussion and Conclusions. During the Panel discussion "Competence portrait of a vocational training master as the basis of the human resources of the Russian VET system" within the framework of the business program of the WorldSkills National Final, held in August 2021 in the city of Ufa, experts in the field of professional and vocational pedagogical education, as well as representatives of regional ministries that determine the policy in the field of education, have confirmed the importance of each of the highlighted block of competencies for the masters of industrial training of the future. However, the gap between the psychological, pedagogical and professional components in the content of Master 2.0 training is obvious. In this regard, the task of finding ways to overcome this gap in the design of educational programs that integrate the parallel formation of pedagogical skills through the prism of sectoral content becomes relevant today.

The aim of the study was to determine the effectiveness of using a mobile learning platform for students’ entrepreneurial competence improvement. The platform was implemented by the Russian State Vocational Pedagogical University and the Financial University under the Government of the Russian Federation. It allowed users to publish assignments, exchange ideas, generate photo and video content, demonstrate creative developments, and receive feedback. The research process enrolled 70 experimental group students, 25 control group students, 2 instructors, and 2 administrators from the considered educational institutions, as well as 3 practitioners invited to review projects. As a result of this examination (Cronbach’s alpha ranged from 0.678 to 0.714), it was noted that 41.4% of all research participants rather agreed that the experiment goals were accomplished and noted personal progress in mastering entrepreneurial competences, whereas 53.4% agreed unequivocally that the experiment was fully successful. Analysis of entrepreneurial competences and deviations from repeated competence evaluations before and after the experiment revealed that the experimental group was marked with notable progress (F (1.32) = 42.26, p = 0.00,  = 0.56). Average entrepreneurial competence assessment results for this group were slightly higher than those for control – they constituted 4.5 points against 4.0. Research findings are believed to be universal and interesting to educators and administrative staff of educational institutions or those involved in creating and conducting entrepreneurship training courses.

Предмет. В  условиях вступления российских колледжей в  федеральный проект «Профессионалитет» реализовывать образовательные программы профессионального образования так, как вчера, не  представляется возможным. Обновленные принципы профессиональной подготовки, сроки, нацеленность на  плотное взаимодействие с участниками реального сектора экономики требуют качественно иного подхода к образовательному процессу.Методы. Анализ теоретических исследований и международных образовательных практик, основанных на новых подходах к содержанию профессионально-педагогического образования и организационных форм его реализации: agile-технологии, принципы когнитивистики и нейрообразования.Результаты. Показаны особенности и  возможности практического применения данных концептуальных идей на примере образовательной программы по формированию у обучающихся проектного мышления «Акселератор» и образовательной платформы «Педагогический ликбез», реализованных в Российском государственном профессионально-педагогическом университете.Практическая значимость. Продемонстрированный опыт может быть использован в  практике подготовки будущих педагогов профессионального образования, а  также для формирования педагогической компетентности производственных кадров. Background. Due to the entry of Russian colleges into the federal project “Professionalitet”, the implementation of educational programmes of vocational education in previously known ways is no longer possible. Updated principles of professional training, deadlines, and focus on close interaction with participants of the real sector of the economy require a qualitatively different approach to the educational process.Methods. Analysis of literature and international educational practices based on new approaches to the content of professional and pedagogical education and organisational forms of its implementation: agile technologies, cognitive science and neuroeducation principles.Results. The features and possibilities of practical applying provided conceptual ideas into the practice of personnel professional programmes training are shown. A successful implementation can be seen on the example of an educational programme on thinking formation Accelerator and an educational platform Pedagogical literacy classes based in Russian State Vocational Pedagogical University.Practical significance. The presented experience can be used for future teachers of vocational education training, as  well as  for the formation of  pedagogical competence in personnel.