Specialists in the field of family research emphasize that the history of the family in Russia, as in all other countries of the world, is closely linked to the social, economic, and political processes of the modernization of society. The general vector of the development of the institution of the family, under the influence of processes of modernization, is linked to the establishment of particular social relations and forms of the organization of life, to a stronger orientation toward the individuation of family members and to the emergence of more democratic relations between married partners, parents and children, and other family members [1].The various stages of the development of a society are characEnglish translation

The digitalization of higher education is a long-term trend that gained a new impetus for further development because of the forced transition to distance learning during the COVID-19 pandemic. The aim of the article is to analyze the impact of digital transformation on the educational process in universities and to describe the risks through the students’ eyes. The analysis is based on the results of a survey conducted by the authors in 2020 among students of two universities - Moscow State Institute of International Relations (MGIMO) and the Institute of the Trade Union Movement of the General Confederation of Labor of Vietnam (IPLV).The article describes the methodology of the online survey. The attitude towards distance learning is interpreted as a three-level attitude with emotional, cognitive and behavioral aspects. It is suggested that students’ readiness to switch to distance learning is determined by a set of macro and micro factors. Among the macro factors are the national specifics of the educational system, traditions in the field of higher education, infrastructure, the national educational policy, and the mobilization potential of the population. Among the micro factors are the cognitive and other psychological characteristics of the students, the socio-psychological openness to innovation.According to the survey results, there is certain similarity in the way Russian and Vietnamese students assess their experience of distance learning. At the same time, significant differences in the perception of the outcome of the digital transformation of education have been revealed. For MGIMO students, major risks are associated with dehumanization, the severing of social ties, and the possible loss of student status. For Vietnamese students the most significant risks are mainly associated with the fears of the decreasing quality of education. It is therefore concluded that distance learning is both the field of opportunities and possible source of individual and institutional risks.

The article analyzes the problem of higher education teachers’ digital competence formation in relation to the university academic development. In the system of academic development, a higher education teacher becomes an active subject and an object of influence of the university structures.The notion of “academic capital” – a system of professional competencies of a teacher, in whose structure digital competencies acquire special importance, is introduced to assess the effectiveness of academic development.It is assumed that depending on the attitudes towards the development and integration of digital competencies into professional practices, teachers are divided into different categories according to their role in the academic development.In order to test the hypothesis, focus group research was carried out with teachers of the humanities, social and natural sciences from universities in different regions of Russia with at least three years of professional experience. A total of five focus groups of seven teachers in each were conducted.In the context of academic development, digital educational practices were analyzed, and three types of agents were identified – innovators and promoters, who contribute to the academic development of the higher education institutions, and routiners, who slow down the introduction of digital technologies. It is concluded that a possible barrier to the innovative activities for teachers is an ambiguous attitude towards the process of digitalization of the education sector.

The paper describes some peculiarities in evolution of the State family politics and policies in Russia since the beginning of the XX century to present time. The aim of the paper is to shed light on the family state policy in Russia during the different periods of time. We define here the family state policy widely enough as the various state activity (ideological, legislative, economic, social) concerning institute of family. The analysis of the state measures concerning the family in different social and political contexts allowed us to allocate the five main stages and models of the family state policy in Russia. They are: the post-revolutionary model (1917-1926), the «Stalin» model (1927-1953), the "welfare" Soviet model (1954-1991), the yearly post- Soviet model (1991-2005), the modern model (since 2006). The paper is based on the some demographic and sociological surveys data and devoted to an analysis of the family changes in these various periods. On the one hand, the family policies were a reaction to new social requirements and demographic changes (decline of fertility, for example). On the other hand, the state activity concerning a family itself caused transitions in the family institute. We show how various measures of soviet and post-soviet family policies and public interventions in family life have influenced on the family relations.

No abstract