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Each individual managerial decision is unique. However, the process of their formation and implementation is subject to internal logic. It corresponds to certain steps of the action algorithm. These are identifying the problem, analyzing the information received, formulating assignments, comparing alternative solutions, drawing up a plan for implementing them, and quickly managing this implementation. All of the above is typical for research activities. Thus, at the present stage of digitalization, the area of professional competence of a specialist in various areas of the economy and production is impossible without analytical knowledge and skills. Therefore, it is the system of research competencies that the modern education system should incorporate into the professional culture of a specialist. The education system in the modern world plays an important role over the course of a person's entire life. A person expresses his professionalism in the desire to learn and create new scientific knowledge in all sectors of the economy. Modern companies are unique systems. To effectively manage these systems, knowledge of a mathematical, sociohumanitarian, and of course research character is needed. Modern companies are run by people with international knowledge in various fields. Education today is international and thanks to digitalization available in all parts of the world.

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Spring 2020 saw most Russian universities’ switch to distant learning due to the threat of COVID-19. The forced transition imposed new demands on faculty and students, who had to quickly adapt to the new educational conditions. These changes raised concerns about the quality of distant learning. The purpose of this study was to identify which students expressed more anxiety on expecting difficulties associated with a lack of understanding educational material under new circumstances. The study was based on the data of 6,230 Ural Federal University students polled in March 2020. Regression data analysis showed that the fear of not being able to cope with learning was more typical for the 1st and the 2nd year bachelors, for students who lowly estimate their self-regulated learning skills, for students who expected difficulties of communicating with teachers and of being motivated, as well as for students who attended classes for the sake of learning. The authors discuss possible measures to support students in the conditions of rapid and mass transition to distant learning.