The term Longlife Learning means constant life learning in formal learningal institutions and outside them. Nowadays the necessity to continue learning and to gain the needed skills for adaptation in the constantly changing world becomes more and more important. The article describes the results of the research conducted among students of 15 Russian universities. The purpose of the research is to evaluate the readiness of the Russian Federation university students to be involved in the process of lifelong learning to gain acute knowledge over a lifetime. The author draws the conclusion that modern students want and are ready to learn constantly to increase their professional skills but they cannot do that because this kind of learning is not available and they also lack time and financial resources. The article suggests the ways to solve the problem counting on the European experience in realization of the concept Longlife Learning.

The article considers the problem of the search of the response of the contemporary educational process in the higher school to the challenges of student media behavior, revealed through the growing role of social networks and messengers in social reality. The inclusiveness in social networks leads to the change of educational and learning processes, changes the landscape of higher education. The purpose of the article is to discuss the opportunities for changes of the contemporary educational process in a university: the use of social networks and appliance of open educational resources as the response to the challenges of student media behavior. The results of the research show that a contemporary student spends the significant time on watching the content in social networks. The problem of higher education is in low appliance of social networks and onlineresources by teachers while students are ready to receive information through such a way. The authors draw the conclusion that the appliance of social networks in educational process is the response to the challenges of student media behavior, characterizing the contemporary social reality, and it allows solving the task of individualization of study space, which is one of the main tendencies of the education of 21 st century.