Digitalization that have been actively developing in Russia over the past ten years have an impact on the protest moods of people who share a religious worldview. The subject of this analysis is the forms of virtual protest activity on the Internet, which are classified as: protest against religion as an institu-tion that protects the existing political, economic and social foundations of Russian society from the atheism and other faiths and religious systems point of view; protest against the existing official confes-sional hierarchy within the normative religious dis-course; protest against internal confessional dog-mas aimed at reform or division. Digital protest ac-tivity is based on a marginal religious identity that does not affect the normative and confessional dis-course, but is formed within the framework of politi-cal, mythological, and ideological discourses. Pro-test moods against religion as a social institution, or atheistic protest correlates with political and socio-economic protest moods in provincial cities of Rus-sia.

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In the context of global changes in the world socio-economic system, the formation of an international educational research space, in the technological platform of the education system, the widespread use of distance learning technologies it is extremely relevant to conduct a comparative analysis of the involvement of Russian and foreign students in the educational process in Russian universities. The article provides the results of an electronic questionnaire survey of 760 foreign and 2,280 Russian students at universities located in 38 regions of the Russian Federation in all federal districts. Russian and foreign students assessed their level of involvement in the educational process in distance and face-to-face learning according to the parameters of four types of involvement: emotional (affective), behavioral, cognitive and academic. Involvement in the educational process during the distance learning decreases among all students, while for foreign students it is to a greater extent than for Russian students, which is due to the linguistic, cultural, mental characteristics of this category of students. Organizational, technical, psychological and emotional barriers were identified as problems that reduce the involvement in the educational process in the distance learning format of Russian and foreign students.

Introduction. Many foreign students study at universities in the provincial regions of Russia. At the same time, research into criteria and factors that influenced the choice of a Russian regional university among foreign students have not been carried out until now. The main purpose of the study is to identify the criteria and factors of the attractiveness of a university located not in the capital region, but on the periphery of Russia, according to foreign students. Materials and Methods. Stages of the research: analysis of statistics on the number of foreign students in Russia, analysis and generalization of literary sources in the field of identifying the motives of applicants when making a decision to study at a foreign university, a sociological survey of foreign students studying at universities in the Volga Federal District, processing and generalization of the survey results, development of recommendations to increase the attractiveness of Russian higher education for foreign applicants. Results. According to the results of a sociological survey among foreign students studying at universities of the Volga Federal District, the attractive factors of choosing Russia as a country for higher education, as well as repulsive (negative) factors in their native country, were revealed. The reasons and goals of admission to the Russian university, the sources of information about Russia and the university, the criteria for choosing a Russian university were analyzed, the strategic goals of foreign students after graduation were identified. Discussion and Conclusion. The conclusions made by the authors contribute to the development of theoretical approaches and methodological tools for studying the choice of foreign universities by foreign students for their studies, identifying the motives and factors that influenced this choice. The materials of the article will be useful to scientists and researchers dealing with such problems, as well as to federal and regional governments, ministries of education, regional universities in developing programs to increase the international competitiveness of higher education in Russia and attract an international contingent of students.

This article summarizes the practices of organizing research activities that can improve the training of international students in Russian universities. The authors analyzed and identified the correlation between the internal costs of research and development (R&D), the equipment in university research laboratories, and the number of foreigners studying at Russian universities. The authors used the methods of analysis and synthesis and a systematic approach to explore the experience of Russian universities in the training of international students. To identify the impact of internal R&D costs and the equipment of university research laboratories on the number of foreigners studying in Russian universities, the authors applied correlation and regression analysis, which included building a regression equation, calculating the correlation coefficient, the t-test, the coefficient of elasticity, and the coefficient of determination. This research paper revealed a strong correlation between the number of international students in the Russian Federation on the internal R&D costs and the cost of fixed assets and the equipment of Russian universities, which was proven by the calculated correlation coefficients, elasticity coefficients, and determination coefficients. The authors concluded that universities could influence the number of international students. This article proposes some methods for organizing the research activities of international students that increase their academic mobility and form the most relevant scientific and professional competencies. Higher educational institutions of any major can implement these recommendations for managing the research activities of international students. The novelty of this study lies in the fact that the authors performed the correlation and regression analysis and revealed the dependence of the number of international students in the Russian Federation on internal R&D costs, the cost of fixed assets, and the equipment of Russian universities. The authors illustrated the analysis results with the trend predictive values of factorial features and the value of the effective feature estimated according to the regression equations built. Using the calculated MAPE and Forecast Accuracy indicators for these predicted values, the authors concluded that the level of factorial features and the effective feature were predicted with high accuracy. Thus, host Russian universities can increase the number of international students through effective organization of research activities.