The article describes the changes in the modern socio-economic environment, which affect the digitalization of society, including the socio-educational sphere. On the basis of the authors’ proposals for the development of the concept of “information-educational systems”, mathematical models for their description and mechanisms for analysing their essential characteristics determined by modern processes of development and digitalization of society are indicated. Through the example of using elements of the theory of dynamic deductive databases and the theory of neural networks, the article describes mathematical models that adequately reflect strategies for the development of people and stable small groups, as well as large dynamic human communities, on the basis of which recommendations are proposed for developing such strategies. The results can be used in the pedagogical design of various models of educational activities and information and educational systems for various purposes, including education management and direct training. It also seems that the mechanisms and features of information and educational systems described in the article will allow us to establish an evidence-based educational policy at various levels in the context of digitalization

With the digitalization of society based on the transition to digital economy and education, the article highlights the necessity of replacing traditional school with the digital one. The article considers digital school to be a pedagogical phenomenon rather than a technological one and suggests solutions to provide every learner with the required (documented in the approved educational program) educational level at every stage of school and to develop their own unique potential by taking advantage of digital learning. The authors conclude that transition to digital school is a digital transformation of schooling at every stage.

Problem and goal. The article discusses the victimological signs of crimes in the field of using information technology and cyber threats in the context of digitalization of modern society. The relevance of scientific and methodological research in the field of pedagogy on the problems of preparation for the implementation of victimological activities is emphasized. Methodology. The study is based on the analysis of major challenges of digital society and the internal logic of the development of applied victimology, which is mainly concerned with preventing victimization amid the threats to modern society. Results. Based on the analysis, the study lists and describes the types of existing cyber threats depending on the object of the attack, as well as legislative acts that define information security and cybersecurity. It is noted not only the relevance of considering new threats to the information society, which cause the need for the development of information security and cybersecurity as independent scientific areas of informatics and partly applied victimology, but also the development of terminology and criteria in this area, as well as the formation of professional competence in the education system of modern specialists in the field of professional victimological knowledge aimed at preventing cybercrime. Conclusion. To prevent cybercrimes and to ensure cybersecurity, victimological activities, a special component in the professional activities of modern subjects of different levels, should be developed and carried out.

The development of modern Russian education in the context of its digitalization actualizes issues related to the presentation and use of existing educational resources in a new digitalized form, as well as to the search for new resources and models, methods, forms and means of teaching that contribute to the effectiveness and efficiency of the educational process in school and university, but in the new conditions of the formation of a digital society. At the same time, the issues of virtualization of the educational process are of particular importance due to the use of virtual reality tools and technologies in teaching various subjects. In this context, the genesis of the concept of “virtual reality” plays a special role in the search for answers to these questions, since in the search for something new it is very important to rely on an understanding of how the concept itself developed, and not only from the standpoint of philosophy and general methodological aspects, but also from technological, in particular, from the standpoint of the development of virtualization tools and technologies based on the achievements of physics, informatics and other sciences. Of particular importance for pedagogy in this context is the description of the experience of using “virtual reality” and tools of virtualization of the educational process at different levels of education, since it is genesis and empiricism that allow in the future to determine new trends in virtualization of the educational process, and to deal with the negative consequences of virtualization in the context development, for example, cyberspace, with the help of achievements and special methods of psychological and pedagogical science.