The article is devoted to application of online learning within education of future engineers during the Covid-19 pandemic. Online learning challenges traditional education mode due to the rapid development of modern information technologies. The problem of online education is relevant in connection with the urgent transfer of education to the online format during the COVID-19 pandemic. Application of online learning within engineering education meets the needs of new social situation, it provides updating teaching mode, teaching content, teaching concept, teaching level, and testing means. Online learning is characterized by the changes of teacher's role, student's status, media's role, and teaching process. The authors conclude that practical applicability of data visualization combined within online education of future engineers leads to the development of their professional competence. Application of online learning provides new tools for engineering teaching and becomes an important force for improving future engineers’ knowledge, skills and learning efficiency.

The article is devoted to formation of students' project competence within the framework of STEM education. Project competence is an important component of professional competence of a future specialist and is applicable to designate professionalism. The article identifies the main characteristics of STEM education as means of formation of project competence of students. Project competence is characterized by possession of special knowledge, skills and abilities (to solve problems on the basis of putting forward and substantiating hypotheses, to set an activity goal, to plan activities, to collect and to analyze necessary information, to carry out an experiment, to present research results). Structure of project competence is presented by information, research, and analytical components. The authors conclude that STEM education provides formation of students' project competence.

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The paper presents results of a research on personality characteristics that shape the core of professionalism in social services specialists. The research was carried out within the paradigm of the systems approach. We discuss the structure and relationship between the components of social and pedagogical competence within the framework of Russian psychological concept of integral individuality. We emphasize that competency as a potential ability implies the specialist’s readiness for professional activity, and that the integration of several competencies in a multi-level system of his/her personality characteristics appears as the individual’s competence in professional activity. System interrelations between the components are regarded as outcomes of the specialist’s professional development. We describe the conceptual model of social and pedagogical competence and argue that one of the important factors in its development is the individual’s image of the future and the notion of time perspective as a feature of tolerance for uncertainty.

Systematic study and development of social and cultural education systems involve considering procedural, structural and functional aspects of their development and construction. In order to create theoretical and then practical (oriented to specific social conditions) educational models, it is necessary to determine their components and systematic connections, which are necessary and sufficient to present a complete image of the system's functioning. Understanding of upbringing -social and cultural education -as a comprehensive system was formed at the turn of the 20 th century. It should be noted that in Russian science the "upbringing system" is a broader concept than the "education system". Modern psychology studies upbringing as an activity and as a process. In the context of a metropolis, the goal of upbringing is a factor that motivates all its participants and an organising and defining criterion for assessing the effectiveness of the entire upbringing system. In this study, a learner as the subject of upbringing is considered its main systematic factor. Under modern conditions, the goal of education in a metropolis is determined by students' personality traits. These traits help students to socialise and adapt to society and at the same time maintain their individuality and inner freedom. Modelling is the method of studying upbringing systems. In order to operationalise the upbringing goals, it is necessary to determine the difference between the educator's and the student's ideas about the goal of upbringing. Formalisation and measurement of the goal means establishing a connection between the research conceptual framework and its methodological tools. This process makes it possible to reveal basic concepts, measurement techniques and accepted indicators in the course of empirical research.