In connection with the transition of the Russian higher school to the Federal state educational standards FSES HE 3 ++, the process of designing new educational programs for training specialists is currently underway. Designers of educational programs require the knowledge of psychological characteristics of modern students, which actualize new pedagogical approaches and practices in the educational process. The article discusses psychological features characterizing the behavior of the new generation of students in the educational and cognitive spheres and special aspects of pedagogical work with them. This generation is referred to as the “digital generation” (generation Z). The article presents the results of the survey on the “digital behavior” of modern students. The students of Volgograd State Technical University from first year to fourth year (N=495) responded to the survey. The data obtained showed that modern students are active users of digital technologies both in the everyday sphere and in educational and professional fields, but they are not always superior to the older generation (generation X, Y). The widespread and active use of various gadgets and devices leads to a change in the mechanisms of cognitive processes and to the formation of new behavioral trends. It actualizes the need for innovative teaching methods adequate to the new reality.

Higher education today is not going through the best of times: decisions taken in the educational process at various levels (Federal Laws “On Education in the Russian Federation” of 29.12.2012 No 273-FZ and “On Amendments to the Federal Law “On Education in the Russian Federation” on the education of students” of 31.07.2020 No 304-FZ, Federal State Educational Standards of Higher Education, etc.), related to global changes taking place in society and in the world in recent decades, were made without careful didactic study. This cannot help to improve the quality of specialist training. Teachers are forced to work “by trial and error”, producing countless didactic documents. At present, identification of didactic problems in the educational process of higher educational institutions is extremely relevant due to the expansion of the field of didactic research in higher school pedagogy.The aim of the authors was to analyze some of the most relevant didactic phenomena in the digital reality that have not yet received proper understanding. As a result of the analysis, some important didactic problems of higher education are identified, concerning goal-setting, compliance of teaching with classical didactic principles, organization of distance learning in electronic informational and educational environment, mixed and project-based learning. The article also dwells on psychological problems of Internet content assimilation and “non-contact” interaction between the subjects of the educational process, etc. The most promising areas of didactic research in higher education, including the development of interdisciplinary contacts, are highlighted.

The article is devoted to faculty staff and students of the Stalingrad mechanical Institute who were the participants of the Great Patriotic war and home front workers, considers the destiny of the city and the University as one for two. The authors describe the activities of scientists, teachers and students of the Stalingrad Mechanical Institute during the Great Patriotic War, both during the Battle of Stalingrad and in evacuation in Chelyabinsk. The subject of scientific and applied work devoted to solving a number of technical problems on the creation, improvement and repair of military equipment, mainly the most massive tank of the Great Patriotic War T-34, rocket launchers «Katyusha» and several others. The results of a sociological survey of Volgograd students about their attitude to the Battle of Stalingrad are given. More than 70% of respondents are aware of the names of the heroes of the Battle of Stalingrad, the historic places, streets, squares associated with this event. The young generation carries the historic memory conveyed by the elder generation. The authors believe that it is necessary to develop the historical memory in University students using historic materials, mass media, Internet-resources, family archives, museum expositions.