Aim. To present the problem of implicit «substitution» of grounds and deferred evidence, showing on specific examples their manifestation and impact on education.

Methodology. In the article, using specific examples, the problem of choosing the grounds for evidencebased argumentation of pedagogical research is considered, the source of which is the coexistence of three versions of scientific character at the current stage of science development: classical, nonclassical and post-non-classical. In the process of scientific research, the theoretical research methods have been used such as comparative analysis, generalization, interpretation, scientific theorization in the context of the ideas of post-non-classical science and on its methodological basis.

Results. The article presents the classical and post-nonclassical versions of the ontology of education. It is stated that for the modern pedagogical research, the presence of an ontological conflict between the ontological basis of setting research tasks and the ontological basis of methods for understanding and solving them is typical, the conflict takes the form of an implicit «substitution» of the ontological foundations of research. Its indicator is the structural identity of the educational innovations and the traditional education system, which is concretized by the examples in the article. The «substitution» of the ontological foundations of research entails the paradox of the evidencebased argumentation. The problem under consideration forms a barrier to the development of education, acting as a deep factor in the stagnation of its crisis state, which determines the strategic significance of its solution.

Research implications. The research results contribute to the development of the theoretical foundations of post-non-classical education.

Aim. To conduct a historical analysis and to identify the pedagogical conditions for the formation of the moral system of students. Tasks: to conduct a retrospective analysis of the problem of moral education; describe the theoretical grounds for the formation of students’ character with the definition of its essence and content; determine pedagogical conditions and justify their effectiveness in the formation of students’ morals; Identify the patterns of moral education and describe the approaches and principles that contribute to the revitalization of this process; To propose interactive pedagogic technologies for the formation of morals.

Methodology. A historiographical analysis of the concept of morality, starting from the origins of religious spirit is conducted in the article. A scientific analysis of the interdisciplinary approach to the formation of the concept of morality is given. The definition of the concept of morality has been clarified and supplemented from the point of view of modern personality requirements. Some theoretical and practical aspects of moral education are presented. The study used such theoretical methods as: analysis, synthesis, modeling, analogy, abstraction.

Results. In the course of work, the logic and strategy of moral education were revealed, the laws and principles of moral education were determined, pedagogical conditions were developed that comply with the moral education of students.

Theoretical and practical significance. One of the central themes of education and society is the problem of moral education. Based on the analysis and results of the study of this topic, the positive and negative aspects of the process of moral education in the conditions of modern Russia are revealed. A scientific analysis of the interdisciplinary approach to the formation of the concept of morality is given; an attempt is made to define the concept of morality from the point of view of modern personality requirements. The need to study theoretical materials on the formation of the morality of students is emphasized, as well as the pedagogical conditions for the effective development of moral sciences. Laws of moral education, basic approaches and principles are described. A model for the formation of the moral style of students is developed.

Aim. The purpose of this work: to analyze the features of the development of case studies on the didactics of physics in a pedagogical university and to identify their functions in the management system of the intellectual development of students-future teachers of physics.

Methodology. The author describes the experience of designing case studies on physics didactics and provides examples of author’s didactic resources. In the course of the research, such methods as abstract-logical analysis and synthesis, construction, and search pedagogical experiment were used. Results. The article analyzes the specifics of the preparation of case studies on the didactics of physics in a pedagogical university and the functions of these tools in the system of managing the intellectual development of students. Original case-tasks were designed and tested, which can be used for effective development of students’ professional knowledge and competencies in the field of physics didactics, as well as for preparation for the Federal Internet Exam aimed at undergraduate graduates.

Research implications. The results of the research contribute to the theory of managing the intellectual development of students, future teachers of physics.

Aim. The article aims to determine the possibilities of using case-technology in teaching Russian as a foreign language.

Methodology. The main content of the study is the analysis of the requirements of the state Test of Russian as a foreign language (hereinafter RFL) in terms of the possibility of using case-technology in teaching RFL. Methods of analysis, generalization and interpretation of the results were used in the study.

Results. During the research the ways of using case-technology in teaching speaking, listening, reading and writing were found and described for different levels of proficiency in RFL. It was concluded that the full implementation of this technology is possible in teaching the first certificate level students.

Research implications. The results of the study are important for the development of communicative method and for the creation of learning and teaching materials for implementation of case-technology in teaching RFL.

Aim. To identify the educational environment basic components in the foreign language teaching process at non-linguistic universities, which implies the educational environment concept research and the main directions and approaches to modeling the educational environment. The authors proposed the optimal set of educational environment components which can be applied when teaching a foreign language at a non-linguistic university, including social, subject, object, and technological components.

Methodology. The applied research methods are: theoretical analysis of scientific publications; generalization of the conceptual approaches of non-linguistic universities to the formation of the educational environment within the framework of the discipline “Professional Foreign Language (English)”; monitoring of the educational activities of students in the field of a foreign language.

Results. The authors of the article came to the conclusion that an integrated approach is needed for an effective educational environment to function properly, contributing to the improvement of the process of teaching foreign languages. The task of a foreign language teacher in a non-linguistic university is to develop students’ strategies for mastering professional foreign language and techniques for independent learning activities in the Internet environment. To successfully solve the problem of forming the educational environment in the process of teaching a foreign language at a non-linguistic university it is necessary to properly organize the interaction of the teacher and students.

Research implications. The theoretical and practical significance of the article lies in the fact that the research results will allow in the future to manage changes in the educational environment on the basis of planning the educational process in foreign languages, taking into account certain pedagogical conditions.

Aim. To describe effective techniques for memorizing and activating new terminology by learners of English.

Methodology. The analysis of teaching and methodological sources regarding activating the introduced vocabulary in foreign language classes is accomplished; personal experience of this kind of activity with legal terminology is described.

Results. The presented methods of training the new vocabulary, aimed at its memorization and active use, will not only expand students’ vocabulary range but also allow them to improve their four basic language skills (speaking, reading, writing and listening).

Research Implications. The theoretical significance of the research consists in the conducted analysis of the important correlation between the process of vocabulary memorization and the development of students’ professional competence. The experience, described in the article, can be used to develop technologies for vocabulary memorizing and activating for all students regardless of their specialities.

Aim. the article presents the results of the use of variable technologies for teaching physics in small classes of the Chashnikovskaya rural school.

Methology. Analysis of scientific literature, observation, survey, conversation.

Results. The questionnaire and lesson model proposed in the article were tested among students of the 9th grade of a small rural school among those who are poorly motivated to learn physics.

Research implications. The presented experience of using variable technologies will make it possible to make a choice in favor of one or another approach when planning educational assignments and developing lessons for physics teachers in rural schools.

Aim: To identify the most effective management decisions and tools aimed at the professional development of teachers.

Methodology: The use of theoretical methods: comparative analysis, generalization of literary sources; synthesis, comparison, modeling, construction; empirical: survey, activities included in the IOM; mathematical and statistical methods. Research base: Institute of Advanced Training and Professional Retraining, Center for continuous professional development of the teaching staff of Moscow Region State University.

Results: The article offers an example of managing the professional development of teachers in the education system of the Moscow region, effective tools for the head of an educational organization to overcome professional deficits among teachers.

Research Implications. The research results contribute to the theory of formation and working out the variants of the professional development for the teaching staff of Moscow Region. The proposed methodological and organizational approaches to the teachers’ professional development can be used by the head of the educational organization in his professional activities.

Aim. The purpose of the article is to describe the developed model of the nodal mechanism of the situational center of the pedagogical quality assurance system of an educational organization.

Methology. The main content of the study is the productive coupling of the concept of the General theory of functional systems by P. K. Anokhin and the theory of pedagogical systems by V. Kuzmina. The modeling method.

Results. In the process has been developed an approach to solve the problem of providing quality based on the implementation of the management function within the framework of the nodal mechanism of the situational center in the educational organization.

Research implications. The article summarizes new material on the subject under study. The notion “nodal mechanism of situational center” has been introduced into the scientific sphere and a structural scheme of its organization has been proposed. Practical significance lies in the possibility of using the results of the study to establish a providing quality system in higher professional educational organizations.

Aim. To reveal the features of e-learning of students, to evaluate the possibilities of course management using the Blackboard, Microsoft Teams, Moodle platforms for online learning, to justify the demand for innovative formats of knowledge transfer and skills for the formation of professional competencies among university students.

Methodology. The article uses methods of theoretical analysis of scientific literature, empirical methods of material processing: questionnaires, online testing.

Results. The analysis of scientific literature and research practice allowed us to understand the processes of transmitting information content to students. The conditions for the success of creating video lectures, audio lectures and using the inverted learning format are highlighted.

Research implications. In connection with the expansion of opportunities for obtaining information using IR technologies, it allows you to include distance learning in the educational process. The development of information technology has led to the fact that the use of digital content in education has become a necessity. The digitalization of modern education involves the use of the resources of distance learning platforms. This entailed the creation and widespread introduction of new forms of education, involving the implementation of professional education in an online format.

Aim. To determine the ecological framework of the foreign language course content at university and to develop suggestions on the usage of the optimal educational technology taking into account the agrarian specialization of students.

Methodology. The method of theoretical literature analysis, the comparative analysis of study materials, and the method of educational technology modeling are used in the article.

Results. The study provides the content components of ecological framework of the foreign language course at university. The choice of the optimal educational technology for developing of social and ecological competence within the foreign language course at agrarian university is considered.

Research Implications. The foreign language course ecological framework at the agrarian university from the point of view of including the environmental aspects in the content of the subject is presented. The optimal educational technology for the development of social and ecological competence has been described. These skills are necessary for students’ successful environmentally oriented cross-cultural communication. According to the authors, a case study method is an optimal means, successively developing the components of social and ecological competence.

Aim. To study the content of future manager’s managerial competence in the conditions of higher education system and the digitalization of the society.

Methodology. The main content of the study is the analysis, comparison, generalization and synthesis of scientific views on the concepts of “managerial competence”, “professional competence”, “digital competence”. Particular attention is paid to the significance of the transition to the digital economy and the project “Human Resources for the Digital Economy”. The article presents the results of the meeting of the Education Commission of Russian Managers Association actualizing the problem of developing managerial and digital competences of future managers in the domestic system of higher education.

Results. Based on the results of the study, the author concluded that it is necessary to develop future managers’ digital and managerial competencies while studying at a university.

Research implications. Based on the study, the main digital competencies are highlighted and a method for their introduction into the educational program is proposed.