Ksenofontova A.N., Ledeneva A.V.
DIGITALIZATION OF EDUCATION: PROBLEMS, PROSPECTS ^{[№ 5 ' 2020]}
Digitalization of education is viewed as an inevitable process of transformation of the content, methods and organizational forms of educational work, unfolding in a rapidly developing digital educational environment and aimed at achieving the goals of the country’s socio-economic development in the context of the fourth industrial revolution and the emergence of the digital economy. The relevance of studying the development of the digitalization trend in education is determined by the special role of education in the life of modern society, which is guided by the principles and values of the post-industrial era. The quality of human potential, the readiness of people to withstand natural and social challenges largely depends on the efficiency of the education system. In the process of improving national education, modern technologies are acquiring an increasing role every year, the introduction of which contributes to the modernization and development of education, as well as improving the quality of training of future specialists and bringing education and science closer together. At the same time, such technologies require a revision of existing approaches to educational activities, as well as an analysis of their impact on society and individual social groups. In this regard, the study of issues of digitalization of education and its social consequences seems to be a very relevant area of scientific research. The purpose of this article was to identify the main problems and determine the prospects for the formation of digitalization in the field of education. The opportunities and threats of digitalization of the educational environment integrate the problems of socialization, the transfer of implicit knowledge. The main idea for the development of modern education is: “The education system is the field where we still have chances. Moreover, we are talking about not very large-scale investments. The main thing is new ideas”. Prospects for digitalization of education are aimed at solving practical issues related to the implementation of the state policy of digitalization of various spheres of public relations. They can contribute to the coordination of efforts of scientists, politicians, civil society institutions for the socio-economic and cultural development of our society. The results obtained allow a more objective and meaningful approach to the fundamental problems of managing the cultural policy of modern society. They are designed to stimulate the creation of new forms of culture on the basis of the priorities of harmonizing national cultural characteristics and the specifics of world techno-scientific processes.

Ksenofontova A.N., Ledeneva A.V.
METHODOLOGICAL FOUNDATIONS OF MODERN EDUCATION ^{[№ 5 ' 2019]}
The actualization of the methodological aspect of the content and organization of modern education is disclosed in this article when resolving the contradiction between the requirements of the state and society for the development of a competent person at each level of education and the lack of sound scientific and methodological tools in the practice of education. The generalization of methodological foundations allows you to competently and clearly design the educational process, focused on a specific result. The process of personality development in the prism of methodological foundations is associated with the improvement of certain qualities regulated by educational standards. For the successful implementation of this process, the authors substantiated the competency-based approach as the leading one in the methodological foundations of modern education.
The theory of education involves the choice of support (foundation) of the activities of the teacher and student. To date, the methodology of personality development in education sets the competency-based approach. The article defines the competencies that characterize the personality of a graduate who is ready for effective life in society or at work. The productivity of the competency-based approach from the perspective of methodological foundations is described by the authors through task methods that provide a link between theory and practice, knowledge and ability to act.
The first result of the authors’ study is directed to the system of preschool education, in which problem-solving teaching methods are applied. For the kindergarten, the priority goal is the harmonious development of the child and his preparation for school. The problematization of the educational process is designed to ensure high-quality continuity of the educational programs of preschool and elementary education, to form the necessary competencies of the child and ensure his social adaptation.
The second result in the article is presented by the characteristic of the methodological support of school education based on educational and cognitive tasks. The period of study at school is associated with the formation of a person who is ready to independently carry out cognitive activities. The authors present three types of educational and cognitive tasks that solve the problem of the formation of the subjective position of the student.
The third result of the study in the article contains the methodological foundations of professional and higher education, which are based on case study technology. The use of cases in colleges, technical schools and universities makes it possible to integrate the learning process with future professional activities, to form not only universal or general cultural competencies, but also to develop the value world of a future specialist in a certain professional field.

Ksenofontova A.N., Eremina A.P.
METHODOLOGICAL FOUNDATIONS OF THE NETWORK EDUCATIONAL INTERACTION THEORY ^{[№ 4 ' 2019]}
The current stage of development of a network society determines the updating of the goals, objectives and content of professional training of undergraduates. A graduate in demand with the skills and competencies of the 21st century, ready for a successful life and work in conditions of complexity and uncertainty, capable of acting actively in the era of digital transformation is in demand. Substantive changes in the curriculum are gaining importance by enriching its content with a “digital component”. This determines the need to study the theoretical foundations of network educational interaction in the preparation of undergraduates in pedagogical areas.
As a result of theoretical research, we found that the analyzed theory is formed at the junction of two areas in pedagogy: connectivism and social constructivism. Connectivism, like learning in the digital age, characterizes the use of distance interaction technologies, the spread of mass online courses and the construction of educational interaction in network communities. Social constructivism determines the features of interaction with information and the construction of knowledge that occurs in network activities. Scientific and educational networks are becoming a source of new knowledge and experience in joint activities. It is determined that in a global network, changes in personality occur. The phenomenon of “network personality” appears, which develops in both real and virtual space. There is a need to design the analytical environment as a new educational space, as well as to prepare the teacher for network educational interaction. An important means of professional training for undergraduates is the online educational program.
Our review of leading ideas allowed us to establish the formation of the theory of network educational interaction. Her study will expand the understanding of undergraduates about the content and directions of this type of interaction, ways of organizing with network partners, allow them to participate in the innovative development of educational organizations, and will also serve as the basis for finding ways to effectively interact with a “network personality”.

Ksenofontova A.N., Ledeneva A.V.
THE VISIBILITY OF THE PROBLEM OF DEVELOPING A PROFESSIONAL CAREER OF A TEACHER ^{[№ 3 ' 2018]}
The problem of the development of a professional career refers to different areas of human activity, including pedagogical. A modern teacher needs to meet not only the requirements of society, but also the professional standard, as well as the qualification framework determined by the educational organization. In this connection, the article is devoted to an actual topic that reveals the problematic field of development of the professional career of the teacher, its characteristics, features and content. The article confirms the timeliness and severity of the study of the career growth of the teacher, provides normative and analytical data indicating the need to develop the professional career of the teacher in accordance with the stages and types of the phenomenon being studied. On the basis of interdisciplinary analysis, the definition of the professional career of a teacher is defined, based on the category of “relationship” to the profession and pedagogical activity in general. The stages of the career, the basic human needs, the classification of the main types, types and models of the career, the content of which was included in the substantiation of the essence of the professional career of the teacher, are shown. The main content of the article is based on the characteristic of technological support for the development of the professional career of the teacher. Disclosing the ways of career growth, it is justified that the most successful among them is the method of “managerial duels” and methods based on the use of software and software applications. The conclusion of the article is the construction of a perspective for the development of the professional career of a teacher in continuous education (courses of advanced training, training in magistracy, professional retraining, in-house training, self-education). Integration of the formal, informal and informational education of the teacher predetermines the success of the development of his professional career along with the professional competencies necessary for effective professional activity.

Ksenofontova A.N., Ledeneva A.V.
CONCEPTION OF CREATING PERSONAL EDUCATIONAL ENVIRONMENT ^{[№ 8 ' 2016]}
Significant changes in education related to the increasing technological opportunities offered by Open Educational Resources (OER) and Massive Open Online Courses (MOOCs) let us develop new approaches to solve the problems connected with limited perception of new knowledge. This makes possible to make learning more efficient due to personalizing the education content which involves information about the participants of the educational process. A wide variety of approaches to defining personal educational environment requires specifying the conceptual framework of this phenomenon. As a result of the study we have described special characteristics of personal educational environment as well as individual and private environment. We have discovered that personal educational environment is based on the process of self-education (autodidacticism) organized by means of information and communication technologies. Personalized education refers to education in which the pace of learning and teaching approaches are adjusted to a particular learner's needs. Methodological approaches, goals of education as well as its contents — all can vary depending on learners' needs. Besides, educational activities in this context act as a sense-making element of the personal educational environment as they aim at increasing the learner's enthusiasm and interest. The main conclusion of the study is substantiating the Personological and Activity approaches for the purposes of designing personal educational environment based on the principles of innovative pedagogics. We have also described the specific principles of creating personal educational environment. The process of its creation includes seven sequential steps carried out in certain structural and pedagogical conditions, such as maintaining learners' motivation to learn; enriching the contents of education with innovative ways of learning contributing to learners' developing into active and creative doers; getting the participants of the educational process involved in autodidacticism based on information and communication technologies.

Ksenofontova M.V.
INTERNATIONAL ECONOMIC NORMATIVE SYSTEM: LEGAL AND ILLEGAL CONSTITUENTS ^{[№ 2 ' 2007]}
This article is devoted to the problem of normative regulation of modern international economic relations. One of specific peculiarities of modern international economic relations is their “regulative component”, which includes as international-legal norms as increase value of illegal norms. Community of regulation subject allows joining such different norms in international economic normative system.

Ksenofontova A.N., Tabakova E.P.
PEDAGOGICAL CONDITIONS OF SENIOR PUPILS SELF-DETERMINATION AT COMPETITIVE ACTIVITY ^{[№ 10 ' 2006]}
The authors apply to the problem of personality self-determination at competitive activity. Conditions (pedagogical support, creation of success situation, senior pupils involving into competitive activity), promoted senior pupils’ self-determination at innovation educational sphere are regarded in this article.

^{[№ 12 (app.1) ' 2005]}

^{[№ 12 (app.1) ' 2005]}

Ksenofontova M.V.
THE SYSTEM OF INTERNATIONAL AND ECONOMIC COOPERATION ^{[№ 3 ' 2005]}
The problem of international and economic cooperation through modern international relations is regarded in this article. The questions of terminology, essence, nature, subject and norm structure of international and economic cooperation are searched here and multilevel system of international and economic cooperation is offered.

Ksenofontova M.V.
THE LEGL STATUS OF SUBJECTS OF THE RUSSIN FEDERATION`S CONTRACTS WITH FOREIGN SUBJECTS ^{[№ 6 ' 2003]}
The given article is devoted to the problem of a legal status of the contracts concluded by subjects of Russian Federation with foreign partners. The questions are examined legal nature, specificities, contents, about the conclusion of agreements of subjects of the Russian Federation, their place in system of the right, and as sources of their right regulation.

Ksenofontova A.N.
`THEORETICAL PRINCIPLES OF SPEECH ACTIVITY PEDAGOGIC FORMATION ^{[№ 8 ' 2002]}
This article reveals the experience of specialists in the sphere of pedagogic formation. The author analyses organizational conditions of pedagogic formation. The author analyses organizational conditions of pedagogic formation, states criteria, discusses the methods of pedagogic formation.

A.N. Ksenofontova
PEDAGOGICAL PROJECTS EXPERTISE ^{[№ 1 ' 2001]}
The article reflects the experience of the specialistsT activity in the sphere of expertise analysis. Expertise organization conditions, the criteria and the methods are explained and analyzed.

A.N.Ksenophontova, O.O.Denina
STUDENT EDUCATIONAL ACTIVITY STIMULATION. ^{[№ 3 ' 2000]}
The problem of student educational activity stimulation by means of activity approach realization is considered in this article. The main components of the problem and ways of its sollution are analysed.

Ksenofontova A.N.
NEW APPROACHES FOR EDUCATIONAL SYSTEM DEVELOPMENT ^{[№ 2 ' 1999]}
Pedagogical projecting is one of the main aspects of educational work and teaching. It implies the teacher's desire to create a special training environment and extra-curriculum activities in which students could spread out their inner life, gain success and comfort . Education in all its forms is understood by the author as the process of student personal development according to the created model-project.