Abstract. Two concepts of future society arrangement are presented in this article: "Information Society" and "Sustainable Development". According to these concepts education for sustainable development (ESD) and the information education (IE) become the leading vectors of global education modernization. They induce systemic education changes, providing the new quality and the new educational goal -to create a culture of sustainable development of the information society. However, ways of interaction ESD and IE are still poorly understood and not implemented in practice. In this article methodological approaches are presented for coordination ESD and IE.Trends of the modern civilization development indicate that the next replacement of model of socio-economic development is approaching, and this model with the need will be global. Globality -as one of the attributes of a holistic world -means a rapid spontaneous spread of local practices beyond the borders of states, cultures and languages. Global practices lead to global results affecting (sometimes negatively) on the lives of the current generation and the current state of the biosphere, as well as the quality of the future of the world for many years and perhaps centuries [1].
Self-education is the essential factor of personal, collective and social stability, the means of education during the whole life. General educational skills are the essential for self-education. The article considers the 12 years multidisciplinary studies of results of general educational skills formation. It describes the experience of complex application of psychological, physiological, medical and sociological methods. Multidisciplinary approach helps to show the connection between the inclusion of general educational skills in requirements of the federal state educational standard and solution of educational problem for sustainable development: rise of education availability for everyone, support of informationpsychological safety in global world, formation of skills to think connecting different life sides. Increase in level of all-educational results leads to growth of educational motivation, physiological and psychological resistance to information stress. Feedback connection of the general educational skills level with the frequency of psychosomatic complaints expressed vago-and a sympathicotonia, as well as with the "stuck" profiles of cognitive regulation is revealed. Low level of regulatory universal educational skills increases the informational and psychological risks of training. It was revealed that the effectiveness of the formation of general educational skills is enhanced by using "paired" cognitive strategies in teaching ("cognitive swings"), for example, analysis-synthesis and vice versa.
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