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This article considers the opportunities of using Moodle LMS (learning management system) tools to ensure the effective implementation of an innovative policy of the higher educational institution. In the framework of digital transformation of social space an important and relevant topic for higher educational institutions is the creation of high-quality information and communication environment, which shall correspond to the contemporary state of science and technology development, global educational standards and information society needs. The advantages of the Moodle system are studied. Moodle system provides for a comprehensive educational process through its extensive educational content, a system for control, monitoring and evaluating the knowledge quality. The authors compare the four-phased model of knowledge management with the capacities of LMS Moodle educational environment. The latter is capable of simulating professional actions in a virtual educational space that allows the university to train advanced specialists and ensure a high level of their professional skills based on hard and soft skills. The perceptive and cognitive attitude of university students and teachers towards the implementation of the LMS Moodle educational platform was researched. The research has brought out the subjective assessment model of the innovative process with clear meaningful factors of changes’ perception. Such a model allows understanding the collective attitude to the university’s policy and highlighting mental settings necessary for working with human resources within the social adaptation and diffusion of innovation. The synergy of technological and managerial innovations has been updated to ensure completeness and efficiency in presenting a professional educational product based on the LMS Moodle platform.

Introduction. Today, the field of education around the world is facing a protracted crisis caused by the transition to post-industrial society. The dynamic knowledge obsolescence due to the rapid development of science and high technology caused deep structural changes in employment and significantly shortened the life cycle of professions. Modern economy needs specialists with qualitatively new characteristics: a competent and flexible person with meta-professional competencies, who is capable to implement innovative activity and to work in multitasking regime in the situation of instability and uncertainty, and who is ready for active professional self-determination throughout life. Therefore, a radical reorganisation of vocational education system is necessary to be undertaken. It is significantly important to solve this problem through the conduction of professional and pedagogical training of teachers, since the level of their competency primarily depends on the qualitative characteristics of future employees for diverse sectors of the economy and production.The aim of the present article is to define strategic guidelines for predicting the development of professional education in the conditions of post-industrial society.Methodology and research methods. The theoretical and methodological framework of the research is based on the theory of vocational development, the concept of determining the immediate and long-term perspectives of educational sphere, as well as logical-evolutionary, system-dynamic, project-based, personal and convergent approaches. In the course of the research, the methods of analysis, synthesis, generalisation and hypothetical-inductive method were applied.Results and scientific novelty. The trends and directions of vocational education development are identified and described. The principal defining factor of vocational education is close integration of all its processes and subsystems (prevocational, primary vocational, vocational higher secondary and postgraduate education), which integrity is ensured by the continuity and compliance with the principle of advanced education. The concept of convergence and transprofessional in multi-disciplinary training of professionals is revealed. The process of convergence, determining interdisciplinary and prevocational links, ensures transprofessionalism formation – human readiness and participation in the development and realisation of new types of socio-professional activities. A logical and semantic model of a modern specialist is constructed. This model can serve as an empirical basis for designing and supporting a vocational educational platform, which integrates natural science, industrial-technological and socio-humanitarian disciplines and related innovative technologies when training teachers for the system of vocational education. Transprofessionalism, cooperation, collaboration, advanced and high-speed education are highlighted as the vocational training strategies in the conditions of digital transformation of the economy.Practical significance. The research materials can be useful for the specialists in the field of vocational education, for the managerial staff of educational organisations when developing management decisions and organising efficient preparation of teaching personnel.

Аннотация. Смыслообразующая цель статьи -обоснование нового подхода к организации и развитию профессионально-педагогического обра-зования сквозь призму взаимообусловленности методологии исследователь-ской и практической деятельности. Такая концептуальная установка позволя-ет задать основные векторы модернизации профессиональной школы.Современная социально-экономическая ситуация в стране актуализи-ровала задачу подготовки рабочих кадров. В выступлениях политиков, эко-номистов, ученых звучит тревога по поводу дефицита квалифицированных рабочих. Основную причину этой острой проблемы они видят в катастрофи-ческом состоянии системы начального и среднего профессионального образо-вания. В меньшей мере выражается озабоченность по поводу сложившейся практики подготовки педагогических работников профессионального образо-вания, которые и должны заниматься возрождением системы профобучения.1 Работа выполнена в рамках государственного задания Минобрнауки Рос-сии НИР № 1134 «Научно-прикладные основы формирования индивидуальных траекторий развития личности в системе непрерывного образования».

Among innovative e-learning approaches in the sphere of digital economy and logistics, there is a special focus on artificial intelligence technologies (AI), which, due to their capacity and efficiency in usage, have a significant potential for the development and to some extent are optimal IT tools. The objective of a study is to define an optimum IT software for the organization of massive open online courses (MOOC) in digital economy and digital logistics in the framework of training economics students. Authors have conducted a survey in terms of In-ternet use for education and self-education. The sampling volume makes up 1 600 respondents in at least 80 regions of the Russian Federation. The respondents are divided into four age groups: 18-24 years old, 25-39 years old, 40-54 years old, 55 years old and older. The study uses data from the survey conducted by KMDA.PRO related to digital transformation of 700 representatives from more than 300 Russian companies out of 15 industries and the results of in-depth in-terviews of four categories of employees: top managers, heads of units, mid-level managers and other employees. The study results testify to the need for trans-forming e-learning approaches, taking into account the new labor market re-quirements for training specialists in digital logistics and gaining respective skills such as an active training, coordination, negotiation skills, teaching others, infor-mation literacy, customer focus, oral communication, ability to solve complex is-sues, operational literacy, time management. The use of the research results in practice is possible in case of the organization of online training courses for eco-nomics students in the framework of the higher educational system.

Relevance. Modern society has global transformations; as a result, the level characteristics of its system development are changing, new opportunities and new situations to implement a self-organizing system to solve problems of self-government appear. Thus, there is the need to organize the multiplicity of interactions in the new environment, including education. The success of the development mechanisms, organizing innovative activities in the educational systems of different levels is largely determined by the active development of interaction network forms and interaction effective management. The article is devoted to development of theoretical ideas about the processes of network interaction in education to justify and describe the principles of modern scientific-educational network on the basis of system-synergetic approach. A leading approach to study this problem can be considered as system-synergetic which allows studying network interaction within the scientific and educational network as a holistic entity consisting of interrelated elements, structured and complex. The results of the study showed that described principles of effective networking and the conditions of scientific and educational networks development allow you to combine and re-combine the accumulated actors of this knowledge and practical experience interaction, turning them into the means of its innovative activities. The article can be useful to heads of educational institutions of different levels, as well as researchers of innovative processes development problems in education.

Аннотация. Введение. В настоящее время в Российской Федерации от-сутствует научно обоснованная стратегия модернизации системы подготовки педагогических кадров для непрерывного профессионального образования. Вместе с тем ученые признают, что отлаженное регулярное качественное по-полнение сферы образования квалифицированными руководителями и педа-гогами, обладающими фундаментальными психолого-педагогическими знани-ями и являющимися специалистами в одной из экономических отраслей, име-ет решающее значение для успешного развития постиндустриального обще-ства. В связи с этим назрела потребность в создании многоканальной систе-мы профессионально-педагогической подготовки.Цель статьи -представить комплексный обзор проблем реформирова-ния профессионально-педагогического образования и показать возможные пути их решения.Методологической основой исследования выступили концепция про-фессионального становления личности, положение об интеграции системного, процессного и проектного подходов, а также принципы развития професси-онально-педагогического образования. Панорамный подход к обсуждаемым проблемам модернизации профессионально-педагогической школы определил логику научного поиска.Результаты. Проанализированы психолого-педагогические проблемы про-фессионального образования. Рассмотрены многомерные метапрофессиональные качества педагогов профессиональной школы. Разработана концептуальная модель профессионально-квалификационной структуры подготовки педагогических кад-ров для системы непрерывного профессионального образования. Образование и наука. Том 19, № 1. 2017/The Education and Science Journal. Vol. 19, № 1. 2017 64 Дискуссионный аспект исследования отражен в проекте психолого-пе-дагогической платформы -автономной модульной образовательной програм-мы, включающей массовые открытые онлайн-курсы, системы управления учебным процессом, поддержки инновационной инфраструктуры образова-ния, гуманитарные технологии высокого образования.Практическая значимость. Предлагаемая авторами профессионально-ква-лификационная структура подготовки педагогов профессиональной школы может стать основой для существенного расширения и изменения организационных форм обучения необходимых кадров и обеспечения их социально-профессиональ-ной мобильности. Реализация проекта образовательной психолого-педагогической платформы, основными эвристическими достоинствами которой являются уни-версальность, гуманитарная направленность и технологичность, будет способство-вать повышению качества профессионального образования.Ключевые слова: педагог профессионального образования, методоло-гия профессионально-педагогического образования, профессионально-квали-фикационная структура, психолого-педагогическая платформа.Благодарности. Исследование выполнено при финансовой поддержке Ми-нистерства образования и науки РФ в рамках госзадания 2014/393; НИР № 1134 «Научно-прикладные основы формирования индивидуальных траекторий разви-тия личности в системе непрерывного образования». Авторы выражают благодар-ность академику РАО Г. М. Романцеву -методологу и организатору сис...

Global citizenship is persistent in the realm of education in the US, as well as in the 21st century, as global issues must be included within the requirements of the dimensions of global citizenship in high school curriculum. This paper describes the results from the Global Citizenship Survey to assess the extent of American high school students' perception of global citizenship. A total 110 students completed measures and 34 students answered open-ended questions regarding global citizenship in spring 2017. The results of this study indicated the importance of global citizenship to raise cultural awareness and a deeper sense of cultural empathy, responsibilities of global issues, and imperatives to become a global citizen for diverse societies. This study off ers the components of global citizenship that must be included in the high school curriculum and identifi es the need for teachers to cover global issues in the their classes that would encourage and enable students to be open-minded and appreciative of each culture for its diff erences in today's globalized world. Additionally, because the world is changing, schools should prepare students to think critically about global issues using an inquiry-based curriculum.