No abstract

The immediacy of the problem research is due to the increased attention of the Russian government to the education issues, which is reflected in the National Doctrine of Education in the Russian Federation until 2025, where the digital education is defined as the general direction of the country; economic and socio-cultural development. The purpose of the article is to identify the digital education role in supporting the implementation strategy of saving the nation. The modern education is viewed as "soft power" from the actor-network and connectivism approaches; position in the modern society integration processes; as a way to achieve the goals of the national youth development in the global space of cooperation; as a functional mechanism that develops a digital society and overcomes the digital inequality; as a new type of the subject-subject interaction, provided by the subject continuous education in the field of telecommunication technologies, as well as the communication between subjects and social institutions; as the teaching staff training for the scientific and technological development of the society, which became digital in the 21st century. The leading method in the problem study was the educational practice reflection, which allows identifying the mechanisms of the digital education diversification and upgrading; to determine the degree of the digital product influence on the educational strategy realization; to evaluate the educational organizations; responsibility for the results, the quality of the subject education. As a result of the study, the authors will determine the cognitive barriers existing in the education practice which actualize the situation "here and now", which contribute to the appeal to the digitalization phenomenon as a change in the thinking paradigm; to the study of the new technologies, the living projection of the virtual world with its inherent mutations and contradictions by the human subject; to creation the practice-oriented educational environment that can form competencies among students which allow the educational subject to be competitive in the labor market and indemand in the global digital world.

The choice of this research theme is determined by the necessity for knowledge reflection as a mechanism for the disciplinary matrix arrangement that serves as the basis of education, training, and upbringing of a new type, meeting the modern society request; as a new paradigm of the modern education being formed on the strategic audit basis of the basic pedagogical models, the methodological principles, the didactic methods, the educational ideas, being developed with the modern pedagogical science and practice, the cognitive practices are their vivid example. This article focuses on the epistemic potential of modern pedagogical science, which forms the education subject that allows teachers to use the latest technology in teaching and to actualize the education practice-oriented nature. The leading method in this problem's study was the analysis of the cognitive practices, allowing identifying the mechanisms of the modern education diversification and modernization. The authors describe the range of the traditional and nontraditional approaches to understanding the existing and emerging procedures of knowledge, which help to expand significantly the range of the teaching means in the educational process by developing the students' cognitive skills; assessing the state of the modern information and communication support. The materials presented in the article, contribute to the reflection of the developing hybrid world, the digital media, and the creating transmedia products; they provide the education subject for a new instrumentation for work, necessary for acquiring biased knowledge; they also develop the subject's creative thinking and expand the potential of using social networks.

From the synergistic approach position, an attempt to reflect on the main axiological problems of the online education in higher school in the format of the heutagogy concept, representing the semantic system of the education modern subject regulation and self-learning intentions, is made in the article. In the triad of pedagogy-andragogy-heutagogy, the authors reveal the means, motivation, focus of the subject’s learning, teacher’s role at each stage of education, they describe the values of the personality, possessing a formative and guiding beginning; having a consistently significant character for a person, which allows expediently organizing an educational process, bearing a controlled nature. The dynamic context of the subject’s values development is presented in the article with the knowledge accumulation cumulative process; it is described by the main mechanisms that determine the student’s semantic picture appearance. For the pedagogical science institutionalization, the article reminds of the individual social inheritance essential attribute. Verification of the pedagogical knowledge different scale and its growth became possible due to the concept value retrospective analysis from the position of three main directions development: social, theoretical, methodological, which made it possible to answer the main question of technologies: how to discover the semantic intentions of the subject, to reflect them, to initiate their appearance, to transfer into self-actualization mode in heutagogy format.

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