The purpose of this article is to present the results of the ongoing study of the University digital transformation on the basis of a comprehensive theoretical model. The article describes a conceptual model of the University digital transformation formed based on the comprehensive quantitative and qualitative analysis of potential ecosystem participants in line with the requirements of changing external conditions. The authors list the current results of the transformation and strategic plans considering any achievements adjustment. The National University of Science and Technology “MISiS” (NUST MISiS) has been used as an experimental basis for the research. The key achievement of NUST MISiS such as a digital ecosystem is described in this article. The digital environment of NUST MISiS considers the needs of the University staff and students and contributes to achieving the strategic goals.

Globalization, internationalization and international regionalization are the leading trends and the key factors that determine radical shifts and systemic changes in the Russian Federation as well in the other countries to meet quite new perspectives, opportunities and resources for its further cultural, social and economic development in a way of innovations and knowledge society creation. The strategies of social and economic development of the Russian Federation are tightly connected with perspectives of global digitalization, and they have a great impact on the present-day education digital transformation. The article actualizes a problem of financial illiteracy educations and the ways of its improvement by means of digital educational support orientated to development financial competences among students. Quite new educational and pedagogical tools and technologies have recently been introduced in financial education (educational platforms, e-learning, online games, online courses, simulators, digital textbooks, etc.). Under their influence there is a rapid formation and development of new educational environment, virtual and digital. Financial literacy education is becoming more individualized under the influence of its digital transformation. The center of gravity in learning shifts from teaching (instruction) to student activity, therefore, teacher’s professional position in teaching and learning changes. Teaching becomes more virtualized and digitalized under the influence of the virtual and digital educational environment. The functions of digital educational support in financial literacy education are characterized.

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The article is devoted to the analysis of problems and search of directions of development of digitalization of oil industry in Russia. The study analyzed the current state of digitalization of the oil industry, methods used and directions of development of Industry 4.0 in oil industry. The main problems of oil industry digitalization development in the Russian Federation were identified. The main problems in the development of oil industry digitalization in Russia include the lack of clear priorities for technological development of the industry, an acute shortage of funding for early stages of research and development, underdevelopment of venture capital investment in industry projects, institutional barriers, etc. As a result of the research, a systematic approach was proposed, which includes three priorities for the development of digitalization of oil industry in Russia, the implementation of which will stimulate and develop sector R&D, venture capital investment, and the institutional environment. The study concludes with a presentation of the main findings and results.