Modern ecological crisis threatens the sustainability of human civilization. Awareness and education for probable disaster risk reduction give greater urgency to the issue of decreasing industrial failure rates associated with basic manufacturing activities and, consequently, improving the training in this area. The authors have highlighted the features of modern risk based approach in engineering training based on proximity of production entities to anthropogenic factors: allocation of risks and threats in professional and personal situations or tasks; critical analysis of any industrial process and considering its consequences; using professional and personal risk response strategies; risk-based thinking as the core professional activity. The paper considers the mechanism of risk-based thinking as a necessary part of engineering students training on the basis of diversionary analysis, and gives its algorithm adapted to their learning activities. A system of professional tasks and tools to be used in the students' future job has been developed to promote their readiness and willingness to work across trades within the sphere of their technical competency. The paper is intended for researchers, practitioners, managers of enterprises dealing with ecological and economic production activities, as well as for professional training of engineers.

The relevance of the problem is due to contradictions between the mythological prerequisites of ontology, considered as an integral part of social life, and the expansion of ideas about the myth at the beginning of the XXI century, the enrichment of knowledge about its functions, structure, and relationships with the individual psychology of human creativity. The purpose of the article is to reveal the mythological foundations of ontology, to determine the role of mythological consciousness in the development of cultural and social life, to identify certain elements of mythology and myth-making, which are actual or potential prerequisites of philosophical ontology. The leading method of studying this problem is the method of comparative-typological analysis, system-structural approach, the principles of dialectics, understood as a philosophical doctrine of the interaction of opposites, universal connection, and development, as well as the principle of unity of historical and logical. At the same time, General scientific methods of cognition were used.

The purpose of the study is to assess the impact of case studies on the effectiveness of the educational process, namely, on academic performance and the entrepreneurial success of students of economic universities. The study involved 143 fifth-year economics students studying at Moscow universities. The study participants were divided into two groups: the focus group of 73 students actively using case studies, and the comparison group of 70 participants that did not apply the method. The study period was 12 months long. The total percentage of employed students (both groups) turned out to be rather high: more than 70% of graduates started official labor activities. The use of business cases contributes to a greater demand for graduates in the labor market. The results indicate a significant correlation between the methodology under study and entrepreneurial success that manifests itself in starting one's own business demonstrating high values of χ2 = 9.970 and 8.715 (Yates' correction), p <0.05. The use of case studies in economic universities in Russia has proved a complete success in the career development of graduates in an entrepreneurial environment. The broader introduction of the method is justified and will contribute to the quality of entrepreneurship education.

In this study we aimed to determine the extent to which changes in the share of renewable energy sources, their structural complex, and the level of energy security in Eastern Europe, Caucasus and Central Asia (EECCA) countries in the medium- and long-term are interconnected. The study was performed through modeling and determination of the structural characteristics of energy security in the countries. The methodology of the approach to modeling was based on solving the problem of nonlinear optimization by selecting a certain scenario. For the study, the data of EECCA countries were used. The ability of EECCA countries to benefit from long-term indirect and induced advantages of the transformation period depends on the extent to which their domestic supply chains facilitate the deployment of energy transformation and induced economic activity. This study provides an opportunity to assess the degree of influence of renewable energy sources on the level of energy security of countries in the context of energy resource diversification. The high degree of influence of renewable energy sources on energy security in the EECCA countries has been proven in the implementation of the developed scenarios for its increase. Energy security is growing. At the same time, its level depends not only on an increase in the share of renewable sources but also on the structure of energy resources complex of countries, and the development of various renewable energy sources. Therefore, today the EECCA countries are forced not only to increase the share of renewable energy sources but also to attach strategic importance to the structural content of their energy complex.

The aim of the study was to develop and test the effectiveness of an autonomous learning intelligent platform in post-secondary education. It was conducted on the basis of the Institute of Dentistry named after E.V. Borovsky in I.M. Sechenov First Moscow State Medical University (Moscow, Russia) and Humanitarian and technical academy (Kokshetau, Kazakhstan). This research involved 59 teachers and 390 students, who comprised the total sample of 449 respondents. The experiment consisted of three stages – introductory, experimental, and final. The introductory stage included the distribution of enrolled students into the experimental and control groups. Besides, at the introductory stage, the development of questionnaires directed at identifying students’ and teachers’ readiness to implement autonomous learning was performed. Apart from this, the involved educators were required to fill the learning platform with predetermined training content. The considered intelligent learning platform was developed by programmers by prior agreement with educational institutions under study. The experimental stage was aimed at introducing the designed model of autonomous learning based on the created intelligent platform. The final stage implied surveying of all study participants according to the developed questionnaires. After the introduction of the created autonomous learning model, it was revealed that 51.5% of enrolled teachers were ready for self-directed education at a high level, 20.4% – at a satisfactory level, 18.4% – at a moderate level, and 9.7% – at a low level. Among the students of Sechenov University, 21% of respondents had a high level of readiness for autonomous learning based on intelligent platforms, 27% of students had a sufficient level, 35% – moderate, and 17% – low. Among the Humanitarian and technical academy students, 29% had a high readiness for autonomous learning, 30% were ready at a sufficient level, 25% at a moderate, and 16% at a low level. This study provided an opportunity to use the developed questionnaires and the model of autonomous learning in post-secondary education for further research on the implementation of self-directed training.