The relevance of the work is determined by the need for a theoretical understanding of the problem of cultural interaction in the modern world. The process of globalization, which is underway, leads to the expansion of interrelationships and interdependencies of different peoples, including the problem of learning the specifics of cultures in the context of building an efficient local and global dialog based on the soft power policy. The purpose of the article is to analyze the crisis of the soft power policy in the spread of the Russian language as the most important tool of ethnic self-preservation. The methodological basis of the study consists of theoretical methods: the synthesis method is applied to study the problematic area of interaction between language and culture, in particular when considering the soft power policy. The combination of descriptive, comparative, and historical methods, as well as methods of classification and analytical reading, contributed to the formation of the author's understanding of the problem. The article presents the author's study of the soft power policy in the Russian education system. It discusses the signs of a crisis in the implementation of the soft power policy that has manifested themselves, on the one hand, through the changes of the main state documents regulating the education process, and on the other hand, the real results of the Russian language study are revealed. Upon analysis, the authors have identified and formulated a number of contradictions in the practice of the Russian language teaching in terms of the soft power policy application and also have come to the conclusion that, to overcome the crisis in the Russian language teaching, some viable options should be taken into account such as strong intellectual potential, experience and traditions of the national school.

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This article is devoted to the challenges faced by humanities education in the age of global digitization. A precondition of the research is the antinomicity of the concepts of humanitarian knowledge and digitalization. The research objective is to confirm the significance of humanitarian knowledge in formation of conceptual thinking as a basic skill of intelligent activity in modern world. The research applied comparative analytical method, on the basis of which the features of formation of conceptual thinking in modern school and university were considered, the significance of humanitarian knowledge was substantiated as a basis of formation of conceptual thinking, as axiological basis of personal and civil education of students, formation of social intellect, patriotism, civil and personal responsibility. The features of the use of visual aids are analyzed as deforming method upon formation of conceptual thinking of modern students in the age of total digitization, as well as the experience of distance learning in humanities under the pandemic conditions. It is concluded that the humanitarian knowledge is the most important resource in formation of conceptual thinking as a basic component of intelligent development, socialization and fostering of civil and personal self-consciousness of students in higher school.

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In this article, the author discusses the problems of conflicts in the field of higher education the analysis of the factors of their emergence and growth. The definition of social conflict potential and its difference from conflict are given. The content of modern Russian scientific literature devoted to this issue is analysed, making it possible to determine the most significant factors in the emergence of conflict potential. The most important factor is called the socio-political and economic upheavals of Russian society caused by perestroika, the collapse of the USSR, the breakdown of all established systems of society, and numerous educational reforms. There is a high degree of psychological tension in the teaching environment and discomfort caused by a high degree of responsibility, increasing loads of classroom and research work assigned to teachers, emotional burnout of teachers, which creates conditions for a high degree of readiness for deconstructive behaviour. The author states the polarisation of the value-semantic guidelines of the participants in the educational process, the commercialisation of education, its positioning as a service, the increasing social stratification, the tendency towards an increase in the elitisation of higher education, which not only generate conflict factors, but also determine the differentiation of demand for education. It is concluded that the factors of conflict can develop into social conflicts if the accumulated contradictions are not resolved in the future.

The article analyses the main factors determining the socio-cultural dynamics of nowadays and affects the processes of intercultural communication . The key factor is the fourth industrial revolution being the convergence of the digital, physical and biological worlds, urbanisation and the widespread introduction of information and communication technologies . The author noted that the development of new technologies generates “digital inequality” . The widespread of the Internet the author considers not only as a means of free communication but also as a new paradigm of consciousness — as a means of digitalisation of cognitive processes . The author also noted that widespread digitalisation generates new forms of labour and social relations . It contributes to the leaching of the middle class . It has been revealed that a significant factor in the sociocultural dynamics of nowadays is super mobility and reactivity, what generate instability, uncertainty about the future, as well as elimination and deformation of traditional value paradigms . The author concluded that it is necessary to build new models of intercultural communication, as well as to consolidate efforts at all levels — from governments and international organisations to public organisations, all civil society and individuals . There is need for constructive cooperation to create not only an effective system of international law but also of the formation of voluntarily accepted ethical norms and mechanisms, established on an equal level by equal participants — a constant, regular dialogue and cooperation at the local, national or supranational level .

АННОТАЦИяСтатья посвящена проблемам, которые поставлены перед гуманитарным образованием в эпоху глобальной цифровизации. Задачей исследования является подтверждение обоснования значимости гуманитарного знания в формировании понятийного мышления как базового навыка интеллектуальной деятельности человека в современном мире. В исследовании применен сравнительно-аналитический метод, с помощью которого рассматриваются особенности формирования понятийного мышления в современной школе и вузе, обосновывается значение гуманитарного знания как основы формирования понятийного мышления, как аксиологической основы личностного и гражданского воспитания студентов, формирования у них социального интеллекта, патриотизма, гражданской и личной ответственности. Анализируются особенности использования наглядных средств как деформирующего способа при формировании понятийного мышления современных студентов и школьников в эпоху тотальной цифровизации, а также опыт дистанционного обучения гуманитарным наукам в ситуации пандемии. В конце статьи автор делает вывод о том, что гуманитарное знание является важнейшим ресурсом в формировании понятийного мышления как базового компонента интеллектуального развития, социализации и воспитания гражданского и личного самосознания студентов в высшей школе.