“…This task corresponds to the institutional and cultural approach to the design of knowledge systems (Savelyev, 1999(Savelyev, , 2015a(Savelyev, , 2015b(Savelyev, , 2015с, 2019a(Savelyev, , 2019bPopov, 2015;Tatarkin, 2016), conformist view of political and economic development (Savelyev, 2015a, 2015e, 2015f, Tatarkin, 2016Savelyev, Polyakov & Savchenko, 2020), which reveals the patterns of implementation of any culture, especially socio-economic institutions (Savelyev, 2015a(Savelyev, , 2015f, 2015g, 2015h, 2016a(Savelyev, , 2016b(Savelyev, , 2019aPopov, 2015). These patterns have been confirmed econometrically (Savelyev, 2020a) in the course of macroeconomic studies (Savelyev, Pushina & Savchenko, 2020;Savelyev, Pushina and Bryndin, 2021;Savelyev, Golovastov, Golovastova, Savchenko and Galiakhmetov, 2021;Savelyev, Kozyrev, Perevedentsev, Savchenko, Koretsky, & Polyakov, 2021), microeconomic modeling (Savelyev, 2020b;Savelyev, Savchenko, Koretsky & Koshcheeva, 2022) transactions, organizations (Savelyev, 2015a(Savelyev, , 2015g, 2015h, 2016a(Savelyev, , 2016b and business processes (Savelyev, 2015a, Polyakov, Savelyev, Perevedentsev Similarity of the methodological foundations of the competency-based and meta-subject approaches (Asmolov, 2008;Gromyko, 2010Gromyko, -2011Gromyko, 2001;Khutorskoy, 2012) contributed to the fact that meta-subject technologies and the categorical apparatus of the meta -subject approach are becoming more widespread in higher education.…”