This article is devoted to the formation of the competence of a university teacher in inclusive education. The article presents the results of the analysis of theoretical approaches to understanding the definition in question. In the course of the study, the theoretical concepts of the content and structure of the competence of a university teacher in inclusive education were clarified in the focus of concretizing the activity component, determining professional and pedagogical tasks in the field of inclusive education, establishing its relationship with the readiness of teachers to implement inclusive education. The structural components of the competence of a university teacher in inclusive education are generalized and systematized. A set of basic theoretical and methodological approaches to the formation of the competence of a university teacher in inclusive education is proposed, taking into account the specifics of its structural components and the peculiarities of the organization of the educational process for an adult specialist. The organizational and pedagogical conditions for the formation of the competence of a university teacher in inclusive education in the system of additional professional education are determined. Recommendations on the formation of the educational content of additional professional programs on inclusive education are given.

   The article is devoted to the problem of increasing the motivation of students for educational activities in a pedagogical university. Based on the study of psychological and pedagogical research, the authors reveal the role of motivation in higher education, present a description of the content of the concept of «motivation», analyze ways to increase the level of students’ motivation for learning activities, and also offer their understanding of the problem. The authors, relying on their own practical experience, describe ways to increase the educational motivation of students of the Surgut State Pedagogical University as part of the study of disciplines. In addition, they present the results of an empirical study of the educational motivation of 1st and 5th year students of this university. To measure the level of academic motivation, the authors used the “Academic Motivation Scale” methodology of a team of researchers led by T. O. Gordeeva. Comparison of the results of the average values on the scales made it possible to identify the leading types of learning motivation of students. To determine statistically significant differences in motivation scales, Student’s t-test was used for independent samples. The results allowed us to conclude that the first-year students have motives for learning activities related to avoiding possible problems, for example, from parents, the dean’s office, as well as a lack of interest and a sense of meaningfulness in learning. Thus, the need for systematic work on increasing the educational motivation of students was confirmed. The authors come to the conclusion that educational motivation is one of the decisive factors in the effectiveness of the educational process in the university, representing a set of motives that cause students to be active in the educational process.

   The article considers the experience of the internship site as one of the effective tools for the formation of an innovative educational environment of a construction university. Particular attention is paid to the content of educational programs based on the modular principle of presentation of content and having a practice-oriented nature. The theoretical and methodological basis for the design of the internship site is given. The principles of its activity and the structural and functional model are given. The efficiency of work is evaluated. The internship platform allows to increase the degree of academic mobility of students and teachers by providing network interaction of institutions of secondary vocational and higher education, to qualitatively solve the problem of staffing the Penza region construction complex.

   The article is devoted to identifying the components of the concept of creativity, organizational and pedagogical conditions for the development of creativity of future teachers based on the analysis of scientific research and the study of the opinions of university teachers and practical teachers using the method of expert assessments.

   The purpose of the article was to summarize scientific research that reveals the process of developing students’ creativity in higher education; substantiation of the choice of organizational and pedagogical conditions for the development of creativity in students and their implementation in the professional training of future teachers.

   The scientific novelty of the study consists in clarifying the concept of «creativity of the future teacher», in identifying organizational and pedagogical conditions for the development of creativity of the future teacher, the effectiveness of which is represented by qualitative and quantitative analysis of the results obtained and mathematical statistics using the Student’s t-test.

   The psychological and pedagogical understanding of the concept of "culture of professional success" is carried out, which is associated with aspects of the continuity of professional education, career growth, new descriptions in expanding the range of professionally important qualities of a future teacher as a condition of well-being in social and educational activities. New meanings and values of the leading model of modern vocational education are revealed, taking into account meta-subject, continuity, quality, self-determination, successful self-realization in professional activity, which is a necessary condition for the formation of a culture of professional success. The features of the culture of professional success of the future teacher, which is revealed within the framework of conceptuality and practice, are shown. This approach expresses the unity and interrelation of three aspects of cognition: general theoretical, socio- scientific, and specifically empirical. The experimental work showed the need and readiness of the future teacher to develop a culture of professional success at the university.

   The professional training of mathematics teachers involves constant professional development in connection with not only changing requirements for the level of training of specialists, but also with the updated federal state educational standard, where one of the goals of education is fixed — the development of personal results of students, expressed in various types of education, including aesthetic. If earlier this type of education was given the role of humanitarian subjects, now the role of education is assigned to all academic subjects.

   Therefore, the purpose of the study is to identify the conditions that ensure the formation of personal results of students in the process of aesthetic education by means of mathematics, one of which is the preparation of mathematics teachers for aesthetic education by means of the subject.

   The study used theoretical (analysis, generalization, comparison, synthesis) and empirical (surveys, questionnaires) methods.

   Results and scientific novelty of the study: the main results of the study are to clarify the concept of aesthetic education by identifying its three components (emotional, cognitive, creative), specified in relation to the subject of mathematics; identification of conditions that ensure the successful formation of personal results of students in the process of aesthetic education by means of mathematics, one of which is the readiness of a mathematics teacher to implement this process.

   The components of the readiness of a mathematics teacher for the aesthetic education of students that we have identified formed the basis for constructing a program for improving the qualifications of teachers in this direction.

   In the article, the author examines the process of development of digital technologies in the modern world and describes their role in the education process on the example of the Perm Institute of the Federal Penitentiary Service of the Russian Federation.

   Purpose: on the basis of existing definitions, to formulate the author’s definition of the concept of «digitalization of the educational process», to identify its components and to consider examples of use in the educational process of the Perm Institute of the Federal Penitentiary Service of the Russian Federation.

   Material and methods: analysis and generalization of pedagogical and methodological literature on the research problem; generalization of advanced pedagogical experience.

   In the course of the study, we came to the conclusion that, despite the fact that in recent years there has been more and more talk in educational circles about the digitalization of the educational process, there is no single definition of this concept today. As a result of the work carried out, the idea of digitalization of the educational process has been generalized and supplemented. The author describes the organization of training of cadets of the Perm Institute of the Federal Penitent ary Service of the Russian Federation in the conditions of digitalization of the educational process. As part of the digitalization of the educational process, the author suggests influencing cadets using electronic educational resources, including information, digital educational and telecommunication technologies. Examples of the use of modern digital technologies in the activities of universities of the Federal Penitentiary Service of the Russian Federation are given and their role in the education process is determined.

   In this article, the authors consider the problem of mediatization of the education in the aspect of studying the activity of subjects of educational relations within the framework of theological enlightenment.

   The purpose of the article is an attempt to comprehend the need for
theological content on the part of the professional pedagogical community and students.

   Within the framework of this study, theoretical methods have been implemented: analysis and synthesis of information, comparison and typologization, cultural method. Empirical data was collected by interviewing representatives of different age and professional groups, aimed at identifying the need for theological educational content and the relevance of media activity in this aspect. As a result of the interpretation of the theoretical and practical part of the study, the authors concluded that the content of the educational process support depends on the two-way involvement of the participants in these relations. It is impossible to introduce theological content into methods and means within the framework of teaching some humanities disciplines without an appropriate response from the audience. The introduction of the theological component into educational practice is recommended through communicative methods: conversations, discussions, constructive dialogues with representatives of various faiths. The study summarizes theoretical ideas about theological education in the context of media, and its results can also be used in the formation of the content and methodological part of the disciplines: "History of religion", "Theory of culture", "Cultural studies", "Philosophy", "Theology". Among the meaningful conclusions, the authors note the following: activity in the media space depends on the socio- cultural and historical-cultural circumstances in which the professional pedagogical community and students are located. The content and audiovisual fullness of educational theological content depends on several factors: the possibility and the need for a teacher to abstract from personal beliefs when selecting accompanying material and reproducing it within the framework of teaching the discipline. Media activity depends on the involvement of the creator of educational content in the process and one`s orientation to consumer demand.

   The article discusses one of the ways to improve the effectiveness of teaching higher mathematics, studied at a technical university using Maple 18 computer technology as computer modeling. The use of procedures, some functions of the program and materials increases visibility, however, in our opinion, there are other ways to improve the effectiveness of teaching, which are discussed in pedagogical practice, but they are not widely used in the classroom. Ways to study this problem are to analyze the learning outcomes of students of technical universities and teachers teaching this subject using computer modeling, who are interested in improving the effectiveness of teaching and learning using the Maple 18 computer program. At the heart of this study is the process of mastering knowledge in higher mathematics of engineering students of a technical university using computer modeling. The most important stages of computer modeling and research issues are considered when working with future engineers in order to test the development of an academic subject in higher mathematics classes. In order to improve the level of training, the use of the computer modeling method, including the Maple 18 program, is justified, the expediency of using computer modeling and the Maple 18 computer program is noted.

   The relevance of issues related to planning the teaching load has increased due to the increase in the overall workload of teachers, due to the need for the parallel implementation of multi-level educational programs developed on the basis of educational standards of different generations, as well as the rather sharp introduction of mixed and distance learning technologies during the pandemic.

   The purpose of the article is to describe: the content of the concepts "management of the workload of the university", "digital transformation of the process of managing the workload of the university"; systematization of general principles and approaches to the implementation of the digital transformation of the process; unique approaches to the digital transformation of the process, developed on the basis of our own experience in informatization and digitalization of educational institutions in Russia and Kazakhstan.

   The study used methods of theoretical and methodological analysis, mathematical and computer modeling, design of information management systems, quality management.

   Results and scientific novelty. The article presents the author's: interpretations of the concepts of "workload management" and "digital transformation of the workload management process"; study load management technologies; mathematical model of training load planning, which implements the principles of self-managed systems. On the example of universities in Kazakhstan and Russia, a comparative analysis of the regulatory framework and technologies related to the process of managing the workload was made. The experience of digitalization of the process under the conditions of various learning models (linear, credit, mixed) is presented. Based on the results of the research, recommendations are formulated that can be useful in the process of digital transformation of educational institutions.

   This article raises the issue of the child prodigy phenomenon as a super- efficient development of child musicians in order to improve the existing traditional education systems. The problem of super results and dynamization of productivity and learning in almost all areas of human activity in the modern world is becoming more and more acute. This is especially true in the arts.

   This is the reason for the relevance of this study, which reveals the topic through the analysis of biographical facts and teaching methods of famous musical prodigies of the 18^th-21^st centuries, from Wolfgang Mozart, Franz Liszt, Fryderyk Chopin, Sergei Prokofiev, Frank Robinson to Evgeny Kisin, Lang Lang, Aimi Kobayashi, Elisey Mysin and others (some information was introduced into the research literature and analyzed for the first time, which is the reason for the scientific novelty of the study).

   The authors discover a number of patterns in the professional development of super gifted children that can be used to optimize traditional teaching methods, and also pose global questions to the scientific pedagogical community about the development prospects and new methodological directions of the educational system, about the use of new resources that appear in connection with significant progress in areas of related sciences — psychology, physiology, bioengineering, biomechanics.

   Modern realities of social life impose requirements on the individual not only professionally oriented training, but also the development of highly demanded flexible competencies. The category of success, both personal and professional, is inextricably linked with the development of flexible competencies. In the labor market, flexible competencies are valued quite highly, and it is the degree of their formation that is evaluated by HR personnel as a "critical" factor in employment, ensures rapid career building and contributes to a high material assessment of a specialist. The transformation of the training of highly qualified specialists in the educational space of higher education in recent years has been focused on the formation of flexible competencies of students through the introduction of various methods in the educational process. The higher school of our country responds in a timely manner to the new challenges facing modern society, systematically modernizes and implements innovative educational tools in the working educational process, including the development of educational standards of a new generation, interaction with employers through the system of clusters "school- university-enterprise", the use of project business forms, scientific projects in the educational process, etc.

   Based on the study of currently declassified archival documents, the problem of the evolution of state policy in the field of computer technology development in the 1960s is investigated. The conclusion is formulated that at the turn of the 1950s and 60s, largely due to the insistence of well-known scientists, diplomats, representatives of industry and the military- industrial complex (MIC), the country's leadership adopted resolutions promoting the activation of development and production in this area. However, departmental disagreements; the inability of the country's leadership to realize the main trends of world development, ignoring the recommendations of specialists; the flaws of the planned system, in which enterprises were not interested in innovations; insufficient allocations; unwillingness to study and use foreign and domestic experience of state innovation policy caused an increasing backlog and, in the end, a decision on the expediency of copying foreign outdated sample.

   The article analyzes the content of the public discussion that unfolded in Surgut among the pedagogical community, museum workers and graduates of local schools about the problem of the foundation date of one of the oldest educational institutions of the city — the gymnasium after Farman Salmanov. The author, using the historical and genetic method, as well as the interview method, attempts to find out the role of the Chernomysov special settlers school in the history of this gymnasium, as well as Surgut Secondary School No. 4. It is concluded that from a legal point of view, the successor of the Chernomysov school is the gymnasium after Farman Salmanov, while the historical heritage of the special settlers school also belongs to Surgut Secondary School No. 4.