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Thermobarogeochemical study of melt inclusions and investigation of clinopyroxenes and amphiboles from effusive rocks of the Uksichan and Ichinsky Volcanoes gave an insight into the parameters of deep-seated melts and the evolution of magmatic systems during the formation of minerals in intermediate chambers. Study of melt inclusions from the Uksichan volcanic rocks made it possible to estimate the pressure during the liquidus crystallization of clinopyroxenes and plagioclases from basaltic magmas and to establish four depth intervals of the formation of these minerals: ~60, 45-30, 27-18, and from 12 km to the subsurface. Comparison of the results of calculation based on melt inclusion data and of the clinopyroxene and amphibole data helped to establish the evolution paths of the P-T parameters of ascending melts of the Uksichan Volcano. The most high-temperature magmas, generated at a depth of ~60 km, are characterized by a successive temperature decrease during their ascent (1320-1240-1200 ºС). Based on the representative data on the compositions of amphiboles from the Uksichan and Ichinsky Volcanoes, we have elucidated the general regularities of the evolution of intermediate and acid magmatic systems, with three depths of crystallization in intermediate chambers. Amphiboles of the Ichinsky Volcano andesites and the Uksichan Volcano latites crystallized at depths of 22.0-18.5 and 18-16 km and at temperatures of 980-930 and 1010-985 ºС, respectively. As melt ascended to a depth of 15.5-11.0 km and a temperature decreased from 945 to 880 ºС, amphiboles of andesites and dacites of both volcanoes were produced. At the final stage (a temperature decrease to 900-810 ºС and ascent of melts to a depth of 3 km), only amphiboles of dacites of both volcanoes crystallized.

The results of this study reveal the chemical heterogeneity of the Yenisei metamorphic complex, which is a series of blocks within the Yenisei Fault of the southern Yenisei Ridge (Angara-Kan block). The Yenisei complex is composed of four metamorphic sequences: amphibolite-marble-paragneiss (volcanic-carbonate-terrigenous), amphibolite-orthogneiss (volcanic), marble-paragneiss (carbonate-terrigenous), and paragneiss (terrigenous). Study of the nature of the protoliths of metamorphic rocks shows that gneisses and schists of sequences I and IV correspond to polymict or arkose sandstones and siltstone-mudstones and can be classified as first-cycle sediments. Garnet-two-mica schists of sequence III correspond in composition to mudstones and show evidence of recycling. Metavolcanic sequence II is composed of andesite-dacite-trachyrhyodacite, leucobasalt-basalt, and basalt-basaltic-andesite-trachyandesite formations. The metasedimentary rocks are 1.2-1.4 times richer in REE and Th than the average PAAS. The high-alumina varieties have high contents of K, Rb, HFSE, Fe, Cr, Ni, and Co. The total similarity of the average trace-element contents in the rocks of the two complexes suggests that the composition of the Kan granulites was inherited by metasedimentary rocks of the Yenisei complex. The U-Pb zircon dates for granite veins cutting gneisses of amphibolite-marble-paragneiss sequence I limit the deposition age to 1.84-1.85 Ga and indicate that these rocks were deposited before the emplacement of postcollisional granites of the Taraka massif and thus predate the major orogenic events within the Angara-Kan block. Therefore, these rocks can be correlated with the lower part of the Urik-Iya graben section. The metamorphic rocks from the lower parts of the sections of the Yenisei complex and the Subluk Group formed during the same rifting phase of sedimentation. The amphibolite-orthogneiss (volcanic) sequence formed in the Angara-Kan block of the Yenisei Ridge during the second stage (1.74 Ga). The volcanic rocks formed in an extension setting and thus can be correlated with the emplacement of within-plate granites of the Taraka massif. In the Sayan area, terrigenous sediments and volcanic rocks of various compositions accumulated at the second stage (1.75-1.70 Ga) during the intracontinental extension. Therefore, there is a good correlation between the ages and geodynamic settings of deposition of late Paleoproterozoic volcanic and volcanosedimentary complexes of the Yenisei Ridge and the Sayan region.

Ore mineralogy of the Kedrovskoe-Irokinda ore field (northern Transbaikalia) has been studied. The ore field comprises ca. 200 quartz veins. Vein 3 and the Kvartsevaya and Serebryakovskaya veins of the Irokinda deposit and the Shamanovskaya, Pineginskaya, Osinovaya, and Barguzinskaya veins of the Kedrovskoe deposit have been described. Quartz-pyrite assemblage (quartz-1, pyrite, pyrrhotite, and marcasite) and quartz-gold-sulfide assemblage (quartz-2, galena, chalcopyrite, sphalerite, electrum, fahlore, Ag tellurides, and sulfosalts of Ag, Cu, Sb, Pb, and Sn) have been revealed. Major ore minerals were investigated by EMPA and LA-ICP-MS. An increase in Ag content in electrum (from 5.5 to 72.4 wt.%) and fahlores (from 5 to 35 wt.%) and in the abundance of Ag minerals during the ore formation has been established. Galena contains impurities of Sb and Ag (thousands of ppm), Se, Cd, Te, and Bi (hundreds of ppm), Cu, Zn, As, and Sn (tens of ppm). It is shown that the Kedrovskoe-Irokinda ore field is a rare type of orogenic deposits with considerable variations in the composition of major ore minerals (electrum, sphalerite, and fahlores), which is explained by the diversity of the host rocks.

The Kighal porphyry Cu-Mo deposit, located at 46°42′36″ N and 38°37′06″ E, occurs 120 km north of Tabriz and 12 km north of Varzeghan in the Arasbaran magmatic belt, NW Iran. The geologic units in the Kighal area are Eocene and Oligocene volcanic rocks associated with Miocene intrusive and subvolcanic rocks. Quartz-monzonite porphyry in the Kighal area hosts porphyry style Cu-Mo mineralization consisting of four alteration zones (potassic, phyllic, argillic, and propylitic) and abundant quartz veinlets. Based on mineralogy and geochemistry data, the intrusive and subvolcanic rocks belong to quartz-diorite, diorite, and granite units with high-K calc-alkaline to calc-alkaline affinities. All samples are enriched in LILE and depleted in HFSE, pointing to a mantle magma source contamination with subducted oceanic-crust material. Three types of fluid inclusions are identified in quartz from different quartz-sulfide veinlets, including multiphase (LVS) and liquid-rich (LV) inclusions in the potassic zone, liquid-rich (LV) and vapor-rich (VL) inclusions in the phyllic zone, and liquid-rich (LV) inclusions in the silicic zone. Microthermometry studies showed that Th in multiphase fluid inclusions in the potassic zone varied from 265 to 450 °C and salinity, from 38 to 59 wt.% NaCl-equiv. These values are higher than those of two-phase fluid inclusions in the phyllic zone (Th of 163 to 466 °C and salinity of 0.3 to 11 wt.% NaCl-equiv.). The calculated δ¹⁸O_H2O and δD_H2O values in biotite, sericite, and quartz from potassic, phyllic, and silicic zones showed that it is predominantly magmatic water with a lesser amount of meteoric water that is responsible for mineralization in the potassic zone. Light δD_H2O values of biotite in the potassic zone suggest a magma degassing process and/or a change in the fluid composition with magmatic water influx to a hydrothermal system.

We present results of research into the mineral composition of the Holocene sediments of Lake Malye Chany of the Chany lake system located in the Baraba steppe and comprising three lakes: Bol’shie Chany, Malye Chany, and Yarkul’, connected by channels. The sediments were studied by XRD, IR and Raman spectroscopy, laser granulometry, analysis of stable 18O and 13C isotopes, elemental analysis (XRF), etc. Mineral analysis has revealed predominant quartz, feldspars, and carbonates and subordinate gypsum, bassanite, pyrite, mica, chlorite, and kaolinite. Mathematical modeling of the XRD spectra of carbonates, using Pearson VII function, made it possible to identify the carbonate phases and determine their quantitative proportions. The obtained high-resolution carbonate record providing information about the stratigraphic distribution of carbonates in the dated section was compared with the available lithological, geochemical, and isotope data. Based on these data, we have reconstructed five stages of the Holocene evolution of the Malye Chany basin. It is shown that the proportions of minerals in the section vary in accordance with the lake level fluctuations in the alternating periods of the Holocene regional arid and humid climate. We compared the mineral compositions of the bottom sediments of Lake Malye Chany and Yarkovsky Pool of Lake Bol’shie Chany. The revealed mineral assemblages reflect the local specifics of the lake system and the influence of natural and climatic factors on the inland sedimentation processes.

Despite the known large natural bitumen accumulations and oil seeps in several kimberlite pipes along the periphery of the Sukhana sedimentary basin, interpreted as direct evidence of petroleum potential, the basin still remains one of the least studied (by geological and geophysical methods) regions of the Siberian Platform. The platform cover of the basin is composed by Riphean, Vendian, and Cambrian clastic (terrigenous) and carbonate deposits reaching 5.5-6 km in thickness in the central part of the basin. The hydrogeological specifics of the basin is largely governed by its location within the northern geocryological zone (Olenek cryoartesian basin) and is expressed as a continuous distribution of permafrost aggraded into the permafrost zone of unique thickness. Direct indicators of ore and gas presence are the East Anabar, Central Olenek, and Siligir-Markha fields of natural bitumen and oil shows in kimberlite pipes of the Daldyn-Alakit region (Udachnaya pipe). The bituminous-carbonate sediments of the Khatyspyt Formation (Vendian, Ediacaran) and the highly carbonaceous carbonate-siliceous-shaly sediments of the Kuonamka Formation (lower-middle Cambrian) are the Sukhana source rock complexes. The geochemically substantiated genetic relationship between the natural bitumen deposits of the East Anabar field and the organic matter of the Vendian Khatyspyt Formation makes it possible to estimate the area of the spread of the latter far to the west, beyond the axial part of the basin. Gammacerane, inherited from the organic matter of the Khatyspyt Formation and ranking as well-preserved and most characteristic biomarker of these bitumens, provides a compelling evidence of their consanguinity. The bitumen and oil of kimberlite pipes in the south of the basin, in the area of reefs of the Siligir-Markha bar, are similar in all geochemical criteria to oils of the Nepa-Botuobiya anteclise. In particular, in primary geochemical characteristics (12- and 13-monomethylalkanes, unique secosteranes, identical carbon isotope composition, etc.) the oils of the Udachnaya pipe are identical to the Irelyakh oils (oil field in the Mirnyi arch). No accumulations of oil or natural bitumen genetically related to the highly carbonaceous Kuonamka Formation have been found within the basin. At the same time, «intraformational» shows of viscous oil, solid bitumen, and allochthonous bitumen (bitumen extracted with chloroform) were documented directly in the sections of the formation, which makes the sedimentary basin a very attractive target for «shale oil» exploration. As for the regional assessment of the petroleum potential of the entire basin, its axial part (Sukhana depression) complicated by local uplifts is of the greatest interest. Both the Khatyspyt and Kuonamka Formations are widespread there, with the thermal maturity of their organic matter corresponding to the oil window. In addition, the regional reservoirs at the Vendian-Cambrian boundary have good petrophysical properties on both the western and the eastern flanks of the basin.

We investigated the molecular and stable isotope compositions of hydrocarbon gases of the Gorevoi Utes oil-gas seep (Lake Baikal) characterized by a simultaneous discharge of oil and gas from the lake floor. It has been found that these hydrocarbon gases are mostly thermogenic methane (δ¹³С-С₁ = -53.9 to -38.8‰; δ¹³С-С₂ = -23.4 to -33.3‰). At the same time, the gases have a minor amount of С₂₊, seldom reaching 10%. The С₁/С₂₊ value varies from 9 to 2700, with the average value being 807, which is atypical of petroleum hydrocarbons. We suggest that degassing of oil leaking to the lake floor affects the molecular composition of such gases. Some secondary processes, primarily molecular fractionation of gas during its migration into the subsurface sediments and anaerobic biodegradation of methane homologues, contribute to the decrease in С₂₊ content.

The potentialitises of studying rock wettability by X-ray core tomography are considered using Visean terrigenous reservoirs of the Solikamsk depression as an example. The studies included comparison of the tomograms of core samples in a dry state and saturated with a sodium iodide solution, which acts as a radiopaque analog of formation water. Differences in impregnation of the core samples, characterizing their wettability, have been established. According to the tomography data, in the hydrophilic samples the solution filled all pores, except for a small portion of the largest ones. In the hydrophobic samples, there was no impregnation of both small and large pores in the central zone. Based on the tomograms, the rocks were divided into groups by the type of wettability: absolutely hydrophobic, with strong signs of hydrophobicity, with signs of hydrophobicity, and hydrophilic. Comparison of the results of tomography with the standard approach showed that the Tulbovich method commonly used for the study area does not fully reflect the rock wettability. Comparison of the results of core tomography and study of thin sections with the results of electrometric logging shows their good agreement. The rocks with absolute hydrophobicity established by tomography have an anomalously high electric resistivity, >1000 Ohm·m, and the rocks with signs of hydrophobicity, >120 Ohm·m. For the hydrophilic intervals, the electric resistivity values are significantly lower, from 17 to 100 Ohm·m. Thin sections of the core samples were studied. Their microscopic analysis has shown a higher content of organic matter in the hydrophobic rocks as compared with the hydrophilic ones. Few exceptions might be due to the study of only local thin sections of the samples. Thus, rock wettability can be monitored by electrical methods, especially lateral logging. The results of the assessment of rock wettability by core study and well logging can be compiled for the exploration of Visean pools of the Solikamsk depression. Geological models constructed with regard to the recognized zones of hydrophilic and hydrophobic reservoirs can be effectively used to optimize the exploration of pools, especially reservoir flooding.

Ge layers heavily doped by a donor impurity are formed by implanting a p-Ge single crystal by two-charge antimony ions (Sb⁺⁺) with the energy E = 80 keV and the dosage Phi = 10¹⁶ cm^{- 2} with subsequent pulsed annealing of the implanted Ge:Sb layer by powerful ion beams (C⁺, H⁺) of nanosecond duration in a liquid phase. The surface morphology and depth profiles of Sb, the crystalline structure of the layer, the concentration of electrically active atoms, and photoluminescence of the Ge:Sb layers are investigated. The data on the Sb depth distribution are compared with the computer simulation results and show good agreement. The obtained results indicate that a high degree of activation of the implanted mixture of Sb (up to 100 %) and an increase in the direct-gap photoluminescence in the heavily doped layer for 300 K with a peak at 0.77 eV

A method for forming p-n-diode based silicon electro-optic modulators using local oxidation is tested. It is shown that the local oxidation of silicon allows forming a waveguide crest shaped as a smoothed trapezoid, in contrast to the classical technique of creating a waveguide crest by plasma-chemical etching. The main advantages of the approach used are described: controllability and reproducibility of critical structural parameters of the modulators (width and height of the waveguide crest), low surface roughness, and the possibility of using approaches to forming a modulating p-n-diode of combined structure in a ridged waveguide, which is standard for planar technologies.

Two types of mirror structures with saturable absorption are under consideration: monolithic mirrors grown from semiconductor materials and mirrors with a dielectric reflector, with quantum well containing semiconductor structures transferred to the dielectric. Both types of mirrors manifest high reflectivity in the near IR range of the spectrum: the "beam table" width is about 100 nm for semiconductor reflectors and more than 200 nm for dielectric reflectors. It is shown that a maximum depth of absorption modulation from 1 to 40 % is possible. The recovery time of the saturating absorber (2 ps) makes these mirrors significantly fit for using in lasers with a pulse repetition frequency of 1 GHz

The structure and photoluminescence of synthesized perovskite crystals CH³NH³PbI³ (lead triiodide methylammonium) are investigated in a wide temperature range. As temperature rises to 130-140 K, there is a transition from a orthorhombic to tetragonal crystal lattice with a change in the band gap. An increase in the stationary photoluminescence intensity at room temperature under the influence of exciting radiation is revealed. A model explaining the observed growth of photoluminescence is proposed.

This paper presents the results of numerical simulation for 43m class crystals and experimental results for azimuthal angular dependences of polarization components of a signal of a second-harmonic reflected from GaAs substrates with (013) orientation, CdTe/ZnTe/GaAs buffer layers, and Cd_xHg_1-xTe/CdTe/ZnTe/GaAs structures, sequentially grown on these substrates with normal incidence of laser radiation on the sample and azimuthal rotation of its polarization plane. It is revealed from investigating the (013)GaAs substrates and CdTe/ZnTe/GaAs buffer layers that deviations from the base cut (013) relative to angles turn out to be 1-3 in the GaAs substrates and up to 8 in the CdTe/ZnTe/GaAs buffer layers. The observed asymmetry of the minima of angular experimental dependences of the second-harmonic signal in the GaAs substrates is related to stresses. It is assumed on the basis of the experimental data that the tensor components of nonlinear susceptibility of the crystalline structure Cd_xHg_1-xTe significantly exceed similar tensor components in CdTe and GaAs in value

Within the framework of ensuring conditions for the normal operation of photoreceiving diode matrices, the influence of the step profile of a composition on the formation of inversion in cadmium - mercury - tellurium (CMT) films under the action of an embedded charge Qi of an insulating dielectric is studied. The problem of the maximum permissible value of Qi, which does not yet form inversion in the system, is analyzed by varying the system parameters: the values of rupture of the zone edges for charge carriers in the CMT, the thickness of the broadband surface CMT layer, temperature, and the doping level of the two-layer CMT film

Waveguide microstructures based on strained silicon with the use of carbonitride and silicon nitride films as cladding layers are created. A plasma-enhanced chemical vapor deposition technique is developed, which allows obtaining high values of intrinsic mechanical stresses (about 700 MPa). The strained waveguide structures are characterized by micro-Raman spectrography during a scanning procedure. It is demonstrated that deposition of carbonitride and silicon nitride films induces compressive stresses in the silicon waveguide, which is proved by the shift of the maximum of the main peak of scattering on LO-phonons of silicon toward higher wave numbers. The compressive stresses in the silicon waveguide clad with silicon nitride and carbonitride layers are estimated as 350 and 250 MPa, respectively, which is sufficient for the emergence of nonlinear optical properties of silicon (Pockels effect)

Terahertz emission spectra of the surface of silicon crystals with different types of conductivity upon excitation by femtosecond laser pulses at various temperatures were experimentally recorded. Observed features in the terahertz spectra of the a silicon surface correspond to the energy structure of the impurity centers determining the type of conductivity of the sample. Comparison is made with the results obtained in the case of deposition of gold nanoparticles on the semiconductor surface. The spectral features of the surface with the deposed nanoparticles are discussed using the terahertz re-emission mechanism in two-phonon absorption

This paper considers mechanophysical methods (shear under pressure and explosive loading) developed for producing high-density optical nanoceramics based on some oxide magnetic semiconductors and their optical properties. Advantages of the techniques are the ease of implementation, a combination nano grinding and compaction of the material in a single process, obtaining high-density (99 %) stable materials, and the absence of external impurity. It is shown that copper oxide nanoceramics can be used as solar energy absorber and iron-yttrium garnet nanoceramics as an optical element in electromagnetic radiation modulators.

The theory of coherent photon-stimulated electron tunneling through a one-dimensional smooth barrier was successfully used to model the results of measuring the terahertz photoconductivity of a tunnel point contact in a two-dimensional electron gas. For this barrier in a deeper tunnel mode, photon steps in the dependence of the tunneling coefficient on the initial electron energy were found. Their position is determined by the energy of the terahertz photon

The article deals with methodological approaches to quality control of higher education in different historical periods of the Soviet Union and the Russian Federation, due to the state of scientific and pedagogical thought, the state of the economy and the direction of state policy. The concept of "quality of higher education" from a social and economic point of view, as a social good and educational service is considered. It is shown that during the first five years of Soviet power, the quality control was carried out on a personal-oriented pedological basis, then it was considered anti-scientific and replaced with taking into account formal indicators: academic performance, attendance, participation in socialist competition and others. In post-war years the quality control was focused on achievement of socially significant results for the state. Scientists developed a national system of quality education, qualimetric indicators and evaluation criteria. In the post-perestroika period in a market economy, under the conditions of the standardization of education and signing of the Bologna agreement, the quality management systems that meet international standards were developed and implemented in Russian universities. Russia aspired to the competitiveness of higher education and entry into the international educational space. The article shows the ambiguous attitude to the Bologna agreement of the scientific community. The initial directions of the development of quality management systems in Russian universities (SWOT analysis, TQM concept and ISO 9000:2000 standards) are outlined, the main features of the new international quality standard ISO 21001:2018 are highlighted. It is determined, in accordance with domestic and foreign developments, that modern quality management systems should be mobile, constantly improving, taking into account national and international requirements, as well as based on the evaluation of quality processes in organizations. The historical stages of the state education quality regulation through licensing and the accreditation procedure are considered. The problems, as well as the main trends and prospects for improving the quality of higher education are highlighted. The quality of higher education is determined as a guarantee of training competitive, mobile and high-demand professionals.

The article analyzes the problem of the role structure of cadets, the relevance of which is due to the reforms in the system of higher military education, the complexity of training programs and the increasing requirements for the training of unit commanders. It is noted that in the process of interpersonal interaction in the military team, it is assumed that certain roles will be performed. A new method for diagnosing cadets' role models as participants in the pedagogical process is proposed, using the innovative Kaleidoscope technique, which includes 10 main roles related to the meso-level. The differentiation of roles according to three criteria is considered: activity-passivity, individualism-sociality and spontaneity-traditionalism. The purpose of the article is the disclosure of the features of the role structure of cadets as subjects of the pedagogical process in the context of interpersonal interaction. A three-factor structure was obtained, explaining more than 67.36% of the total variability, consisting of the moral and emotional aspect of the role-playing behavior of a serviceman in professional activities, role-playing professionally significant qualities of the defender of the fatherland and the expressive-creative potential in implementing role-playing behavior in the pedagogical process. It is determined that the selected role factors reflect a contradictory unity and include, on the one hand, the role of subordination to the standards and regulations of the military community, and on the other hand, the roles that fulfill the expectations of the homeland defender, the winner, the hero, and the role of leader. It is concluded that the consideration of role factors acting at the personality level as content-informational education introduces new changes in the interaction of participants in the pedagogical process at a military university. In addition, it is noted that the role-based interactions implement the conditions for reprogramming the role profile of the participants in the pedagogical interaction, which contributes to the exit from the individual space into the meta-space.

From a conceptual position, historical development trends, current problems and prospects for ensuring the quality of personnel training were considered, taking into account the provisions of the organization management and quality management concepts. For the first time, conceptual approaches to ensuring the quality of personnel training were systematized and it was shown that they can be described by the following stages of development: in the 1900s, the concept of monitoring the quality of personnel training according to accepted standards; in the 1910s - the concept of taking into account the variability of the characteristics of the quality of training in the continuous process of learning; in the 1920s - a concept based on the large-scale use of statistical methods of quality control; in the 1930s - the concept of ensuring the reliability of knowledge and skills that guarantee the ability of trainees to keep them within the established limits at specified time intervals; in the 1940s. - a concept based on accounting in the system of personnel training for the best practical experience of previous periods of study; in the 1950s, the concept of active use in the management of training processes for quality tools; in the 1960s, with the concept of quality training, based on the TQC and CWQC quality management methodologies, taking into account the behavioral approach concept; in the 1970s, with the concept of quality training based on the TQM methodology; in the 1980s, using the concept of a management culture and the universal quality management system (UQM) as a basis; in the 1990s - the concept of quality management training, based on innovation and the concept of quality-based management (QMC); in the 2000s - the concept of quality management training, based on the concept of management by objectives; in the 2010s - the concept of quality management training, based on the active introduction of information technology; in the 2020s - the concept of quality management based on combinatorial technologies.

The Federal state educational standards of secondary vocational education (FSES SPO) reflect the requirements for graduates of the College in the field of formed competitiveness. Despite the tasks defined by the state educational policy in the field of ensuring the competitiveness of students, they have a clear underestimation of the importance of competitiveness for the success of their professional career. Although the problem of competitiveness of graduates is devoted to a lot of research in the context of various factors affecting it and the changed socio-cultural situation, but requires a more thorough study of the possibilities of social partnership of the College with employers and the impact of various organizational and pedagogical conditions that ensure the effectiveness of its formation. The article deals with the organizational and pedagogical conditions that ensure the success of the formation of competitiveness among College graduates in the social partnership of the College with employers: the organization of a competitive and developing integrative educational environment; the creation of the Institute of mentoring as an integral element of the integrative educational process; special training of teachers of the College for the future activities on the formation of the competitiveness of the student in the social partnership of the College with employers. Each of the proposed organizational and pedagogical conditions is disclosed in detail, the component structure of the integrative educational environment and the principles of its organization.

The country's economy and its social sphere, including education and formation of a person, are directly dependent on the social orientation possibilities of all creative and material forces. At the same time, regardless of the forms of management in a given territory, various public non-profit organizations and associations manifest themselves and can play an important role in improving municipal governments. The article examines some types of public organizations in the form of NGOs which contribute to the manifestation of the sense of pride for the countrymen, for history and nature which are given by the locality. Changes in the number of people living in rural areas have been noted downward, not exceeding the parameters of natural decline without a migration component. The most important characteristics of the local community have been determined: population with established history, lifestyle, traditions and adopted rules. It is shown that activities and relationships of people have spatial and temporal dimensions associated with the boundaries of interaction or the boundaries of a local community. Taking into account domestic practices and the experience of foreign countries, specific examples present the possibility of a positive impact of a developed system of non-profit organizations on local authorities in order to solve such important issues for the population as: material and moral support and protection of citizens; overcoming the consequences of natural, environmental, technological and other disasters; environmental and animal protection; activities in the field of education, science, culture, health care, improving the moral and psychological state of citizens, physical culture and sports, promoting spiritual growth of the individual; activities in the field of military-patriotic education of the younger generation. All this contributes to the strengthening of the role of local authorities and raising the status of municipalities, which has a positive effect on improving the efficiency of local government and improving the socio-economic environment.

The article presents the experience of musical collectibles using the method of comparative music and technical means. In the formation of audio content, cultural and educational tasks were solved; thanks to the use of information technology tools, the Life of Remarkable Melodies training program has been created, protected (as RIA).

This article discusses how modern psychological and pedagogical technologies at English lessons can influence on the teaching process and its results. It reveals the essence and content of the concepts of «pedagogical technologies», «personality-oriented approach to learning», «method of projects», «information technologies», «method of brainstorming», «method of role play». In this article, the «method of projects» is considered from the point of the application of modern psychological and pedagogical technologies, which requires the integrated knowledge and research in the formation of motivation and cognitive interest in English classes. A special place in the article is devoted to the objectives of this method: practical, theoretical, cognitive significance of the intended results; independent activity; structuring the content of the project; using of the research methods. Also, the article focuses on the «Brainstorming method», the usage of this method in foreign languages teaching, its advantages and peculiarities, classification of the main types of brainstorming. It describes the experience of applying this method in English classes, the distinctive features and advantages of this method are gradually revealed. All these pedagogical technologies contribute to more effective teaching by increasing students ' interest and motivation. The article studies the usage of modern psychological and pedagogical technologies in foreign languages teaching, its advantages and peculiarities for language and professional socialization. This paper dwells upon the problems of students` professional training: the specificity of professional identity, professional adaptation, mastering students` communicative awareness and professional skills. These methods contributes to the development of communication skills, expand horizons, formation of general educational skills and the development of independent search activities.

Problems related to trust and trust communication have long been in the field of view of various Sciences, primarily psychology and pedagogy. At the same time, the modern meaning of this concept has expanded: trust is not only understood as a form of communication with its own kind ("I" - "other"), but also in relation to oneself. The analysis of the classification of levels of interaction between the psychotherapist and the patient, which Beaudgenthal calls "levels of presence" and concrete examples of how different levels during the conversation can activate different levels of awareness of both participants in the process, gives grounds to assert, that confidential communication is a synthesis of intellectual and behavioral functions of a person, and its principles work on similar algorithms both in psychological counseling and in other areas, for example, in pedagogy or so-called "Eastern practices". The study of problems related to trust communication is a challenge for the researcher, stimulating the search for new, hitherto undeveloped methods of analysis, and also involves the openness of the scientist to synergy with the algorithms of work existing in art or in the so-called "Eastern practices", which sometimes have no direct relation to rational knowledge. However, the assimilation and processing of the experience of the Eastern teachings from the point of view of the "Western" rational science could shed light on some of the mysteries of the functioning of the human mind. Finding points of intersection and developing appropriate models of not just comparative but "synergistic" research seems to be one of the first steps to move towards the convergence of the "Eastern and Western" branch of scientific knowledge. Beaudgental introduced an extremely important, in our view, concept of "presence", especially relevant in the context of counselling in the case when the objective is not so much psycho-correction as inner growth and self-development. Despite the fact that the description of the phenomenon of "expansion of internal vision" (attention, presence) given by Beaudgental or awareness (which, according to him, at certain moments "does not need words"), are still difficult to formalize and verify by the methods available to modern science, it can be argued with certainty that the concepts of "awareness" and" presence", introduced by Beaudgental, undoubtedly are the cornerstone of the reproduction process of confidential communication in psychological counseling, without which any positive changes in the life cycle of a person in need of such assistance will be very conditional.

Results of a theoretical and empirical research of factors of metacognitive monitoring of the solution of tests of knowledge by pupils of high school are presented in article. The concept of metacognitive monitoring and its role of structure of cognitive activity of the person is opened. The main method of a research of metacognitive monitoring is the paradigm of calibration (realism) of confidence. The paradigm of calibration is implemented in correlation of metacognitive judgments and objective success of the solution of a task. Empirical researches in which the interrelation between the accuracy of metacognitive judgments and the academic success is studied are analyzed. Pupils who estimate own knowledge and the academic abilities more precisely show higher educational achievements. Pupils who are excessively sure of the competence study significantly worse than the peers. The problem of psychological mechanisms of metacognitive monitoring of the solution of educational tasks is considered. In cognitive psychology there are two hypotheses explaining essence of metacognitive monitoring. The hypothesis of direct access to cognitive activity means that the pupil has direct access to the knowledge. Other approach is that the pupil makes monitoring on the basis of indirect signs of the solution (for example, availability of answers at execution of the test). In this case creation of metacognitive judgments is result of heuristic processing. It is empirically shown that judgments of confidence depend on availability of extraction of test tasks in memory. The hypothesis of direct access to the content of memory did not receive confirmation. These data allow to draw a conclusion on the reasons of metacognitive illusions in the doctrine and possible risks of the academic poor progress.

The purpose of the study is to substantiate the psychotherapeutic parameter for the prophylaxis and prevention of professional burnout of the individual. For in recent years, an acute problem has arisen that hinders the success of those engaged in a certain number of professions. These are professions of the “person-person” sphere, namely, teachers, educators, doctors, etc. All those who interact through information and energy channels in the process of business communication. Over time, a person begins to tire quickly, loses interest not only in their work, but also in interpersonal relationships. They have a "professional burnout" syndrome. Usually, the causes of its appearance are associated with stress, conflicts. In our opinion, the reason lies in the violation of the system of human relations integrity, their disharmony and chipping. Therefore, we offer the psychotherapy by K.R. Rogers, as a control parameter to prevent burnout of a person. In the article, psychotherapy by K.R. Rogers, is explained in terms of the theory of chaos. The principles of interaction are revealed on the model of nonlinear systems, during the transition from chaos to order. Thus, the emphasis is shifted from the dyadic interaction between the psychotherapist and the client to the system interaction of the meeting group and the client. Analysis of the reasons for the success of group meetings in Europe, the USA and Japan showed that in the process of the psychotherapeutic group self-organization, socio-psychological phenomena arise. They have the optimal influence on the deep psychological processes, the ordered structuring of the client's personality. In self-organization groups by k. Rogers, you can build a series of interaction models. They appear spontaneously. Each meeting team leader develops their own system of psychotherapeutic techniques. The article also reveals individual psychotherapy, which is a special case of group psychotherapy. The necessary conditions for effective psychotherapy and building the harmony of human relations are singled out. They are: congruence, positive attitude and empathy. The recommendations on psychological counseling of the person with the resulting symptom of "professional burnout" are substantiated.

The article deals with the problems of constructivist reflection and the construction of didactic communication, the innovations, opportunities and limitations that the constructivist model of pedagogical interaction offers. The aim of the work was an analysis of innovations and perspectives of understanding the modern educational process in the context of the constructivist approach. Postmodern, the era of the late twentieth and early twenty-first centuries, leaving, leaves many interesting and productive developments, which undoubtedly include constructivism. Contesting the existence of reality as such, constructivism offered several solutions to the problem of man’s comprehension of himself and the world. These solutions united by a common idea of producing internal and external reality in social dialogue, in the interaction of people and groups (actors and co-actors) interested in solving problems, united in situational , subject, active collaborations (associations, groups) to develop the best and satisfying all participants as stakeholders of a consensus solution of the problem. Constructivism has changed the view of what is happening in the relations of people in a number of areas, including management and education. Findings. Due to its debatable nature, the development of constructivism ideas in the context of the development of educational ideologies and technologies activates the processes of reconceptualization of the traditional model of didactic communication, and the constructionist model of education itself can and should become an object of systematic methodological, theoretical, empirical and applied research. Any of these approaches can be disclosed as an example of a constructivist educational model. The leading signs of this model are the dialogue nature of education, the focus on understanding the internal and external world in a dialogue with significant other people. This model assumes the consideration of such a dialogue as a process by which a person builds his own life world and himself, as a creative “rediscovery” of the basic truths of human existence, as making socially and personally meaningful decisions in a situation of educational, professional and life choices.

Introduction. The research is devoted to the actual problem of development of the Russian system of higher education, its compliance with global trends and challenges, the search for new forms and ways of life of universities in modern Russian conditions. Methodology and methods of the research. The authors analyze the theoretical models of educational institutions of higher education: entrepreneurial, innovative, research, corporate network University, identify their key features. The results of the research. The article considers the experience of these models in foreign countries, as well as the problems of its adaptation in Russian conditions. For example, the key problems of adaptation of the entrepreneurial University model in the Russian environment are the lack of experience of such activities among the teams and University management during the previous periods of work; mutual unwillingness to cooperate on the part of universities and the business sector, enterprises, corporations, a small number of successful practices in this direction; the framework of the existing system of management and financing of universities. The directions of the state policy in the sphere of education aimed at encouraging universities to choose new ways of their development, such as, for example, the implementation of the project on the creation of national research universities or the project «Universities as centers of the space for creating innovations» are highlighted. Conclusion. In conclusion, there are two groups of scenarios that result in the selection of universities models of its transformation under the influence of external factors (the decisions of the management education, the establishment of the University «from scratch» for a specific state or corporate needs, the needs of the region location of University or large corporations) and under the influence of internal factors (conscious choice of the staff and management of the University in favor of a particular model, the traditional specifics of the University, changes in the financing structure, creation of the University «from scratch» for private companies as a business project). The conclusion is made about the need for universities to choose the strategic goals of their develo pment and the specific transformation model by which it will take place.

Introduction. The rate of change of the labour market requirements exceeds the speed of vocational education transformation. A person is forced to determine the professional development guidelines him/herself to maintain his/her competitiveness. He/she has to self-reflect, and on this basis we actualize the significance of the reflection problem in the vocational education. The aim of this paper is to form a complete historical and methodological picture of the development of reflection problem. Methodology and methods of the research. Theoretical and methodological basis of this work includes: fundamental principle of the reflection phenomenon in philosophy, basic research in pedagogical knowledge. Such methods as analysis, data systematization, generalization of philosophical, pedagogical background were used. The results of the research. The main historical ways of forming ideas about the reflection phenomenon are consistently considered in this paper (from antiquity to modern times). Further, the leading psychological approaches to the study of this phenomenon are determined. There are the rationalistic and the system-differential approaches, the last one is more significant in the context of modern determination of the reflection problem. Then the interdisciplinary status of the considered problem and its applications in the professional education sphere are revealed. As a result, the topical direction of research (socio-cultural development of the individual) is established. Conclusion. The novelty of the study is systematization of the results of the reflection problem development in Russian pedagogical studies based on doctoral (candidate) scientific researches of the 21st century, classification of their basic concepts and implementation areas: the education management, the educational process management, the intellectual, mental, socio-cultural, professional development of a person.

Introduction. The paper analyzes the results of a mass sociological survey of postgraduate students in the research institutes of the Novosibirsk Academgorodok. The task was to identify the main social characteristics of postgraduate students, primarily the reasons for entering the postgraduate studies, their assessment of the current state of the basic elements of scientific activity, ideas about the future and scientific career, in particular, the criteria and factors for its success/failure. A separate task was to identify the dynamics of these characteristics compared with the previous similar study in 2005. Methodology and methods of the research. The study used the method of mass sociological survey; the data obtained were processed with the help of the SPSS program; simple distributions were used for the initial analysis. For identifying the dynamics of the basic indicators, the methodology of comparative analysis was applied. The results of the research: 1) for majority of postgraduate students, the path to science began already at school; 2) the vast majority of them are not new to science (they have experience in conducting research, including grants, participated in scientific conferences, have scientific publications); 3) among the negative trends that are manifested today in the institutes of Academgorodok, the main ones are low wages of research workers and weak financial and instrumental-material security of research; 4) deciding to choice a scientific career the main role is still playing such factors as the craving for knowledge and creativity; 5) a substantial part of the interviewed graduate students still plan to make a career in the field of science and high technology. Conclusion. A persistent nature of the professional ethos of Russian scientists is observed: this primarily concerns strategies for building a scientific career and the choice of criteria for its success.

Introduction. The transition of mankind to the values of information civilization has had a significant impact on the scientific and educational space, which has become much more complicated as a result of sociocultural transformations that took place at the turn of the XX-XXI centuries. The work draws attention to the fact that the transition of science and education to a qualitatively new level should contribute to an increase in the aggregate social potential, but its growth is not observed in Russian realities. To eliminate the contradiction that has arisen, the author proposes to turn to the interaction of social institutions, to identify their interdependence and mutual influence in the formation of the aggregate social potential. Methodology and methods of the research. The cultural and anthropological approach used by the author made it possible to identify the role of the education system in the development of the aggregate social potential and overcome the fragmented approaches to its study; as a methodological basis, the author took advantage of formational and civilizational approaches to the structuring of society. The results of the research. The paper shows that the total social potential is determined by the interaction of the potentials of the main spheres of social life, social institutions, social production and social structure. It is substantiated that from the point of view of the aggregate social potential of society, educational potential is fundamental and is expressed primarily in the level of education as a result of previous educational activities. Conclusion. As a result of this work, it was concluded that social potential is extremely dependent on the activities of higher education, its axiological and epistemological attitudes. The analysis made it possible to identify the factors hindering the development of educational potential, which leads to a reduction in the aggregate social potential in general.

Introduction. Nowadays a problem of career guidance for the school youth is rather urgent, since, on one hand, the contemporary social and economic environment does not provide necessary conditions for personal development; on the other hand, social inequality and unemployment are increasing because material production has been ruined. This negatively impacts the young generation, especially high school graduates who must choose a career. According to data of the Russian Federal Employment Office, the amount of unemployed people will not exceed 3.6 million in 2019-2021, while school, college and university graduates are one of the most vulnerable social groups because they are not sufficiently adapted to the market economy, which has been proven by the author’s research. Formation of vocational guidance of youth, taking into account the role and place of Russia in the world of globalization and joining the sixth technological structures is an important aspect of successful harmonization of identity, employment and their future development and development of the country. Methodology and methods of the research. In order to study the career guidance problem, a methodology of career personal testing for school students was used. In order to investigate personal qualities related to general intelligence, J. Raven’s test was used; E.A. Klimov’s method was used regarding a choice of career path, and the method of N. P. Fetiskin, V. V. Kozlov and G. M. Manuilov was used to measure personal will characteristics. Efficiency of the methods was controlled using unified national exam results. Only the school students who chose either the person-technology or the person-sign system types were tested, because the authors could estimate their knowledge of mathematics, physics and information technology. The results of the research. Testing of the Krasnodar schools’ graduates and its results show that the testing methods of J. Raven, E. A. Klimov, N. P. Fetiskin, V. V. Kozlov and G. M. Manuilov allow specifying career aptitude of school students, and the results of enrollment into state universities confirm aptitude levels of the person-technology or the person-sign system types. The correlation rates fall within such range that indicates that a total score of the unified national exam strongly depends on intelligence and the will potential. Control of the correlation relationship between general intelligence and will potential found no connection between them; and the calculated value of K-correlation clearly and decisively showed that the research tests give quality results for determination of career guidance for school students. Conclusion. A solution for career guidance for school students mainly depends on the work of organizations that provide it. Career guidance implemented by all participants, testing students and identifying their aptitude have not yielded proper results yet, as there is no systematic approach and effective collaboration of schools and career guiding institutions regarding planning and organization of career guidance for school students; they do not have a general career guidance program. This indicates that it is necessary to build a system of career guidance in schools using the whole potential of organizations, parents, employers, universities and colleges offering this service.

Introduction. In the era of globalization, there is an ever closer interaction of cultures of mankind, including constitutional and legal cultures of different countries. The constitutionalism that arose in the 20th century as theoretical, methodological and socio-cultural knowledge about the formation, development, as well as modern forms of the constitutional system, constitutional law in different states, examines the current urgent problem of the specifics of constitutionalism in different socio-legal cultures. Researchers in this field determine the specifics of the constitutional system, constitutional law and constitutionalism of different countries and cultures, including Western and Russian. From the conclusion that there are socio-cultural and cultural-legal features of constitutionalism, the problem arises of its study from the standpoint of traditionalism and anti-traditionalism, which is the subject of this paper. Methodology and methods of the research. Dialectical methodology, systematic approach, axiological approach, methods of interrelation of historical and logical, induction and deduction, comparative studies in constitutional law and philosophy of education. The results of the research. A comprehensive approach to the study of constitutionalism based on a systemic-dialectical examination of Western and Russian constitutional and legal cultures in philosophy and legal education is proposed. The basis of the review is an epistemological analysis of the problem using a dialectic pair of categories «traditionalism - anti-traditionalism». The author’s definition of traditionalism and anti-traditionalism is proposed in relation to the issues of modern constitutionalism. The use of axiological and comparative approaches made it possible to identify differences in the content and essence of constitutional traditionalism and constitutional anti-traditionalism in different constitutional and legal cultures. The question of the measure of foreign cultural borrowing in the processes of global transformation of constitutionalism in different countries, including the Russian one, has been raised. It is substantiated that the acquired innovative knowledge should be included in the relevant academic disciplines of professional legal education. Conclusion. In the 21st century, in the era of globalization, in the context of growing ambiguous interactions of the constitutional and legal reality of different countries, the study of legal and constitutional cultures, constitutionalism from the standpoint of paired categories of traditionalism and anti-traditionalism acquires important epistemological, axiological, praxeological and pedagogical significance. The main scientific and philosophical conclusions should be included in the relevant programs of legal education in the process of its modernization.

Introduction. The relevance of the topic investigation is due to a number of factors, one of which is the problem of the choice of the value orientations for the development of education. It is generated by the situation of conceptual uncertainty caused by the simultaneous action in the domestic and world educational space of two paradigms: the conservative (traditionalist) one and the liberal one. Methodology and methods of the research. The methodological basis of the study is a post-non-classical approach. During research, the following theoretical methods have been used: the analysis of philosophical, pedagogical literature; generalization; the method of modeling of pedagogical systems and processes. The results of the research. Based on the analysis of the traditionalist and liberal educational paradigms, the influence of the idea of the tradition as an element of the value foundation of education on the value content and basic characteristics of learning is revealed. It is shown that both paradigms do not have the potential to solve the problems facing modern higher education. The interpretation of the idea of tradition in the context of the post-non-classical paradigm is proposed. Possible changes in the systemic organization of the content of higher education in accordance with this value and paradigmatic basis are shown in general terms. Figuratively, these changes can be represented as a transition from the educational content as a mosaic picture collected in the learning process from the elements of “available” knowledge and types of experience necessary for their reproduction to the educational content as an action material to be analyzed, understood, transformed. Conclusion. A new design of higher education content is proposed and described in a general way, removing the opposition of the traditionalist and liberal educational paradigms, contributing to the elimination of conceptual uncertainty inherent in modern education.

Introduction. The problem of formation of the Russian professional cultural elite is considered. The goal of the paper is to substantiate the necessity of transforming the domestic system of mass vocational education into a personal (elite) one and give appropriate recommendations concerning the upbringing of productive cultural elite as a driving social force of the post-industrial knowledge society. In the scientific and philosophical literature, recommendations are given concerning the use of the existing cultural elite, but not about its practical formation in modern conditions. Methodology and methods of the research. As part of the system-activity philosophical methodology, system analysis methods of socio-technical systems are used in relation to the problem of upbringing of Russian professional cultural elite in all areas of technical, economic, social and humanitarian activity. The results of the research. The formation of professional cultural elite requires the solution of four pressing problems: lack of the cult of knowledge among students; low quality of the general secondary education; underdevelopment of information and technical infrastructure of educational institutions; incapacity of the education legislation. Search of native talents is chosen (by means of reasonable selection criterion) as priority from three alternative ways of the research goal achievement. Methods for such a search are proposed. The expediency of inclusion in the elite educational programs (regardless of their professional orientation) philosophy, humanitarian disciplines, and systems analysis is substantiated. It is suggested that the computerized form of education should be combined with the higher priority traditional live form of the teachers and students communication. The necessity of introducing into the pedagogical practice of the understanding language, operating with the meanings of the objects and phenomena, is grounded. Conclusion. The necessity of transformation of the mass vocational education in Russia into the personal (elite) education (in the interests of social progress) is substantiated. The corresponding practical recommendations are given. The novelty of the study, according to the author, is to use system analysis in elitology.

Introduction. The modern world is unthinkable without innovation implementation and the emergence of social mechanisms of their support and promotion. However, their implementation is associated with certain risks of social development. Along with the changing conditions, prerequisites emerge for formation of new management models that suggest involving new subjects to decision making process - actors interested in social innovations. Their role is great in human development projects, including education where influence of public expert institutes is especially strong. Public expertise is an element of integrative-communicative model of ethno-social processes regulation. The experience of social mobilization for the legislative resolution of the problem of native language in the system of secondary education is presented in this paper as a case illustrating its capabilities. Methodology and methods of the research. The foundation of methodological basis of the research is a critical approach proposed in the philosophical and sociological concepts of M. Horkheimer, Y. Adorno, G. Marcuse, J. Habermas and other representatives of Frankfurt school who spoke from the standpoint of criticism of technocracy. The research is based on analytical method, analysis of legislation in the field of language policy, national policy, policy in the field of the rights of indigenous people, and personal observations. The results of the research. The education is the sphere of reproduction of the public goods. The contradiction between humanistic content of educational process and managerial practices of its administering has a negative impact on those subject areas that are responsible for the reproduction of personality integrity. These are all humanities, and especially the native language and the native literature. The tool for the removal of this contradiction is a public expertise that engages representatives of pedagogical and parent communities of national subjects of Russian Federation to activity in assessment of states of Russia’s people languages development, and conditions of their reproduction in inter-ethnic communities. Participation of the “man from the street” in management who is directly interested in that important issues directly impacting him will be solved by him together with officials and scientists is an authentically innovative element of social life. Conclusion. Orientation point of integrative-communication model remains the integration without assimilation on the base of human rights respect, including the right to preserve and develop the native language, the flexible accounting of ethno-cultural specifics of interethnic communities, the active interaction of the State with non-state actors of its implementation, with expert community, and civil society institutes. As this was shown in the case that illustrated the role of public participation in the legislative solution of the dilemma of native language, this model is quite realizable in expert practices with the participation of teachers, the lowest echelon of educational vertical.

Introduction. The paper shows that the optimal form of inclusion when working with gifted children is their inclusion in anthropo-practices as a form of activity, involving both the reconstruction of personal values and their embodiment in a joint productive action. Methodology and methods of the research. The study combined the following methodological approaches: comparative, system-activity, system-genetic. As part of the comparative approach, different practices of educational inclusion and different views on the best measures of pedagogical support of giftedness were considered. Within the framework of the system-activity approach, the optimal forms of using pedagogical inclusion in work with gifted children were reconstructed. The system-genetic approach made it possible to simultaneously determine the sources of anthropo-practices as a form of educational inclusion for gifted children, and the conditions for its successful application in specific situations. As specific methods of research were used: participant observation in specific educational activities of the inclusive nature; detailed expert interviews allowing evaluating the capabilities and limitations of different approaches to inclusion; systemic modeling of possible variants of realization of anthropo-practices of inclusion for gifted students. The result of the research. The concept of «inclusive education» is clarified, its main types, their opportunities and limitations are highlighted; the features of inclusive education in the work with gifted children are shown; the definition of «anthropo-practices» is given and their value as a pedagogical tool forming the substantive position of the pupil is demonstrated; the value of anthropo-practices as a form of implementation of inclusive education for gifted students is justified; the key content and organizational types anthropopractice as a form of inclusion for gifted children is described. Conclusion. Inclusive education of gifted children requires cooperation related to the achievement of value-based goals and the construction of life strategies and trajectories emanating from these goals.

Introduction. Formation of a personality capable of applying its capabilities in any field should be promoted by innovations in education. The informatization of modern education becomes an integral part of the educational process, which entails a change in traditional approaches, methods and organizational forms of learning and in learning foreign languages. The purpose of this paper is to analyze the methods and approaches of motivation activation in the conditions of informatization in the study of foreign languages from different points of view - from educational and cognitive work through teaching and research to educational and professional. A review of Russian and foreign scientific literature shows that the formation of the worldview of a modern person takes place through a special environment of interactive, mobile communication of various stakeholders and information exchange is carried out. Methodology and methods of the research. The studies examining ways to increase motivation from different points of view - psychological, pedagogical, sociological - Russian and foreign scientists served as a theoretical and methodological basis, and numerous methods of teaching a foreign language in a non-linguistic university (for example, Task-based learning and teaching, Case Study, Project based learning, Edutainment and other), as a result, helped to identify effective methods that motivate students to learn new material. The results of the research. The teacher today has to use the mechanisms of intrinsic motivation for the implementation of educational and cognitive work, which is based on the interest of the individual in solving a task or performing the proposed activity. The leading principle of modern higher education, namely, the principle of student autonomy is used to implement teaching and research activities, and teaching and professional activities in teaching a foreign language should be planned as a means of achieving external goals. The paper shows a set of basic pedagogical conditions for the actualization of motivation in teaching a foreign language in the modern educational paradigm, the mechanisms of internal and external motivation through information and communication technologies that create objective opportunities for the implementation of many relevant educational tasks. Conclusion. Conclusions are made that learning should be differentiated and individualized in order to better motivate all subjects of learning. This contributes to the achievement of an important element - understanding the meaning of the implementation of learning activities by the students themselves; thus, foreign language teachers have a primary task - to develop approaches that enhance the motivation of subjects of learning, as well as determine the success of the learning process in mastering a foreign language.