Period of metamordenism actualizes the process of development of educational ecosystems and simultaneously fixes
the idea of civilizational and personal relativism of values paradigms in human minds. At the same time, digital transformation is getting more intensive. The article develops the concept that digital wellbeing of participants of educational processes nowadays is not exactly an object for measurements with traditional sociological tools, but it is a space for their project- transformational self-activities. The basis for their agencies behavior, as well as for personalization of general educational process, is movements, of «metamodernist swings» which cause carnival logics in formatting educational landscapes, which, in its turn, results in dynamic change of masks- values for subjects of education. Digitalization in this context can be considered as a strong servial trigger, which initializes realization of metamodernist discourse in education. Dynamic evolution of digital continuum («Web1 – Web3») requires periodic renewal of concepts of digital wellbeing of educational personalities. The author of the articles is attempting to fulfill the lacuna in the scientific research space and offers the methodology for designing the concept of digital wellbeing of a personality in the educational relationships. The author of the article is attempting to assemble the concept of «an autonomous person» as one of the basic phenomenon of the metamodernist education.

The article is devoted to the anthropology of education in the United States and the founders of this direction - the
spouses George and Louise Spindler. For fifty years, the Spindlers have been involved in four interrelated fields of activity: psychological anthropology, educational anthropology, teaching anthropology, and editing a series of ethnographic monographs and textbooks. Their first fieldwork began with the processes of cultural change on the Menominee Indian Reservation and, in the field of education, the difficulties of teaching Mexican children in an American school. The main topics that J. and L. Spindler developed throughout their lives concerned the issues of educational anthropology, the transmission of cultural experience, the peculiarities of teaching different social groups in the context of American culture, teachers’ irrelevant perception of children’s behavior, as well as cultural therapy. Field studies at school, anthropological analysis of cases in educational institutions have shown that the work of an anthropologist allows you to reveal cultural prerequisites and prejudices in the education system, reveals the pitfalls of invisibility and misunderstanding of
the values of different social groups. To solve these problems, the theory and practice of cultural therapy was developed as one of the
varieties of clinical anthropology. In the concept of J. and L. Spindler, education was seen as a process of cultural transmission, and the teacher acted as its cultural agent. In specific anthropological studies of educational institutions, it was found that the social systems of school life can be based on illusions about various kinds of educational situations and there is a considerable risk that incorrect administrative decisions will be made on this basis. One of the key objectives of cultural therapy was to make anthropological research a tool for better understanding cultural expectations in educational situations.

This article is dedicated to outline a procedure of localizing a qualitative diagnostic instrument for the process of
curriculum development within Russian schools. This instrument is based on the school-based curriculum development (SBCD)
approach which refers to practices that schools independently employ to develop their educational programs. The autonomy of schools in curriculum development is a common practice in many countries of the world, including Russia. However, the SBCD instrument needs localization to be used by school administrators of Russian schools. The SBCD instrument looks at the process of curriculum development in three dimensions: how it is developed, who of the members of a school community takes part in the process, and, finally, how often changes to the curriculum are made. The SBCD instrument allows the management team of a school to reflect on their curriculum development actions, and then decide how to arrange the process appropriately for their particular school. The article concludes that
different managerial practices of curriculum development can be found at different Russian schools. These practices may be related to the locations of schools, their students needs, teaching staff, and other factors. As a result of the diagnostics, recommendations for changes in curriculum leadership practices at Russian schools could be proposed. For further use of the SBCD instrument in the practice of Russian school management it is necessary to test it on a larger sample, as well as to clarify its effects more precisely

Methods and technologies of problem-based learning are often used to form critical thinking. The teacher puts the student
in a contradictory, problematic situation, to overcome which the latter must act actively and use critical thinking. The article claims
that to bring to the problem during training is to do part of the work for the student, which in real life no one will do for him. As a result, within the framework of problem-based learning, the ability to independently find a problem – an important stage of critical thinking – is not always formed.

The development of the education system in the modern world allows schools to have greater freedom in choosing
directions, methods, approaches and means of their development: various types of schools appear, innovative technologies are introduced, author programs are developed and implemented. One of the approaches to organizing the educational environment in schools is the “school community”. The authors of the article will reveal the concept of such a phenomenon as the “school community”, designate its boundaries, opportunities, directions of activity and the trajectory of further development. The authors will designate a frame, “trying on” which an educational organization will be able to answer the questions: can it be called a “school community”. The article presents the tools for diagnosing the “school community” for compiling its profile and measuring the levels of development of areas of activity

The article presents a literature review on isomorphic transformations and integration of research and higher education
sectors in the post-Soviet region. The paper shows how institutional changes in research and higher education sectors of post-Soviet countries have been proceeded in diverse directions with different dynamic despite the common Soviet legacy. Some countries of the former USSR are more prone to isomorphic transformations with focus on integration into the world community. Whereas the other post-Soviet countries, guided by the path dependency concept, tend to largely adhere to the Soviet model of research and higher education organization. Particular attention focuses on the case of Russia, where a convergence of research and higher education sectors had occurred due to the influence of the academic excellence program «5–100». Also, the article shows that the strengthening of research activities in universities had happened due to the interaction between higher education institutions and research institutions of the Academy of Sciences and other research organizations. The study is based on the case study methodology. The database for analysis is formed by secondary sources of information.

The study is an analysis of two cases of teaching (over a period of several months) adolescents with special needs selfservice skills and social skills in the format of home visiting. A detailed description of the individual characteristics of the children being
taught, individual and environmental factors influencing the development of skills, the principles of setting learning objectives, teaching methods are given, the circle of specialists who gave consultations and directly participated in building the training program is indicated. Also, on the example of two cases, a comparative analysis of the possibilities of teaching self-service skills and social skills in the space of the organization (in individual and group format) and in the space of the house was carried out. The study established the importance of a multidisciplinary approach in teaching special adolescents – the participation of specialists in various fields, the benefits of teaching self-service skills and household skills in the format of home visits. Also, the importance of the participation of the family of a special
teenager in creating conditions for him to master vital skills was revealed, it was possible to single out the functions of the family in
creating conditions, training and maintaining skills.