The article deals with the analysis of methodological approaches to the development of programs for children and adolescents aimed at increasing personal resistance to conflict and the prevention of socially dangerous behavior, including social networks, as well as the development of the ability to make the right choice in the face of the possible negative impact of information resources as an important component of the social
environment.

The secondary school is the main institution for general education training, but the role of schools in preparing students for the
intellectual contests (Olympiads) remains unknown. In this study,
through the focus of the All-Russian Olympiad of Schoolchildren,
we make an attempt to identify the school promoting power: practices of secondary schools in preparing students in the Olympiad movement. As a result, we can see both the variability of practices and their repeatability were revealed, despite the lack of mandatory standards for the preparation of Olympiad participants and winners. In addition, we found that there was a lack of consistency in the issue of training Olympiad participants, which can be described by the lack of awareness of schools and the need to create methodological developments that offer motivation and an action plan for training participants of the All-Russian Olympiad of Schoolchildren.

The success of reforms in society largely depends on the educational policy, its consistency and effectiveness. The effectiveness of the educational process largely depends on overcoming the crisis processes that the country may face in the course of its development. The study of education reform models in the context of socio-economic reforms is of great interest not only for the specialists in education, but also to all those who are interested in solving problems of socio-cultural development and in finding the most promising ways and means of building an effective education system. The problem of reforming the educational system and the search for optimal development directions in the 21st century has become one of the key issues on the social and economic development agenda of China. In general, it is worth noting that during the years of implementation of the policy of reform and opening up, the country’s authorities have achieved impressive results in the development of education. The illiteracy rate has fallen to 4.59 percent, and the 9-year compulsory education coverage, on the contrary, has reached 95 percent. In the last few years, there have been interesting developments in the education segment of the PRC, which are sure to play an important role in the further development of the country. These include the rapid development of online education at all stages of education, the revival of the vocational education segment and the gradual increase in the number of non-state educational institutions. Against this background, the increasing involvement of the authorities and the government’s close attention to the normative regulation of all the "new" areas of education are becoming more and more evident.

The article compares educational digitalization strategies and their
role during the transition to distance learning due to the COVID-19 pandemic in three countries: Russia, Hungary and Germany. Based on the results of the analysis of educational strategies and media publications, as well as interviews with country experts, it was possible to show the similarities and differences between approaches to educational digitalization, identify the features of the transition to distance learning in connection with the pandemic, and assess the future potential of using educational technologies in schools.