Creating conditions for early professional choice of schoolchildren, as well as ensuring continuity of educational path from school to college / university and further to professional occupation are considered today in the framework of the state policy in the sphere of education as a tool for human capital development. An important role in this activity is played by universities. Traditionally they put a lot of effort into execution of career guidance activities for schoolchildren. The format of career guidance shifts arranged by universities is now considered, on the one hand, to be a measure for implementing the career guidance agenda, on the other — the way of social policy implementation in the region (through the "third mission" of higher education). Still there is a shortage of objective data on effects of such shifts and their impact on educational strategies of schoolchildren. The study conducted on the basis of the Graduate School of Management of St. Petersburg State University in spring — autumn 2022 during three career guidance shifts for schoolchildren from St. Petersburg and regions of Russia allows to identify approaches to assessing the effectiveness of the suggested model of the career guidance shift, and also provide grounds for developing proposals for its improvement for further scaling.

Much has been written about complexity and complex-­adaptive systems, and the need for complexity to be taken into account in the way we create, manage and distribute knowledge. However, the knowledge society was built on the shoulders of the industrialised society, which was not based on unpredictable, complex knowledge, but rather on predictive, positivist knowledge. The task is to integrate the two types of knowledge, so that we can move beyond this dichotomy. This article revisits these issues, and develops a new framework for an 'ecology of knowledge' that incorporates complex knowledge explicitly, and it puts formal, objective knowledge in its proper place: along side, but no longer predominant over, the other phases of the knowledge ecology. We live in a globally networked society, in which social, biological and financial systems all need to be addressed as ecologies. To do this, we need to acknowledge the value of objectified, positivist knowledge, while constraining its more 'feral' practices and, at the same time, accommodate complex knowledge and complex practices.

On the base of the regulatory framework of environmental education in St. Petersburg, which is one of the most developed among all subjects of the Russian Federation, the optimal possible solutions to the existing problems of environmental education are offered by the "goal tree" method and the "keys" method. The process approach makes it possible to divide environmental education into two related parallel processes. On the one hand, it is the continuous activity of the subject of environmental and information policy, and on the other — the process of public activity aimed at protecting the environment. This approach offers the key to a balanced selection of indicators of the effectiveness of environmental education, which should reflect the activity of both the subject of environmental information policy and its object (various groups of the population), as well as the level of their interaction. Thus, among the indicators of the urban management effectiveness, in addition to the indicators of environmental information activities, indicators of environmental activity of individuals and groups at a certain territorial taxonomic level, as well as the degree of institutionalization of environmental protection should be taken into account. The possibilities of adapting existing models for evaluating the effectiveness of educational programs to the evaluation of environmental education projects are considered.

The article substantiates the need to change the organizational and legal model of the All-Russian Olympiad of Schoolchildren to ensure accessibility and equal rights of its participants. The research was based on data on the number of participants in the final stage of the All-Russian Olympiad of Schoolchildren for 2017−2022 from different regions, an analysis of the provisions of federal legislation and regulatory legal acts of the subjects of the Russian Federation defining the model of the regional stage of the Olympiad, as well as an analysis of the law enforcement practice of the organization of the regional and final stages of the Olympiad. The analysis showed that the transformation of the organizational and legal model of the All-Russian Olympiad of School-children is slow and does not lead to a significant change in the access mechanism. Based on the Thurstone method, the level of loyalty of stakeholders to the existing Olympiad model was determined, which made it possible to determine the need to reduce the level of influence of stakeholders on the system of selection of participants in the final stage to increase its effectiveness and ensure equal rights of participants. The All-Russian Olympiad of Schoolchildren is a necessary condition for the formation of the intellectual, cultural and social capital of the country. Hence the necessity of overcoming the conservatism of its development and, as a consequence, its transformation into a fundamentally new form of implementation. The organizational and legal model of the All-Russian Olympiad of Schoolchildren proposed in the article will minimize the clash of interests of all participants of the Olympiad movement and ensure the improvement of educational results. To consolidate the proposed model, it is proposed to develop a new Regulation on the order of the Olympiad, the structure of which is given in the article.

The article presents the results of a survey of teachers of preschool organizations of the Ivanovo region, conducted in order to study the experience of organizing the work of kindergartens in remote mode. The study involved 1,484 teachers of preschool educational organizations of the city of Ivanovo and the Ivanovo region. Based on the survey data, the main difficulties in the work of educators in remote mode, the main forms of organizing educational activities using remote technologies, as well as some features of children’s behavior in classes conducted remotely were identified. Taking into account the specifics of the activities of a preschool educational organization, the directions of work of a preschool educational organization are presented, which are implemented for interaction with a child and his family in a remote mode — online lesson, parent chat, video consultation, Internet challenge, online competition. The variants of the implementation of the main directions of the kindergarten teacher’s work using digital technologies are given.

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.

In the modern world, further socio-economic development, as it has already become obvious, is associated with investments in human capital. Increasing the number of children and adults enrolled in education and improving the quality of education are the most important tasks facing specialists in the field of education management. Any experience in this field is important for evaluating and building an updated educational policy. China, as a rapidly developing state, has made a huge step forward in the development of education over the past two decades, from preschool to postgraduate. The potential accumulated by Chinese universities suggests that the long-term tasks to improve the education system set for them by the country’s leadership will be fulfilled. In this regard, the important questions are how management functions in higher education institutions, and how personnel training for university management takes place in modern China.

Empirical data on the interrelation of intellectual and personal characteristics are considered: strategy of coping with life difficulties depending on the intellectual factor, the characteristics of emotional intelligence and personality traits. The data on the relationship between the level of intelligence development and the data of psychological testing of personality traits are presented. Recommendations are given on psychological support for adolescents and young people aimed at expanding coping strategies of behavior, adaptation to problem-conflict life situations.

The task of the education system of the Russian Federation is to raise the level of education and enter the top 10 best countries in the world in terms of the quality of education. Teaching staff are a key element of the task system to achieve the goal. Therefore, at present, the attention of researchers is focused on the study of factors that influence the formation of the involvement of teaching staff in the activities of educational organizations and the system of professional relations. In the Moscow region, there is an acute problem of shortage of teaching staff due to the asymmetric migration of teachers, primarily novice teachers. Staff turnover is aggravated in municipalities that are located in the immediate vicinity of Moscow. The study is devoted to the study of social capital as an important factor influencing the decision of a teacher to leave his place of work. Social capital is considered as a system of mutual stable professional and personal ties between teachers of an educational organization. In the course of the study, it was found that the characteristics of social capital: personal connections of employees, actual and potential professional connections between teachers are correlated with the teacher’s decision to change jobs. The study showed that more than 70% of teachers decide to change jobs because they do not have mutual professional interest with colleagues at work. As a result, they experience professional loneliness, and often professional burnout. The migration process is primarily affected by new employees with work experience from 3 to 10 years. The management of the social capital of the employees of a general education organization is in the zone of influence of the school director. Making managerial decisions regarding the adaptation of new employees and mentoring can reduce the migration of teachers and reduce the shortage of teaching staff.

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.