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.

The anthropological turn is considered within the conceptual frameworks of cultural-analytical and transdisciplinary approaches. From the perspective of the cultural-analytical approach, it is shown that in the formation of social knowledge in the history of Russian science, anthropological, humanistic, and cultural-psychological traditions were not concentrated within a particular direction but represented diffuse, scattered, and mixed intellectual movements. In this context of the evolution of social knowledge, pedagogical anthropology represented the strongest aspect of the Russian intellectual tradition in studying the holistic human in the conditions of their social existence. This circumstance leaves room today for reconstructions of non-canonical histories of social knowledge - anthropological, anthropological-pedagogical, cultural-psychological, humanistic concepts, etc. At the same time, the absence of institutionalization and rigid disciplinary structure ensured the survival of anthropological, cultural-psychological, and humanistic ideas in unfavorable political contexts, with the strengthening of authoritarian and totalitarian tendencies. When suppressing certain intellectual movements or scientific directions (such as teaching philosophy in the 1850s or the development of pedology in the mid-1930s), marginalized trends and concepts often continued their latent development under other names in adjacent disciplinary areas. Due to these socio-political circumstances, such scientific directions as cultural, social, and psychological anthropology could not emerge in the evolution of Russian social knowledge in the 19th and 20th centuries. However, related ideas and humanistic tendencies were partly realized in the intellectual movement of pedagogical anthropology. It is emphasized that it was pedagogical anthropology that integrated the diversity of anthropological, cultural-psychological, and humanistic representations, becoming almost the main stream for synthesizing ideas of human knowledge.

The ability to learn has been in the focus of attention of teachers and mentors since ancient times and today, in conditions of high uncertainty and anthropological risks, it becomes especially relevant. The article presents a brief outline of the history of the formation of this skill among schoolchildren (mainly in the domestic education system). The features of the main psychological and pedagogical approaches to the development of general educational skills (universal educational actions, metacognitive competencies) are analyzed, the first of which (in the definition of the authors soft through soft) provides for their direct development, the second (soft through hard) — during the study of the subject material, which should be modified accordingly in a way. The importance of digital tools in the organization of the educational activity of a modern student is shown. The modular structure and content of the course Learning to Learn for grades 3–11, presented on the school digital platform SberClass, as well as the specifics of the content for primary, primary and high school are disclosed. Examples of training tasks are given.

One of the tasks of the Russian educational system is the organization of students’ project activities. This task is often solved in isolation from the formation of readiness for this type of activity, which ideally should be carried out within the walls of the school. For this reason, the preparation of projects in educational structures often turns into a mere formality. In the study, we test the strength of the author’s methodological model for the formation of readiness for project activities among schoolchildren with the direct participation of a scientific organization. The article presents the results of the first stage of the experimental study, which is devoted to the generalization of the possibilities of forming readiness for project activities in controlled and unmanaged conditions. The basis for the experiment was the formative impact as a program of targeted actions within the framework of the educational project «I want to become a scientist!», Conducted in 2022–23. within the walls of the VolRC RAS. As part of this stage, a theoretical model of the structure of readiness for project activities was formed, which consists of a number of process components – value-oriented readiness (TT), psychological readiness (PG), competence readiness (CG) and motivational readiness (MG). The methodology for evaluating each component in the form of sub-indices and the final GPA index has been determined. The author’s toolkit (test) for carrying out measurements on readiness components has been developed, control and experimental groups have been formed. On the example of these groups, a stating measurement of the initial level of readiness for project activities was carried out. Based on the ascertaining measurement data, the methodology was tested, the corresponding indices were calculated, and strategic guidelines for the formative impact were determined, which will be used to plan the second stage of the study.

The authors analyze three paradigms of professional orientation (advisory, influencing and educational) from the point of view of the features of the language used. It is shown how a certain terminology, as well as the way of selecting words and constructing phrases can act as markers of a certain professional orientation paradigm. The modern stage of the development of professional orientation is characterized not so much by synthesis or convergence, as by an eclectic mix of different approaches, which reflects the insufficient reflection of the scientific and professional picture of the world of researchers and practitioners. According to the authors, the educational paradigm of professional orientation meets the requirements of the modern, post-industrial stage of economic and social development to the greatest extent, but its implementation into practice faces a number of problems.

The article substantiates an approach to the use of analytics, which allows one to reasonably build steps to develop a new infrastructure for additional education for children, combining common federal guidelines and targets with a variety of regional conditions. The results of its approbation are presented, which testify to the possibilities of the tool for improving the efficiency of managing the development of infrastructure for additional education of children. The article clarifies the concepts of «infrastructure», «development management», «accessibility», highlights key approaches to the list of contextual indicators regarding the research topic. The proposed management decisions are based on the data obtained from the self-examination of the regional system of additional education for children, taking into account the correlation of systemic and contextual indicators, taking into account the strategy for the socio-economic development of the region. The results obtained make it possible to determine the tactics of creating new places in the region, choosing compensatory or reinforcing approaches, taking into account the distributed or centralized existing model of management in the field of education in the subject of the Russian Federation, contribute to increasing accessibility and quality, make it possible to appropriately allocate resources, ensuring a balanced achievement of coverage in the region given the context. The results of the study can be used by the heads of regional and municipal education authorities, as well as the heads of organizations to make decisions on the development of a new infrastructure for additional education institutions.

The purpose of this article is to clarify the situation with strategic documents that determine the development of schools in the conditions of their development of digital technologies. Based on the analysis of model ideas about the development of digital technologies by the school, it is demonstrated that the development of such documents and the systematic monitoring of their implementation is an important indicator of the development of the school. Using the example of Russian schools (N=513), it is shown that, despite the generally accepted ideas about the availability of documents documenting the common vision of participants in the educational process, the practice of using digital technologies in school is far from widespread.

Cardinal changes that radically and rapidly shift the rules of existence of modern society inevitably affect the field of education, its organizational, informational and methodological components. The discussion about the correlation and priority of forms of education has acquired particular relevance. Distance forms of education, their advantages, as well as the problems they generate, have become one of the central points of controversy. Comprehensive and compromise solutions, involving a combination of classical (classroom) and remote methodological forms, or the so-called blended learning. The focus of this paper is on models and methods for evaluating the processes of development of new forms and technologies of educational activities both in the foreseeable and in the medium term. The empirical part of the study is based on the experience of the authors at the Institute of Economics and Management of the Herzen State Pedagogical University (St.-Petersburg, Russia). The general econometric analysis conducted within the framework of the study allowed us to conclude that the attitude towards distance and blended forms of education will stabilize by 2022. At the generalized level, this attitude can be characterized by the relative prevalence of a positive position. In-depth analysis of attitudes towards new educational forms was carried out on the basis of binary econometric models (logit models). The main result of this analysis was the thesis that it is possible to identify «efficiency» as the leading factor determining the positive attitude to distance learning. The research allows us to conclude that the processes of integration of new methodological forms into the educational process are irreversible. This is due to the stagnation and shrinking of the resource base of the education sector, on the one hand, and the qualitative increase in the competitive capabilities of educational institutions through the use of new technological capabilities, on the other hand.

The article analyzes and evaluates the degree of compliance of tasks in the field of financial support for the implementation of secondary vocational education programs with the strategy for updating the Federal State Educational Standard, taking into account the transition to final certification in the form of a demonstration exam according to World Skills standards. It is proved that the demonstration exam improves the quality of personnel training and contributes to the further implementation of priorities in the field of economic and social development. The issues of subjective assessment of the resource provision of colleges and the prevalence of new forms of final certification are considered. Calculations of the change in the cost of educational programs of secondary vocational education during the transition to a demonstration exam are proposed, an assessment of the total deficit of financial resources is made. The database was the results of a survey of teachers, masters of industrial training and college students conducted as part of the Monitoring of the education economy in the 2020/2021 academic year.