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In order the education in Russia has become the basis of the spirituality of the Russian people, the education must have an appropriate content focused on national and world spiritual culture and the system of universal values. The National idea of the Government can be implemented through long-term purposeful laborious work on formation and development of spirituality of Russian people and spiritual and moral education and development of the Russian youth. The fast development of digitalization in our country, due to the goals and objectives fixed in the National projects «Digital economy» and «Education» (within which a separate Federal project «Digital educational environment» is implemented) in 2019-2024, is impossible without training of appropriate personnel with not only a high level of General and professional education, but also a certain set of personal qualities that ensure their success in solving the tasks that contribute to career advancement, acquiring a higher status. In modern conditions of formation of the digital economy as one of the key aspects of modernization of domestic education is considered the development of digital educational systems designed to provide a variety of tasks of the educational process, which most directly affect the change of worldview, values, attitudes of the subjects of the educational process. Digital technologies have a significant potential to accelerate innovation processes, which, in turn, require new specialists with special skills that meet the new requirements of the digital economy, focused on ensuring national security and independence of Russia. The author makes conclusion that increasing the role and importance of education as a factor of national security in the formation of the digital economy is one of the most priority strategic tasks of national importance.

The article shows that application of general scientific principle of conformity makes it possible to consider the implementation of the convergent approach in the educational process of a university as a means of increasing the level of integration, the relevance of which is approved by the dialogical interaction of the natural science and humanitarian spheres of culture forming the corresponding systems of scientific knowledge. In modern education, there is already a certain foundation for the implementation of convergent ideas; this approach takes place in the culturological paradigm of education, the competency model that is currently being implemented in the system of higher education. The idea of convergence, which is realized through a convergent approach, correlates with the fundamental goal of modern education in shaping a holistic world view and scientific outlook of the future specialist and harmoniously fits into the competence matrix of the modern educational process. The content of Federal State Educational Standard of higher education includes not only professional, but also general cultural competence. The common cultural competences, along with the development of both universal and national culture, include the experience of comprehending the scientific picture of the world. During the theoretical stage of the study, the substantive and technological conditions for the implementation of the disciplinary educational process were developed in the logic of a convergent approach. Due to the implementation of the developed methodological conditions, it was possible to ensure an increase in the level of development of the cognitive, activity and personal components of the general cultural worldview competencies of students, which proves the effectiveness of this educational process. Along with this indicator of the effectiveness of the educational process from the standpoint of its compliance with the standards of pedagogical interaction, educational activities and pedagogical impact is the growth of positive manifestations on the part of students in educational interaction. Indicators of satisfaction of subjects of the educational process are seen as their positive feedback and opinions.

According to Presidential Decree No.204 of May 7, 2018, strategic development of the Russian Federation provides elaboration of the national projects according to 12 strategic development goals of the country, which allow to achieve the forecasted targets, for example, to become one of the 5 leading world economies. In order to implement the Presidential Decree, a project management system for governmental authorities has been developed in accordance with Government Decree No.1288 of October 31, 2018 on the «Project organization in the Government of the Russian Federation». The Decree endorses the functional structure of govern- mentprojects and recommends the regional authorities to arrange project activity at the regional level. The Government has launched the Project Management Department, which acts as the Government project office. At the reginal level, project offices are founded in order to carry out project activities, including the industrial aspect. In order to follow the Presidential Decree, Governmental Decree No.1288 fulfills the Russian Presidential Academy of National Economy and Public Administration with the rights of the project management centre focused on training and certification of civil servants who implement project management in government agencies. Training of project managers in the regions of Siberian Federal District is provided in accordance with the programs developed by the Russian Presidential Academy of National Economy and Public Administration and the Siberian Institute of Management. The managers will design and control regional projects for strategic development of the Russian Federation.

Relations arising in the field of environmental protection at military facilities are regulated by international treaties, laws and regulations of the Russian Federation (RF) and its subjects, standard and methodological documents of the Ministry of defense of the Russian Federation. The study of the legal framework for environmental support of military activities is necessary for military personnel, on the one hand, for the effective management of environmental activities, on the other - for the assessment, analysis and forecast of possible options and their feasibility in terms of compliance with the current environmental legislation of the Russian Federation and the orders of the Minister of defense (MO) of the Russian Federation. In order for these abilities to become an integral component of the professional activity of the military, environmental and legal training should take place at the interdisciplinary level of interaction between the disciplines of all training cycles and modules. The research aims at development of organizational and methodological recommendations for building ecological and legal culture in the educational process of military engineering Institute. Methodology. The basis of methodological guidance for building ecological and legal culture in the educational process of military-engineering school was the idea of integration of professional and ecological education and the position ofa systematic approach that components of the educational process are in correlation with each other. Results and discussions. The article deals with the method of teaching the regulatory and legal basis for ensuring the environmental safety of military activities in the framework of the discipline «Ecology»on the example of Omsk Automobile Armored Engineering Institute. The text presents the rationale for the selection of the necessary and sufficient content of guidelines and regulations for the formation of ecological and legal culture in the educational process; the author»s view on the specifics of the implementation of General didactic principles in the military education system; the content of the concept of «ecological and legal culture of the soldier»; the article describes the method of studying the legal framework of environmental support of military activities to improve the environmental and legal culture of military personnel; General organizational and methodological recommendations for their study in the framework of environmental education in the military engineering University; examples of training tasks. Conclusions: the study of the regulatory framework for environmental support of military activities should be systematic. The implementation of the principle of integration of the content and methods of activity involves the study of applied environmental and legal issues in relation to the service, operational and military-pedagogical activities of military personnel. It is possible to expect an increase in the environmental and legal culture if the study of the regulatory framework for environmental support of military activities is aimed at: mastering the requirements of the main list ofregulatory legal acts; formation of the ability to identify the environmental component in the activities of military activities; application of the provisions of the current environmental legislation in the performance of complex research and development of military engineering profile.

The article highlights the experimental results of the research aimed at improving the innovative abilities of students when studying at university, demonstrating the possibilities of socio-psychological training as a tool for development of innovative abilities. The object of the research is the characteristics of innovative personality; the subject of the research is the impact of socio-psychological training on development of students» innovation in when studying at higher institution. As a result of the theoretical analysis, the authors found a discrepancy between the scientific ideas about the filling of the construct «innovativeness» of a person, despite the common nature of identifying certain features characteristic of an innovative person (creativity, communicative competence, reflexivity, risk, striving for success, etc.). The authors proposed a program for development of innovative personal features and provided an assessment of the effectiveness of the program using psychological testing and methods of mathematical statistics on a sample of 80 students. As a result of the experiment, the subjects from the experimental group became more curious, began to relate to a greater degree the possibility of achieving success with changes and manifestation of activity, and also perceive themselves as more creative people, they increased the number of proposed ideas, their originality and development. These results, as well as the emergence of significant differences with a predominance of high values for the studied parameters of «innovativeness» in subjects from the experimental group compared to the control group, allows us to conclude about the effectiveness of the proposed program for the development of innovative personality traits in the youth environment in the process of learning at the university.

The paper explores students» reflexive ideas about such aspects of didactic communication with a teacher as space and time of educational interaction (temporal-topological aspect), educational content, organizational model of communication, means and methods of interaction (interactive aspect), individual-personal features of communicators, relevant for educational interaction. The author compares students» opinions about ideal educational communication and their real estimation. The research aims at theoretical and empirical modeling of the construct «didactic communication». Research methods are seen as follows: theoretical and empirical modeling of the construct «didactic communication». The author applied inventory Psychological structure of the educational communication and the Constructivist test. The research was carried out with the second- and third-year students of Tsiolkovski Kaluga State University (Pedagogical Faculty). The author highlights that there are conjugate (coherent) statements on the sample of students» opinions on the preferred parameters of didactic communication with the teacher. The most desirable characteristics are seen as spatial-temporal, content and individual-personal aspects arranged in compliance with students» expectations. In their subjective assessments of real learning interaction, the subjects most highly noted the group modus of didactic communication, which is fully confirmed by an external criterion: the student community is actually a communicative network, and their communications are not confined to the student, on the contrary, are more addressed to fellow students. At the same time to assessing the real interactions our probationers have pointed to the feeling of low contribution and estrangement in communicative process control. Deficient activity in the educational interactions is partially compensated with the activity in the non-formal student communication.

The article highlights the necessity to study the mechanisms offormation and functioning of students «cognitive structures that ensure development ofprofessional courses. The authors focus on the importance of differentiation and integration of information. The research is carried out on the example of development of social and psychological information by students-psychologists. The research material is obtained with the use of the most common variant of the technique of repertory lattices J. Kelly, where the role list acts as the area of elements, and the method of differentiation of elements is the invocation of personal constructs («personality constructs») by the method of triads. The revealed data showed that in the process of learning and mastering professional knowledge, cognitive differentiation initially increases for a long time (there is a memorization of many new concepts with a weak understanding of their relationship), and then decreases at the final stage, when the integration vector is included. The paper emphasizes the need to take into account the data obtained in pedagogical practice, the development of pedagogical strategy, when the differentiation of categories and their integration are permanently replacing each other. A number of methods of structuring educational material from the standpoint of pedagogy and cognitive psychology are compared, in which integrative and differentiated approaches should be combined dialectically. The effectiveness of the method of cognitive graphs, providing a competent visual representation and scientifically based calculation of the amount of information provided to the student, is proved. The latter is ensured through the consolidation of units of the presented information with the help of special mechanisms of the convolution than the effect of the increase in short-term memory. After all, behind each semantic unit can stand as a separate concept, and the whole theory, represented by its main idea. Substantiates the advantage of the position, when in the early stages, the information should be given in a generalizedform, presenting a complete picture of the educational material, it is necessary to sistematizirovany new information and enhance the speed of its assimilation.

The article explores psychological features of mastering the content of natural sciences by students with humanities line of thought. The specifics of teaching natural sciences to the students with humanities line of thought is determined by the students» perception and processing of information. Human- ities-minded students are characterized by slow generalization, unconcluded thinking, and a weak tendency to rationality. The problem of understanding and comprehension in humanities-minded students is more prominent, which is revealed in formal memorization of formulas and definitions no realizing the meaning and recognizing only familiar information. Students with Humanities line of thought often have difficulty using abstract material and precise scientific concepts. The specific character of humanitarian thinking lies in its associative character and essential role of the subjective, emotional, expression of interest to the person and his role in the world. For the Humanities-minded students, imagery and vivacity of thinking, emotional attitude to events are more typical. Experience shows that students who have chosen to study Humanities have a predominant humanitarian thinking. This type of thinking is formed by the special education in secondary schools and is still developing at the stage of higher education. Humanitarian type of thinking is characterized by dialogue, variability, creativity, independence in mastering new knowledge, ability to intellectual inventions and experiments with unknown and not evident results, reflexing and critical thinking of the results. Humanities-minded students are more characterized by the prevalence of associative, imaginative thinking, emotional perception of information, rejection offormalized, probative ways of reasoning, the dominance of the real perception of the world over the abstract and idealized.

The article highlights the results of theoretical and empirical research on the problem of creativity development in students with special educational needs on the basis of application in educational and extracurricular activities. Involvement of students in a university should include all the main fields of activity: educational, extracurricular and research. The main methods of this involvement are seen as business games, situational tasks, trainings and creative techniques, such as «six hats of thinking», «W Disney technique», method of brainstorming, the use of mental maps and clusters in solving problem situations. All of these techniques are based on making life experience of students with disabilities relevant and involve the solution of professional problems of the student. It is also noted that in modern inclusive and special education different, classical and innovative technologies of working with children, adolescents, young people and adults with HIA are needed, synthetic and flexible approaches are needed in educational, correctional, other types of activity of students and with students with disabilities. We associate the prospects of our research with the study of the entire complex of «vital»and hindering the development of the personality of the trainee with HIA and without HIA conditions, including the conditions for education in the median-saturated environment of inclusive and special secondary and higher, development-oriented different creative abilities and levels of creativity, education.

The period since 1991 of the twentieth century in the history of Russia, in particular Tuva, became a turning point in the people minds. Those people who proclaimed the perestroika did not realize as they did not know that the perestroika is a human factor. People had a nervous tension, most families had to change many of their behavior stereotypes and actions due to the changes in the environment. This meant stronger control and regulatory function of the consciousness, the voltage to the psyche of a Tuvan and, as a consequence, the refusal or failure on the subconscious level: higher number of cases of nervous and mental diseases, crime, suicide, etc. These processes resulted in separation of the youth from the older generation and originating the negative effects as «go on to the Internet», and the archaic consciousness of the population, care to traditional, and partly forgotten, beliefs, economic and social practices. The first stage of the experiment was marked as «psychologically supporting real world». The experiment took place from 1991 to 2000. The second stage of the experiment was called «psychologization of the future in the real world». This experiment assumed participation of Tuva psychologists in the research on experimental psychology, exactly in the regional competition «Russian power will grow in Siberia and the Arctic Ocean»; activities of the public institution Scientific Centre of Ethnic Psychology and Social Practices for the Congresses «Steppe civilization»and dissemination of psychological knowledge.