The purpose of the study described in the article is to determine the anthropological components that affect the quality of higher education. In the course of the study, a series of pedagogical experiments were organized in universities of medical, engineering, pedagogical profiles on the degree of manifestation of anthropological components in the classroom. The results of the study show that not only digital, but also traditional learning should be organized taking into account anthropological components (personal, empathic, reflective, cognitive, interactive, integrative, attractive, synergistic): only a person can educate a person, form a personality.

The relevance of the research presented in the article is due to the need to preserve and develop the cultural code in family traditions. The problem is that without a cultural code, family values begin to degrade. The complexity of this problem is due to the fact that in the subjects of Russia with state national-Russian bilingualism, two cultural codes are found, the markers of which may or may not be related to each other. The purpose of the study is to determine the pedagogical conditions for their interaction in the content of multicultural education. As a result of the study, two key works for the cultural code were identified — The Tale of Igor’s Campaign and The Tale of Yusuf. It is concluded that these works should form the basic basis of teacher education in order to preserve and develop family values in conditions of state bilingualism.

The purpose of the study is to show the peculiarities of the development of Tatar family traditions in conditions of state bilingualism and peaceful coexistence of two religions — Orthodoxy and Islam. It is proved that among Muslims these traditions are associated not only with usual holidays and rituals, a certain way of life and moral etiquette, they are associated with a special educational and even educational mission of the head of the family. The article shows that there are certain tendencies in family traditions to revive religious culture, to integrate it with family traditions. These trends have received a new development: religious culture is now integrated with national culture and becomes the main core of family traditions. Family traditions acquire an educational and educational meaning, which is realized against the background of traditions of national and religious culture.

The purpose of the study described in the article is to determine the main stages of the evo-lution of co-maintenance and methods of ethnocultural training of teachers in the Soviet and post-Soviet periods. The study found that the transformation of ethnocultural teacher training took place in Russian universities in parallel with the evolution of multicultural teacher education. The lin-guocentric stage (the stage of the systemic organization of linguistic, ethnocultural and multicultural content, the development of explanatory and illustrative teaching methods); logo-centric stage (the stage of implementation of a practical orientation in the development of linguistic, ethnocultural and multicultural content, the use of developing and problem-based teaching meth-ods); stage of anthropocentric mastering of linguistic, ethnocultural and multicultural content, de-velopment of methods of individualization and personalization of education are singled out. It is proved that in modern practice it is necessary to take into account the priorities of each stage: they are integratively interconnected and complement each other.

The purpose of the study described in the article is to determine the features of the formation of an ethnocultural code and state bilingualism among future teachers of the Middle Volga region, to characterize trends and prospects for the development of ethnocultural teacher education. It has been established that ethnocultural education in Russia has gone through several stages — the creation of national programs and textbooks; development of the scientific foundations of ethnocultural education, etc. These stages influenced the ethnocultural code of the participants in the educational process and the level of development of state bilingualism. The features of the development of the ethnocultural code of future teachers-philologists are analyzed. It is concluded that the prospects for the development of ethnocultural teacher training in Russia should be associated with the development of an ethnocultural code, the expansion of the scope of the native language and the support of national culture.