The presented article is devoted to one of the most important topics of pedagogy — the recontextualization of the curriculum. Foreign studies (the theory of B. Bernstein) link the recontextualization of the curriculum with the freedom of the educational actors in the struggle for power over it. This approach shows the mechanisms of curriculum recontextualization and the interaction of teachers due to the control the structural elements of lesson. Authors offer an attempt to analyze interpretations of the curriculum by the participants of the teacher’s competitions. As a fundamental conclusion, the author develops the thesis about the dominance of the teacher’s power over all elements of the pedagogical design of the lesson and the formation of a teaching norm, reduced in its essence and potential.

The article provides a justification for the need for phased design of the electronic educational environment of a military university at three qualitative stages corresponding to the qualitative stages of the cadet’s training: reproductive, productive, postproductive. The identified didactic conditions for the effectiveness of designing electronic educational resources in a higher military school are disclosed.

In the article, the editor-in-chief draws the attention of researchers and readers to the importance of observing the principle of continuity and consistency in the process of developing and implementing innovations in pedagogical theory and practice. The fact is that pedagogy itself as a science, or more precisely the art of education, does not imply sharp changes in polarities and vectors of orientation in training and education of a person. As you know, the basis of training and education is formed by established pedagogical theories, concepts, and provisions. It is important that innovations in pedagogy are not contradictory in nature and do not imply a sharp change in their focus. Such changes usually lead to chaos in a person’s consciousness and negatively affect both the results of learning and, especially, education. In order to preserve progressive development in pedagogical science and practice, the author proposes a consideration of classical and innovative teaching theories in general pedagogy and higher education pedagogy, reveals the main trends and patterns of formation and development of basic didactic theories and concepts in domestic pedagogy. Features of implementation of classical theories in modern universities are shown: the associative-reflexive theory of learning and the theory of gradual formation of mental actions, as well as the innovative theory of problem-based and digital learning. Along with this, an effective integration of specific didactic concepts: pedocentric, Bell Lancaster, Mannheim, brigade-laboratory, Dalton plan, Winnetka plan into modern programmed education is substantiated.

The article analyzes the state and prospects for the development of digitalization of modern education, and also attempts to assess the changes occurring in the system of upbringing and training of the younger generation under the influence of phenomena accompanying the digital transformation of the educational process. At the same time, the analysis of scientific articles shows the presence of conflicting views on the issues of digitalization itself and the results of its dissemination in the system of education and upbringing of a growing person. In this regard, the editors invite all researchers to take part in the discussion of key issues of informatization and digitalization in pedagogical science.

The article considers the substantiation of the principle of scientific character in the pedagogical heritage of K. D. Ushinsky in the late XIX — early XX century. The author traces one of the aspects of the formation of the construction of a new education system, in which a special place is occupied by the problem of scientific learning in educational institutions of the Russian Empire, the formation of a scientific worldview of students, purposeful teaching methods of scientific cognition, stimulating students’ needs for independent acquisition of scientific knowledge. The priority of the tasks of scientific higher education in the late XIX — early XX century is noted. The article presents the prerequisites for the emergence of national scientific pedagogy in the country and the factors contributing to the consideration of this topic in K. D. Ushinsky’s scientific and pedagogical research. The contribution of K. D. Ushinsky and his contemporaries to the development of the theory of didactic principles, to the development of domestic didactics is noted, their joint search for effective forms and methods of teaching for mastering the content of education in accordance with the requirements of scientific knowledge is presented. Progressive ideas and pedagogical recommendations of K. D. Ushinsky on the issue of professional pedagogical skills and scientific activity of a teacher are considered. The conclusion is made about the possibility of creative use of the accumulated experience in modern conditions.

The article deals with the problems of the formation of abilities, a constructive approach to their understanding and consideration of the structural content is proposed. As the initial elementary unit of the psychological content of cognitive capabilities, it is proposed to consider intellectual operations, and cognitive strategies as operational mechanisms. The author’s classification of cognitive acts is given. Specific ways of developing cognitive strategies within the framework of the author’s educational technology “Purposeful development of cognitive strategies” are considered. This approach is a matching of the cognitive and activity concepts of considering psychological phenomena.

In the article, against the background of a brief analysis of the Russian psychology and pedagogy of giftedness and creativity, the main directions of A. I. Savenkov’s scientific and organizational activities are differentiated and characterized for the first time. The innovative contribution of his achievements to psychological and pedagogical science and educational practice is shown. His work is an integral system of fundamental and applied levels of research activity.

The issue of optimizing the educational process at all levels, and especially at school, will obviously never go out of the category of topical ones. Today, different technologies and schemes are offered to solve it, one of which is various types of mentoring, including reverse. Considering it, the authors offer their own understanding and definition, analyze its theoretical foundations, performance parameters and the author’s model of implementation at school under the conditions of tutor support.