The article is a continuation of the presentation of the first experience (precedent) of instrumental provision of objective (standardized) assessment of personal education results established by federal state educational standards of general education — based on the use of automated technology developed under the guidance of the author of the article, designed to monitor performance of schools in aspect of these results as socially oriented soft skills (universal competencies). The following are presented: a system of criteria for evaluating personal results of education (on the example of basic general education), which determines the content of assessment using this technology; characteristics of objective assessment methods and specific assessment methods that implement them, which are part of the technology.

The article presents the first experience (precedent) of instrumental provision of standardized assessment of personal education results established by federal state educational standards of general education, based on the use of automated technology developed under the guidance of the author of the article, designed to monitor the performance of schools in the aspect of these results as socially-oriented soft skills (universal competencies). The scientific substantiation of this technology is given — systematic means of objective and comprehensive assessment of personal education results as the most methodically difficult type of educational results to evaluate; a structured list of basic quality requirements for assessment tools that this technology corresponds to, as well as the basic principles and know-how implemented in it, collectively providing a reliable non-personalized assessment the specified results, saving time and resources for the assessment.

The presented work examines the basic concepts of virtual reality, which is especially relevant at the present time, and also presents the results of an instrumental study of the influence of virtual reality on the psycho-emotional state of a person. No work has been carried out in the declared aspect, therefore this work can be considered exclusive.

In social and humanitarian studies socialisation is studied as a complex and holistic phenomenon conditioned by social, philosophical, as well as psychological and pedagogical problem components. In modern Russian society, socialization as a process is a social problem, which is caused by a number of dynamically changing social conditions and circumstances that contribute to the emergence of transformational processes of society as a whole. Expanding the subject field of social and humanitarian knowledge, the materials presented in the article can serve as a stimulus to further scientific understanding of the problems of human socialization, as well as be used in professional training and professional socialization of future specialists of the social sphere.

Based on the data obtained by the authors of the article in the framework of a analysis, held in the All-Russian Public Organization “Russian Professorial Assembly”, they define the problem of ensuring the quality of organizations’ activities, conducting professional and public accreditation in the higher education system. The authors describe typical mistakes in the activities of such organizations, as well as substantiate proposals for solving the problem of professional competence of such organizations.

The article gives an idea of the genesis of the formation of the ideology and scientific foundations of the state family policy as an independent scientific branch in the 1990s. The author analyzes the stages of the formation of its current paradigm, the inertial factors that hindered its implementation. The author’s concept of family policy, methodological approaches to the development of its strategy, subject, principles, implementation mechanisms, and legal foundations are presented.

The relevance of the presented article is determined by the fact that teachers are a professional and social group that is in direct interaction with the new generation, which will build our common future; the effectiveness of the educational process, the values and value orientations of students, their lifestyle depends on the professionally motivated teachers. The purpose of the article is to identify objective and subjective factors of teachers’ motivation for intellectual and creative, professional and personal self-development and career growth, and the tasks are to identify the circumstances that impede their comprehensive self-improvement, and consider ways to overcome them.

The article examines the fundamental issues of pedagogical science and reveals ambiguous interpretations of its main categories and concepts. In particular, different points of view on issues of the object and subject of pedagogy. It seems that the ambiguity in understanding the fundamental issues of science is already leading today, and in the future will lead to an even greater blurring of the range of issues considered by pedagogy. At the same time, an analysis of modern textbooks and teaching aids on pedagogy shows conflicting views on the training and education of a growing person. In this regard, the editors invite all researchers to take part in the discussion of key issues of pedagogical science.

On the basis of the comprehensive analysis carried out by the authors, a scientific substantiation of the requirements for effective means of objective and accurate independent assessment of the quality of training of university students is proposed, including in relation to the most methodically difficult educational outcomes for such an assessment — universal and general professional competencies of students. A structured list of the main of these requirements is given, including requirements for evaluation criteria and requirements for evaluation methods and systems (technologies). An organizational mechanism is proposed to ensure the guarantees of professionally competent conduct of this assessment — the creation and operation of a voluntary association of organizations conducting this assessment in full compliance with the regulatory requirements for its organization and for effective means of conducting it.

The paper considers the attitude to culture as an operationalization of the culture of relations and taking into account the holographic correlation of personal and general culture. Particular attention is paid to subject relations and their features. Some crisis phenomena in the development of modern culture and society and their internal contradictions are noted. The situation of a change in the general attitude to culture that has occurred over the past century, which has given rise to mass culture and a “one-dimensional person” consuming it, is stated, which is proposed to be designated as a cultural transition. Cultural transition can be seen as a concretization of the theory of cultural lag in modern conditions. The possible consequences of the cultural transition for the development of society in a situation of civilizational breakdown are discussed.

The article raises the problem of ensuring the quality of evaluation tools for the procedures of independent assessment of the quality of university students’ training — first of all, in the aspect of the main scientific and methodological and, as a consequence, organizational reasons for the unresolved nature of this problem. The relevance of these procedures in connection with the introduction of a risk-based model of quality control of education in Russia is substantiated. It is shown that this uncertainty leads, on the one hand, to a reasonable distrust of the federal authorities in the field of education to the data of an independent assessment of the quality of training of university students and, on the other hand, to the unpopularity in the higher education system today of this procedure nationwide. The negative consequences of this situation are analyzed, in particular, the non-use of the state-public potential of the legislation that established this procedure, especially with regard to the objective assessment of the results of training in accordance with the requirements of federal state educational standards of higher education to the general cultural/universal and general professional competencies of students.

The article discusses various database models, their structure, methods of organization, storage and accessibility of the contained material. The main characteristics of each model, their features, positive and negative sides, and the use of a particular model for developing an application using a database are presented in detail. The rating of database usage according to the “Database Engines” version for creating various applications for 2023 is shown. From this set of models, 7 main databases of the most popular at the moment have been identified. Recommendations are given on the use of databases in the educational process for higher educational institutions.