В статье представлена модель процесса проектирования, названная моделью малых изменений. Она описывает процесс проектирования в разных сферах деятельности, таких как проектирование машин, программирование, искусство. Ключевая идея модели заключается в том, что любые изменения в проектируемых объектах происходят за счет неосознаваемого алгоритма, подобного тем, что используются в задачах эволюционной оптимизации, после чего следует сознательная интерпретации этих изменений. Модель объясняет некоторые явления, возникающие при проектировании, например эффект фиксации, и позволяет сделать выводы о том, как лучше обучать проектированию. Данную модель можно использовать для математического моделирования процесса проектирования.

The article analyzes the essence of pedagogical technology of didactic design of personnel training in higher education institutions of the Ministry of Defense of the Russian Federation, substantiates its structure, reveals the content of each element of technology, characterizes its role. The content of the article is focused on the grounded and practical application of pedagogical technology in the training of officers, as well as the improvement of pedagogy of the higher military school.

Global changes in the geopolitical situation in the country and the world, in the socio-cultural space, large-scale informatization and media pressure have a direct impact on society, cause active modulations of behavior and value-semantic sphere in the younger generation of Russia, projecting their future in a situation of extreme uncertainty. The choice of effective strategic directions of educational policy in the context of uncertainty within the framework of the general education system is a necessary but insufficient condition. Strategic objectives of the implementation of educational policy should be provided with effective technologies that meet the requirements of the time and society.

The article is devoted to the topical topic of the formation of subjectivity in the implementation of a developed collective-conjugate (having a common goal, but different means for different participants) activity in a child-adult community. The specific features of reflexive types of activity — research, project activities, construction, organizational management, as well as strategizing as a mechanism for the formation of transcendental reflection on these types of reflexive activity — are analyzed and determined. The structure of the developed collectiveconjugate human activity as a synthesis of different types of reflexive activity is revealed. The need for a person to master these types of activities and ways of combining them at different stages of movement towards the goal for the formation of the highest level of his subjectivity — the subject of his own activity is substantiated.

The article discusses the rehabilitation possibilities of studying technical disciplines designed based on innovative educational technologies for the rehabilitation of students with hearing disabilities. The educational and rehabilitation possibilities of course design in the discipline “Machine parts”, the design of which is based on the principles of developmental learning, are analyzed. The possibilities of innovative educational technology for the formation of an internal position of a future engineer and overcoming cognitive deficits of students with hearing disabilities (in auditory and speech development, conceptual thinking, planning speech function) are shown.

At present, there is a need to develop, implement and apply various new technologies and methods in the education of young people, in particular university students. The article deals with the issues of social design as a means of education aimed at the formation of the civil position of its participants.

The article analyzes the essence of the didactic design of the training of military specialists in Russian universities, substantiates its structure, reveals the content of each element of didactic design, characterizes its role. The content of the article is focused on the grounded and practical application of didactic design in the training of officers for the Armed Forces of the Russian Federation, on solving the problems of pedagogy of the higher military school in the modern training of military specialists in Russian universities.

The content of the professional activity of a teacher-psychologist requires not only a high level of professional self-awareness, developed reflexivity, but also the ability to design models of their own professional behavior. The article presents the results of a study of the technology of actualization of reflexive design as a resource of personal and professional development in the process of professional training of teachers-psychologists in line with a unified system of personal development approach and a unified concept of professional development of personality.

Issues of using psychological tools in the development and design of the surrounding space (city or premises) are increasingly becoming the subject of scientific discussion and empirical research. This trend is especially important given the increasingly active involvement of users themselves in the design of urban and office spaces. This article presents a technique for assessing space based on constructing a psychological map. The described approach allows us to identify a person’s emotions and experiences as a result of interaction with his environment and develop recommendations for optimizing the surrounding space. The methodology described in the article can be used when designing space in educational institutions, offices or urban environments. The methodology includes a diagnostic stage, within which the surrounding space is analyzed, a group stage, within which a psychological map is actually created, and a stage for developing recommendations.

In the theoretical and empirical study, a complex of resource-prognostic components of the teacher’s personality is identified: reflexive design, constructive coping, emotional and value involvement, which determine the analysis, forecast and actualization of the teacher’s resource capabilities in response to the challenges and risks of the future. It is proved that resource-predictive constructs are the main factors determining the high level of personal and professional development of a teacher as a subject of creating a favorable educational environment for students of the future.

The article discusses the methods of organizing methodological work with specialists of the social service system, new formats of methodological work. The forms of support for the personal and professional growth of teachers, including the informational and methodological aspect, are described.