The purpose of the study. The problem of using the capabilities of artificial intelligence and immersive technologies in educational programs is being updated. The article is devoted to the analysis of the role, functions and significance of artificial intelligence and immersive learning technologies in the development of an open educational environment and its personal segments formed by subjects of educational relations in the process of preparing graduates of pedagogical universities to change the conditions of modern society. The possibilities of Generative Pretrained Transformers (GPT) and virtual reality in its various manifestations (AR, VR, AVR) are discussed. Their influence on the formation of the personal educational environment of graduates of pedagogical universities is shown.Materials and methods. The method of comparative analysis of scientific publications in the field of artificial intelligence development, immersive learning technologies, and the formation of a personal educational environment is used. The capabilities of a number of GPT services have been experimentally tested. The ideas about the role and functions of new resources in improving the educational process are summarized. The forecast of the integration of artificial intelligence and immersive technologies in pedagogical education is given.The results of the study. It is shown that Generative Pretrained Transformers are able to implement reference and encyclopedic, constructive and creative, analytical, control and training functions in the educational process while observing the ethics of their application. The connection between the development of artificial intelligence and the appearance in the global information network of virtual characters imitating human appearance and behavior in various contexts, and anthropomorphic robots capable of communicating with humans for educational purposes is indicated. Attention is drawn to the inclusion of new means of communication with artificial intelligence in the personal educational environment of the lecturer, which provides him/her with a combination of the functions of a supplier and at the same time a consumer of knowledge. The prospects of the emergence of virtual and anthropomorphic pedagogical agents with artificial intelligence in the education system and in informal communications are assessed. The educational possibilities of augmented reality, virtual reality and augmented virtual reality as means of immersive learning technologies are defined. The pedagogical and technological conditions for the safe use of immersive learning technologies are given. It is noted that the creation of personal educational environments with components of artificial intelligence and immersive technologies makes it possible to organize the processes of teaching and self-education of a lecturer, ensuring the subjective nature of his/her personal and professional growth and mobility in a complicated world.Conclusion. The conclusion is made that the creativity of innovative lecturers, which is visible in their open educational environments, is a resource for overcoming the reproductive nature of the functioning of pre-trained neural networks. The authors believe that positive feedback in the joint evolution of artificial intelligence (AI) tools and personal segments of the open educational space will contribute to the transformation of the existing information society into a learning society. This makes it possible to form a system of open meta-education according to the needs of each individual.

Purpose. The purpose of the article is to substantiate the application of a collective method of teaching in computer science classes in the system of secondary vocational education, contributing to an increase in the level of cognitive activity of students.Research methodology. The idea of the study is related to the implementation of collective learning methods in computer science classes to increase the level of cognitive activity of students. The use of collective learning methods in computer science classes is considered from three positions: organizational, methodological and diagnostic. The organizational aspect includes the conditions for the formation of student groups and scenarios of their interaction in the learning process. The methodological aspect is related to the selection and preparation of special educational and methodological support, including teaching methods. The diagnostic aspect provides an assessment of the effectiveness of learning the educational material, the level of cognitive activity and the state of the psychological atmosphere in the classroom. The measurement of the level of cognitive activity is carried out with the help of a simplified three-dimensional diagnostic method by O. Markelova. The observation of changes in the psychological atmosphere in the classroom is carried out by the method of pedagogical observation.Results. Based on the adaptation of the principles and advantages of collective learning methods (according to V. Dyachenko) to the tasks of the secondary vocational education system, the conditions for the formation of student groups and scenarios of their interaction in the process of teaching computer science were outlined. A training cycle has been proposed for the implementation of a collective method of teaching in computer science classes and a collection of digital educational resources has been compiled. Diagnostic tools have been adapted to identify the level of cognitive activity in computer science classes. The diagnosis of the level of cognitive activity and the effectiveness of learning material in computer science classes was carried out, as well as the psychological atmosphere in computer science classes was analyzed.Conclusions. The use of collective teaching methods in computer science classes in the secondary vocational education system helps to increase the level of cognitive activity of students and, as a result, provides a comfortable psychological atmosphere in the classroom and increases the effectiveness of learning material.

The purpose of the study. Modern teaching tools and methods, as a rule, implicitly rely on the “black box” model. In contrast, the “white box” model has clear didactic advantages. Unfortunately, they are difficult to implement in the educational process due to the lack of available ways to construct this model. The purpose of the study is to develop a technology for constructing a “white box” model in the form of a structural and mental scheme of calculation tasks in the field of elementary physics. This technology involves the use of calculation primitives to design task schemes by superposition.Materials and methods. Development of technology for constructing the “white box” model in the form of a structural and mental scheme of calculation tasks in the field of elementary physics. The use of calculation primitives to construct task schemes by superposition. Determining the complexity of a specific task through the number of primitives involved in the “route” of the solution. Organization of students’ training according to the “white box” model with visualization of the process of forming skills to solve calculation tasks.Results. Schemes have the ability to ensure the strength and completeness of the formation of the ability to solve problems of the student. At the same time, the variety of routes and the set of weights of the paths make up the information model of learning. As an example, structural and mental schemes on the topic “thermal phenomena” are presented. They show the need to use several types of primitives, in particular, function primitives, sum primitives. Structural and mental schemes allow students to organize training according to the “white box” model, visualize the process of formation and development of students’ skills to solve calculation tasks, thereby ensuring control and self-control of educational activities.Conclusion. Based on the provisions of the mental approach, a technology for constructing structural and mental schemes representing a cognitive way of thinking in solving computational problems is proposed. The basic technology is computational primitives, with the help of which problem schemes are constructed by superposition. The complexity of a particular task is determined by the number of primitives involved in the “route” of the solution. The proposed technology is applicable to the construction of structural and mental schemes of computational problems in various subject areas.

Electronic MEI is an educational constructor in which, through templates and data, standardized documents are obtained that are automatically checked to ensure compliance with the requirements of the legislation of the Russian Federation. As a result of the study, two options for designing programs for several qualifications were identified: programs for two qualifications with one diploma or programs for obtaining two diplomas of higher and additional education. Two-qualification programs will become a "growth point" for the development of Russian education, help to form professional qualifications linked to modern digital and entrepreneurial competencies that young professionals need today.

The purpose of this study is to consider the theory and practice of integrating the digital space of a university through the introduction of personal accounts of students, lecturers and applicants, including a description of possible subsystems and services for these accounts.Materials and methods. This study used the following materials and methods: analysis of bibliographic sources on the problems of digital transformation of the higher education system, as well as methods of collecting, systematizing, structuring and analyzing data about subsystems and services of personal accounts of students, lecturers and applicants of the university.Results. The results of the paper include the project of subsystems and services for personal accounts of students, lecturers and university applicants. The project of a university student’s personal account includes the following subsystems: educational process, practice and employment, feedback, interaction with accounting, electronic document management (ordering assignments and certificates), integration with information systems. The personal account of a university lecturer contains subsystems: educational process, research work, interaction with the personnel department, interaction with accounting, quality management system, integration with information systems. The applicant’s personal account includes subsystems: submission of documents, entrance exams, enrollment, conclusion of contracts, feedback, authorization in the personal account. The problems and prospects for the digital transformation of the education system and the issues of integrating personal accounts into the electronic environment of universities are also considered. In particular, we can propose the integration of personal accounts into the following possible versions of basic platforms: LMS - learning management system (for example, LMS Moodle); ERP - enterprise resource planning (for example, 1C: PROF University); university Internet portal (for example, on the 1C-Bitrix platform); implementation of personal accounts using the university’s own software developments based on systems with a web interface (with an adapted version for mobile devices). In addition, a model for the possible integration of the personal accounts of a student and a lecturer into the university information environment is created. Besides, an example of the implementation of a lecturer’s personal account in the Electronic information and educational environment of the Bashkir State Agrarian University is given.Conclusion. We can conclude that the digital transformation of higher education is an extremely complex, multi-component task. Its effective solution is possible only through the integration interaction of all participants in the educational process. Organization of effective interaction between the administration, lecturers, students and applicants of the university based on the use of modern information technologies will allow for continuous monitoring of the progress of educational activities with the possibility of carrying out corrective measures to ensure the intensification of activities in key areas for the university. The introduction of personal accounts of students, lecturers and applicants into the activities of the university will automate interaction with all participants in the educational process, which will help to improve its efficiency.

On November 30, 2023 in the framework of the XXVIth Russian Scientific Conference “Enterprise engineering and knowledge management” at the Plekhanov Russian University of Economics a remote round table was held on the problems of digital transformation projects of enterprises of various types, organized by the National Association of Enterprise Architects and the program committee of the conference. This round table was distinguished by the selection of authoritative invited expert practitioners and the open participation of other experts. Due to this, a wide range of problem situations existing in this area was considered, and a set of current assessments and practically important recommendations aimed at the effective development of enterprises in today's conditions was obtained. A comprehensive way of considering round table issues made it possible to create an integrated document containing a set of assessments and recommendations that will be useful both in the implementation of development programs at enterprises, and in the formation and realization of educational programs for most areas of specialist training related to the development of enterprises and their IT systems. The editors place this document below.Editorial Board of the journal “Open Education”

Purpose of the study. Based on an analysis of the regulatory frame[1]work used in the construction industry, to evaluate the possibilities of using digital technologies of virtual and augmented reality in the training of civil engineers to develop professional competence in the field of technology for the reconstruction of buildings and structures.Materials and methods. As part of the study, a theoretical analysis of the provisions of pedagogical science on the problems of construction training of students, an analysis of the Federal State Educational Standard of Higher Education in the direction of “Construction”, the level of preparation “Bachelor’s programme”, an analysis of the curriculum and teaching materials for the preparation of bachelors in the field of “Technologies for the reconstruction of buildings and structures”, as well as the regulatory framework of construction documentation related to BIM-design of construction projects and the use of digital technologies in information modeling.Results. As a result of the conducted research related to the training of bachelors for the construction industry based on the use of BIM-modeling with elements of virtual and augmented reality, the content of professional competence in the field of technology for reconstruction of buildings and structures has been formulated, which is understood as a set of:- knowledge of the regulatory framework for the technology of reconstruction of buildings and structures;- the ability to apply this knowledge in practice when solving real engineering problems related to the reconstruction of buildings and structures, the development of technical solutions for strengthening or replacing structures, monitoring the technical condition of objects;- practical experience in solving practice-oriented educational problems in the field of reconstruction of buildings and structures, obtained in the process of university training using electronic educational resources with elements of information modeling.Conclusion. The implementation of the above-described capabilities of digital technologies in the process of teaching students contributes to the intellectualization of information activities, the formation of skills in confident use of modeling tools, restoration of the studied capital construction objects, a comprehensive presentation of processes, both real and virtual, as well as skills in using virtual model design tools in accordance with the required norms