Alexander G. Bermous

The problem of lack of competitiveness in state-of-the-art education is getting a substantial problem for Russian education development. The phenomenon of competitiveness, applied to the system of education, provides an overview of different rating scales, allowing us to evaluate different aspects of competitiveness and quality of Russian education. According to the set of criteria, Russia demonstrates consistent indicators in many ways: results of education, internal unity, effectiveness of resource utilization. In that time, the most problematic results are related to indicators of economic effectiveness of education, development of scientific-educational sets and collaborations, practical effect of education. In these conditions, the digital transformation is based on one of the most important systemic solutions to all the problems, which means that it is especially important in connection with pandemics. The main result of the articles is the annotations of the six major projects of modernization and the increase of competitiveness of the Russian system of vocational education in the context of digital transformations of educational means.

Background. The article discusses the problems of didactic knowledge in the current conditions of transformation of Russian education system in the first quarter of the 21st century. 

Objectives. Three circles of problems are considered, including: the place and role of didactic knowledge in the system of educational sciences; sources and essence of transformations of didactic ideas in the modern world; promising directions for the development of didactic knowledge. 

Methods. The leading logic of the study is the comparison of the paradigmatic and traditional historical approaches to the analysis of didactic phenomena, the result of the synthesis of which include the concepts of “modernity” as an attitude and of “regimes of historicity” of knowledge. 

Results. As a result of the article, two typical “regimes of historicity” are presented, characteristic of didactic research and reconstruction, as well as a system of “spheres”, each of which includes a set of problems, interpretations and strategies for the development of didactic knowledge. 

Conclusions. Didactics is multidimensional and multifunctional, it combines three time plans into a single whole — past, present and future, responding to the current challenges of contemporary reality.