Аннотация: This article is devoted to the study of modern possibilities to increase the efficiency of moral and ethical upbringing of students in higher educational institutions. One of such possibilities is motivating them to use new digital technologies in a correct and an ecological way. Proper upbringing of students at higher education institutions and involving them in extracurricular activities contributes to their ethical and moral education and creative development, which helps to achieve the global goals of sustainable development of society (i.e. improving human living conditions and minimizing the negative impact on the environment). In this regard, the authors consider that it is necessary for teachers of higher education institutions to study in more detail the possibilities of new digital and educational technologies precisely considering the principles of environmental friendliness and ethical standards of communication. The authors conduct a complex analysis, including the following methods: theoretical analysis of scientific literature, an anonymous survey of 194 junior full-time students and 48 lecturers and monitoring of the application of digital technologies in different events, held in the Volgograd Institute of Management. The analysis of modern scientific literature on pedagogy and pedagogical psychology, as well as the results of the survey, allowed the authors to draw the following conclusions. The use of new digital technologies and tools, such as smartphones and their apps, videoconferencing services, video recording and presentation development programmes, undoubtedly helps to make the educational and upbringing process easier. All these technical means make the process of creation accessible, attractive, exciting, and involve more students in extracurricular activities. The exact ways of developing efficient and safe online communication during the extracurricular activities are still not yet sufficiently discussed by the methodologists and educators, that’s why this research is to be further continued within another higher educational institutions.

Аннотация: В статье в рамках системного подхода рассматривается категория будущего времени с позиций таких научных дисциплин как философия, дискурсивная лингвистика, теория коммуникации, психология, методология науки. Авторы проводят дефиниционный анализ понятий, относящихся к способности человека предвосхищать предстоящие события (интуиция, предчувствие, догадка, гипотеза, предположение, предсказание, прогнозирование, пророчество). На материале англоязычных и русскоязычных текстов в СМИ авторы показывают, что будущее зачастую является субъективированной информационной базой для обращения публичных личностей, в том числе и политиков, к массовой аудитории. Вероятно, это связано с большими закономерностями функционирования психики человека, а также с тем фактом, что существует константный общественный запрос на информацию, апеллирующую к категории будущего времени, мало зависящий от культурно-исторической специфики. В результате проведенного исследования авторы приходят к выводам о том, что пророчество может пониматься как акцентуированное будущее, аксиологически сверхценная точка отсчета, задел для будущих дискурсивных связей. К свойствам пророчества можно отнести широкий эмоциональный диапазон, который, как правило, подается в компактной форме, но потенциально практически не ограничен. Аксиология пророчеств включает в себя способность сокращать зону интактной неопределенности, или модифицировать ее. Пророчества в значительной степени обеспечивают эмоционально-значимое бытование неотторгаемой информации, не имеющей большинства характерных признаков связи с настоящим или прошлым. Перспективой дальнейшего изучения такого феномена как «пророчество» является его более глубокое философское осмысление.

Abstract: This article, in the framework of the system approach, considers the category of the future from the perspective of such scientific disciplines as philosophy, discourse linguistics, communication theory, psychology, methodology of science. The authors complete a definitional analysis of concepts related to the human ability to pre-empt the upcoming events (intuition, anticipation, guess, hypothesis, supposition, prediction, forecasting, prophecy). On the material of English-language and Russian-language media texts, the authors show that future can often become a subjective informational base for addressing to the mass audience by public personalities, including politicians. This probably happens due to the patterns of functioning of the human psyche, and due to the fact that there is a constant public request for information appealing to the future time category. Such a request doesn’t often depend on cultural-historical specificity. The authors conclude that prophecy can be understood as a personal particularly significant future and an axiologically super valuable reference point for future discursive connections. Some features of prophecy may include a wide emotional range, which is usually expressed in a compact form, but is potentially unlimited. The axiology of prophecy includes its ability to reduce or modify an area of intact uncertainty. Prophecies largely ensure the existence of emotionally significant non-rejected information, lacking most of the characteristic attributes of a connection with the present or the past. Studying of the deeper philosophical understanding of «prophecy» can become a prospect of further research.

Аннотация: The relevance of the article is determined by the need to analyze the changes that occurred in higher education institutions in the area of the use of digital technology during and after the pandemic. Within the framework of this research, we conducted a content-analysis of the websites and curricula of Volgograd higher education institutions and a questionnaire survey of students in order to identify the advantages and disadvantages of the use of digital technology and e-learning in the modern context. Digitalization came into the process of the management of higher education institutions long ago, however, rapid changes in e-learning have occurred in the last two years, which was confirmed in the results of our study. 70-80% of students' independent work was transferred to electronic form, the classroom workload is replaced with online lessons, the teaching methods change: the use of mixed learning as well as blended and flipped learning increases. The results of the study make us think about the excessive enthusiasm for e-learning, possibilities and risks of its use. Digital education brings significant changes in the role of professors and students in the process of learning, which requires appropriate adaptation and causes changes in the management of the organizations and the introduction of new actors in the educational process. At the institutional level, our conclusions indicate the need to support the academic staff in the area of methodological and technical assistance since the process of digital transformation of higher education institutions is irreversible and its intensiveness continues to grow.