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The article presents the results of research in the field of university training of mathematics teachers aimed at realising STEM education at school and other educational organisations. The authors identified 1) insufficient readiness of school teachers to implement STEM training, and 2) lack of professional mathematics teachers having special qualification in this area. Based on Russian and foreign experience, the authors propose to use the potential of the elective courses for purposeful preparation of future mathematics teachers to implement STEM training. The approach to designing the content and technological components of such a course rests on the principles of practical orientation, multidisciplinarity, professional orientation and the application of a regional context. The course consists of theoretical and practical modules, which make it possible to integrate the potential of all STEM components in the professional training of teachers and to master the basics of STEM implementation.

One way to contribute to the strengthening of professional training processes in Engineering is through teaching and evaluation methods physics courses that promote those thinking styles that should be preferred by an engineer to solve tasks of their profession. Based on the above, the objective of this research was to identify those thinking styles that ideally a graduate of industrial civil engineering from a certain Chilean university should prefer to perform their profession tasks. Responding to this objective, it will be possible to generate educational proposals in physics courses for that career. For this, a qualitative methodology called thematic analysis was used. The data sources were semi-structured interviews with academics with enough experience in the career, besides the analysis of the institutional graduation profile. From a deductive perspective, according to the thinking styles, the ideal preferences for the egislative, judicial, global, hierarchical, liberal and external styles emerged as a result. Finally, a discussion was held on some teaching and evaluation methods that can be carried out in the physics courses of this career in order to promote these thinking styles.

The results of pedagogical experience on improvement of methodological approaches of environmental education at the university are presented. The formation of an environmental worldview among students is part of the practical and long-term work of the teacher. The application of a comprehensive original approach to environmental research can be carried out in one properly structured discipline with high-quality laboratory and practical exercises and coursework. The introduction of environmental disciplines into the curricula of the educational program will provide modern practical environmental knowledge that enhances the scientific professional training of students. One of the methods of improving the quality of environmental education in universities is the use of the research method of learning and the method of problem learning. The scientific level of discipline content is ensured by providing students with the opportunity to independently study and choose methods for ecological assessment of the state of ecosystems. Adaptability and interchangeability of discipline to different objects of research increases its scientific and practical status.

The article deals with the development of a training system for the design of computer games based on the use of information technologies for early vocational training and vocational guidance of schoolchildren (Junior Skills). The peculiarity of vocational guidance work with schoolchildren is primarily associated with the need to overcome the contradictions between the state of the labor market, the needs of the economy and the subjective professional preferences of young people. The solution to youth career guidance issues is offered in the Junior Skills project, which includes students, employer representatives, and the expert community.

The article is devoted to the search of the mechanisms of the synthesis of the knowledge that is new for a student in the development of his telecommunicative competence in the study of natural studies at the university. The authors interpret the concept «telecommunication» as targeted transferring, receiving, analyzing, synthesizing and assessing information through the interaction of its real and virtual carriers that can be removed in time and space. The authors define «telecommunicative competence» as the personality trait which determines readiness to specific form of professional activity and life in information society comprising the knowledge of telecommunicative technologies, forms, rules, regulations and traditions of mutual exchange of information; capacities to independent development in the sphere of telecommunicative technologies, assimilation of a great deal of information, result prediction in the solution to the problems in professional activity; the abilities related to transferring, receiving, coding, analyzing, transforming, generating information. During the research the authors identify seven mechanisms of subjective new knowledge synthesis in the following processes: professional inversion of preliminary knowledge; application of gained knowledge in practical work: diversification of professional training content; establishment of interdisciplinary connections between specialty curriculum disciplines; simulation of training and productive situations and processes: functional approach to the development of telecommunicative competence; transference of concepts, principles, regulations, theories set out in a discipline to the subject of another. The studied mechanisms of subjective new knowledge synthesis expand the set of tools that can be used by both a teacher and a student in the formation and the development of telecommunicative competence.

This paper is devoted to the study of the implementation of information and communication technologies in corporate vocational training in modern organizations. The relevance of the study is due to the growing role of digitalization in modern society. The paper explores the main digital tools for professional training of personnel. The advantages and disadvantages of using digital tools in teaching are highlighted.

Job polarization refers to the shrinking share of employment in middle-skill, routine occupations experienced over the past 35 years. Jobless recoveries refers to the slow rebound in aggregate employment following recent recessions despite recoveries in aggregate output. We show how these two phenomena are related. First, essentially all employment loss in routine occupations occurs in economic downturns. Second, jobless recoveries in the aggregate can be accounted for by jobless recoveries in the routine occupations that are disappearing.

Purpose: Vocational education and training (VET) in Finland takes place more and more at workplaces. Hence, the teachers' cooperation with companies has become important. Little research has been done on the teacher's activities in business cooperation and the factors affecting business cooperation. The teacher's decisions and choices are made possible through the teacher's autonomy and agency. The teacher's agency is understood as a capacity to utilise autonomy. In this study, the teacher's agency is reflected in their activity in developing entrepreneurial learning environments and activity in developing regional entrepreneurship education (EE). The study was conducted among Finnish VET teachers. In Finland EE is understood in its broad sense and the teacher is in a significant position choosing where, how and with whom they implement EE. The main research question in this article is: How does the VET teacher's agency in EE affect their cooperation with entrepreneurs? Methods: The data consists of 933 vocational teachers' responses. An open online survey tailored for teachers was used in the data collection (Measurement Tool for Entrepreneurship Education). Ordinal regression analysis has been used to analyse the data. Results: The teacher's agency is a significant factor explaining his/her level of cooperation with entrepreneurs. The results show that the teacher's activity, desire, and ability to express agency, strengthens the use of companies in teaching. Surprisingly, the teacher's personal entrepreneurial background and the number of companies in the area do not act as explanatory factors for entrepreneurs' cooperation. The study makes several suggestions on teachers' perceptions of the factors explaining and creating agency as an entrepreneurship educator. Conclusions: In Finland, teachers' autonomy is high. Teachers have the freedom to utilise their agency in many ways. They can, for example, make their own decisions and renew their teaching in many ways if they are willing and encouraged to do so. It seems like the question is more about management and teacher identity. The teacher's agency should be strengthened, and the teacher should be given the option to act more freely. Furthermore, the teacher's autonomy is not enough; agency is also needed. (DIPF/Orig.).