The article studies possibilities for analyzing geopolitical processes within the framework of situational analysis methodology using cognitive modeling. Situational analysis description is given, and scenario for developing events is presented where two stages are distinguished: a preparatory stage (a pre-scenario stage) which is essential for performing descriptive and explanatory functions of predictive research, and a scenario stage intended for substantive and formal research as well as for description of predicted processes, construction of system models and preparation of all significant information for scenario synthesis. Furthermore, a method for applying situational analysis is proposed to be used within the framework of the cognitive modeling toolkit of a “future scenario” option and its analysis with account of new “main” factors, relationships, feedbacks and dynamics of their alterations. When forming a scenario for a specific geopolitical situation within the framework of cognitive modeling, this method can be presented by causal (functional) and logical-semantic relation between the elements/agents of actions and counteractions. By interpreting the logical-semantic as structural, and the causal as dynamic, we obtain a structural-dynamic systemic description of geopolitical confrontation using the language of cognitive graphs, i.e. presenting a graphical expression of causal relationships between the concepts (factors) that characterize a particular geopolitical process. Thus, within the framework of a scenario stage the following procedures are conducted: analyzing the initial geopolitical situation, namely: determining key factors that build up the scheme of internal connections and external relationships, and their structuring; defining factors that make an impact; determining impact directions and force (positive and negative effect); choosing basic stereotypes or generalized models of interactions that correspond to the initial situation; constructing cognitive models of the current state of a situation; studying trends for the situation’s development and its dynamics analysis; transferring a scenario onto a practical basis.

Keywords: geopolitical processes, situational analysis, cognitive modeling, methodology for constructing predictive scenarios

Abstract. It is revealed that specific forms of a simulation game combined with some peculiarities of training sessions in organizational systems could result in developing adaptable simulation models of a business situation. It is recommended to use a cognitive model in problem analysis of organizational systems, which allows switching from cognitive to simulation models naturally still being in visual topological descriptions. The AnyLogic software platform was chosen for developing a model which provides ample opportunities for creating an innovative educational environment with the elements of game simulations and AI. Cognitive analysis of a game learning process has revealed that the latter should have one cycle of a business game with two interactive nodes to introduce a host and a player into the game. It is noted that business games focused on developing management styles in a conflict are mostly in demand. Therefore, a simulation model has been developed to train executives to counteract an organizational conflict within the variability of authoritarian, democratic and liberal management styles. The model uses a paradigm of systems dynamics and is implemented in the AnyLogic software platform notation. To set the rules, the game host in the initial state or when starting the next game cycle sets the dynamics characteristics of a process while managing the organizational structure, as well as changes characteristics values of a pre-conflict situation. In response to conflict development the player performs management using auxiliary services available to him. In fact, the model is not limited by a list of the game’s tasks or possible options for a player’s decision.

Keywords: management diversification, production diversification, financial and economic diversification goals, production and technical goals to ensure production flexibility

The article shows the relevance of solving the problem of conceptual analysis of traditional and digital educational structures integrated in the process of transformation, identification and evaluation of their effective interaction. It is proposed to use the methodology of the cognitive analysis that has already passed the stages of approbation in the subject environment of education. It is noted that the educational process includes continuously generated and continuously modified cycles of cognition of reality. Within the framework of generalized descriptions presented by models of cognition, a transition is naturally made from individualized cycles of cognition to a collective study of reality, in which models already control collective cognition, forming a cycle of cognition based on collective communication. An initial cognitive model has been developed which illustrates the situation that has developed in the modern educational system under the powerful influence of the "technocratic" point of view on digitalization. A cognitive model of collective cognition and communication in the digital environment is proposed, which systematically integrates three important parts from the point of view of transformational processes in education, namely, the traditional structure of cognition of reality, the newest structure of digital communication built in the paradigm of the collective subject of cognition, and, finally, the structure of strategic management based on the socio-cultural development of society and the country.

Keywords: Cognitive model, education, digital transformation, cognition, communication

Today the process of teaching and learning is undergoing significant change resulting from the global transition of education from a classical face-to-face classroom to a new digital environment. Teaching foreign language skills, far more than teaching other applied academic skills, has been moved online. An English teacher is expected to be able to successfully deliver live online lessons. Obviously, teaching English online has both similarities and differences from traditional face-to-face teaching in the classroom. However, the success of online learning seems to depend not only on advanced conference platforms and cutting-edge technologies. First and foremost, the efficiency of online classes is determined by teachers’ ability to work in a new learning environment as well as how teachers are prepared for new challenges. Thus, teaching English online requires new professional approaches from the teacher. The paper is focused on interconnected teaching productive and receptive foreign language skills: reading, writing, speaking and listening when administering an online lesson with adult learners. Requirements to using digital.

Keywords: online learning, foreign languages, adult learners, productive and receptive skills, educational platform

The latest requirements for specialist training in the system of higher education in the Russian Federation call for enhancement of foreign language learningand improving foreign language teaching. The aspect of interdisciplinary link between foreign language learning and cross-cultural communication is emphasized in the article. We suggest that in order to overcome cultural and language barriers we need to actively engage experts in cross-cultural communication in foreign language teaching, particularly, for science students.

Keywords: system analysis, motivation, methods of education, identity, military-patriotic education, patriotism and the needcross-cultural communication, professional and cultural competence, foreign language teaching, cultural and language barriers, cultures with

Keywords: innovation development, Skolkovo, formation of needs in innovation, expertise and administrative core, the new grant program, expert advice, the Polytechnic Museum, breakthrough design, nanotechnology, new wastewater treatment technology, high temperature superconductivity.

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