The conundrum lensing theories, models and drivers in deciphering petty delinquencies

The professional training of foreign students is currently strongly influenced by the "mobility factor", which is why digital technologies are pivotal for shaping a future specialist. The methodological possibilities of the digital environment allow not only to provide foreign students with the necessary knowledge and skills for interaction in a multicultural space, but also systematically build various aspects of professional competence, bringing it to the level of prolonged self-development. In this study, we analyzed the current concepts of digitalization of professional training of students to select practices that are suitable for integration into the Russian higher education system. The aim of this work is to challenge the negative view of digitalization of higher professional education and define conditions for the reform of the content of the professional training of foreign students. The following research methods were used: 1) review of the relevant literature; 2) analysis of modern pedagogical practices of teaching foreign students in remote conditions; 3) analysis of statistical data evaluating the state of digitalization of professional training in a university. As a result, we identified three groups of concepts for the digitalization of professional training: 1) self-regulated learning; 2) supportive learning; 3) generating learning. Despite the existing practical and methodological limitations, the latter appears to be the most promising.