NOOSPHERIC-INFORMATIONAL-DIGITAL PARADIGM OF EDUCATION AS A SYNTHESIS OF TRADITIONS OF QUALITY AND DYNAMICS OF INNOVATION

The article explores the essence of the noosphere-information-digital paradigm of education as a synthesis of traditions of quality and dynamics of innovation. The purpose of the article is to reveal the essence of the noosphere-information-digital paradigm of education as a synthesis of traditions of quality and dynamics of innovation, which is ensured through the introduction of intellectual and information technologies and techniques into the sphere of education, with an emphasis on the formation of a holistic educational space of the future, taking into account the philosophical and worldview principles of the transformation of education in the context of the transition to the noosphere stage of society's development. The paradigm is based on a combination of two key vectors – information-intellectual and humanistic, which ensures the formation of a holistic educational space of the future. The role of intellectual and information technologies in the transformation of the educational process is considered, as well as the importance of a humanistic approach to preserving the moral and value foundations of education. The new paradigm of education appears as a multi-vector complex of scientific, technical and socio-ideological changes that create conditions for the development of a creative, morally conscious and socially responsible personality in the context of the transition to the noospheric stage of development of societies. The noospheric vectors of the educational paradigm of the 21st century are studied, its basic components are characterized, the key among which is the informatization of the educational fabric through the introduction of intelligent information technologies, among which attention is paid to single-program, multi-program and hybrid operating systems. The introduction of these systems into the educational process requires students to quickly master and have a deep knowledge of digital technologies, the elements of which – gadgets, decisive software devices and others – are widely used in the process of acquiring knowledge. The feasibility of ensuring the humanization and humanization of education is analyzed. The humanization of education is justified as a process and a necessary condition for the unity of the system of scientific knowledge, humanization – through the process of forming humanity, as well as through the concept of "Being a person". Based on the implementation of these components, the innovativeness of the new paradigm of education positions itself as its determining trend. The new paradigm of education is a complex phenomenon that combines scientific and technical innovations and socio-ideological transformations. The noosphere-information-digital paradigm of education is based on two fundamental vectors: information-intellectual, which is based on the achievements of modern science and technology, and humanistic, which ensures the preservation of moral and ethical values and humanity in education. It is the creative interaction of these vectors that forms a holistic educational space of the future, capable of educating a creative, responsible and socially conscious personality, capable of meeting the challenges of the noosphere stage of human development.