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The research emphasizes the importance of the motivational component in the creative activities of students, notes the correlation of motivational-personal creativity, verbal and non-verbal creativity with academic performance in academic subjects. Difficulties in the development process of students motivation for creative activity were determined, the characteristic of pedagogical prevention, pedagogical diagnostics and pedagogical prevention as the didactic means of preventing and eliminating the difficulties in question was provided. The didactic reasons for students failures in creative activity (independent and relatively dependent on the teacher) are highlighted. Preventive, diagnostic and therapeutic procedures ensuring the elimination of the above-mentioned causes are justified. The reasons of socio-economic and psychological nature affecting the efficiency of students motivation development in creative activity were identified. The results of the teachers readiness to overcome difficulties in the motivation development for students to creative activity are given.

According to the systematic approach, the paper reveals the theory and experience of digitalization of the inclusive education system. Research methods: retrospective analysis of the development of digitalization of the educational process of inclusive education in Russia and abroad, conversations, analysis of portfolios, situations, experience of the Pedagogical College named after N.K. Kalugin (Orenburg), assessment and self-assessment of bachelors, teachers, generalization and systematization of the data obtained; statistical methods, cluster analysis, questionnaires, analysis of parents opinions on the conditions and quality of inclusive education, analysis of students opinions on the conditions and quality of vocational training. Research results: the paper provides a theoretical analysis and analysis of research results, which made it possible to: clarify the essence of digital technologies as a set of digital devices and information and communication technologies; identify assistive means for solving corrective and compensatory problems; categories of digital devices for solving the problems of inclusive education; identify the principles, methods and technologies of digital (e-learning) in the context of inclusive, advantages and disadvantages of e-learning; models of organizing inclusive education using e-learning; free services, paid educational platforms, their opportunities, advantages and disadvantages in inclusive education; to identify the means of intellectual information support in the digital educational environment, the didactic potential of the educational platform; virtual fund of scientific effects, providing educational and methodological support for the inclusive educational process, its architectural components; to determine the directions of the virtual fund of scientific effects. Effectiveness and quality of inclusive education is provided by individual educational trajectories, the methodological resource integrates methods of educational activities in an electronic environment, online learning, and access to digital technologies. The experience of organizing distance inclusive education and inclusive group virtual learning has been clarified. Conclusions and recommendations: it has been proven that digitalization is the goal and means of ensuring the effectiveness of inclusive education; revealed the difficulties of students and the role of teachers as professional partners in their elimination; identified digital devices for solving the problems of inclusive education. The principles, methods and technologies of digital (e-learning) are presented in the context of the interaction of students and teachers.

This paper contains answers to questions that show that the formation of creativity is vital for the future of the engineer, engineering education. At the same time, the authors explore how the creativity of future engineers should be formed in the process of studying at a technical university, and propose strategies to make creativity a part of every engineering curriculum and course. The paper presents the relevance of the program for the formation of the future engineers creativity based on the theoretical analysis of the world experience of domestic and foreign scientists. The possibilities and methods of its implementation in the process of scientific research are shown. The presented research is based on the theory of knowledge, the activity approach, the pedagogy of creativity and the methodology of scientific research. The best practices of foreign scientists in solving the problem of forming the creativity of future engineers are presented. The purpose of the study is to justify the need to create a program aimed at developing the creativity of future engineers.

The paper is devoted to the phenomenon of communicative culture in pedagogical science. The material for the study was the domestic dissertation research on pedagogy from 1998 to 2017, the subject of which is this phenomenon. The authors define the main theoretical constructs (communicative competence, pedagogical communication, communication culture, etc.), which allowed researchers to formulate their own definition of the phenomenon of communicative culture. It is revealed that the performances of modern domestic scientists understanding of the studied phenomena is ambiguous and depends on the specific problems of the study, in 53.1% of studies, the phenomenon of communicative culture is understood as an integral (or integrative) personal quality; 9.5% - as a component of professional activity, giving the opportunity to represent the studied phenomenon by transferring characteristics of professional activity; in 16.6 per cent as the quality of the individual, reflecting the motives and needs of communication and interaction with other people; in 20.2% - as the ability to establish a variety of social contacts, depending on the mastery of science and the art of communication, patterns and values of behavior. At the same time, related concepts (for example, communicative activity, pedagogical communication, communicative competence, culture of communication, etc.) were studied in detail. Freedom in determining the components of the structure of the phenomenon of communicative culture, we explain the artificiality of ideas about it in the mind of the researcher as a consequence of transposition (a variant of the result of generalization).

Purpose: To study the development of teenage club activity in the Orenburg region from 1931 till 1958 in the Soviet out-of-school work in a national context. Methodology: The main stages are defined and their descriptive characteristic is given on the basis of proposed and formulated criteria via comparative qualitative research methods. Main Findings: The leaders of the club associations where children from families with difficulties and problems can be met and given qualified consultation. The development of the teenage club activity in the Orenburg region is represented by three periods of development, decline and flourishing. Applications: This research can be used at universities, historical organizations, and culture-literature institutes and by graduate students in history. Novelty/Originality: The paper explored the history of the regional system of teenage club activities in the Orenburg region which is becoming of particular importance as it allows to think critically and borrow the most advanced things for the further development of the club activities and for the further improvement of the education system.