RUDN Journal of Psychology and PedagogicsRUDN Journal of Psychology and PedagogicsВестник Российского университета дружбы народов. Серия: Психология и педагогика2313-16832313-1705Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University)2470910.22363/2313-1683-2020-17-3-373-389EDUCATION IN RUSSIA AND IN THE WORLD IN THE CONTEXT OF GLOBALISATION AND DIGITALISATIONОБРАЗОВАНИЕ В ЭПОХУ ГЛОБАЛИЗАЦИИ И ЦИФРОВИЗАЦИИ В РОССИИ И МИРЕReview ArticleSelf-Organisation in Lifelong Learning: Theory, Practice and Implementation Experience Involving Social Networks and a Remote FormatСамоорганизация в непрерывном образовании: теория, практика и опыт реализации с использованием социальных сетей и дистанционного форматаDe MartinoMarioДе МартиноМариоPh.D. in Political Science, is Assistant Professor at Department of Marketing, at Erasmus project coordinator at Department of International Cooperation in Education and Scienceкандидат политических наук, ассистент кафедры маркетинга экономического факультета, координатор проектов «Эразмус» департамента по международному научно-образовательному сотрудничествуde-martino-m@rudn.ruGushchinaYulia Sh.ГущинаЮлия ШамилевнаPh.D. in Pharmaceutical Sciences, is Associate Professor at Department of General and Clinical Pharmacologyкандидат медицинских наук, доцент кафедры общей и клинической фармакологии, Медицинский институтgushchina-yush@rudn.ruBoykoZlata V.БойкоЗлата ВикторовнаPh.D. in Psychology, is Associate Professor at Department of Management of Nursing Activitiesкандидат психологических наук, доцент, доцент кафедры управления сестринской деятельностью, Медицинский институтboikozv@yandex.ruMagnaniniAngelaМаньяниниАнжелаPh.D. in Educational Science, is Assistant Professor at Department of Movement, Human and Health SciencesPh.D., ассистент кафедры наук об активности и здоровье человекаangela.magnanini@uniroma4.itSandorIosifСандорИосифPh.D. in Educational Science, is Full Professor at Faculty of Physical Education and SportPh.D., профессор, факультет физического воспитания и спортаiosif_sandor@yahoo.comGuerrero PerezBerta AliciaГерреро ПересБерта АлисияPh.D. in Jurisprudence, is Lawyer Consultant on Corporate Law of Russian Federation, Law Firm De la Cruz & Partners Law FirmPh.D., юрист-консультант по вопросам корпоративного права Россииbertagperez@hotmail.comIsidoriEmanueleИсидориЭмануэлеPh.D. in Physical Activity and Health, Ph.D. in Educational Sciences, Full Professor in General and Social Pedagogy, is Full Professor at Department of Movement, Human and Health SciencesPh.D., профессор кафедры наук об активности и здоровье человекаemanuele.isidori@uniroma4.itPeoples’ Friendship University of Russia (RUDN University)Российский университет дружбы народовForo Italico University of RomeРимский университет «Форо Италико»Babeș-Bolyai UniversityУниверситет Бабеша - БойяиDe la Cruz & Associates, Attorneys at LawЮридическая фирма «Де ла Круз и партнеры»15122020173VOL 17, NO3 (2020)ТОМ 17, №3 (2020)37338929092020Copyright ©; 2020, De Martino M., Gushchina Y.S., Boyko Z.V., Magnanini A., Sandor I., Guerrero Perez B.A., Isidori E.Copyright ©; 2020, Де Мартино М., Гущина Ю.Ш., Бойко З.В., Маньянини А., Сандор И., Герреро Перес Б.А., Исидори Э.2020De Martino M., Gushchina Y.S., Boyko Z.V., Magnanini A., Sandor I., Guerrero Perez B.A., Isidori E.Де Мартино М., Гущина Ю.Ш., Бойко З.В., Маньянини А., Сандор И., Герреро Перес Б.А., Исидори Э.http://creativecommons.org/licenses/by/4.0https://journals.rudn.ru/psychology-pedagogics/article/view/24709Currently, in the context of the global transition of the world education system to the remote format, it has become vitally important for a person to be able and ready to independently organise his/her educational and professional activities. The article considers methodological approaches to self-education in the context of its use in the process of lifelong learning/ continuous education. The authors discuss the existing concepts of self-education and ways of its organisation, taking into account age-specific features, forms and types of learning. The concepts of ‘self-organisation’ and ‘self-education’ are analysed. The essence of the scientific categories ‘self-learning’ and ‘self-organisation in education’ is revealed in relation to the system of higher education. The role of tutors as mediators in student self-organisation is shown and their main functions in this process are described. Based on a theoretical analysis of existing forms of self-organisation in education and the experience of using self-organisation, various directions and possibilities of their application in practice are delineated. Careful consideration is given to criticism of the use of self-organisation in learning and its advantages. The authors also discuss the prospects of using self-organisation in higher education, emphasising the importance and relevance of developing self-organisation as a student’s personality trait. A description is made of learning models based on self-organisation of students. Finally, the experience of implementing the self-organisation approach to the educational process is analysed. As a result of the study, the authors conclude that self-learning can be successful if it seems socially significant for students. The use of advanced digital technologies and Internet resources can also contribute to effective self-learning. The results of the study indicate that students should develop the ability to independently organise their educational activities as well as self-control/self-assessment skills, which is especially important in connection with the increase in independent work in curricula and the massive transition to the remote format in higher education during the COVID-19 pandemic.В настоящее время в условиях глобального перехода мировой системы образования в дистанционный формат существенно актуализируются способность и готовность личности к самоорганизации учебной и профессиональной деятельности. В статье рассматриваются методологические подходы к самообразованию в контексте его использования в процессе непрерывного обучения, или обучения в течение всей жизни. Обсуждаются существующие концепции самообучения и формы его организации с учетом возрастных особенностей, форм и видов обучения. Анализируются понятия «самоорганизация» и «самообразование». Раскрывается сущность научных категорий «самообучение» и «самоорганизация в образовании» применительно к системе высшего образования. Показана роль тьютора как посредника в самоорганизации студента, описаны его основные функции в этом процессе. На основе теоретического анализа существующих форм самоорганизации в образовании и опыта ее использования описаны различные направления и возможности их применения на практике. Рассматривается критика использования самоорганизации в обучении и ее преимущества. Обсуждаются перспективы использования самоорганизации в высшем образовании. Подчеркивается важность и актуальность формирования самоорганизации как черты личности обучающихся. Описаны модели обучения, основывающиеся на самоорганизации обучающихся. Анализируется опыт реализации подхода самоорганизации к образовательному процессу. 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