University 4.0:new education technologies in the digital economy

The new, often called the fourth, industrial revolution, which is often named “Industry 4.0”, is a quite expected event, which is systematically and sufficiently detailed described in the forecast studies of scientists from many countries starting from the beginning of the 20th century. Defining the concept of the economy in the framework of Industry 4.0, we can note its main features: digitalization of products and services; digitalization and integration of vertical and horizontal value chains; digital business models and customer access through digital platforms. In fact, we are talking about the mass introduction of cyberphysical systems (CPS) based on the Internet of Things (IoT), self-regulating printing electronics factories in three-dimensional printing (3D), big data (BD) and the widespread adoption of artificial intelligence (AI) technologies. Digital technologies are not being implemented in a fragmented way, but in a systematic way: not only in the production of material goods, but also in almost all spheres of society and the individual, including his work, education, life, and leisure. All these closely related digital technologies are the prerequisites for the coming digital revolution, and more precisely, digital technologies determine its essential characteristics, so we can conclude that the world is entering the digital age. In this regard, the training of specialists who are ready to work in the conditions of the wide and continuous development of digital technologies has been put into practice in universities not only developed but also in developing countries, and the model of a digital university (University 4.0) is being implemented with the support of leading digital companies. However, as the analysis conducted by the authors showed, the current system of university education in many countries, including Russia, despite the introduction of information and communication technologies, is still behind the needs of the emerging digital economy. And even in the leading universities of the world, while training specialists who are ready to effectively work with digital technologies for humanity, especially AI technologies, little attention has been paid to the mental and psychological factors of a new generation of future specialists who are ready to use these technologies effectively and safely for humanity. The article presents the results of a study of new sociotechnological factors that will affect the educational technologies