The goal of the research was to evaluate the opportunities in preparation of logistics specialists offered by Latvian universities and to formulate problem solutions. To achieve the goal, study programmes and course syllabuses offered by Latvian universities and colleges were analysed from the logistics perspective. Opportunities to acquire logistics knowledge offered in Latvia by distance, in further education and life-long learning programmes were reviewed. In the end, it was concluded that the development of logistics education in Latvia does not correspond to the speed of the development of logistics industry. Currently Latvia offers 4 Logistics study programmes, but only one study programme offers education corresponding to the professional standard – Manager of Logistics Department – as approved by the MoES. Latvia University of Agriculture currently has no logistics study programmes but different logistics subjects are included in the study programmes of 4 Faculties, therefore there are vast opportunities and it is necessary to develop the offer of logistics education, first by giving students the opportunity to choose specialisation in logistics in the Faculties in the study areas of which logistics is especially important and necessary – Faculty of Economics, Technical Faculty, Faculty of Forestry, Faculty of Food Technology, and Faculty of Agriculture.

With the growing demand for e-learning, as well with the striving for excellence, everyone worldwide is encouraged to improve and ensure the quality of e-learning. Quality assurance requires a supportive environment. The purpose of this paper is to propose procedures for evaluating and controlling the quality of e-learning materials. The article reflects on the approach, which is often mentioned in the field of quality assurance, procedures that characterize the processes, helps to sort them, track their progress sequence and identify those responsible. Clearly, the quality of online learning has many dimensions, but this article deals only with the part that relates to the quality of e-learning materials. In January 2018, experts from European Distance Education Secondary School, Riga Distance Education Secondary School and Riga 1st Distance Education Secondary School were interviewed. The questionnaire included questions about the quality assessment of the study materials. Based on the findings of scientific research literature and taking into account the good practice, procedures for the quality control of electronic learning materials were created. The article offers four procedures that include the use of a web-based checklist developed by the author. Activities of procedures can be divided into areas of responsibility that deal with developers of the material, methodological commission, material evaluators and IT administrator. Distance learning program implementers can use the proposed procedures in the process of making and monitoring electronic learning materials. In addition, the checklist helps to identify important conditions and requirements that affect the quality of the study material.

Nowadays the industrial society changes over to the information society. The introduction of elements from distance education and e-studies is an effective means in updating traditional education system in higher educational establishments of Latvia. Due to the decrease of the amount of contact classes and increase of the share of independent work, the version of studies of a mixed-mode type (the introduction of separate elements from the distance education and e-studies in traditional subjects of studies) is the most appropriate types of education in higher educational establishments of Latvia. Hence new study materials elaborated exactly to cover the needs of independent active studies with feedback are required. The techniques type of study materials has to be acceptable for students of different age groups. The aims and tasks are to be clearly defined in the study materials for distance education and e-studies. Tests and examinations are carried out to state whether the aims and tasks are fulfilled. The objective of tests and exams is not a severe evaluation of student knowledge but the analysis of made mistakes. With the introduction the elements of distance education and e-studies in the process of teaching and learning of subjects in higher educational establishments, the students from towns and country will have greater possibilities to acquire knowledge at the speed, time and place most suitable for them.

Today in Ukraine, a digital transformation of the educational system of higher education is taking place at a rapid pace, in which information and communication technologies are not becoming an additional ʻload’ in learning, but an integral part of a comprehensive educational process, which increases its efficiency. At the same time, there are a number of challenges, including such specific ones as unprovoked military aggression, which complicates the process of entry of higher education in Ukraine into the global educational digital environment. To assess the significance of the digitalization of the educational system of higher education in Ukraine in specific conditions, to analyse the attitude of the teaching staff and students to online education, to establish technical means of participation in the educational process, to determine the advantages and disadvantages of distance learning through the prism of the experience of teaching staff and students, we used three main methods: the survey method, the method of analysis and synthesis, the graphical method. As a result of the study, the authors revealed the general concept of digitalization and its educational dimension; identified the main challenges faced by higher education institutions in the digital environment; determined the impact and scale of military aggression by the Russian Federation on the activities of Ukrainian universities; established the features of training in the digital environment by institutions of the higher education of Ukraine.