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The goal of this paper is associated with the study of global processes which change the world order and are accompanied with the aggravation of economic competition and geopolitical confrontation, which cause large-scale migration, radicalization of ethnicity and the rise of ethnic separatism. These processes contribute to the aggravation of interethnic antagonisms in multicultural countries and regions; therefore, it is necessary to search for adequate models of interethnic relations management in a multicultural society.

The methodological foundation of this research consists in activity, civilization, and transformation approaches, which allow understanding the specificity of global processes, the causes of the actualization of ethnic factor in the modern world and the search for new methods of interethnic relations management.

This paper presents an overview of models of interethnic relations management established in the western countries in the second half of the 20th century. The authors identify specific features of the assimilation and multiculturalism models for managing ethnic differences, their methods of regulation of interethnic relations in a multicultural environment. Their potential in solving the issues of adaptation of migrants and their integration in political and cultural space of the host society in the face of new global challenges and threats is assessed.

The authors of the paper justify the need for a new model of interethnic relations management which is able to forecast the global development trends and adequately respond to negative consequences of global processes.

The purpose of the paper is to develop a concept of organization of the system of science and education in the form 4.0 based on human and artificial intellectual capital.

The methods of regression and correlation analysis are used. The role of human and artificial intellectual capital for provision of effectiveness and competitiveness of the system of science and education is determined, as well as its correspondence to the modern challenges. Analysis of perspectives and limitations of automatization of the system of science and education based on AI is conducted; a model of organization of the system of science and education in the form 4.0 based on human and artificial intellectual capital is compiled.

It is established that in the system of science and education, the decisive production factor is intellectual capital, but human intellect does not necessarily have to dominate in its structure. AI is one of the most popular technologies of Industry 4.0 in the system of science and education, which has wide perspectives of practical implementation. As experience of the leading world universities, which had the highest level of digitization in 2018, showed, foundation on non-breakthrough digital technologies (computer equipment and Internet) does not allow opening the potential of increase of indicators of effectiveness and competitiveness of the system of science and education and bringing it in correspondence to the modern challenges based on digitization. However, correlation of activity of application of artificial intellectual capital with these indicators is four times higher (0.2), as compared to correlation of these indicators with activity of application of human intellectual capital (0.05). This shows demand for digitization of the system of science and education, but based on breakthrough digital technologies, of which AI should become the key one.

It is substantiated that higher education could be automatized based on AI by 85% and science by 63%. Therefore, on the whole in the system of science and education, the share of AI in the structure of intellectual capital could reach 74% ((85 + 63)/2). It is recommended to use the developed model of organization of the system of science and education in the form 4.0 based on human and artificial intellectual capital.