The Russian government took strong containment measures to prevent the spread of the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) with rigid hygiene protocols and restrictions on daily living, such as social distancing and closing businesses and schools. While these measures were crucial to stop the diffusion of SARS-CoV-2, numerous voices highlighted their disorderly psychological, social, and economic impacts on food consumption behavior and lifestyle. Therefore, this paper aims to understand how consumers' food-related habits in Russia have shifted due to the COVID-19 pandemic and potential problems and opportunities this might bring for the Russian food system. The study is based on an online cross-sectional survey using a structured questionnaire administered in Russian through the Survey Monkey platform. A total of 1297 valid answers was collected. The results reveal that diet and food shopping, preparation, and use have been widely affected. Indeed, the survey results suggested (i) a change in the modality of acquiring food, consumers reduced the number of shopping trips and buying more on each trip to minimize store visits; (ii) a surge of stockpiling of non-perishable food items; (iii) a shift toward healthier diets; (iv) an increase in culinary capabilities; (v) a decrease of food waste. The results are expected to inform current emergency plans as well as long-term food-related strategies in Russia.

The goal of the study considered in the article is to conduct a theoretical analysis of the role of digital personality and digital twin in shaping personal identity within the context of distance education. The study aims to explore the interaction between real personality, its digital projection, and the digital twin in the context of online learning, as well as to identify opportunities and challenges associated with the use of digital technologies in education. The research is based on a comprehensive literature review, including classical and contemporary works in psychology, education, and digital technologies. Comparative analysis and conceptual modeling methods are employed to study the impact of distance learning on personal identity. The study also incorporates ideas from self-awareness, self-determination theories, and digital identity. The study reveals that digital personality allows individuals to experiment with various aspects of their identity, while the digital twin provides tools for behavior analysis and prediction. However, the gap between real and digital personalities can lead to identity distortion. The findings can be used to develop educational platforms that support holistic personality development and programs aimed at enhancing self-discipline and managing digital identity. The practical significance of the research lies in the development of recommendations for educators and platform developers. The proposed approaches will help create an inclusive and supportive digital environment, fostering comprehensive personality development in distance education. The results can be used to improve student motivation, increase engagement in the educational process, and mitigate risks associated with digital identity. The study is targeted at educators, platform developers, and researchers, making it relevant for practical application. The novelty of the results lies in a comprehensive approach to analyzing the interaction between digital personality and digital twin in education. The research has international significance, as the digitalization of education is a global trend, and its findings can be useful for researchers and practitioners worldwide.