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Despite great uncertainty in the face of the global COVID-19 pandemic, education institutions have faced immense challenges as they were forced to transfer the education process to an online format: provide equal access to it for all students, meet teachers' and students' educational needs, and make urgent preparations to support education systems in general and training continuity in particular. The pandemic has also triggered a lot of psychological difficulties such as anxiety, tension, and sadness. The aim of this paper is to describe psychological and pedagogical difficulties in education process during COVID-19 lockdown which serve to take actions and develop definite educational strategies that can be implemented in order to prevent further negative consequences in the system of education. The research is also focused on many effective steps undertaken to the suspension of face-to-face classes at all levels, which can be divided into three main areas of action: the implementation of distance learning modalities across a variety of formats and platforms and the support and mobilization of NGOs. It is proved that virtual education, which is open, attractive, and accessible to everyone plays a meaningful role in creating an information society focused on the improvement of lifelong learning in general and during COVID-19 lockdown in particular. The novelty of the research lies in the analysis of the results of the questionnaire presented to the students and their parents is included. It is an attempt to present the problems which parents and students have to face in the conditions of virtual/remote education.

The article deals with the analysis of literary narrative where a possible unreal fictional world and a possible real fictional world usually coexist. When the norms of life plausibility are consciously violated, the real and the unreal possible worlds are emphatically opposed. Hence, their certain aspects are depicted in a fantastically exaggerated form. The interaction of possible worlds in a literary narrative destroys the stereotypes of the reader’s perception. It can occur in different planes: structural (a shift of plot elements of the story, transformation, unusual, sharp turns of the borrowed plot, violations of a plotline); fictional (a combination of real and fantastic features in one image); temporal (violations of the chronological flow of time, a shift of time flow); spatial (expansion or contraction of space, magical spatial formations, displacements, deformations). By their nature, the interaction of different possible worlds can be continuous, partial, and fragmentary; resulting from their boundaries may overlap or be violated (entirely or partially). The continuous interaction of different possible worlds, destruction of their borders, although they do not disappear completely, make them largely blurred, interpenetrating each other. In the case of partial interaction of possible worlds, their boundaries intersect. In the case of fragmentary interaction of possible worlds, their common points are slightly visible, for example, only the borrowed title of a literary work or a character’s name, or a fantastic concrete event or a place of the event.