At the same time, the greatest difficulties they face are caused by the inability to fully control the learning process and the violation of traditional status-role positions.

When approaching “communication in education” as activity, the educator turns out to be the main subject of the educational process, which imposes a special responsibility on him and when this activity becomes more complex, as in the case of distance learning, it leads to stress and overstress of educators. The number of publications devoted to it has been decreasing over the years, but there is an assimilation of humanistic ideas with national traditions.

The largest number of publications belongs to the group “communication in education” as activity, the smallest-“communication in education” as communication, where it is considered as the basis of humanistically oriented education. 3 groups of publications were identified: “communication in education” as activity, as communication, as communication and activity. 198 publications and 231,870 words were analyzed. The study used content analysis, statistical methods. The goal of the empirical research is a qualitative and quantitative analysis of publications on the topic of “communication in education”.

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