Цифровое неравенство как угроза и возможность при стратегировании развития сферы образования

Abstract

Digital competence has been recognized in Europe as one of the 8 key competencies for lifelong learning. The problem of the digital divide as a binary division of the world population into those with and without access to the Internet is still relevant. However, even among the population provided with Internet access, significant differences persist, the so-called second-level digital divide. Digitalization brings enormous opportunities for the education sector with the constructive use of ICT, freeing up time, the most valuable resource in strategizing, from routine tasks to creative, innovative tasks. However, there are also certain threats when the power of this resource is “wasted” on tasks not related to acquiring knowledge and training skills. It seems appropriate, firstly, to develop ICT tools that can reduce the time spent on routine tasks by both teachers and students. Secondly, students need to be encouraged to use ICT regularly, as their intensive use for educational purposes (searching for bibliographic references, using translation software, etc.) leads to improved skills. Thirdly, special programs are needed to reduce the digital divide between students, overcoming both physical inequality (providing schoolchildren from low-income families with access to ICT, high-speed access to educational resources on the Internet) and inequality in skills of ICT usage in the learning process. Both opportunities and threats must be taken into account when strategizing the development of education according to the OTSW methodology proposed by Vladimir L’vovich Quint. At the same time, the human must be at the center of the educational strategizing process.