ОСОБЛИВОСТІ ФОРМУВАННЯ ЦИФРОВИХ КОМПЕТЕНТНОСТЕЙ В ОСВІТНЬОМУ СЕРЕДОВИЩІ НА ЗАСАДАХ СТАЛОГО РОЗВИТКУ

Abstract

The article explores the features of the introduction of digital tools into the educational process, using a competency-based approach to the training of future specialists. The article analyzes the process of forming digital competences in the educational environment according to domestic and foreign regulations. Based on the study, a shift in emphasis to requirements of the modern worker from the formal factors of his/her qualifications and education to the social value of his/her personal qualities, the ability to self-development of personality has been found. The article deals with issues related to the digitalization of educational processes and a number of problems in the development of digitalization in education, namely: funding, obsolete technologies, the reluctance of applicants and teachers to study online. The authors compared the level of implementation of digital technologies in educational institutions based on such world educational rankings as Times Higher Education Ranking (2019), QS Rankings (2019), Best Global Universities Ranking (2018). The article summarizes and presents the components of digital competences and features of their formation in distance learning. The authors also considered a com­bination of soft and hard skills in the teaching and learning process to provide a compe­tent approach based on the digital component. Digital competence should focus on cognitive, social and emotional factors of work and life in a digital environment. The authors have developed a model for interaction with the main elements of digital competence development. The results of the author’s study revealed digital tools, innovative methods and technologies, as well as the impact of digital trends on the educational process. The authors concluded that the introduction of digital tools in the educational process affects the content of learning, the formation of competence of future specialists and changes the role of the teacher as a facilitator of the process.