Цифрова компетентність бакалавра філології (перекладача): сутність, зміст та структура

The article analyzes such concepts as «digital literacy», «digital competency», «digital consumption», «digitalization of society». The end of the 20th – the beginning of the 21th century is called the era of post‐industrial society, in which theoretical knowledge is decisive, and the main structure is the university as a place of its production and accumulation. This new era in the development of mankind is sometimes referred to as the «information society», «society of knowledge» in view of the role played by knowledge and information. In order to determine the role and place of modern universities in the process of developing a new concept of higher education, the article analyzes the preconditions that have become decisive factors for the comprehensive introduction of digital literacy in the university's educational process, examines issues related to the digital competences of students and the organization of higher education in post‐industrial societies. The role of digital education in the processes of transformation of the country's economy and the formation of a single digital space is considered. The goals and objectives of universities in the reform of higher education are determined. The model of evaluation of students' digital competence is offered.The aim of the article is to analyze concepts such as digital literacy, digital competences, digital consumption, digitalization of society, which will determine the role and place of modern universities in the process of developing a new concept of higher education. In this paper, the preconditions that have become decisive are analyzed. Factors for the comprehensive introduction of digital literacy in the university study process, the issues related to digital competencies of students and the organization of higher education in the post are considered. The study of the digital education role in the processes of transforming the country's economy and the formation of a single digital space, the goals and objectives of universities in the reform of higher education are determined, a model for assessing the digital competence of students is proposed.Research methods: analysis (separation of the general concept of «digital competence» into constituent elements), synthesis (merging of divided and investigated parts), induction (general review of digital technologies and digital competences), deduction (transition from the general perception of digital technologies and digital competences to the definition properties and characteristics of individual competencies and skills), abstraction (definition of peculiarities inherent in digital competencies), concretization (study of the features of individual digital computing ten this).Scientific novelty of the article is a model of digital literacy of students, developed on the basis of a pyramidal model taking into account the concept of digital competence. This model is based on a high level of understanding and generalization of digital student skills. The purpose of using the proposed model is to identify all spheres of knowledge, skills and abilities that should be considered for the formation and evaluation of digital competence. The proposed model is quite flexible and can be adapted to different target groups of students and digital users.The object of the research is the level of students' digital literacy, models, methods and techniques for measuring it. From the point of view of authors, special attention deserves a model, developed on the basis of a pyramidal model, taking into account the concept of digital competence. This model is based on a high level of understanding and generalization of students' digital skills. The purpose of using the proposed model is to identify all spheres of knowledge, skills and abilities that should be considered for the formation and evaluation of digital competence. The proposed model is flexible enough and can be adapted to different target groups of students and digital users.The main conclusions of the study can be considered:1. Introduction of digital technologies in higher education to increase the level of digital literacy is an urgent requirement of time.2. The purpose of introducing digital technologies into higher education is the training of highly skilled professionals for work in a post‐industrial society.3. Modern life requires the introduction of digital technologies in absolutely all spheres of human activity.4. Modern education means will improve the conditions of profitability of study in all educational institutions.5. The speed of new knowledge requires from any person a continuous increase in the level of their own digital education.

Nowadays, digitalization in education is a digital transformation that is not a trend but a requirement of the times. Thus, the main task of teaching is the introduction of digital technologies, which provide education improvement, accessibility and efficiency, training the young generation for life in the digital society. Digital technologies are changed, in turn, it requires students and teachers to improve their knowledge, skills and to focus on the development. Information and digital competence in the education process helps teachers to teach the content effectively using the latest means that contribute to the achievement of the best results. With the development of key competencies, as an information and digital one, there is an urgent need to form it in the process of learning. The article is devoted to the problem of analyzing the meaning of the term “information and digital competence” in the conditions of modern Ukrainian education. The purpose of the article is to explore the term “information and digital competence” in scientific and pedagogic literature. To achieve the purpose the general theoretical scientific methods are used such as analysis, synthesis and systematization of researchers’ works as for terms: “competence”, “information competence”, “digital competence”, “information and digital competence”; logical-systemic, problem-targeted, comparative analyses as for theoretical basics of components of information and digital competence. There are some research results. The detailed analysis of terms that are related to the definition “information and digital competence” is made, and the stages of their development are considered. The particular attention is paid to the main competencies for learning. Based on the analysis of scientific and pedagogical literature, we can conclude that the information and digital competence of specialists in various fields is an urgent issue in pedagogical science.

Today’s challenges place high demands on teachers. There is a transition to the information and digital age. The active use of digital technologies in education contributes to the effectiveness of the educational process at all levels and the formation of professional competencies of future specialists. The formation of competences is inextricably linked with the informatization of education.A modern teacher must be able to quickly perceive and process information, be able to work with modern digital and technical means, use the latest online environments in professional activities.Personality development begins in childhood. Teachers-educators face a modern task ‒ the formation and development of such competencies of preschoolers that would contribute to the active socialization of the child.In the light of positive trends and existing problems, the preparation of students of vocational pre-university education institutions for professional activities deserves special attention. The success of the digitization of the economy and the social sphere, as well as the improvement of the quality of human life, depends on the confident and competent application of the digital competences formed by them in professional activities.In general, digital competence is considered as one of the key competences of a modern person for lifelong learning. The concept is new, therefore, both in the domestic and foreign scientific contexts, a unified approach to the definition of digital competence has not yet been formed.The article is devoted to an overview of the phenomena of “digital education”, “digital competence” and “digital literacy”; the article considers the means of forming the digital competence of future specialists of preschool education institutions.

Purpose: Understanding the interaction between digital technology competence and digital literacy is important for improving educational outcomes in the digital age. The purpose of this study is to examine the relationship between teachers' digital technology competencies and digital literacy levels. In addition, the study aims to investigate whether these variables differ significantly based on gender and the education level at which teachers work, and whether digital competence significantly predicts digital literacy. Design/Methodology/Approach: Correlation research model was used in the study and 354 teachers selected from different regions of Turkey by purposive sampling method constituted the sample group. The research data were collected using the ‘Teacher Digital Competence Scale’ to determine the digital competence levels of teachers and the ‘Digital Literacy Scale’ to determine their digital literacy levels. Descriptive statistics and parametric tests were used to analyze the data. Findings: The findings of the study revealed that teachers' digital competence and digital literacy levels were high. While there was a significant difference in terms of digital literacy according to gender variable, no significant difference was observed in terms of digital competence. ANOVA results revealed that there were no significant differences in terms of digital cognitive and technical literacy sub-dimensions and overall digital literacy level according to the education level of the teachers; however, high school teachers had higher digital competence scores compared to primary school teachers. Correlation analysis showed that there is a strong and positive relationship between digital literacy and digital competence. Simple linear regression analysis showed that digital literacy significantly predicted digital competence and explained 45% of its variance. Highlights: As a result of this study, it is recommended that targeted professional development programs focusing on enhancing digital competence and literacy be implemented for teachers, particularly at the primary school level. These programmes should be implemented especially in regions and education levels where digital technology and digital literacy skills are lower. In order to reduce the digital literacy gap between genders, gender-sensitive digital skills development workshops should be organised for teachers and this gap should be prevented from leading to inequalities in digital education. In the light of the finding that digital literacy significantly predicts digital competence, it is important to make digital literacy training compulsory for all teachers.

The rapid growth of various types of digital information spreading through the World Wide Web has led to a growing interest in the formation of digital competence. The article is about a systematic review of literary sources and an analysis of existing processes and methods of digital competence formation among teachers in higher education institutions with the aim of better understanding the process of digital competence formation. The review has three goals: 1) to describe the characteristics of the processes and methods of evaluating digital competence in a higher education institution; 2) consider current concepts in the formation of digital competence based on the research of both domestic and foreign researchers; 3) to determine the problems and prospects for the development of the formation of digital competence. The importance of the problem of forming the digital competence of education workers is substantiated. In the period of the accelerating technological development of the digital society and the widespread adoption of digital technologies, the creation of a digital educational environment should resolve the contradiction between the demand for teachers with developed digital competence and their insufficient training in the aspect of the digital component for the successful application of digital technologies in professional pedagogical activities. The formation of digital competence is possible in the process of implementing educational programs in institutions of higher education, as well as professional development and professional training programs. The role of digital literacy is described, which should be laid down during education, starting from early childhood. In this situation, educational organizations are objectively one of the key agents of the digital transformation of the economy, as they ensure the formation of digital competencies of the younger generation. In connection with this, there was a need to address at least two key issues in the education system: to what extent educational workers themselves should form digital competences in their professional activities. With the introduction of digital technologies, the daily life of a person and industrial relations are changing, the economy and education are being transformed. Digital technologies are not only a tool, but also the living environment of a modern person, which opens up new opportunities: learning at any convenient time, continuous education, the opportunity to form individual educational routes, from users of electronic resources to become creators. However, such an environment requires teachers to take a different approach to the organization of the educational process, to acquire new skills and abilities to work in the digital educational space. Under these conditions, the system of pedagogical education should ensure the training of a graduate who has a high level of formed digital professional competence. The basis of the article is the analysis of research by Ukrainian and foreign scientists. A theoretical model of the structure of the teacher’s digital competence was formed. The results of the study show that competence consists of four components: motivationalpersonal, cognitive, activity and reflexive-evaluative coordination of goals, methods and obtained results, awareness of one’s style of activity, readiness for their creative change. The specified components describe the competencies necessary for a teacher to effectively carry out his professional activities.

Relevance. Digital technologies are presently widely used in general education. Formation of learners’ digital literacy is becoming an important issue. A special role is given to computer science teacher. There is a need for additional research into professional competencies of computer science teacher in the digital education environment, formation of digital competency, his/her readiness to become a tutor for schoolchildren in mastering digital skills. The means for formation of digital competence are practice-oriented assignments on the use of digital technologies in the pedagogical practice. The purpose of the paper is systematisation of tasks handled by the teacher in the digital education environment and development of recommendations for the formation of digital competence of the computer science teacher. Methodology and methods of research. The methodological basis of the research is represented by the ideas of systemic and competency-based approaches in defining the substance of digital competence and characterising the teacher’s success in digital education environment based on the formed digital competence, teacher’s readiness to become a tutor of schoolchildren in learning the digital world and formation of digital literacy. The research results are presented by the description of practice-oriented creative tasks aimed at the formation of digital competence of computer science teacher and systematised by digital proficiency areas according to the digital competencies groups. The scientific novelty, when developing the characteristics of digital competence of a computer science teacher, stems from the use of the notion of structure and content of learners’ digital literacy, the need for formation of digital competencies that would allow a computer science teacher to become a tutor for learners in mastering digital skills, in development of digital competence characteristics of a computer science instructor. The practical significance of the presented research results lies in the possibility of their use in developing the content of the communicative/digital module of pedagogical baccalaureate programmes, in the development of complementary professional education programmes ensuring the formation of teachers’ digital competence and development of their professional readiness for practical use of innovative educational models and digital technologies with a view to form the learners’ digital literacy, create a comfortable and safe learning environment.

The article examines modern trends in the creation of an informational educational space, the issue of the introduction of information and digital technologies that ensure effective interaction of individuals in society; the essence of the concept of "informational and digital competence" of the teacher of the New Ukrainian School, the structure of the informational and digital competence of the teacher based on integration, namely: technological literacy, deepening of knowledge, creation of means of information provision of the needs of humanity, with the help of technical means; an analysis of international and domestic legal documents regarding the formation of information and digital competence of teachers was carried out. It was determined that in the conditions of the reform of modern education in Ukraine, the formation of the teacher's information and digital competence becomes relevant, and the specific tasks of the development of the educational process during the implementation of the Concept of the New Ukrainian School in general secondary education institutions, where information and digital competence is one of the professional skills of the teacher, are outlined. , the ability to apply information and communication technologies in the educational process of an educational institution, and the ability to receive information and operate it according to one's own needs and requirements in the development of programs, documents, and organization of cooperation. Priorities, technological principles of building an information and educational environment, implementation of effective methods of teaching and access to knowledge, formation of information and digital competencies of the teacher, which is a powerful tool that contributes to the improvement of the process of creation, storage, processing, and distribution of educational materials, intensification of the educational process, increase speed and quality of perception, understanding and assimilation of knowledge by students, as well as joint work with them; the definition of the concept of "information and digital competence" is clarified. The Digital Competence Framework for pedagogical workers is an important tool for the creation of educational standards, assistance in the creation and planning of educational initiatives aimed at increasing the level of digital literacy and the practical use of IT technology tools and services, the development of educational programs by providers of educational services (DigCompEdu), developed European Joint Research Center; their main provisions, the views of researchers regarding the information and digital competence of the teacher, defined according to the professional standard of the teacher, are disclosed because the use of digital technologies in education is currently one of the most important and stable trends in the development of the global educational process.

The article examines current trends in the formation of digital competence among future teachers in the context of the digital transformation of education. The concept of digital competence is analyzed based on international and national standards, particularly DigCompEdu and the Standard of Pedagogical Education of Ukraine. Special attention is given to key components of digital competence, including the use of digital resources, interactive learning, assessment of student achievements in a digital environment, and the development of students' digital literacy. The study highlights the role of digital technologies in teacher training, focusing on the use of online courses (Coursera, EdX, Prometheus, Moodle), distance learning platforms, and adaptive learning systems. The integration of augmented and virtual reality into the learning process, the impact of artificial intelligence on personalized education, as well as the effectiveness of gamification and interactive methods in teacher preparation, are analyzed in detail. Key challenges in implementing digital technologies in higher pedagogical education are identified, including insufficient teacher training in digital tools, the absence of a unified methodology for assessing students' digital competence, technical and organizational barriers to the adoption of innovative technologies, and the psychological aspects of student adaptation to digital learning. The article outlines the prospects for the development of digital competence among future educators, emphasizing the importance of collaboration between universities, technology companies, and EdTech platforms. The study also explores the adaptation of international best practices, the development of innovative educational methodologies, and the projected growth of digital pedagogy. It is anticipated that the role of digital tools in the learning process will continue to expand, leading to the widespread adoption of innovative technologies to enhance education quality.

The article deals with the structure of information and digital competence and the means of its formation in students of specialized vocational secondary education. The global trends in the development of information technology and their impact on the educational process have been analyzed. The modern view of scientists on the problem of forming information and digital competence in students and teachers is analyzed. It is emphasized that the integration of information and communication technologies (ICT) into education creates new opportunities for education, especially in the context of distance learning. The concept of “information and digital competence” has been considered, including knowledge, skills, motivation and responsibility. Four components of information and digital competence have been determined: information and media competence, communicative competence, technical competence and consumer competence. For each of the components of information and digital competence, the areas of knowledge, skills, motivation and responsibility have been determined. A review of modern e-learning resources shows that platforms such as Moodle, Google Classroom, Zoom, Microsoft Teams, and others significantly improve the learning process and interaction between students and teachers. Particular attention is focused on cloud services providing learning continuity and accessibility. The article also discusses the role of responsibility in the context of information and digital competence, including the ethical use of digital technologies and the protection of personal data. The article provides recommendations for improving the formation of information and digital competence in students of specialized secondary education, where, in accordance with each component of competence under consideration, the means of its formation have been recommended. The conclusions of the article emphasize the relevance of integrating modern technologies into curricula, conducting trainings for teachers and using interactive tools to improve the students' information and digital literacy. Prospects for further research include the identification of teaching methods to increase the motivation, effectiveness and communication skills of participants in the educational process to develop the students' information and digital competence in vocational secondary education.

The 21st-century work environment, for which universities prepare graduates, demands multi-dimensional and interdisciplinary competencies infused with digital literacy skills essential for sustainable employability (Baruch & Sullivan, 2022; Gürbüz, Bakker, Demerouti et al., 2023). Our increasingly digitalised society reinforces the need for learners to acquire digital competencies as part of their education (Gutiérrez-Ángel, Sánchez-García, Mercader-Rubio et al., 2022). Digital literacy, defined as the ability to access, manage, understand, integrate, communicate, evaluate, and create information safely and appropriately through digital technologies, is still an evolving concept (UNESCO, 2018). With the mandate to produce graduates capable of performing to expected standards in ever-changing work environments, higher education institutions continuously define the digital competencies of their graduates and how to develop them. This involves ongoing discussions about what students should learn to be digitally competent (curriculum), how they should be taught and supported (pedagogy), and the associated progression in learning (assessment) (Ilomäki, Lakkala, Kallunki et al., 2023). However, Western perspectives on learning and teaching in higher education often dominate these discussions. Given that most students in Australian universities come from diverse socio-cultural backgrounds, there is a need to address this gap in the literature by considering alternative perspectives on curriculum, pedagogy, and assessments for digital literacy in higher education. This study presents findings from a critical integrative review of the literature (Whittemore & Knafl, 2005). The aim is to identify alternative perspectives in defining the digital competencies critical in preparing students for diverse socio-cultural work environments. To achieve this, a well-known meta-framework of digital literacy (Tran, Jung, Unangst et al., 2023; Martínez, Sádaba and Serrano-Puche, 2021) will be used to map digital competencies identified in global literature, exploring and challenging the concept of a digitally competent university graduate in today’s diverse world. The integrative review will also identify teaching and learning approaches (pedagogies) for developing students’ digital competencies from socio-cultural perspectives, as discussed in the literature (Mahn and John-Steiner, 2012). Peer-reviewed articles, reports, and e-book chapters will be searched in global literature, with inclusion criteria focusing on keywords such as digital literacies, digital competencies, socio-cultural learning theory, teaching pedagogies, curriculum design, and learner support. Databases will include ProQuest, Scopus, and Web of Science. Relevant data will be extracted using an Excel sheet, and thematic and interpretive analyses will be employed to synthesise the data critically. The findings will provide insights into how socio-cultural differences influence the valued aspects of digital literacy and how they are taught or assessed in higher education. This research will also offer critical insights into how teachers can inclusively support diverse students, considering unique ways to recognise prior educational experiences, learning preferences, and needs. The final output will be a conceptual framework for teaching and learning digital literacy in Western high education from socio-cultural perspectives. Ultimately, this research aims to provide a much-needed international perspective on what it means to be a digitally competent graduate in Australia and globally.

There is little consensus about the nature of teachers’ digital competencies in Higher Education. Moreover, existing digital competence frameworks have largely been developed for teachers in secondary education. In response to this, the current study focuses on developing and validating a framework of digital competencies for teachers in Higher Education. First, a review was conducted to determine the state of digital competence research regarding dimensions and definition of digital competence. In a next step, similarities and differences between existing digital competence frameworks were identified. Based on the outcomes of the review and the framework comparison, a framework was developed in an iterative process through expert meetings with policy makers, experts in the field of educational technology, and validated with practitioners. The new framework includes four dimensions of teachers’ digital competencies: (1) Teaching practice, (2) Empowering students for a digital society, (3) Teachers’ digital literacy, and (4) Teachers’ professional development. The resulting Higher Education Digital Competence (HeDiCom) framework will provide guidance and clearer expectations of teachers’ digital competency. Ultimately, improving teachers’ digital competencies will contribute to improving the quality of digital competencies of the students.

PurposeThe COVID-19 pandemic has placed online learning, blended or hybrid provision as the “new normal” in Higher Education. For most universities and their academic libraries, especially those with a less strong online presence, the pandemic has caused numerous challenges. However, it has also been a catalyst for change and resifting of priorities. For academic librarians involved in the delivery of information skills/literacy training, a renewed mission is emerging, addressing access and connectivity to resources, designing for online education and fostering the development of digital literacy of students.Design/methodology/approachThis is a conceptual paper based on the author's personal experiences and subjective opinion as a Library and Information Science educator with considerable expertise in online distance learning in the UK. Reflecting critically on the impact of the pandemic from an educational point of view and on key changes experienced, the paper centres on the argument that academic librarians could emerge as strategic partners in Higher Education, towards the direction of enhancing students' digital competences development.FindingsThe complete and involuntary shift to online learning due to COVID-19 restrictions has opened the door to multiple challenges in Higher Education, which are complex and ongoing: the implementation of remote tools and practices en masse in online teaching and learning in a way that ensures accessibility and equity for all, issues connecting to online pedagogy and how to prepare students with the information and digital literacy competences required for the new online learning “normal”. As academic libraries move forward, they have a renewed mission to help learners in the online space to become both information rich and digitally competent. There is an opportunity to act as the connecting link that will help to move a step forward a strategic vision that places design for equity at the centre of education.Originality/valueThe impact of COVID-19 within Higher Education and academic libraries more specifically, is a theme that has not been yet sufficiently discussed, researched or critically debated as the world is still currently going through the pandemic crisis. This paper aims to initiate some early thoughts and conversation, as well as put forward the author's personal critical positioning on the issues, challenges and potential opportunities, emerging in the current educational climate for academic librarians, and to highlight areas of importance for the design and direction of information and library science curricula.

Aim/Purpose: This study examined the impact of blended learning on science learning achievement and digital skills among Grade 4 students at Ekamai International School, Bangkok. Specifically, it aimed to determine whether there were significant differences in academic performance and digital competency before and after the intervention. By evaluating these outcomes, the study provides insights into the effectiveness of blended learning in enhancing students’ understanding of Earth Science and fostering essential digital skills. Additionally, it sought to explore how blended learning influences conceptual understanding, retention, and engagement in elementary science education. The study also examined the role of blended learning in developing students’ ability to effectively utilize digital tools for research, communication, and presentations. Furthermore, it aimed to identify best practices for implementing blended learning in elementary classrooms, offering empirical data to inform curricular design and instructional methodologies. By investigating students’ perceptions and experiences, this research evaluated the extent to which blended learning impacts motivation, self-directed learning, and overall classroom engagement. The findings of this study contribute to the growing body of knowledge on blended learning in elementary education, providing recommendations for educators and policymakers on optimizing its integration to improve student learning outcomes. Introduction/Background: Blended learning combines traditional face-to-face instruction with online learning components, creating a flexible and interactive educational experience. This approach has gained attention for its potential to enhance student engagement, achievement, and digital competency by integrating technology into learning. In science education, where critical thinking and digital literacy are essential, blended learning offers opportunities for deeper understanding through multimedia resources, virtual simulations, and interactive activities. While research has demonstrated its benefits in secondary and higher education, its application in elementary education remains underexplored, particularly in improving digital skills and fostering student-centered learning. Science education plays a crucial role in developing students’ problem-solving abilities and inquiry-based learning skills, yet traditional teaching methods often rely on passive instruction that may not fully engage young learners. Blended learning addresses these limitations by providing personalized instruction, self-paced learning, and technology-enhanced activities that support conceptual understanding. Despite the increasing integration of technology in education, there is limited research on how blended learning impacts elementary students' academic performance and digital literacy in Thailand. This study seeks to fill this gap by assessing the effects of blended learning in the Earth Science course for Grade 4 students at Ekamai International School, Bangkok. By examining students’ achievement and digital competency before and after the intervention, this research aimed to provide insights into the effectiveness of blended learning in elementary science education and inform best practices for its implementation. Methodology: This study employed a quasi-experimental one-group pre-test and post-test design to assess the impact of blended learning on science learning achievement and digital skills among 20 Grade 4 students from Ekamai International School, selected through cluster random sampling. The intervention consisted of five Earth Science lessons using a flipped classroom model, spanning 40 instructional hours over ten weeks. Students engaged with online materials before participating in in-class sessions, which focused on hands-on interactive activities. Pre- and post-tests measured changes in science learning achievement and digital skills, using a standardized test and a digital competency assessment. Both instruments were validated for reliability and content accuracy. Paired t-tests were conducted to compare pre-test and post-test scores, with a significance level of p < 0.05, to determine whether blended learning significantly enhanced students' academic performance and digital literacy. The findings contribute to understanding how blended learning can support elementary science education and digital competency development. Findings: 1. Science Learning Achievement: The results revealed a statistically significant improvement in students' post-test scores compared to their pre-test scores (p < .05). The effect size of the difference using Cohen’s d was 2.30, which is considered a large effect size. This indicates that the blended learning approach effectively enhanced their understanding of Earth Science topics. Digital Skills: No statistically significant difference was observed in students' digital skills before and after the intervention (p > .05). The effect size of the difference using Cohen’s d was 0.41, which is considered a small effect size. This suggests that while the blended learning approach enriched science achievement, its impact on digital skills was not as pronounced within the study's timeframe. Contribution/Impact on Society: This study contributes to the body of knowledge by providing empirical evidence on the efficacy of blended learning at the elementary level. The findings underscore its potential to improve academic outcomes in science education, while highlighting areas for further development in fostering digital skills. The results offer valuable insights for educators and policymakers who aim to integrate technology into early education, ensuring alignment with 21st century learning demands. Recommendations: 1. For Practitioners: Implement blended learning models, such as the flipped classroom, in elementary science education to enhance student engagement and achievement. Provide structured guidance to improve digital skills through targeted activities. For Researchers: Explore the long-term effects of blended learning on digital skills and its application across diverse subjects and age groups. Investigate methods to optimize the integration of digital literacy components into lesson plans. Research Limitations: This study was constrained by its small sample size (20 students), lack of a control group, and short intervention duration 40 hours). The focus on a single subject, Earth Science, and the specific setting of an international school in Bangkok limits the generalizability of findings. Additionally, the study employed only the flipped classroom model, excluding other blended learning approaches that might yield different outcomes. Future Research: Future studies might consider: Expanding sample sizes and including diverse educational settings to improve generalizability. Extending intervention durations to examine long-term effects on digital skills. Exploring blended learning's impact across multiple subjects and incorporating advanced digital competencies such as coding and multimedia production. Comparing the flipped classroom with other blended learning models to identify the most effective approaches for elementary education.

Aim/Purpose: This study investigates the impact of the relationship between social/emotional, cognitive, and behavioral engagements on developing preservice teachers’ digital competencies. The social/emotional engagement can be illustrated with actions associated with learning, such as excitement, interest, and motivation. Cognitive engagement is the active process of learning and is the most essential form of learning. Finally, behavioral engagement is the physical behavior associated with doing the work and following the rules. Background: Teachers’ digital competencies are essential in creating an active e-learning environment that ensures students’ engagements and reduces learners’ sense of isolation. Due to the lockdown of COVID-19 in March 2020, schools and universities shifted toward e-learning, where higher education in the United Arab Emirates (UAE) experienced a digital transformation. Many questions have been raised about life after COVID-19, competencies needed for the new demands of jobs that do not yet exist, social/emotional development of students, and their engagements in online classes. Methodology: An explanatory sequential mixed-method approach was utilized, using a quantitative data method followed by a qualitative data method. An online survey was used to collect the quantitative data from participants. The convenient research population is female preservice teachers who are considered learners enrolled in semesters 3-8 and learning online. Focus group discussions were used to collect the qualitative data from selected participants. Contribution: The findings of the study contribute toward a deeper understanding of the relationship between social/emotional, cognitive, and behavioral engagements and their positive impact on developing learners’ digital competencies. The results can be leveraged during or after the pandemic to design strategies and pedagogies that enhance learners’ engagements and develop their digital competencies based on the conceptual framework of the study. Findings: The study’s results reveal a significant positive correlation between social/emotional, cognitive, and behavioral engagements that lead to the development of preservice teachers’ digital competency. The relationship between social/emotional and cognitive engagements is stronger than between cognitive and behavioral engagements, while the relationship between social/emotional and behavioral engagements is balanced. Recommendations for Practitioners: Instructors need to consider students’ well-being and avoid the sense of isolation among students through designing strategies and pedagogies using the framework of the study that enhance learners’ engagements. More focus is needed on training instructors and educators in using different interactive applications that enhance learners’ and educators’ digital competency. Recommendation for Researchers: The findings provide theoretical evidence of the impact of the relationship between social/emotional, cognitive, and behavioral engagements on developing learners’ digital competencies. However, this study was conducted in an early childhood education program in higher education where all the participants were females. It is highly recommended that future research repeats the study with male and female participants, as well as implement the study with different age groups from k-12 students. Impact on Society: This research highlights the importance of considering the social/emotional, cognitive, and behavioral engagements in developing learners’ digital competencies. It is interestingly important to reinforce the teaching, cognitive and social presence among all instructors and teachers due to the positive impact on students’ online learning. Future Research: Future research on measuring the impact of transforming students’ design thinking mindset after using interactive technology is recommended. In addition, it is highly recommended to consider measuring how the students’ learning is influenced by the teaching presence of their instructors. Also, it is recommended that future research considers measuring the instructors’ digital competencies and their impact on planning instructional activities.

Introduction. One of the urgent tasks in the implementation of the federal project "Workforce for the Digital Economy", which is part of the national digital economy programme, the transition to the digital economy is the development of professional competencies for workers in various sectors in the field of end-to-end digital technology. The digital competencies are developed in response to the requirements of society, the state, and the labour market for the individual in the digital society.Materials and Methods. The analysis, generalization and systematization of scientific research, and personal experience of formation and development of digital competences allowed us to identify their universality and the end-to-end principle of mastering them, which allowed us to draw a conclusion about the feasibility and necessity of developing a pedagogical model for forming end-to-end digital competences of higher education students in non-core IT disciplines.Results. The research defines the concept of «transversal digital competences» (TDC) at the stage of digital transformation of higher education; presents components, criteria, indicators and indices of formation of transversal digital competences of students; presents a pedagogical model for shaping transversal digital competences of students of non-profile IT fields in a classical university in the process of additional professional education. The stages of formation of end-to-end digital competences of students are considered in detail, the purpose of pedagogical model, tasks, principles, factors and organizational and pedagogical conditions of formation are defined, the results of research are presented.Discussion and Conclusions. This pedagogical model was developed in the process of studying the conditions for the formation of digital competences and skills of using digital technologies in students at Kemerovo State University. Partially the results of this study were presented in the report «Basic principles of formation of end-to-end digital competences in students in the process of mastering additional professional programmes» at the II All-Russian scientific-practical conference with international participation «Digital humanities and educational technologies - DHTE 2021» (organizer - FSBEI VPO "Moscow State Psychological and Pedagogical University").