Концепция образования 4.0 и современные вызовы системе профессиональной подготовки кадров для цифровой экономики

Abstract

The relevance of the scientific research of the concept of education 4.0, as well as the trends accompanying the process of digital transformation of education, is due to the following reasons: the need to change the structure of education management in the process of digital economic development; search for optimal methods to solve the problem of matching the content of education with the priorities and goals of the national economy. The purpose of the study is to study the concept of education 4.0 in the context of its impact on the training of personnel for the digital economy, as well as to consider the opportunities and challenges of digital transformation of education. Objectives. In accordance with the goal, the following tasks were set and solved: to study the content of the stages of development of the education system within the framework of the technological changes observed in the economy; identify trends in the digital transformation of education; to formulate the opportunities and challenges of digital transformation that determine the priorities of the future development of the professional training system for the digital economy. Methodology. The theoretical and methodological basis of the research is the scientific achievements of domestic and foreign scientists on the digital transformation of the education system. To substantiate the achieved results, a set of scientific methods and approaches was used: analysis and synthesis, comparison, generalization, scientific abstraction. The paper uses a retrospective approach to the category "education 4.0". The research is based on the publications of foreign and domestic authors on the studied issues and problems. Results. As a result of the research, the content of the concept of education 4.0 is revealed, global trends in education are formulated, the characteristics of digital technologies used in the educational process are given, opportunities and challenges that determine the future of education are formulated. Conclusions. It is proved that even now educational organizations should pay attention to the structural changes that digitalization entails, and use the material in the educational content that forms the knowledge and skills necessary for students to adapt to it.