Digital competencies analysis as vector of higher school reforming

Abstract

The object of research is digital literacy. There are many methods for assessing the level of digital literacy in society. Particular attention is paid to the conceptual model of the formation and evaluation of the level of digital literacy, which involves identifying all areas of knowledge, skills and connections that should be considered for the development of digital competence. One of the most problematic places is that full-scale implementation of digital competences, in accordance with the conceptual model, is significantly complicated in modern Ukrainian society. The structure of digital competencies for specialists from different fields is not harmonized, it does not take into account the special professional needs, which should focus on the formation of curricula and training materials designed to form the appropriate digital skills. The educational reform that is taking place in Ukraine is fundamentally changing approaches, methods and learning technologies. At the same time, decisive changes in the direction of digitization of education and the provision of skills to the relevant digital competences to different groups of the population can only be achieved if the state supports educational reforms. International standards for measuring global computer literacy in Ukraine are only beginning to be used, which does not allow Ukrainian citizens to fully realize their potential. During the research, the necessity of harmonious introduction of digital technologies in the educational process of universities was substantiated, the principles of Ukraine's development in the digital community and the basis for the development of its digital economy were determined. The article proposes an author's model for measuring the digital competence of students, which is the evolution of a pyramid model of digital literacy. This model links the components of digital literacy with the development processes from the general methods of using digital competences to the improvement of the digital skills needed by specialists of certain branches . It is very important that this model focuses on the need to change the digital competences depending on the context of professional activity.