Digital literacy of university students in non-core training directions

Abstract

Introduction. Forming and improving the readiness and ability of students in non-core (non-IT) areas of training to effectively, productively (safely) use digital devices, programs, technologies, apply digital competencies (knowledge, abilities and skills) to solve educational problems in the context of educational and professional activities is one of the important goals of educational standards in modern universities.Purpose setting. Purpose of the study is the analysis of the problems of the concept, structure and levels of digital literacy of university students in non-core areas of training.Methodology and methods of the study. Research methods are theoretical analysis and synthesis of research results on the definition, structural understanding and level typology of digital literacy of modern university students in non-core areas of training. The methodological basis of the study was the conceptual provisions and principles of the competency-based and personal-activity approaches.Results. Currently, there are theoretical tasks of developing an integrative model of digital literacy and practical tasks of increasing the digital literacy of students in non-core fields of study, including to the level where the student not only consumes digital competencies, but is able and ready to use them in the process independently or jointly with other students and teachers setting and solving educational and professional problems, including in the context of new professional specializations or even professions arising as a result of the digitalization of their work. The leading role in this process is played in the intrapersonal context by the cognitive components of literacy, and in the interpersonal context by communicative and moral-ethical ones.Conclusions. The author summarizes the results of studies on the formation and development of digital literacy among university students in non-core areas of training. The importance and promise of systematic, holistic work in the context of the formation and development of digital literacy of university students in non-core areas of training is noted. The prospects for theoretical and empirical study of this problem are connected precisely with the study of this component and its integrative role in the formation and development of digital literacy of university students in non-core fields.