Legal Aspects of Merit System Implementation in Civil Service

Background. The conceptual foundations of the development of digital competence for lifelong learning and the analysis of its regulatory and legal regulation have been clarified; identification of educational practices that most effectively satisfy the social and educational needs of citizens for the development of digital competence in the system of informal education. The purpose of the article is to define educational practices for the development of citizens' digital competence. It was found that the development of digital competence of citizens is based on the idea of competence; a trend towards constant updating of normative documents has been established; educational practices have been determined that will meet the needs of citizens regarding the development of digital competence in the system of non-formal education. Methods. The theoretical analysis of scientific works on the problems of developing citizens' digital competence was chosen as the research method. The search for information using scientific metric databases Google Scholar, Scopus, Web of Science, by keywords was applied; government and parliamentary information platforms and portals; theoretical analysis of scientific works on the problems of developing citizens' digital competence; content analysis of regulatory and legal documents, analytical materials, instructional and informational materials and their formalization, comparison of the capabilities of remote platforms; generalization of the received data and development of proposals. Results. Based on the results of the research, it was found that in the European educational space, the idea of competence is accepted as the conceptual basis for the development of citizens' digital competence. It has been established that today it has been developed into an innovative idea of cross-cutting key competences through a combination of formal, informal and informal education. Tendencies for constant updating of the legal regulation of the development of digital competence have been revealed. Conclusions. Educational practices aimed at the greatest satisfaction of the social and educational needs of specialists in the development of digital competence in the system of non-formal education are highlighted, which are divided into traditional and innovative forms, combining a wide range of various educational and online platforms for distance and online learning, under the guidance of a teacher or independent performance of tasks.

The development of the digital competence is a lifelong learning goal, which will remain stable, taking into account the digitization of societies and global economies. In this context and unlike the other European states, in the Romanian curriculum, the digital competence can not be found among the acquisitions of learning at the primary education level. In the absence of some clearly formulated learning objectives, which could be integrated into the development of digital competence, the teaching staff has the option to adapt the learning activities or to propose some new ones, so that the projection of the lessons ensures a teaching approach adequate to the acquisition of digital knowledge and skills. This paper highlights the possibilities of developing the specific competences of the objects in the current education framework plan for primary education, in a prototype approach to support the premise of their integration in the development of digital competence.

The development of the digital environment covers almost all spheres of life. Today, every person needs a wide range of digital knowledge, abilities, and skills in the intelligent use of the latest technologies for education, professional activities, and participation in society. Special attention is paid to providing the educational process of institutions of higher military education with appropriate digital technologies that would meet modern challenges and ensure the support and development of modern digital competencies of teachers. The article presents the results of an empirical study of the peculiarities of the development of digital competences among scientific and scientific-pedagogical employees of institutions of higher military education. It was established that in the conditions of digital challenges, the role of a teacher of a higher military education institution as a provider of digital transformations and the formation of his digital competence becomes important. It was noted that the majority of scientific and scientific-pedagogical workers paid due attention to the issue of systematic application of information technologies in professional activities. It was established that teachers need the development of digital competence related to the work of gamification tools, content visualization for solving practical, professional and general educational goals. It was determined that the digital competence of scientific and scientific-pedagogical workers of institutions of higher military education should be considered as the newest type of literacy, which is associated with special knowledge, skills, and practical skills for activities in a digital educational environment. Mandatory structural components of a teacher's digital competence are computer literacy, information literacy, communicative literacy, and safety in the digital environment. The development of digital competences of teachers will contribute to the establishment of interaction with students, overcoming the digital gap between participants in the educational process, the development of digital literacy of students, and their conscious use of digital technologies for their own realization in the conditions of a digital society.

The article examines ways and approaches to the formation of digital competence of a teacher of a higher military education institution. The importance of the introduction of modern educational technologies in the educational process is indicated, the role of a trained teacher in this process, who possesses a certain set of professional competencies and is able to generate them for those who study, is emphasized. Attention is focused on approaches to the formation of the teacher's digital competence and requires personal development and continuous personal self-improvement from the teacher. The results of an empirical study of the peculiarities of the development of digital competences among teachers of institutions of higher military education are presented. It was established that in the conditions of digital challenges, the role of a teacher of a higher military education institution as a provider of digital transformations and the formation of his digital competence becomes important. It is noted that the majority of teachers are interested in the development of digital competence. It was established that teachers need the development of digital competence related to the work of gamification tools, content visualization for solving practical, professional and general educational goals. It was determined that the digital competence of teachers of higher military education institutions should be considered as a new type of literacy, which is associated with special knowledge, skills, and practical skills for activities in a digital educational environment. The development of digital competences of teachers will contribute to establishing interaction with students, overcoming the digital gap between participants in the educational process, and their conscious use of digital technologies for their own realization in the conditions of a digital society. It is indicated that the end-to-end application of digital technologies in the educational process should become a tool for improving the quality of the educational process.

Educators’ digital competence development, particularly in the context of development and implementation and of interactive e-learning content to enhance learners’ cognitive processes continues to be one of the key priorities both in civil and military training contexts. The fast and continuous growth of digital technologies in enhancement of teaching and learning process, the ongoing urge to harness the potential of digital learning opportunities persistently trigger the need to update and continuously sustain professional competences of educators including their digital competence. In order to find the ways to enhance educators digital competence, determine the factors which influence the formation of digital competenceauthors of the article conduct research to summarize the theoretical foundations on the process digital competence formation and development, analyze the influencing factors of positive and negative influence on digital competence development in the context of militarized education institution.Based on research findings the authors discover that due to the lack of systematic digital competence development and appropriate evaluation mechanism the potential of digital learning is not fully used. Educators of militarised education institutions need to constantly update competence on development of interactive training materials, assessment of digital competence should be more reliable and rigorous. On the basis of the research the authors put forward suggestions on the ways to develop and evaluate educators’ digital competence in militarised education institution.

The article deals with the problem of determining the components of the methodical system of development of information and digital competence in the teaching of physics and technical disciplines in the preparation of future computer technology specialists. The relevance of the study is due to the fact that at the turn of the XX-XXI centuries. Mankind has passed into a qualitatively new information age. Gradually changes occur in the conditions of its existence. Now humanity is moving into an anthropogenic information society. The attitude of scientists to the problem of development of information and digital competence is researched. It was established that the problem of development of information and digital competence in the study of physics and technical disciplines in the preparation of future computer technology specialists has not found its solution. A number of methods were used to solve the above problems: analysis and generalization of psychological and pedagogical literature, normative documents, concepts of training of specialists; conducted a survey of scientific and pedagogical workers on the problem of development of information and digital competence in modern conditions; structural-logical analysis is used. In the article, the authors identified the components of the goals of acquiring knowledge, skills, skills, values and readiness for use even while studying; characteristics of the development of information and digital competence; components of psycho-pedagogical information and digital skills and integrative knowledge; components of the development of information and digital competence on the basis of integrative knowledge of physics and technical disciplines. As a result of the conducted research the model of the methodical integrative system of development of information and digital competence is formed. It includes elements of methodological orientation. They are focused around the concept of the model and the concept block of integrative modern science and technology. They focus on the notion of a fundamental integrative theory of information and digital competence. The formed model has a formal and substantive characteristic. The formal description includes elemental blocks in theory. The structure of elemental units includes definitions, principles of fundamental empirical, theoretical and non-fundamental empirical laws. Key words: information and digital competence, integrability, components of the methodical system, preparation of future specialists of computer technologies, methods of teaching physics and technical disciplines.

Aim. To determine the level of development of teachers’ digital competence and, based on the results obtained, to develop a set of measures to ensure its effective development. The obtained results of the teachers’ digital competence state (using the example of the Donetsk People’s Republic of the city of Donetsk) allow us to compare the results of research by other authors, identify shortcomings, and develop the most optimal and practical tools for assessing its development.Methodology and methods. The main tool for assessing the level of development of a teacher's digital competence was a survey and the use of the case method. However, it should be clarified that the level of digital competence is dependent on the discipline taught, which requires additional research and development of scientific and methodological tools, taking into account the specifics of teaching the discipline.Results. The need for education system sustainable development and competitiveness preservation in difficult social and economic conditions require continuity in the development of the teacher. Digital competence is actively considered as one of the key components of professional competence in the academic world. Thus, the level of digital competence development was determined taking into account teaching experience: a confident level – teaching experience from 10 to 20 years (34% of the sample), an average level – work experience from 3 to 10 years and from 20 to 25 years (65% of the sample); minimum-sufficient teaching experience of up to three years and over 25 years (6% of the sample). The result of teaching various disciplines success dependence on digital competence allowed us to establish that among teachers of humanities and natural sciences, the confident level was 38% ± 4%, the average 62% ± 4%, the minimum-sufficient level was not identified. Among teachers of artistic and aesthetic disciplines, physical education and disciplines of primary general education, the indicators of a confident level were 26% ± 3%, the average level was 71.5% ± 3.5%, the minimum sufficient level was up to 3%. The next stage of the analysis was the levels of digital literacy in accordance with the selected indicators and teaching experience. Thus, the level of computer literacy among all groups of teachers with different experience was at the level of 81.5% ± 4.5%, communicative literacy – 84.5% ± 5.5%, technological literacy – 72.5% ± 4.5%, information literacy – 89% ± 5%. The results of digital competence assessment using the case method allowed us to identify the levels of development of structural components necessary for a high-quality educational process. The minimum-sufficient, average and confident level of the indicator of analysis and evaluation of educational activities was 9%, 55% and 44%. The indicator of professional responsibilities marks 6%, 63% and 75%. The optimization of the educational process was 5%, 69% and 73%. The technological effectiveness of educational activities was 12%, 53% and 42%. These results indicate the dynamics of the development of digital competence and the need for further research.Theoretical and/or practical significance. The scientific novelty consisted in clarifying the structural components responsible for digital competence development. The theoretical significance of the study was to identify the structural components responsible for maintaining the education system success and increasing the level of professional competence of a teacher in the field of digital technologies. To assess the level of digital competence formation, a case method was used, the capabilities of which made it possible to model pedagogical tasks, the essence of which was to expand theoretical knowledge in the field of didactics of the educational process. A teacher training program "Teacher in the digital educational space" has been developed, aimed at increasing the level of digital competence. Methodological recommendations have been developed with a clear algorithm for using digital technologies during distance learning. The practical significance of the study is determined by the fact that a program, methodological recommendations and diagnostic apparatus for assessing the level of development of digital competence for implementation into the system of additional professional education have been developed, verified and proposed.Conclusions. The development of digital competence will create a stable basis for solving emerging issues in the education system, ensure the integrity and continuity of the educational process, and increase the level of professional competence of a teacher.

Relevance. In order to prevent and eliminate such modern challenges as pandemics, local wars, man-made disasters, it is necessary to accelerate the introduction of digital technologies into public administration processes. This creates a need for the development of digital competencies of Russian civil servants. Research on this topic in scientific publications is limited and fragmentary. There is a request for the development of scientifically-based and practically applicable models for the development of digital competencies of modern civil servants.The purpose is theoretical and applied research of the current state of digital competencies of Russian civil servants.The objectives: to reveal the theoretical aspects of digital competencies of Russian civil servants (their definitions, models); to conduct a study in the format of professional self-testing aimed at establishing the level of development/non-development of digital competencies by Russian civil servants; to give recommendations on improving digital competencies.Methodology. In the course of the research, theoretical research methods were used: analysis, synthesis, deduction, induction, idealization, analogy, formalization, modeling; special research methods: traditional analysis of documents on the topic of digital competencies of civil servants, self-testing of Russian civil servants, as well as a systematic approach and assessment of the regulatory framework in the field of competencies in the civil service Of the Russian Federation.Results. Based on the data of self-testing of civil servants, it was revealed that Russian civil servants have a certain basic set of competencies in the field of information and communication technologies (ICT), but do not possess digital competencies focused on the development and implementation of modern "end-to-end" digital technologies in the public sphere.Conclusions. To strengthen the digital preparedness of civil servants, it is necessary to develop mechanisms, algorithms, technologies for the formation and development of digital competencies that are uniform for all civil servants. Civil servants will be able to orient themselves and draw up certain ways to improve their personal, professional and official level with the help of practice-oriented activities aimed at adapting to the conditions of digital transformation of public administration.

This article is dedicated to analyzing the trends in the development of digital competence among educational leaders in crises. It explores the key aspects of digital transformation in the educational sector and the impact of crisis situations on the development of digital competence. The authors of the article conduct an analysis of current research and practices to identify the main trends and challenges that educational leaders face in terms of digital competence during crises. The conclusions of the article emphasize the importance of understanding and support from educational authorities in fostering the development of digital competence among educational leaders in crisis conditions. It highlights the need for individualized pathways for the development of digital competence and underscores the significant role played by Centers for the Professional Development of Educational Practitioners in this process. Recommendations and directions for further research in this field are provided to ensure the successful adaptation and advancement of digital competence among educational leaders in challenging circumstances.

Children's digital competence does not only depend on what is done at schools. Families are a guide for their children in the acquisition and development of that competence. The objective of this paper is to analyze the influence and role of families in the development of the digital competence of primary school students. In the study, a methodology of multiple case studies has been used. It allows a deep understanding of the phenomenon. Specifically, there are four cases located in two different areas of the Community of Madrid. This study take into account different socio-economic, cultural and educational characteristics of the family environment. Through interviews, it has been possible to identify the child's regular practices in the use and access of technologies (ICT) within the family environment, as well as to know how the family dynamics mediate in the learning and development of digital competence. The results point to an integration of ICT in households and a family dynamic towards ICT characterized by the establishment of norms and awareness, concerned about the problems associated with the use of the Internet. Parents do not question their contribution to the development of it, they see that their children handle ICT with ease and confidence and think that digital learning is something innate in their children.

The increasing digitalization in all spheres of human activity demands the improvement of digital competence in the educational field. This article examines how information and communication technologies (ICT) can help form the digital competence of higher education students, enhancing their skills in everyday, professional, and educational activities. The study focuses on the development of digital competence in university students through the use of ICT. The objective is to create an effective policy for the development of students' digital competence through the use of information technologies applicable in the educational process. The study's methodology includes outlining the key principles of digital competence, the current state of digital skills development, and the existing means for their development, as well as analyzing the organization of the educational process with the support of ICT. The findings of the study can be used to develop internal policies in universities, improve the skills of teaching staff, and allocate additional time to disciplines requiring attention to the study of digital tools applicable in practice.

In recent years, the number of studies related to digital citizenship has increased amidst the intense use of digital media. The literature, rich in theoretical and empirical examples related to this topic, provides a clear picture of contemporary society. There is little empirical research on digital citizenship education in the early school years. Thus, through this investigation, we aimed to collect qualitative data on the development of specific digital competencies and digital citizenship in primary school students. Therefore, the authors considered it appropriate to use the observation method in its participatory version. Over a year, a group of 29 pupils, aged between 6 and 7, formed the sample to identify how they would develop digital competencies and digital citizenship in the context of formal and non-formal learning experiences. To collect the necessary information, we used the observation protocol, conducted in the form of open-ended questions described by Gay, Mills & Airasian (2006). The results of the study showed that parental educational attainment, family structure, time spent online, and the type of device have an important impact on the development of digital competencies and digital citizenship in young learners.

The development of digital competencies and digital literacy in the 21st century is one of the most urgent in the theory and practice of modern education. The need for an understanding of the analysis of scientific knowledge on this issue is confirmed by the high demand for digital competencies of specialists in the labor market. The paper organizes and presents publication trends in the field of human digital abilities, with an emphasis on in-depth study of topics in higher education. Reviews and analytical work were carried out using the Web of Science, Google Scholar, RSCI (eLibrary). The analysis was based on the 120 most cited publications for the period from 2000 to 2020 and this article provides a final overview of 55 articles. The results are presented in visual-graphic form. In particular, the concepts related to digital abilities used in scientific everyday life are presented in the form of a pyramid of concepts: from the basic concept of ‘digital skills’ to the broadest meaning of the concept of ‘digital literacy.’ The word cloud reflects the most frequently used words in scientific works describing human abilities in the digital sphere. The article presents a graphical visualization of the factors influencing the formation and development of digital literacy and digital competencies of university students. The results obtained will be of interest to researchers of digital literacy and digital competencies, teachers, and university leaders in the implementation of educational programs.

Over the last decade, learning and working in medicine has been increasingly influenced by digital tools. Today’s medical students are growing up in a digital age where digital tools and devices are a regular part of professional life. The development of digital competence is crucial for healthcare education, as healthcare professionals will be the ones helping orientate patients in digital healthcare systems and tools. This study aims to explore the opinions and experiences of medical college students regarding the factors influencing digital competence. Four focus group discussions were organised, with 26 medical college students in total in various study programmes in December 2021. The interviews were conducted in Latvian and transcribed by the lead researcher. Thematic analysis of the focus group discussions identified four main themes to be associated with the factors influencing digital competence: personal factors (self-confidence in using Information and Communication Technologies (ICTs), attitudes towards ICTs, prior training on ICTs, motivation), learning design (online, blended learning), lecturers’ digital competence and external aspects (family support, Covid-19 pandemic). This study presented results that could also be helpful for other universities to promote targeted development and improvement of digital competence of their students.

The renewed 2017 EU Higher Education Agenda expresses the intention to “develop and implement a digital readiness model” to assist higher education institutions, their staff, and students in implementing digital learning strategies and maximising the potential of cutting‐edge technologies such as learning analytics. The anticipated digital transformation will only be successful if higher education institutions and teachers strengthen their digital competences and skills and “become” digitally competent. Many of the incentives for these processes were prompted by the unexpected Covid‐19 crisis, which highlighted the importance of higher education teachers’ digital skills in the need to digitise the higher education environment. The Covid‐19 crisis experience and the accelerating development of digitalisation are changing both the conditions for education and education itself, which is why higher education teachers face the challenging task of lifelong development of digital competences. To complete this task, they must learn about information and communication technology (ICT)/digital technologies and how they can be integrated into the pedagogical process. The challenge for higher education teachers is to develop ICT‐based teaching. This is not about how higher education teachers (and students) master ICT, but about how to make ICT one of the tools for carrying out pedagogical activities in general. The article addresses the development of digital competences among higher education teachers as a critical issue in the renovation of higher education didactics. To that end, various digital competence models and concepts are presented. Among other things, the European Digital Competence Framework for Teachers is highlighted. The case study of activities aimed at developing digital competences of higher education teachers at the University of Ljubljana (Slovenia), and thus higher education teachers working in the field of education for public administration. Based on the analysis of activities, we discover an increased interest in the development of digital competences, which is reflected in various forms of institutional (university) support for educators (e.g. training), as well as an increased interest in the development of digital competences among higher education teachers.