Abstract
The purpose of this study is to analyze the problems of quality training of personnel for the digital economy of Russia during the pandemic within the framework of STEAM education and to identify their solutions with the help of the most effective distance learning tools. The research is based on a survey of 138 respondents (students of the Department of Mathematics and Natural Sciences of the Yelabuga Institute of the Kazan Federal University), who have mastered professional competencies in a distance learning format during the pandemic. The results of the survey confirmed the conclusion that distance learning tools such as Moodle, Google Classroom, and Microsoft Teams have shown their effectiveness and can be successfully used not only in the context of extreme situations, for example, a pandemic, but also as elements of blended learning while bringing variety to the forms of learning, and thereby strengthening the process of training STEAM education specialists. The scientific novelty of the study lies in a deep analysis of the distance learning tools used for training specialists for the digital economy of Russia, namely STEAM education specialists, based on the collection of information from students during the period of transformational changes in the pedagogical education system.
Highlights
The digitalization of all spheres of life in modern post-industrial society seems to be progressive, inevitable, and contradictory [1,2,3,4]
The formation of a personnel infrastructure for digital modernization of the economy requires standardization of the digital personnel training process [8], which can be built on the basis of available master’s degree programs and the classification of personnel according to the criteria of functions performed for the use of digital technologies, such as technical specialists and single-subject specialists [9]
The survey consisted of the following questions: “What classes did you have with the use of distance learning technologies and how often?”; “Assess the quality of digital resources”; “How, in your opinion, can the activity and interest of students be increased in the process of distance learning?”; “Assess the practical significance of digital resources”; “Which of the statements about distance learning do you agree the most?”
Summary
The digitalization of all spheres of life in modern post-industrial society seems to be progressive, inevitable, and contradictory [1,2,3,4]. One of the fundamental factors in solving the problem of training personnel for the digital economy is the availability of highly qualified specialists with a set of professional competencies in field-specific areas, who are capable of applying interdisciplinary knowledge at the intersection of technical, economic, managerial, and humanitarian training. The preparation of such specialists requires revision of existing educational programs and approaches to their implementation, including the introduction of distance learning technologies, modernization of laboratory facilities, and strengthening the practical orientation of the educational process [6]. The formation of a personnel infrastructure for digital modernization of the economy requires standardization of the digital personnel training process [8], which can be built on the basis of available master’s degree programs and the classification of personnel according to the criteria of functions performed for the use of digital technologies, such as technical specialists and single-subject specialists [9]
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