Formation Of Digital Competence Research Articles

On the formation of digital competencies of the population at the regional level as a social innovation: the case of the Pskov oblast

In the article the author analyzes the current state of digital competencies of the population of the Pskov Oblast based on the results of interviews on the following topics: information security, digital skills, trust and fears on the Internet, educational opportunities and professional development. It is revealed that with a high self-assessment of digital skills respondents possess only basic digital competencies, most interviewees lack knowledge about information security, many do not follow copyright laws. To solve the problems, the article offers recommendations on the format of digital competence development courses that meet the principles of social innovation.

ФОРМИРОВАНИЕ ЦИФРОВОЙ КОМПЕТЕНТНОСТИ НА УРОКАХ ЛИТЕРАТУРЫ С ПОМОЩЬЮ ИСПОЛЬЗОВАНИЯ ИКТ

Digital technologies have made great changes in the daily way of life of society. In the modern world, it becomes very difficult to keep track of the flow of constantly updated information: a person needs to process and filter a large amount of information every day, selecting only reliable ones. Digitalization of information generates a need for skills to work with digital technologies. Today, the formation of digital competence is becoming one of the relevant topics. This article discusses the issue of the formation of digital competence among students in literature lessons. The purpose of our research is to identify ways to form digital competence in literature lessons in high school through the use of digital technologies. Based on the set goal, we have identified the object and subject of the study. The object of the study is ICT in literature lessons. Subject of research: digital competencies formed through ICI in a literature lesson. Defining the essence of the concept of "digital competence", we identify some competencies that form "digital literacy". The paper also presents an analysis of the results of a survey of high school students (15-17 years old). Identifying the problem, we have proposed several platforms and types of tasks that can help in solving a didactic task. The main assistants of the teacher in the formation of digital competencies are information and communication technologies. The paper provides as an example several educational websites (platforms), ICT that can be used in the lesson of Russian literature, analyzes the ways of forming "digital competence".

ELECTRONIC RESOURCES AS A MEANS OF FORMING THE DIGITAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS

The article considers the issue of the formation of digital competence of future primary school teachers through electronic resources. The concepts of "digital technologies", "digitalization of education", "digital competence", "electronic resources", "digital tools" are defined. The analysis of psychological and pedagogical literature on the research topic is carried out. The authors characterize the digital competence of future primary school teachers, noting that in digital education, teachers should have a high ability to work with the developing digital environment. In order to find effective means of developing digital competence, the authors analyzed the electronic resources used in the educational process of a higher educational institution. The following electronic resources (tools, platforms and programs) are characterized: SCRUM board, Quizlet, ActivInspire, QR code creation, Canva, Google forms. The authors have developed an algorithm for the formation of digital competence of future primary school teachers and proposed methods to achieve them.

FORMATION OF DIGITAL COMPETENCIES WITHIN THE FRAMEWORK OF THE “DIGITAL CHAIR” PROGRAM

Background. In the artificial intelligence age, it is not only IT graduates who have digital competencies, but also schoolchildren. Improvement of skills to work in the digital environment and with digital products is necessary in all spheres of life. The national project “Digital Chair” is aimed at solving this problem, i.e. formation and mastering of modern digital competences. The purpose is to analyze the implementation of the “digital department” program at the Pacific State University (PSU, Khabarovsk) and the formation of digital competencies of students as a result of participation in this program. Materials and methods. The system approach is fundamental for the research. The main theoretical methods of research: analysis, synthesis, deduction. This article is a review of the conceptual apparatus of “digital competence”, “digital culture”, “digital literacy”. It includes research on the training of 995 students of Pacific State University in the digital department. The analysis of training was carried out on the basis of the method of assesment - center. Results. Digital Chair trainees acquire more digital skills and can solve problems from a wider range of tasks. The implementation of the national project “Digital Chair” requires the expansion of educational programs taking into account the directions of university students. There is no single standard of digital competencies for all TOGU educational programs. The formation of digital competencies requires material resources and trained personnel.

Directions of formation of digital competence of employees of Federal Penitentiary Service of Russia in the information society

Directions of formation of digital competence of employees of Federal Penitentiary Service of Russia in the information society

Actualization of the content of the educational process in the artistic and creative areas of Bachelor's training in terms of the formation of digital competencies

Introduction. Currently, almost all spheres of society life activities are developing in terms of progressive digitalization, therefore it is required to promptly transform existing approaches to organizing the student learning process. The purpose of research: to determine digital competencies relevant to the field of professional activity of graduates of artistic and creative areas of training and to actualize the content of the educational process in accordance with the results obtained. Materials and methods. The study was conducted during 2021 – 2023 on the basis of the Department of Design, Art Education and Technology of Yelets State University named after I.A. Bunin. The target group included 157 respondents with experience in conducting creative activities using modern digital technologies. Empirical test methods for data collection were implemented in two ways: during direct communication and remotely using Yandex Forms. Quantitative statistical analysis was carried out using LibreOffice Calc. Results. 6 enlarged groups of digital competencies of graduates of artistic and creative areas of training, currently in demand by society and the labor market, have been identified. Based on the opinions of the respondents, they were ranked according to the degree of importance: have the skills and abilities to work with raster (16.6%) and vector (12.1%) computer graphics, design and edit pages or sites on the Internet (13.3%) , develop multimedia content (5.7%), create and edit 3D models (23.6%), use specialized programs according to the training profile (28.7%). Conclusions. The empirically obtained results were integrated into the curriculum for undergraduate training in the direction 54.03.01 Design, specialty (profile) “Design and Contemporary Digital Art”, in terms of the proportional distribution of study time between disciplines and modules focused on the development of digital competencies. The optimal sequence of developing skills in mastering specialized digital tools has been identified, which is the key to the effective outcome of the educational process. Promising vectors for the development of artistic and creative education of students have been identified, which include: design of mobile applications, creation of elements of augmented and virtual reality, development of conceptual digital games.

Formation of Digital Competence of Teachers in Modern Conditions

The article addresses the pressing issue of developing digital competence among educators, its role in the educational process, and its impact on learning efficiency in modern conditions. It analyzes key aspects of the digital transformation of education and provides strategies and methods for the effective implementation of digital technologies in the learning process. The article emphasizes the need to consider the rapid development of information technologies and their integration into the educational process to ensure quality training of specialists. It highlights the main obstacles educators face when mastering digital tools and offers ways to overcome them. It points out that digital competence entails not only knowledge of technologies but also the ability to effectively use them to solve tasks and achieve goals in the educational process. This also includes the ability to adapt to changes and use technologies to enhance the quality of education. The article is based on the successful experience of implementing digital tools in the educational process and highlights the key challenges and obstacles faced by Ukrainian educators in wartime conditions. It notes that the development of digital competence results from a combination of knowledge and technological skills, understanding the methodological opportunities offered by technological resources, and attitudes towards using information technologies to transform and improve the quality of education. Implementing information technologies in the educational process makes no sense if the educator does not have a positive attitude towards the benefits and potential these technologies hold. The article is aimed at educational practitioners, researchers, and administrators interested in optimizing the learning process through the use of modern digital technologies and the development of digital skills among educators and students. In conclusion, the authors emphasize the importance of a modern approach to the professional development of educators in the context of the digital transformation of education, as educators need to develop their digital competence to effectively use innovations and technologies.

ОБРАЗОВАТЕЛЬНЫЕ ИТ-ПРОЕКТЫ КАК СРЕДСТВА ВЫЯВЛЕНИЯ И РАЗВИТИЯ ЦИФРОВОЙ ГРАМОТНОСТИ УЧАЩИХСЯ ШКОЛ

The article analyzes the problems of conducting the educational course “Fundamentals of Programming in Python” within the framework of the “Code of the Future” project with the participation of the provider - Volgograd State Technical University. The tasks of each participant in the learning process are determined, and negative conditions affecting it are identified. The authors determined the input and output indicators for the formation of digital competencies among students in the field of programming, confirming the leadership and necessity of the project.

Digital competence among pre-service teachers: A global perspective on curriculum change as viewed by experts from 33 countries

In the intensely developing information society, the education of pre-service teachers presents an organisational, methodological, and conceptual challenge. Recent years have necessitated reflection on the content and modalities of the formation of digital competence in pre-service teachers. This article – considers which components the digital competences of the new generations of teachers should contain and how this area can be effectively developed within academic education. The article is the result of interviews conducted with 35 experts (recognized scholars in the field of media pedagogy) from North and South America, Africa, Australia and Oceania, Asia, and Europe. Qualitative interviews using the Delphi methodology were conducted between June and September 2022. Using grounded theory principles, it was noted that there is a need to modify pre-service teachers' curricula in the following areas: creating, retrieving and managing digital content; integrating ICT into subject content; developing soft skills; enhancing interactivity in the classroom; social aspects of ICT; distance learning; new socio-technical processes; advanced digital competencies; predictive learning; analysing the impact of ICT on human life; data protection; e-risks; low digital competencies; understanding media messaging; and supporting people with disabilities.

NEW TECHNOLOGIES OF SOCIAL WORK WITH THE ELDERLY (review of the monograph by A. Karkach and T. Semigina «Digital competence of older people»)

The monograph analyzes the specifics of the formation of digital competence of the elderly in the conditions of the university of the third age of the territorial center of social service. The content of the work on the formation and approval of the experimental program in the territorial center of social service (provision of social services) of the social protection department of the Podilska district in the city of Poltava Rada is disclosed; data proving the effectiveness of this program, which can be implemented in universities of the third age, are given. The publication is intended for practitioners of social work, graduate students and teachers of social work.

Цифровые компетенции донбасских учителей: анализ современного состояния и векторы развития

The article analyzes the state of integration of digital technologies into the practical activities of teachers of educational organizations of the Donetsk People's Republic in the context of the development of digital competencies. The processes of integration into the educational space of the Russian Federation, the transition to the updated Federal State Educational Standards, work on preserving and improving the quality of educational results, taking place in a difficult socio-political situation, changes in ethnic identity, shortage of personnel, technical infrastructure, forced work in mixed and remote formats exacerbate the methodological, didactic and organizational problems of introducing new technologies in the educational environment. The study interprets the results of a survey of teachers, analyzes the subjective experience of using digital technologies in the educational process, which allows us to see the overall picture of the formation of digital competencies of teachers to determine the vectors of further development.

Digital Competence Among the Key Components of Future Masters of Primary Education Professional Training: Theoretical Interpretations

The article draws attention to the issue of professional training of future masters of primary education and the role of digital competence in it. It involves addressing various challenges and considerations to ensure that educators are well-equipped to meet the diverse needs of primary school students. The author outlines several aspects in this direction: innovative pedagogical knowledge and skills, active technology integration, proper classroom management, appropriate assessment and evaluation, and professional development. It is proved that integration of technology into the classroom results in digital competence improvement of future educators. Numerous interpretations of digital competence by Ukrainian and foreign researchers are presented. The international scientific findings proved, the concept of “information and communication competence” is not limited to technological or digital spheres only, on the contrary, it is transformed in a wider context and applied in almost all spheres of an individual’s life. In the context of digitalization of the education system, it is assured that the possession of digital competence aims at purposeful and independent use of ICT tools in educational activities, as well as in the process of methodical and research work; maximum use of the potential of digital technologies in the process of identifying and solving pedagogical tasks. The experience of formation of digital competence of future masters of primary education within their professional training at PNU is presented n the article.

The future of digitalized project practices through data-savvy talent: A digital competence formation perspective

Amidst the disruptive backdrop of the COVID-19 pandemic, organizations are navigating toward a new normal, leveraging digital technologies to reconfigure business processes and operational practices. This study delves into the transformative effects of digitalization on project management, with a focus on integrating data-savvy talent in a data-rich era. Employing a mixed methods approach, data were collected from June to November 2022, providing a comprehensive blend of various perspectives. Quantitative and qualitative methods were adopted successively in this study to explore the formation mechanism of digital competence of talents in project management and analyze the practical experience and expectations on the impact of data-savvy talents on project management. This study highlights the crucial role of organizations in actively shaping digital competencies to align with the changing demands of project management. It also emphasizes the increasing importance of data-savvy talents, whose intrinsic understanding of digital technologies and business models is essential in transforming the project management landscape. The outcomes of this study offer both theoretical insights into the nexus of digital competence, talent management, and project management, and practical guidelines for effectively integrating new talents into project management practices.

Technology for the formation of digital competencies of civil servants

The subject of the research is the study of algorithms for the formation of competencies. The author examines various process structures of competence formation. The aim work is to develop a unified algorithm formation of digital competencies for civil servants. The specifics study will be focused on government civil servants who use digital technologies in their official activities. Special attention is paid to the issue of training and development of public civil servants. Author considers such an aspect of the topic as the impact of digital knowledge, skills and abilities on the digital economy of the Russian Federation. Author discusses various training technologies aimed at improving the qualification level of a civil servant. Author considers certain algorithmization of the formation of digital competencies in public administration. Features influence of educational activities on the creation of a special model of digital competencies of a civil servant. The following methods were used in the study: traditional analysis of documents (normative legal acts, scientific articles), modeling. As a result of the research author developed technology for the formation of digital competencies, aimed at developing the professional level of government civil servants and focused on the introduction of modern training models in public authorities. The area of possible implementation of the research results in such state bodies as the Government of the Russian Federation, the Administration of the President of the Russian Federation, the Ministry of Digital Development, Communications and Mass Media of the Russian Federation, etc. The novelty research is the development of completely new process of training and development of civil servants. The use of algorithmic technology for the formation of digital competencies will contribute to improving the qualification level of civil servant, improving public administration in a particular public authority, increasing measures to train and develop digital literacy of civil servant.

Формирование профессиональных компетенций специалистов и трудоустройство: точки соприкосновения в условиях цифровой экономики

The article discusses the issues of formation of professional digital competencies among specialists in the context of employment in the digital economy. Realizing the importance of the orientation of professional training to meet the needs of the digital economy, significant emphasis is being placed in educational practice today on the formation of digital competencies among specialists. Considering that the beginning of the development of the vocational training program and the time of employment of specialists are separated in time, the possession of digital competencies formed by the student should take into account various aspects: the level of its development will be assessed by the student only during subsequent employment and work with appropriate resources and the execution of instructions from management using various services; for the implementation of the professional education program by the educational institution itself, such digital competencies are often needed among students who support the implementation of the educational process, and are not focused on the result being formed; in the conditions of the transition of software to domestic software products, the list of information systems that should be familiar to the graduate, the future specialist, will constantly change; views on subsequent employment may significantly change the readiness of students to master professional digital competencies; the expectations from the development of professional digital competencies among the students themselves may not coincide with what the educational institution itself has put into the educational program. It is advisable to create prerequisites for continuing professional education, within which the formation and development of new knowledge, skills, skills, competencies occurs on a regular basis both during the development of the main professional direction (strengthening it, and not replacing it with the choice of another field of activity), and during its implementation during subsequent employment and building a professional career.

Ключевые компетенции педагога в эпоху цифровизации образования

This article is devoted to the study of the digitalization of education in Kazakhstan, the stages of its development, the main trends and the evaluation of its effectiveness on the basis of higher professional education. The study aims to provide a theoretical basis for the state of digitalization in higher professional education in Kazakhstan, evaluate its current effectiveness, and determine a path for future development. The article analyzes the formation of the stages of computerization, informatization, automation and digitalization of society, as well as the information and educational technologies and IT resources used by teachers of two faculties (natural science and technical) in the educational process of Aktobe Regional University named after K. Zhubanov. It also discusses the preferences for the use of digital transformation in education. Our analysis of scientific sources on the digitalization of education presented and revealed the main trends, risks, advantages, imperfections and pitfalls of the digitalization of vocational training. The article discusses how teachers and students organised their work during the post-pandemic period when using the skills of online education and applying the achievements of digitalization of the educational process. The digitalization of education significantly changes the requirements for teachers. Teachers must master modern technologies, be able to use them effectively in the educational process and possess the key skills necessary to fulfill their professional duties. The results of a study of the attitude of teachers and students of the Aktobe Regional University named after K. Zhubanov of the Faculty of Natural Sciences and the Faculty of Engineering to digital transformation and the use of information and communication technologies are presented and the main indicators are identified, the trends in the use of modern digital technologies. The results obtained allow us to determine the main problems of education at the present stage. The main problems of digitalization of higher professional education in Kazakhstan are indicated. The attitude of teachers of Faculty of Natural Sciences and the Faculty of Engineering to the digital transformation of education, the formation of digital competencies and the attitude to restrictions and risks in the transition to the digitalization of education is shown. The main prospects for continuing research on the use of digitalization in education are outlined.

КОЛЛАБОРАТИВТІ ЦИФРЛЫ БІЛІМ БЕРУ ОРТАСЫНДА БОЛАШАҚ ПЕДАГОГТЕРДІҢ ЦИФРЛЫ ҚҰЗЫРЕТТІЛІКТЕРІН ҚАЛЫПТАСТЫРУ ӘДІСТЕМЕСІ: https://edu-collaboration.kz/ПЕДАГОГИКАЛЫҚ БІЛІМ БЕРУ ПОРТАЛЫ

The article detailly reveals the digital zones, the essence of the formation of digital competence of future teachers in a collaborative digital educational environment. In the context of the rapidly accelerating digitalization process in the third millennium, the New Kazakhstan faces the challenge of developing digital competencies among educators to enhance the quality of education. The main goal of educational digitalization is to increase global competition, improve the quality of human life, improve the education quality, reduce the educational load of students, and create digital educational content. A review of the scientific literature revealed the problem of the lack of consensus among researchers on the concept of collaboration in education. The article also examines collaborative digital education as a mechanism for the formation of digital competencies of future teachers in the educational environment, reveals the goals and objectives, the content and the methodology of the pedagogical educational portal https://edu-collaboration.kz/. The purpose of the pedagogical educational portal is to form a systematic approach of future teachers to their professional activities; improve the preparation of future teachers for self-education; effective use of digital technologies for future teachers in the educational process; development of cognitive activity and information, creative competencies of future teachers. In a collaborative digital educational environment, the roles of participants are changing: the teacher moves from an explanatory and narrative method of teaching to action; the teacher becomes the organizer and coordinator of educational activities; and each student becomes an active participant in educational activities.

REQUIREMENTS OF EMPLOYERS TO THE LEVEL OF TRAINING OF GRADUATES AS A FACTOR OF TRANSFORMATION OF EDUCATIONAL PROGRAMS

In the digital age, the ability to apply technology and digital tools is crucial to the professional success of professionals in any field.
 Employers in today’s digital economy give priority to specialists with the necessary set of knowledge, skills and skills for effective work in production, including those who own digital competencies, digital tools.
 This study presents the results of a survey of employers from the standpoint of satisfaction with the set of competencies of graduates of master’s degree, for subsequent employment.
 The purpose is to assess the level of compliance of master’s educational programs and the formation of digital competencies of graduates in the context of the requirements of modern employers.
 Methods and methodology of the study: to carry out the study, a survey of employers was used. Tabular methods were used to present the results of the study.
 Results. The obtained results allowed to draw conclusions about the need to transform the educational programs of the magistracy with the introduction of disciplines aimed at the formation of digital competencies.
 Field of application of the results: it is advisable to apply the results with the purpose of improving the quality of training of graduates of master’s degree. The results will allow universities to align their educational programs with the changing needs of the labor market, ensuring that graduates receive the relevant competences demanded by modern employers.

INTRODUCTION OF DIGITAL TECHNOLOGIES IN THE PROCESS OF TEACHING A FOREIGN LANGUAGE AT THE UNIVERSITY

Background. In this article the authors present a comprehensive review of selected empirical developments on artificial intelligence in education, research on some artificial intelligence technologies and applications, and analyze their potential benefits for the educational process. They also identify the need in the formation of new educational competencies among students, in particular linguo-digital, caused by the modern labor market requirements, and consider the application of the foreign universities experience in relation to the use of artificial intelligence tools in education.
 Purpose. The article aims to identify the potential of artificial intelligence in the formation of digital competencies among students in teaching a foreign language.
 Materials and methods. The research study is based on theoretical and experimental methods along with quantitative evaluation method, to conduct this study.
 Results. The authors focus on the term “linguo-digital competence” as a component of digital competence. Teaching experience demonstrates that multilingual education of students requires digitalization of professional training. It improves their skills in use of artificial technologies in studies of a foreign language, helping to develop professional as well as personal competences.
 Practical implications. The result of the study is recommendations on the methodology for introducing digital technologies into the educational process when teaching a foreign language at a university.

Ключевые компетенции педагога в эпоху цифровизации образования

Статья посвящена исследованию цифровизации образования в Казахстане, показаны этапы её развития, основные тенденции и оценка её эффективности на основе высшего профессионального образования. Целью нашего исследования являются теоретическое обоснование, рассмотрение состояния цифровизации высшего профессионального образования в Казахстане, оценка её эффективности на современном этапе обучения и определение пути дальнейшего развития. Авторами проведен анализ становления этапов компьютеризации, информатизации, автоматизации и цифровизации общества, информационно-образовательных технологий и IT-ресурсов, используемых преподавателями двух факультетов (естествознания и технического) в учебном процессе Актюбинского регионального университета имени К. Жубанова, и предпочтений по использованию цифровой трансформации образования. Результаты анализа научных источников по цифровизации образования представили и раскрыли главные тренды, риски, достоинства, несовершенства и ловушки цифровизации профессионального обучения. В статье рассмотрено, как была организована работа преподавателей и студентов во время и после пандемии при использовании навыков онлайн образования и достижений цифровизации образовательного процесса. Цифровизация образования существенно меняет требования к педагогам-преподавателям. Они должны владеть современными технологиями, уметь эффективно применять их в образовательном процессе и владеть ключевыми навыками, необходимыми для выполнения своих профессиональных обязанностей. Представлены результаты исследования отношения преподавателей и студентов факультета естествознания и технического факультета Актюбинского регионального университета имени К. Жубанова к цифровой трансформации и использованию информационно-коммуникационных технологий и выявлены основные показатели, уточнены тенденции применения современных цифровых технологий. Полученные результаты позволяют определить основные проблемы образования на современном этапе. Указаны основные проблемы цифровизации высшего профессионального образования в Казахстане. Показано отношение преподавателей факультета естествознания и технического факультета к цифровой трансформации образования, становлению цифровых компетенций и отношению к ограничениям и рискам при переходе к цифровизации образования. Обозначены основные перспективы продолжения исследований применения цифровизации в образовании.