Formation Of Digital Competence Research Articles

Digital economy competencies: experience and stages of formation among university students

Problem statement. In accordance with the goals and indicators of federal projects, the leading role in the formation of key competencies of the digital economy is assigned to institutions of secondary general, vocational and additional education. To form digital competencies in the field of creating algorithms and computer programs, digital departments have been created in a number of universities in the country. Based on this, the problem of the formation of these competencies among students studying in various fields of training, in the absence of a digital department at the university, becomes urgent. The purposes of the study are to analyze the existing experience of students' formation of competencies necessary for the implementation of the national program “Digital economy of the Russian Federation” and formulate proposals for improving this process. Methodology. A set of measures was carried out, including the analysis of educational training programs in order to identify disciplines, the study of which provides students with the knowledge and skills to develop algorithms, create computer programs, theoretical analysis of research in this area and the development of a methodological approach that ensures the formation of digital competencies in the field of creating algorithms and computer programs. Results. The analysis of the process of formation of digital competencies among university students, the theoretical analysis of research on this problem made it possible to identify and disclose the stages of formation of digital competencies in the field of algorithms and computer programs development. Conclusion. The result of the analysis of educational programs of universities was the conclusion about their insufficient focus on the formation of digital competencies of students. Based on the theoretical analysis of research in the field of the formation of competencies for the creation of algorithms and computer programs and their own experience, an approach to the formation of students of this competence is proposed.

Technological and Methodological Aspects of the Formation of Digital Competencies of Future Teachers in the Republic of Kazakhstan

Technological and Methodological Aspects of the Formation of Digital Competencies of Future Teachers in the Republic of Kazakhstan

DEVELOPMENT OF DIGITAL COMPETENCE OF YOUNGER SCHOOL STUDENTS IN THE CONDITIONS OF INFORMAL EDUCATION

Martial law conditions do not create favorable conditions for the education and development of children, but at the same time encourage the search for innovative tools. Temporal challenges determine the need to develop digital competence in younger schoolchildren. Modern society increasingly uses digital technologies in various aspects of life, including education and communication. In addition, the ability to use digital resources is also determined by the requirements for the professional skills of a modern teacher, because today mastering the basics of computer literacy is the basis of educational activity. The importance of non-formal education in the digital competence formation, especially in summer camps, increases. The article presents the authors’ practical experience in the development of digital skills of school-aged children in the summer camp «IT for Kids», which was organized by the NGO «Megasocium» in cooperation with the Center for Information Technologies of Uzhhorod National University with the support of the international humanitarian organization «People in Need Slovakia». Educational content included the basics of computer literacy, cyber security, internet safety, media literacy, programming and robotics. The main educational research goals: determination of key aspects of digital competence, approbation of pedagogical tools effective in the conditions of a military conflict; analysis of scientific research and European practices; assessment of the effectiveness of the application of these methods and approaches in the educational process; designing further work on the development of IT competence in conditions of non-formal education; outlining prospects and opportunities for digital skills developing of school-age children vis summer camps.

Изучение вопросов социальной инженерии и организационно-правовых аспектов информационной безопасности раздела «Цифровая грамотность» курса информатики среднего общего образования с применением кейсов

The article is devoted to the preparation and use of cases on social engineering to consider organizational and legal aspects of information security. With the increasing availability of digital tools, the topic of personal information security remains relevant, as the proportion of people who are deceived by fraudsters is only increasing. Sophisticated phishing scenarios and attacks on social networks and messengers have become especially popular. The formation of a holistic view in the field of information security with an emphasis on the formation of digital competencies in the field of information ethics and law is becoming increasingly demanded in general education. To achieve subject outcomes on the topic, computer science teachers are encouraged to use interactive social engineering cases in a computer science course at the secondary general education level.

ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS OF USING WEB ORIENTED TECHNOLOGIES IN TEACHING HIGH SCHOOL STUDENTS OF SECONDARY EDUCATION ESTABLISHMENTS

The article characterizes the list of organizational and pedagogical conditions in computer science classes and examines their influence on the formation of digital competence through the use of web-based technologies in the education of high school students of secondary education institutions.The psychological and pedagogical conditions are considered as an important component in the formation of individual characteristics of high school students.The scientific and methodological conditions are analyzed as a leading component for informatics teachers during the preparation of students for correct work with hardware and software tools.The sanitary and hygienic conditions as a component of personality formation under the influence of the environment is highlighted. The main possibilities of optimizing the teaching of informatics through the use of web-oriented technologies to increase the efficiency of learning the educational material are revealed.The concept of "educational design" as high-quality E-learning content was formed.They studied scientific researches, works, experiments of scientists of this problem M. Leshchenko, Yu. Nosenko, A. Sukhikh, M. Yastrebova. The psychophysical characteristics of students and the main groups of factors that negatively affect their physical and mental health were outlined.It was found that compliance with organizational and pedagogical conditions forms a comprehensively developed person who strives for self-knowledge, improvement, is responsible for his actions when working on the World Wide Web.It is noted that the use of web-oriented technologies, which are based on organizational and pedagogical conditions, create optimal conditions for revealing the potential of the personality of high school students.The problems of the implementation of web-oriented technologies in organizational and pedagogical conditions in the education of high school students of secondary education institutions are highlighted and characterized. The danger of Internet addiction and disorder of students in the World Wide Web is presented. A tool for self-diagnosis of Internet addiction has been created for Internet users. Other dangers on the Internet, such as cyberphishing and cyberbullying, are highlighted. Their concepts have been formed.

ИНТЕГРАЦИЯ МАТЕМАТИЧЕСКИХ МЕТОДОВ И ЦИФРОВЫХ ТЕХНОЛОГИЙ КАК ОСНОВА СОЗДАНИЯ КОМПЛЕКСА ФУНДАМЕНТАЛЬНЫХ КУРСОВ В ПОДГОТОВКЕ СОВРЕМЕННЫХ УПРАВЛЕНЧЕСКИХ КАДРОВ

The digital transformation of public administration requires a significant change in the training of students in the fi eld of state and municipal administration (SMA), who possess a wide range of digital competencies. The foundation for the formation of digital competencies is the basic and special disciplines of mathematics and computer science. The purpose of this article is to determine the optimal trajectory of students’ education to obtain the necessary competencies. For this purpose, the article consistently examines and solves the problems of the essence of digital competencies (1), the specifi c features of teaching mathematics and computer science to students in the area of SMA (2), the interaction of these courses with other courses in the area of SMA (3), the content, scope and sequence of these courses (4). Conclusions and suggestions are based on generalization rich experience of Lomonosov Moscow State University, one of the fi rst Russian universities that opened SMA education, based on the analysis of domestic and foreign literature, as well as regulatory documents governing the digital transformation of public administration.

Features of the Formation of Digital Competence of Higher Education Students Majoring in 029 "Information, Library, and Archival Studies"

The purpose of the article is to analyse the features of the formation of digital competence of future specialists in information, library, and archival studies in the process of studying a cycle of professionally oriented disciplines. The research methodology consists in the application of general scientific and special research methods: analysis, synthesis, classification and systematisation of theoretical data, as well as bibliographic, analytical, and documentary analysis. These research methods provided an opportunity for a comprehensive study of the problem of the formation of digital competence of students and draw relevant conclusions and generalisations. The scientific novelty of the work is that: 1) the emphasis is placed on the fact that in developing specialised courses, the teacher should be guided by the state standards of higher education; 2) the necessity of forming digital competence in students of information, library and archival affairs within the framework of studying a cycle of specialised disciplines is substantiated; 3) the experience of forming digital competence in students of speciality 029 "Information, Library and Archival Affairs" of Ivan Franko National University of Lviv is summarised. Conclusions. At the present stage, there is a significant expansion of the boundaries of the use of the latest information technologies in the activities of documentary and information institutions. Therefore, today it is important to take into account this aspect when preparing and improving the training programmes of the cycle of specialised disciplines for students majoring in 029 “Information, library, and archival studies”. Key words: digital competence, general and special competencies, professional training, distance learning, specialty 029 “Information, library, and archival studies”, Ivan Franko National University of Lviv.

PEDAGOGICAL CONDITIONS OF DIGITAL COMPETENCIES FORMATION OF SPECIALISTS IN THE INFORMATION AND EDUCATIONAL ENVIRONMENT

The new millennium clearly demonstrates the rapid development of new technologies. Its beginning is connected with the peculiarity of the development of society, which is influenced by the tendencies of digitalization of all spheres of human life, including education. Against the background of the penetration of digital technologies into all spheres of people’s lives, the problem of forming the digital competence of citizens becomes especially relevant. Under the current conditions of education development, there are increased requirements for the formation of digital competencies of applicants. The article reveals the pedagogical conditions for the formation of digital competencies of specialists in the information and educational environment of higher education establishments of Ukraine in connection with the active implementation of the concept of “Industry 4.0” worldwide. The education as a determining factor in the humanity development in the context of digitalization should ensure the personal growth of higher education, the formation of all necessary professional competencies and competitiveness in the world labor market. The relevance of the study of the phenomenon of “pedagogical conditions” (interpreted as a set of teaching methods and tools implemented by educational institutions in the process of training and aimed at the formation of digital competence in the study of professional disciplines), identified 10 basic pedagogical conditions. The importance of digital educational environment, information security, innovative technologies, educational and methodological support, various forms of digital learning, cloud technologies, increasing the level of digital competence of teachers in the formation of digital competencies of specialists is revealed. The implementation of the research results was carried out at the National Pedagogical Dragomanov University and Poltava V. G. Korolenko National Pedagogical University by conducting a pedagogical experiment.

RESOURCE-ORIENTED MODEL OF FORMATION OF DIGITAL COMPETENCE OF FUTURE SPECIALISTS IN THE INFORMATION ACTIVITIES OF THE ENTERPRISE IN THE PROCESS OF STUDYING THE FUNDAMENTALS OF PROGRAMMING

In the article, the authors present a resource-oriented model of the formation of digital competence of future specialists in information activities in the process of learning the fundamentals of programming, which is considered as a complex of organizational and methodological conditions - specific interrelated factors (goals, content, forms and methods of training, information, digital educational resources, etc.), necessary for systematic influence on the personality of students in order to form all its components. The key idea of the resource-oriented model is that the formation of digital competence of future specialists in the information activities of the enterprise through the study of the fundamentals of programming is a complex process aimed at the development of students' system of knowledge, abilities and skills in the use of digital technologies, special software, programming languages, the ability to apply this knowledge for the organization and functioning of business and trade structures. 5 interrelated blocks of the model (target, content, organizational, functional and effective) are characterized. The target block of this model defines the goal of the educational process, which consists in the development of students' logical, algorithmic and abstract thinking, stimulating students to learn programming languages, increasing their motivation for professional improvement and forming their professional orientation (forming the ability to develop author's information systems using programming systems). The content block reflects the content of the concept of digital competence of future specialists in information activities in the interconnected set of all its components (motivational-value, organizational-content, cognitive-operational and personal-reflective). The organizational block contains the content of the educational discipline "Fundamentals of Algorithmization and Programming". Also, this unit accommodates various forms of education, methods and means of education. To ensure the integrity of the educational process, specialized software, the distance course "Fundamentals of Algorithmization and Programming" and Internet resources should be used. Functional block. The construct "Functions-Resources" means that the resource-oriented model provides for the consolidation of resources to perform the following functions: educational, educational, developmental, resource, managerial, technological, innovative functions. Resulting block. The formation of digital competence of future specialists in information activities in the process of learning the fundamentals of programming is the basis of the effective block of the proposed model. This means that students get the necessary knowledge, skills and personal qualities that help them solve professional tasks and work effectively with digital technologies. In addition, this model provides for the improvement of the resource component of studying the discipline "Fundamentals of Algorithmization and Programming"; creation of author's methods of teaching students the fundamentals of programming.

PEDAGOGICAL DESIGN IN PROFESSIONAL TRAINING OF DESIGNERS

The article is devoted to the digitalisation of professional training of designers caused by the need to create a specific digital educational environment and application of modern digital and information technologies, contributing to the formation of digital competence of future design professionals at different stages of training. The relevance of the research is caused by fundamental innovative changes in the educational process, characterised by new requirements for professional training, aimed to improve the quality of training of highly qualified specialists. The authors emphasise that the solution of this problem largely depends on the development of educational content based on modern teaching technologies, one of which is pedagogical design. The scientific novelty of the article consists in a brief analysis of 124 Научное мнение № 1-2 (2023) the concept “pedagogical design” and its interpretation by the author as applied to professional training of designers. Particular attention is paid to the models of pedagogical design, as well as the process of designing and implementing educational content in the conditions of digitalisation of design education.

Digital competence formation of the citizen for the creation in the digital world using programming

This article presents the issue of digital competence for the population as a whole with a view to benefiting people, companies and the country. The European Community's DigComp proposal is described, which establishes a set of necessary skills to be acquired by the population. Among these skills is the ability to develop programs using some programming language. The situation in Brazil in terms of digital competence in this regard is analyzed for the population as a whole and in the case of young people aged 9 to 17, based on surveys by CETIC.br. MEC's recommendations are then presented to train elementary, middle and higher level students in programming language and strategies and difficulties to teach/learn a programming language are discussed. A qualitative research presents a sample of the population that experienced the learning of a programming language for the first time, pointing out the difficulties and alternatives used in terms of support. From this research and from previous studies, a range of strategies and resources to support digital training can be derived.

ПРЕДПОСЫЛКИ И ВОЗМОЖНОСТИ ИМПОРТОЗАМЕЩЕНИЯ ПРОГРАММНОГО ОБЕСПЕЧЕНИЯ ПРИ ПОДГОТОВКЕ СПЕЦИАЛИСТОВ В РОССИЙСКИХ ВУЗАХ

The formation of digital competencies among students is a priority task of the vocational education system. The current system of training digital economy personnel in universities is focused on meeting the immediate needs of the economy and production. Educational institutions produce specialists who are used to working with foreign solutions in the field of software. This is due to the fact that for a long time, software from Western developers has been used (and continues to be used to this day) in all sectors of the economy and public administration. In the current situation, when the import substitution of information technologies has become an indispensable condition for the stability of the functioning of any Russian enterprise, it is necessary to immediately make adjustments to the content of training programs, which is reflected in the strategy of transition of educational institutions of higher education to the preferential use of domestic software.

Public Employment Policy in Conditions of Uncertainty and Digital Changes

The scientific study analyzed the state of employment of the population in Ukraine under martial law. Established that the problems of employment of the population as a result of military operations include: forced mass migration of the population, reduction of the economically active population, an increase in the level of unemployment, deterioration of working conditions, a decrease in the practical demand for highly qualified workers and a simultaneous increase in the need for low-skilled labor, etc. Substantiated that the public policy of employment in conditions of uncertainty should have an anti-crisis character and be aimed at creating an opportunity to restore the economic activity of the population in new living and working conditions. Also, attention was focused on the fact that public employment policy in conditions of uncertainty should prepare the ground for the formation of digital competencies and practices of labor market participants, in particular, highly qualified employees of the service sector, knowledge-intensive and technological business activities. Two directions of public employment policy in conditions of uncertainty are considered, namely, anti-crisis, which includes the government program of relocation of enterprises, state support to employers by providing them with preferential lending under the program "Affordable loans 5-7-9%", creation of new jobs, application targeted measures to support employment, development and implementation of programs to ensure employee mobility and retraining, etc.; and digital – the government grant program eRobota, which provides grants to Ukrainians through digital interaction tools for starting a business, developing entrepreneurship and training. Proven that in conditions of crisis and uncertainty in the economy, effective means of public employment policy are: the provision of state orders for goods and works in connection with the creation of new (temporary) jobs and organizational and resource support for entrepreneurship and self-employment of the population in rural areas. Attention was focused on the importance of forming up-to-date digital competences of employees. Proposed to create a Center for the formation of digital competences within the State Employment Service of Ukraine, to carry out work on the organization of training digital competences of persons who hold managerial positions in the private, public, and non-profit sectors of the economy, with the aim of improving their qualifications, conducting thematic trainings.

Optimization of public administration methods in the conditions of digitalization

The article touches upon the issues of the optimization of public administration methods in the conditions of digitalization. It has been established that the digitalization of public administration leads both to the introduction of new digital methods in public-authority activities and to the qualitative change of already existing and established ones. Among the new digital methods and technologies of public administration, the following are highlighted: the method of big data analysis, which involves the processing of a significant array of large volume and variety of data, which are analyzed with the help of special computer technologies and significantly increase the efficiency of planning and forecasting in public administration; the use of artificial intelligence, chatbots in the process of powerful interaction with private entities for the implementation of the most important public functions and services; use of complex digital solutions.It is noted that the digitalization of public administration methods occurs not only in relation to the external influence of public administration (on private, organizationally separate entities), but also involves updating the methods of intra-organizational activity of public administration entities. The latter requires an updated personnel strategy and the formation of digital competencies among public servants. A conclusion is made regarding the possibility of extrapolation of the “smart working” model to the public service in those areas where it is possible, which uses new technologies to increase the productivity and satisfaction of employees from work, including remote, and digital workplaces.It is stated that the challenges of modernity and technological shifts also change the nature of the established methods of public administration. Tendencies towards their liberalization and flexibility of application have been revealed. The specified changes are characterized by the example of updating the classical methods of public administration: coercion, warning, and encouragement in connection with the digitalization of public administration. It was concluded that digitalization provides an opportunity to make the interaction of public administration quite flexible, due to the possibility of prompt resolution of a wide range of problematic situations and alternative options for the behaviour of participants in legal relations

Web quests as a means of forming digital competence of schoolchildren

One of the main tasks of the modern school is the formation of a person with a sufficient level of digital competence. The formation of digital competence of schoolchildren will be facilitated by the inclusion of modern information and communication technologies in training as a subject of study, a means of interaction between participants in the educational process, a means of solving educational problems and planning educational activities. The use of a web quest at informatics lessons or for organizing independent work of students allows you to create conditions for the use of information and communication technologies in all the indicated aspects.The article describes an example of developing a web quest on the theme "Possibilities of the Python programming language in working with positional number systems" for students of 8th grade. This example made it possible to formulate general requirements for the structure of the web quest, for the information resource developed to accompany the web quest, for the forms of organizing the interaction of participants in the educational process, for ways of presenting the results of the work of students, for assessment procedures.

Barriers to digital inclusion among older people: a intergenerational reflection on the need to develop digital competences for the group with the highest level of digital exclusion

Over the past thirty years and with the rise of the digital society, the process of digital exclusion has become increasingly noticeable and represents a sub-type of social exclusion. Shaping digital competences in the era of the intensive development of the information society requires constant reflection on the effectiveness of such activities. This article looks at what kind of barriers are currently blocking the development of digital competences among older people. Using structured interviews, responses were obtained from 30 respondents in Poland, though the respondents themselves did not belong to the demographic of older people. The respondents identified eight main types of barriers to digital inclusion for older people: 1) Fear of new technologies, 2) No need to use ICT, 3) Self-marginalisation in the information society, 4) The characteristics of new media, 5) Attitude to Life-Long Learning, 6) Physical limitations, 7) Economic determinants, and 8) Infrastructural limitations. The results of the qualitative research provide a fresh look at the process of the formation of digital competence among vulnerable groups within the wider process of digital inclusion. This article is the result of an international project REMEDIS supported in Poland by the National Science Centre - NCN [021/03/Y/HS6/00275].

Developing Digital Competence of Future Teachers in the Modern Digital Learning Space

The article is devoted to the problem of formation of future teachers’ digital competence in the modern learning space. The purpose of the article is to determine the essence and content of a teacher’s digital competence on the basis of scientific literature analysis, to analyze the possibilities of formation of digital competence of students of pedagogical specialties in the modern learning space.
 The purpose realization involves the following tasks: to define and compare different definitions of the term “digital competence” by scientists; to reveal the essence and content of future teachers’ digital competence; to identify and characterize the ways, methods, forms, and means of formation of digital competence among the students of pedagogical specialties.
 Methodology. To achieve the purpose a complex of theoretical and empirical research methods was used. The theoretical methods included: analysis, comparison, generalization, systematization of scientific works and regulatory documents to determine the key concepts of the research and clarify the authors’ point of view regarding the essence of a teacher’s digital competence. In addition to the specified theoretical methods, empirical methods of scientific knowledge were used: the study of future teachers’ professional training, questionnaires, interviews with those who received pedagogical education, expert evaluation – in order to study the process of future teachers’ digital competence formation.
 Results. The analysis of international legal documents and scientific works of various scientists proves that the concept of “digital competence” is interpreted ambiguously. In particular, the first European framework of teachers’ digital competence states that digital competence is a specialist’s personal formation that integrates the following components: professional involvement, working with digital resources, teaching and learning with the use of these resources, evaluation of results, expansion of students’ opportunities, the development of digital competence in subjects of education. The formation of digital competence of students of pedagogical specialties is provided in various ways: teaching special courses, involving future teachers in educational activities based on the use of various digital tools, organizing students’ work with digital textbooks, reference sources and multimedia information systems, electronic simulators, digital laboratory tools, encouraging specialists to receive non-formal education.
 Conclusions. In the article, a future teacher’s digital competence is understood as a personal formation that integrates relevant motives, values, attitudes, knowledge of various digital resources, means, tools, technologies, as well as the ability to apply them in practical pedagogical activities on the basis of critical analysis and evaluation. The formation of future teachers’ digital competence involves a systematic combination of various methods and forms of education, constant rethinking of approaches to the organization and content of this process, ensuring an organic combination of methods of formal, non-formal and informal education.

Analysis of professional deficits of teachers of the Republic of Tatarstan

The research relevance is due to the need for regional education systems to develop tools and assessment techniques that allow identifying professional deficits in Russian teachers. This article analyses the results of approbation diagnostics of professional competencies of teachers in the state information system “Electronic Education of the Republic of Tatarstan”. Diagnostic tools were developed by scientific and pedagogical workers of organisations of higher and additional professional education of the Republic in accordance with the provisions of the professional standard “Teacher”.Aim. The present research aims to analyse and summarise the results of the monitoring of professional deficits of teachers of the Republic of Tatarstan in the field of subject, methodological, psychological, pedagogical and regulatory competencies for further building individual development trajectories and targeted professional development programmes.Methodology and research methods. Teachers were tested in their personal accounts in the information system “Electronic Education of the Republic of Tatarstan”. Evaluation materials were divided into blocks that differ in content and purpose in accordance with the labour functions of the professional standard “Teacher”: legal, subject, methodological and psychological-pedagogical blocks. Each option consisted of 25 tasks. The maximum participant in the diagnostics could score 100 points. The interpretation of the level of professional deficits was carried out in accordance with the scale recommended by the Ministry of Education. The results of the diagnostic work were processed using visual and mathematical- statistical methods implemented within the tools and libraries of the Python programming language.Results and scientific novelty. The authors identified the target blocks corresponding to certain labour functions of a teacher. When performing the tasks from the identified target blocks, teachers experience the greatest and least professional difficulties. The authors identified control and measuring materials, which are associated to be the most difficult. The deficit level was analysed among subject teachers. The authors separately analysed the results of testing in the field of inclusiveness and individualisation of the educational process, the formation of digital competencies in the context of teachers of the humanities, natural sciences and primary school teachers. A correlation analysis of block diagnostic results was carried out. The influence of the territorial factor on the differentiation of test results was analysed. Difficulties, equally pronounced for both urban and rural teachers, in most cases are associated with the unwillingness of teachers to fully solve professional tasks in the formation of functional literacy of schoolchildren, the development of inclusive and personalised learning; with insufficient knowledge of the psychological and pedagogical features of the development of children of different ages to resolve conflict situations.Practical significance. The results obtained and the conclusions drawn can become the basis for the preparation of methodological recommendations in the field of organising the educational environment for advanced training courses, taking into account teachers’ urgent needs.

Models of civil servants’ competencies in the context of digital transformation of public administration

The article is devoted to the digital competencies of civil servants. The conceptualization of such competencies seems relevant due to the unfolding global process of digitalization of the economy and management, legislative gaps in this field, the need for the effective implementation of national projects and government programs in modern conditions, as well as the objective need to establish clear requirements for the quality of training and the effectiveness of the functioning of civil servants. Digital competencies are considered in the context of the general concept of competencies as a set of knowledge and skills of an employee, which are refracted through value orientations, personal experience and attitudes. It shows the increasing importance of competencies as the results of life-long education in the era of digitalization, when knowledge rapidly becomes obsolete. The concept of digital literacy is considered as the basis for the formation of digital competencies. An analysis of the most popular competences models of present-day specialists is presented, in which digital transformation of management and the economy is pointed out. It is shown that the emphasis on the leadership of a civil servant in the process of digital transformation does not exhaust all aspects of their activity, involving interaction with modern ‘digitalized’ social institutions. In this regard, based on the systematization of digital competencies of civil servants, three new models are proposed. These models do not cover a complete list of competencies, but highlight important aspects of performance: 1) a role-based personal-oriented model linked to terminal values; 2) a concentric personal-professional model that emphasizes the importance of leadership skills of a servant in transforming his/her ‘the near’ and ‘the far’ environment; and 3) a problem-oriented model built on the induction from typical problems associated with digitalization to their solution through implementation of relevant competencies. The conclusion is made about the need to take into account digital competencies in the process of training future managers, as well as life-long education and assessment of civil servants.

The formation of digital competence by means of information and communication technologies among students of higher education

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.