Digital Educational Environment Research Articles

Использование цифровой образовательной среды в профессиональной деятельности педагога

The article is devoted to one of the important problems of the modern education system – the creation of a modern digital educational environment in educational organizations through the use of digital educational resources, which requires the teacher to have a set of professional competencies. Particular attention is paid to digital educational platforms that can be used to organize educational activities using distance learning technologies and e-learning.

Мониторинг образовательных возможностей цифровой среды для выполнения домашнего задания в школе

The article examines the role of the digital educational environment in school homework practice. The goal is to improve the quality of teaching and learning. The authors study the history of the origin and transformation of homework, as well as the most important functions of homework in the development of personality and self-organization of schoolchildren. Based on the material of a sociological study conducted in the format of an online survey in schools of Omsk, the attitude of parents and schoolchildren to the use of digital educational resources and platforms for completing homework is revealed. This problem is studied in the context of the prospects for the digital transformation of modern education.

Интеграция мультимедийных образовательных технологий в учреждениях среднего звена: практический опыт

The article presents an analysis of the use of multimedia technologies in the educational environment of secondary vocational education. The use of multimedia technologies is considered as an opportunity to increase the efficiency of the educational process, improve the assimilation of educational material and develop the skills of technical students. They get the opportunity to create interactive lessons tailored to the individual needs and interests of students. The organization of collective work becomes more effective and convenient for all participants in the educational process. Using digital tools, teachers can create a variety of assignments, educational materials, check and evaluate student work online. This allows students to receive feedback on their achievements and progress in real time. The article draws attention to the importance of training in multimedia technologies for future professionals who are ready to use multimedia technologies, which expands the range of professional competencies and be more competitive in the labor market. The author pays special attention to the readiness of the pedagogical cluster of a technological college to use digital platforms and tools that can significantly change the level of teaching. In the digital educational environment, students can interact with each other and with the teacher through various communication channels and educational platforms, discuss modern trends and technologies, share ideas, ask questions and work together on current projects.

THE ROLE OF THE DIGITAL EDUCATIONAL ENVIRONMENT OF A HIGHER EDUCATION INSTITUTION IN THE FORMATION OF STUDENTS' DIGITAL CULTURE

The article is devoted to the theoretical and applied aspects of pedagogical support of students' personal and professional development in the digital educational environment (DEE) of a higher education institution (HEI). The purpose of the article is to analyse approaches to defining the essence and content of the phenomenon of the DER of a higher education institution, to characterise the pedagogical support of students' personal and professional development with regard to this type of environment (content and directions, stages, technologies). The concept of digital culture of students of a pedagogical university is revealed. The structure and properties of DLC that contribute to the formation of digital culture of students are considered. The study of the DSC of higher education institutions is carried out through the theoretical analysis of modern research on this issue. The structure, components, functions of this type of environment, their impact on the development of university students are considered. The methodological basis of the study of pedagogical support of students in the conditions of the HEI CLC was the activity-based, personality-oriented, competence-based approaches. The study helped to clarify the capabilities of the CLC. Based on personal practical experience, advisory, career guidance, developmental and other activities, the authors of the article summarised and analysed extracurricular formats of information and communication technologies (ICT) in supporting the personal and professional development of university students. It has been established that the DLC of higher education institutions can be the basis for improving and intensifying the process of pedagogical support of the personal and professional development of students.

예비유아교사의 디지털 역량에 대한 교육요구도 분석

Objectives The purpose of this study was to investigate early childhood pre-service teachers’ educational needs for digital competency.
 Methods We developed questions for digital competency survey according to the purpose of this study. Educational needs were analyzed based on paired-sample test, Borich need assessment, and the Locus for Focus Model.
 Results The results of this study can be summarized as follows. First, “Digital Thinking Ability” and “Digital Educational Environment Operation” were found to be important considered areas among digital competency of early childhood pre-service teachers. Second, as a result of analyzing the top and second priority for each area, “Digital Citizenship”, “Digital Data Utilization”, “Digital Educational Environment Operation” and “Digital Utilization Communication” was the top priority with needs.
 Conclusions This study provides basic data for the digital competency support plan for early childhood pre-service teachers and educational direction in the teacher training process.

ОРГАНИЗАЦИЯ ЦИФРОВОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ ДЛЯ ОБУЧЕНИЯ ДЕТЕЙ В СТАЦИОНАРНЫХ МЕДИЦИНСКИХ УЧРЕЖДЕНИЯХ

The article discusses the issues of organizing a digital educational environment for teaching children undergoing long-term treatment in inpatient medical institutions of the Republic of Sakha (Yakutia). The necessary conditions for providing a digital educational environment according to the principle of state policy and legal regulation in relation to the inadmissibility of discrimination in education for health reasons are given. The research is based on the creation of a digital educational environment in medical inpatient institutions that promotes effective information and communication interaction of educational subjects for the implementation of a high-quality and full-fledged learning process for long-term ill children. As part of the implementation of the education of children who are on long-term inpatient treatment, a characteristic feature of which is the availability of a material and technical base to provide the network and the Internet, a variety of platforms with methodological support. The article explains that the digital educational environment has become a tool that will facilitate and make safer and more comfortable transitions from one form of education to another for children in difficult life situations, as well as help parents and teachers in their work, making it more effective.

Digital Educational Content in Teaching Russian as a Foreign Language (Psychological and Pedagogical Aspects)

The digital educational environment in teaching Russian as a foreign language allows you to activate the maximum number of representation systems, making the learning process more dynamic and increasing motivation to learn the Russian language. Stereoscopic and polysensory perception, which arises as a result of a combination of a visual image and a listening text, has a positive effect on both the consolidation of knowledge and the emotional intelligence of students. The article analyzes the psychological characteristics of the trained contingent. For example, the differentiation of perception based on the elements of a representative system of information presentation: visual (visual perception), kinesthetic (tactile sensations), auditory (auditory perception), polymodal (thinking processes). On this basis, we can see how the presentation of educational material changes and how types of memory are formed: motor, figurative and logical. Considering the interaction of the teaching and learning side in a virtual socio-cultural environment, we should focus on establishing a creative type of interaction, when the positions of both subjects of the educational process make the most of the didactic potential of the virtual environment. Only in this case the process of teaching the Russian language will be successful.

Педагогическая модель развития компетенции командной работы студентов в цифровой образовательной среде вуза

The research aims to design a pedagogical model for developing students’ teamwork competence in the digital educational environment of a university. The paper provides an overview of the existing theoretical and methodological approaches to organizing remote team interactions among students, discusses the psychological and pedagogical peculiarities of this process, and outlines the main regulatory documents governing the implementation of distance learning. The scientific novelty of the research lies in elaborating a pedagogical model for the development of teamwork competence among students in the context of distance learning, regardless of their field of study. This elaboration is based on a synthesis of psychological and pedagogical works in the field of remote team interactions and analysis of educational experience. As a result of the research, the optimal content for the target, substantive-conceptual, organizational-technological, and result-evaluative blocks of the model for developing students’ teamwork competence in the digital educational environment of a university was selected.

ANALYSING THE PROCESSES OF DIGITAL TRANSFORMATION OF THE EDUCATIONAL ENVIRONMENT THROUGH THE EXAMPLE OF A RUSSIAN UNIVERSITY

Abstract. The COVID-19 pandemic contributed to the forced digitalisation of all spheres of society and exposed the political and economic prerequisites for its further development. The government motivates universities to develop digital educational products and create their own digital educational environment both independently and in cooperation with other universities and EdTech companies. The article discusses different tasks of the digital transformation of higher education in the European Union and Russia, focuses on the development of the market of commercial educational programmes presented by EdTech companies, and describes the benefits and risks of digitalisation. As an illustrative example, the authors take a detailed look at the digital educational environment of one of the leading Russian universities, the development and implementation of digital educational and administrative platforms to simplify the learning process. In order to assess the advantages and disadvantages of digitalisation of education, a survey of university students was conducted, which made it possible to identify their attitude to the innovations and give them an assessment.

The digital educational environment as a factor in changing the student’s personality

In the digitalization of the modern educational system, psychological development and changes in the students’ personalities occur. Issues related to the digitalization of Russian education are actively discussed in the modern psychological and pedagogical community. The digital environment is a factor influencing the students’ personality development process. Thanks to global digitalization, many new opportunities are being introduced into the modern educational process, but the consequences also raise serious social and psychological issues. Parallel to the general digitalization in the digital society, a child’s personality, immersed in the digital space almost from the first moment of his birth and experiences a digital childhood, is formed. The digitalization of education, the use of the latest digital educational technologies, and the students’ stay in a virtual environment significantly impact the students’ psychological development, leading to changes in their behavior and the formation of a specific digital personality. The article presents the results of an empirical study investigating how teachers perceive modern students’ personalities and behavioral characteristics of contemporary students in the digital space. It shows that modern students have psychological characteristics and traits that are characteristic of representatives of the digital generation. В условиях цифровизации современной системы образования происходит психологическое развитие и трансформация личности обучающегося. Вопросы, связанные с цифровизацией российского образования, активно обсуждаются в современном психолого-педагогическом сообществе. Цифровая среда выступает фактором, оказывающим влияние на процесс развития личности обучающегося. Благодаря глобальной цифровизации в современный образовательный процесс привносится много новых возможностей, но ее последствия также представляют собой серьезные социальные и психологические проблемы. Параллельно с всеобщей цифровизацией в цифровом обществе происходит формирование личности ребенка, который практически с первого момента своего рождения погружается в цифровое пространство и проживает цифровое детство. Цифровизация образования, применение новейших цифровых образовательных технологий, пребывание обучающегося в виртуальной среде оказывают существенное влияние на психологическое развитие школьника, приводят к трансформациям его поведения, формированию специфической цифровой личности. В статье приведены результаты эмпирического исследования представлений педагогических работников о личностных и поведенческих особенностях современных обучающихся, пребывающих в условиях цифрового пространства. Показано, что современные обучающиеся обладают психологическими свойствами и качествами, присущими представителям цифрового поколения.

태블릿PC와 노트필기 사용 집단 간 학습효과 분석

Objectives This study analyzes the learning effects between groups using Tablet PCs and handwritten notes methods among early childhood education freshmen. The focus is on examining learning engagement, enthusiasm, satisfaction with university life, and academic achievement.
 Methods The study participants consisted of 45 freshmen majoring in early childhood education at A university in Chungcheong province, all of whom had completed courses in early childhood music education. I conducted frequency(%) distributions and performed trend, normality, and reliability coefficient analyses of the research variables using SPSS 25.0. Since the normality assumptions were not met, I utilized the Mann-Whitney U test to assess the differences between the group using tablet PCs and the group employing handwritten notes. The statistical significance of the mean difference in pre-post scores between two groups was analyzed at the p<.001, p<.01, and p<.05 levels.
 Results The main results are as follows: First, the preliminary homogeneity test between the groups using tablet PCs and handwritten notes revealed no statistically significant differences, indicatingthat homogeneity was established between the two groups. Second, the tablet PC group scored higher than the handwritten notes group on variables related to learning engagement and its sub-domains(cognitive, behavioral, and emotional engagement), academic enthusiasm and its sub-domains(energetic, committed, and engaged), and university life satisfaction and its sub-domain(administrative and welfare services), and these differences were statistically significant. On the other hand, there were no statistically significant differences in the variables related to overall university life satisfaction and the quality of university education, which are sub-domains of university life satisfaction. Academic achievement was higher in the tablet PC user group compared to the handwritten note user group, and this difference was statistically significant.
 Conclusions The research results suggest the need for contemplation on teaching and learning methods in response to the changes in the digital educational environment in higher education. I aim to propose a way to operate courses by applying AI-based innovative teaching methods, focusing on both theoretical and practical courses inthe field of early childhood education.

The Use of Artificial Intelligence in The Organization of the Educational Process in A Digital Educational Environment

The article explores the use of artificial intelligence in organizing the educational process in a digital educational environment. An analysis of AI tools and systems, their advantages and challenges, is conducted. The main stages of AI implementation are considered. Recommendations for further research in this area are proposed.

Современное учебно-методическое обеспечение образовательного процесса на занятиях по иностранному языку в условиях цифровизации общества

Introduction: The article analyzes the problem associated with the emergence of digital tools in the digital era, which has led to the emergence of a new didactic tool for teachers to organize the educational process, which has improved the quality of teaching a foreign language. The purpose of the article is to assess the possibilities and ways to improve the educational process in the digital era with the help of modern educational and methodological support, including digital tools. Materials and methods of research: methods of comparison and analysis of teaching practice. The research materials were the results of a survey of foreign language teachers with experience in using digital technologies. Research results: the prospect of using modern educational and methodological support for the educational process in the era of digitalization of society is substantiated; The content of the concepts “digital educational environment”, “digital tools”, “digital technologies” and “digital educational resources” is revealed. As a result of the diagnosis, an increase in the level of development of communication skills in students was revealed on the basis of modern educational and methodological support. Discussion and conclusion: analysis of the results of the study showed a positive impact on the development of foreign language communicative competence in students. It is proposed to actively use digital tools that open wide access to high-quality educational digital content and bring the language training of future specialists in the field of intercultural contacts to a new level of quality.

Requirements and principles of designing online course for students with disabilities in the modern digital space of the university: theoretical analysis

Introduction. In the present, the issues of digitalization of education continue to form the agenda of leading international organizations (UN, UNESCO). It is recognized that the use of digital technologies makes it possible to diversify the means of involvement in the learning process, taking into account existing differences in individual educational needs. It was also noted that there is still a problem of the lack of clear guidelines for the implementation of technologies in practice, which determines the relevance of issues of the quality of digital content in terms of its accessibility, compliance with various educational needs, including those with disabilities. The purpose of this article is to identify the key requirements and principles for designing an online course for students with disabilities in the modern digital space of the university. Materials and methods. Methods of analysis, synthesis, extrapolation, and document analysis were used in the study. The systematic approach allowed us to formulate an important methodological principle of the relationship between the requirements and conditions put forward for the design of online courses for students of different groups with disabilities. To achieve this goal, we relied on the regulatory framework of the Russian Federation on the accessibility and quality of the digital educational environment for people with disabilities, data from the NAFI analytical center on the assessment of the level of digital competencies for the period from 2018 to 2022. As one of the examples, we relied on a study conducted among students and graduates with disabilities in a number of universities in the Sverdlovsk, Chelyabinsk and Kurgan regions. Results. Debatable issues in the light of the digitalization of the university still remain: the predominantly formal nature of the creation of digital environments, their demand in the educational space, taking into account the individual needs of target groups, etc. The research problem consists in explication of general approaches and requirements, principles of designing online courses for students with disabilities in the context of the development of the modern digital space of the university, which will allow creating (correcting) a universal constructor of such an educational resource that ensures the implementation of the educational route for students inclusively. The article shows that when designing an online course, the following conditions must be taken into account: technological, psychological and pedagogical, organizational and methodological. Of course, special attention should be paid to providing methodological requirements for the development of content by users with hearing and vision impairments. This should be reflected in the structure of the organization of educational content. It is necessary to take into account the psychological and pedagogical features of such a contingent of users. Conclusion. We believe that the immediate tasks in designing online courses for students with disabilities at the university, taking into account the digitalization of the educational space of the university, will be: conceptualization of the digital educational space of the university, taking into account the principles of universal design; regulatory and legal support of the process of integrating online resources into the educational environment of the university; methodological support and content filling.

Формирование профессиональной идентичности студентов-медиков в процессе языковой подготовки: коммуникативный аспект

The article considers the communicative aspect of training future medical specialists for professional activity in the context of intercultural interaction. International cooperation in the field of medicine, which has increased due to the social and political importance of healthcare, increases the requirements for the professional language training of medical students, for their professional communication skills in a foreign language. The participation of medical specialists in the programs "Doctors without Borders" and the International Committee of the Red Cross requires future doctors not only proper language training, but also effective communication skills in a professional environment. It is assumed that the formation of the professional identity of medical university students can be effectively implemented if it is focused on the communicative aspect of professional language training.
 
 The purpose of the study is to determine the role of the communicative aspect of the language training of medical university students in the process of forming their professional identity.
 
 The research is based on occupational and linguistic-cultural methodological approaches. The significant role of the communicative aspect in the process of language training in the formation of the professional identity of medical university students is shown. The most important areas of professionally oriented language training are identified and characterized – training in professional communication, accuracy and clarity in the use of medical terminology, consultations with patients, registration of medical documentation and familiarization of future doctors with scientific research in a foreign language. The features of professional communication in the medical field in the context of intercultural interaction are revealed. It is proved that professional language training focused on the study of special medical terminology, cultural aspects, examples of medical documentation, as well as the participation of medical students in research activities contribute to the development of communication skills of future doctors in the process of forming their professional identity.
 
 The prospects for further research may be related to the study of the influence of the digital educational environment of the university on the process of forming the professional identity of medical students in the process of language training.

Digital (Non)reality: Pedagogical Approaches to Involving “Alpha” Children in the Digital World

How is the Bulgarian student doing in digital reality? How do parents and teachers contribute to the child‘s digital socialization? Is the digital educational environment in Bulgarian schools a reality or an unreality? These are just some of the questions that this article seeks to answer. It presents the results of an author‘s study among primary school-aged students. Based on the presented pedagogical perspectives of the inclusion of the Bulgarian “Alpha” children in the digital world, specific recommendations regarding their education have been formulated.

Main pedagogical directions of providing a digital educational environment in rural schools

Main pedagogical directions of providing a digital educational environment in rural schools

МОДЕЛЬ ЦИФРОВОГО ОБРАЗОВАНИЯ ДЛЯ ФОРМИРОВАНИЯ ИНФОРМАЦИОННОЙ КУЛЬТУРЫ ОБУЧАЮЩИХСЯ В УСЛОВИЯХ СЕЛЬСКОЙ ШКОЛЫ ЯКУТИИ

In connection with the orientation of the educational paradigm to the development of the student's personality, there is a need to solve problems related to the formation of the student's information culture of personality, which allows him to understand the nature of information processes, their importance for self-improvement and the development of society, as well as to become a creator in his information behavior. The formation of the information culture of the personality of a student of a secondary school is impossible without the use of digital educational environment. This is particularly relevant in remote and hard-to-reach rural schools, since a digital educational environment can be built regardless of geographical location. This study is devoted to the practical implementation of the digital education model for the formation of students' information culture in the educational activities of the A.L. Bakhsyrov Killakh secondary School of the Olekminsky district of the Republic of Sakha (Yakutia). The model contains the following structural components (blocks): targeted, meaningful, organizational and activity, evaluative and effective. The methodological foundations of the organization are system-activity, environmental and cultural approaches. When implementing the model, didactic principles of activity, continuity, integrity, variability and creativity are used. The paper presents the didactic possibilities of the digital educational environment (digital educational resource, online excursions, digital books, developing mobile computer games, animated films, school television, a school channel in a messenger, a mobile application for self-development), a structural and content model of digital education and a list of created products. The developed and implemented model of digital education for the formation of the information culture of schoolchildren has proven its effectiveness and can be implemented in other rural schools in Russia, provided that the digital infrastructure is sufficiently formed and innovations are accepted by teaching teams.

Specialists Training for the Radiation Type of Non-Destructive Testing Based on Digital Technologies

The purpose of research is the development of application software, including VR-technologies, to increase the number of trained specialists in radiation type of nondestructive testing by reducing the per capita load on radiographic laboratories while maintaining the amount of practical training, acquired competencies and formed relevant professional skills.Methods. Prerequisites for virtualization of the process of training specialists in nondestructive testing of structural materials and fabricated products are defined. The main factors of demand for industrial radiography simulator in relation to the practical part of the educational cycle on radiation type of nondestructive testing are considered. As a result of the analysis the most significant aspects of practical training, available for their virtual realization, are singled out. The results of software implementation of mathematical models of physical and physicochemical processes of ionizing radiation, attenuation and absorption of penetrating radiation within the scope of digital twin of radiographic image generation as a result of simulation of the technological process of radiation type of nondestructive testing are presented.Results. Performed practical implementation of didactic materials in the form of hardware and software VR-simulator as part of digital educational environment to solve the problems of training, retraining, preparation for certification of personnel and providing admission of specialists to work on radiation type of nondestructive testing at facilities. Physical and technological aspects are analyzed, modeling, algorithmization and software implementation of VR-simulator are performed. A comprehensive approach to the creation of a learning environment with the use of digital technologies is presented. Considered are the main components, their goals and objectives. The structure of a practical lesson and illustrations of the training process in a virtual environment are given. The results of approbation of training programs with integration of classes in VR-simulator of industrial radiography have shown that the total time of practice of trainees increases by 40-55% with simultaneous reduction of per capita radiographic laboratory load by more than 25%. The main directions of development and scaling of software and hardware solution using VR-technologies are given.Conclusion. The developed and tested hardware-software solution together with the results of scientific research suggests the possibility of application and development directions of the digital educational system with VR-environment. The proposed approach application will allow to reduce environmental and biomedical risks by reducing the requirements to safety of training with the use of software and hardware solution. Automation of testing task generation and knowledge control procedures on the basis of software tools and mathematical models application, including methods of artificial intelligence, will allow to achieve training term reduction and will contribute to further increase in the number of trained specialists in various types and methods of nondestructive testing. With the functional capabilities expansion and evolutionary development of hardware-software solution (industrial radiography simulator) on the basis of unified modular approach, software libraries and hardware-software interfaces, virtual simulator simplifies organization of the process of specialists training and knowledge control. Practical value of the digital virtual environment (VR-environment) development is revealed due to the transfer and scaling of the obtained hardware-software solution to other types and methods of nondestructive testing according to GOST R 56542-2019 " Non-destructive testing. Classification of types and method".

Шкала оценки цифровой образовательной среды университета для преподавателей (AUDEE-Tch Scale): стандартизация для преподавателей вузов

<p><em>The article presents the results of testing the psychometric properties of the questionnaire “Scale for Assessing University Digital Educational Environment for Teachers, AUDEE-Tch Scale” for university teachers of the Russian Federation and the Republic of Belarus. The sample consisted of N1=308 (71% women) university teachers of the Russian Federation (72 cities) and N2=265 (76% women) ones of the Republic of Belarus (12 cities). The average age of respondents from the Russian Federation is 46±11 years (median = 45.5 years). The age of respondents from Belarus is 45.0±11.5 years (median = 45 years). Groups of teachers are equivalent in age and gender. It has been statistically proven that the questionnaire has fairly good psychometric properties. Construct validity, internal consistency of the scales, differential validity were confirmed. The results of the confirmatory factor analysis (CFA) indicate the similarity of the questionnaire structure for both samples. Normative values were calculated. The questionnaire can be used to determine the attitude of university teachers to the digital educational environment in which they are engaged in professional activities.</em></p>