Digital Educational Environment Research Articles

Digital Pedagogy: Challenges and Readiness for Learning in Digital Environment

Introduction. The article outlines the development trends of digital pedagogy and learning conditions in the new educational environment. The urgency of the study is justified through changes in technology and methods of providing education, as well as implications in the education sector with digital technologies and digital landscape. All of this helps improve the efficiency of educational activity and its outcome. However, it also requires digital literacy from its users. The novelty lies in identification of digital pedagogy problems and assessment of students' readiness for the implementation of digital tools in learning.Purpose. In our study, we will consider capabilities, challenges, and risks of education in a digital environment in an integrated way.Materials and Methods. We used theoretical methods for the analysis of digitalization state in the Russian and foreign education systems, and current requirements for digital skills of educational process participants. In the empirical part, the questionnaire method regarding teachers’ and students’ readiness level for the digital shift and ability to fully operate with digital educational environment was taken on the broad matter.Results. Various strategies and practices, models, and pedagogical innovations in the didactics development area were analyzed. We have revealed strengths and weaknesses, positive and problematic moments, organizational and didactic issues of learning in the digital landscape. Theoretical and methodological foundations of didactics under the conditions of digital transformation were structured. We analyzed the responses of teachers and students and draw a conclusion about their readiness for the digital shift in education.Discussion. The main factors that impact effective leaning in the digital landscape are stressed. It is proposed that digital pedagogy, as a new direction in science, is bound to answer plenty of questions regarding the digital shift. We have to enrich traditional methodology capabilities with a new content, modern tools and methods of teaching using digital technologies, as well as information and communications means, leaving the best to its side.

Формування когнітивної складової професійного мислення студентів в умовах цифрової трансформації вищої освіти

The article considers the ways of forming the cognitive component of students' professional thinking in the context of digital transformation of higher education. European trends that affect the quality of educational services are highlighted; attention is focused on the problems of globalisation, the use of artificial intelligence and robotics, the use of cloud technologies, which together affect the nature of human life and the peculiarities of the development of educational institutions. Among the newest ways to solve these problems, the article highlights the following: creation of a digital educational environment for professional training of specialists competitive in the employment market. It is proved that digital transformation is of great importance in the globalised world, and the modernisation of education is aimed at solving the latest global problems. The article identifies the following modern trends in information development that influence the process of digitalisation of education: development of artificial intelligence, "machine learning", neural networks; further development of mobile-oriented tools; widespread introduction of blockchain and cryptocurrency technologies; the development of cloud computing and virtualisation technologies, cloud computing technologies; the development of augmented reality and virtual reality; widespread introduction of chatbots and virtual assistants, etc. The article considers the trends of digitalisation of the educational environment in higher education institutions in Germany and Austria, including digital ecosystems, which in the form of open learning systems offer the latest design structure for using the possibilities of modern digitalisation in the network economy. It is proved that SMART-education provides new opportunities related to the use of e-learning technologies; ensures mobility and accessibility of educational information; allows the format of autonomy of the teacher and students using mobile devices in the educational process; makes it possible to provide flexible educational services in terms of individual capabilities of the master's student; provides support for individual programmes for the personal development of each student.

Assessing Digital Competence in Higher Education: A Gender Analysis of DigComp 2.1 Framework in Uganda

This research paper investigated the digital competence of students in higher education in Uganda, utilising the Dig-Comp 2.1 framework as the basis for assessment. The study explores potential gender disparities in digital competence levels among students, aiming to identify areas of improvement for educational institutions and policymakers. The research utilised a quantitative approach, incorporating online surveys to collect data (N = 99) from a diverse sample of university students. Descriptive and t-test analyses were performed to analyse the significant differences in digital competencies between genders and found slight but statistically insignificant differences. The study’s findings contribute to the growing body of research on gender and digital competency and underscore the need for ongoing efforts to create inclusive and equitable digital education environments. In today's increasingly digital world, possessing adequate digital competence is crucial for personal, academic, and professional success. Higher education institutions are pivotal in equipping students with the necessary digital skills to thrive in the digital age. To enhance digital competence among all students, educators, policymakers, and institutions must focus on gender-sensitive strategies and tailor digital literacy programs to meet the diverse needs of their student population

Balancing Teacher–Led And Student–Led Activities When Teaching Foreign Languages to Students at Uzbekistan’s State Conservatory

This paper will look at the issue of implementing new work methods in English classes at the State Conservatory of Uzbekistan. Recently, there has been a lot of debate on whether to switch to a student–centered method or stick with the traditional model, in which the teacher entirely controls the process. There has been the need to employ innovative ways for motivating students and monitoring learning activities in the process of learning foreign languages in the digital educational environment. The paper argues that most students, regardless of their level, prefer cooperative learning and value teacher assistance. The forms of education that students select are determined by their attitude toward the learning process. The combined learning process allows language learners to cooperate with their teacher and fellow students, resulting in changes in the connection between teachers and students in which students’ personal interests and professional aspirations are taken into account. In the case of teaching conservatory students, it was discovered that student–centered training was less beneficial for those of students that just starting to learn English language as well as for the students at an intermediate level, but showed good results for the students approaching a more advanced level of understanding.

Parental Involvement in Mattering Early Childhood Digital Literacy: The Role of Balanced Screen time and Access to Technology Evidence from Indonesia

This study aimed to explore the dynamics of early childhood digital literacy in Indonesia and examine the roles of parental involvement, balanced screen time, and access to technology in shaping digital literacy outcomes. A quantitative research approach was employed, involving a sample of Indonesian parents and educators. Data were collected through surveys and analyzed using structural equation modeling. The study revealed that parental involvement positively influences early childhood digital literacy, highlighting the significance of active parental engagement in fostering digital skills. Additionally, balanced screen time was found to enhance digital literacy, emphasizing the importance of managing screen time for educational purposes. Access to technology acted as a moderator, amplifying the impact of parental involvement and balanced screen time on digital literacy. This research contributes to the understanding of early childhood digital literacy in the Indonesian context. The findings offer valuable insights for educational stakeholders, emphasizing the need for comprehensive curricula, parental engagement, equitable technology access, and tailored digital learning platforms. This knowledge can inform policies and practices aimed at enhancing digital literacy in early childhood education, promoting a balanced and inclusive digital education environment in Indonesia.

International trade in educational services in the conditions of digital transformation

The article analyzes the methodological foundations of international trade in educational services and current trends in the development of the global education market. It was revealed that one of the key areas of development is the digitalization of the global education market. Digital academic mobility has been gaining popularity in recent years, especially in the conditions created by the Covid-19 pandemic. At the end of 2019 – beginning 2020, the education sector was shocked due to a sharp transition to the online format: neither teachers, nor students, nor schoolchildren in most countries of the world were ready for this. At present it can be concluded that the world has experienced the pandemic and people have adapted to the digital educational environment, but in many regions there is no Internet connection and not everyone has access to a computer, therefore there is a digital divide. According to the United Nations Sustainable Development Goals, by 2030 it is planned to provide all the inhabitants of the planet with quality education throughout their lives. In recent years a large number of EdTech companies have emerged competing for a leading position in the global online education market. Distance learning platforms allow people from all over the world to receive training in areas of interest to them. But in the era of digital transformation the issue of the problems and prospects for the development of the online education market is relevant.

Instructional design of smart technology use in teacher digital educational environment

Introduction. According to the provisions mentioned in Digital Kazakhstan Programme and Digital Teacher national project, the teacher today is regarded not just as an active user of the novel digital and smart technologies, but as the creator and transmitter of the authors’ digital educational content. The modern teacher is supposed both to adapt to and perform the professional activity within the digital setting of the educational institution and be able to design his/her own digital educational environment to transfer the educational content and organise effective “educator-learner” educational interaction. This situation brings us to the issue of the necessity for the teacher to be aware and master the potential possibilities provided by the smart technologies in realisation of the educational activity in terms of online and mixed learning; this, in its turn, conditions the search for the solutions for the effective instructional design of smart technology application in a teacher digital educational environment.Aim. The present study aims to substantiate the instructional design of the implementation model of smart technologies when designing teacher personal digital educational environment (on the example of the authors’ Smart Assistant software as a means of optimising teacher activities and organising an online and mixed educational process).Methodology and research methods. The following categories of research methods were used to reach the goal set: 1) theoretical: cybernetics method, generalisation, analogy, abstraction, visualisation, modelling, and classification; 2) empirical: surveys and interviews techniques, as well as mathematical and statistical data analysis approaches.During the experimental part of the study an online questionnaire survey on “Implementation of smart technologies in designing a teacher personal digital educational environment in the conditions of distance learning at a university” was conducted among 201 teachers of Karaganda Buketov University (Republic of Kazakhstan) and Dokuz Eylul University (Turkey) from 12 December 2022 to 30 April 2023. The aim of the experiment was to identify problems with the adaptation and implementation of smart technologies in designing a digital educational environment. For this purpose, the respondents answered fifteen questions and made suggestions for improving the university digital educational environment.Results and scientific novelty. The article substantiates the design of smart technology implementation in a teacher digital educational environment as a means of optimising his/her activity in organising online and mixed learning process (on the example of the authors’ software Smart Assistant), and identifies the problems with the adaptation and implementation of professional activities in the context of a digital educational environment. The characteristic features of the problems of teachers’ adaptation in a digital educational environment and the difficulties of smart technologies implementation in their professional activity are defined.Practical significance. The Smart Assistant software product was developed as a means of optimising the teacher’s activities in organising an online and mixed educational process.

The application of the CLIL technology in the development of foreign language lexical and grammatical skills of students in digital educational environment

Introduction. In a multicultural and multilingual society, it is hardly possible to find a modern person who does not speak any foreign language and is not able to integrate his language knowledge into the structure of his activity. The concept of applying CLIL digital technology in a foreign language teaching seems to be one of the promising areas of modern linguodidactics and is due to the conceptual ideas of modernizing the system of education. The purpose of the study is to verify the subject-language integrated learning in the formation of lexical and grammatical skills of students of German in a digital educational environment. Materials and methods. Quizizz, Wordwall, Learning Apps, MyQuiz (for tests and interactive tasks), Gamilab (for quest games), Boris Bot (for creating a chat bot), Podomatic (for podcasts) have been used as digital tools for compiling a set of exercises. 55 fifth year students of Kazan (Volga Region) Federal University, the major is "Teacher training (a double-degree programmme)" (bachelor degree course), have been selected to attend the pedagogical experiment. Statistical processing of the samples of the control and experimental groups has been carried out according of the Pearson’s chi-squared test. Study results. The following steps were observed in the process of lexico-grammatical skills formation with the integration of CLIL technology: introduction or presentation of new course content, training, speech practice and reflection. For each of these stages, a digital toolkit has been selected which enabled us to create interactive tests, games, web quests based on design kits and services for students. A step-by-step methodology for the formation of lexical and grammatical skills using CLIL in a digital educational environment has proven effective in developing the following skills: to group vocabulary semantically, to translate from Russian into German, to describe illustrations, based on the trained lexical and grammatical content, to present the result of the completed project work in written and oral form. The effectiveness of the methodology for the formation of lexical and grammatical skills using subject-language integrated learning in digital educational environment has been confirmed by a pedagogical experiment conducted with the university students’ participation (χ2 emp. = 7,30, p<0,05). Conclusions. The results obtained can be applied in German language teaching, in upper-secondary and high schools with advanced curriculum in German, grammar schools and lyceums. The developed educational and methodological technology for the implementation of integrated subject-language training can become the basis for creating a study guide. The results of the study contribute to the development of digital linguodidactics; the set of developed tasks can become an incentive for more intensive application of CLIL technology in a foreign language teaching.

Current trends in radiation safety education in the digital educational environment: Challenges and opportunities

The population's level of radiation literacy needs to be increased due to the significant rise in the use of radiation technologies in medicine, industry, science, and other fields. Simultaneously, the rapid development of digital technologies and increased access to the internet for a significant portion of the world's population have created new opportunities for radiation safety training and awareness-raising. The purpose of the study was to examine current areas and methods of teaching radiation safety in the era of digital education, to identify important challenges faced by educational institutions and students, and to identify opportunities for using modern technologies. The research employed theoretical analysis of information sources, systematization, deduction, modeling, and generalization. The article analyses the potential of modern digital learning tools in studying radiation safety. It substantiates the structural and logical scheme of using educational web resources for this purpose. The article also proposes tools for diagnosing the level of subject competence and approaches to ensuring reflection and self-reflection of the subjects of the educational process. The identified components of radiation safety training include accessibility of educational information, quality interaction of participants, objective evaluation of results, and reflection and process analysis, specialized web services have also been identified to aid in their implementation in a digital educational environment. The study's results will be valuable for training non-specialists who may encounter radiation risks from domestic, man-made, natural, or military sources, they will also be useful for specialists studying ways to improve radiation literacy among different segments of the population

FEATURES OF STUDENTS’ PERSONALITY TRUST IN COMMUNICATIVE NETWORK ACTIVITY

The article is devoted to the actual problem of personality trust of students in the conditions of network activity. The study of students’ personality trust in communicative network activity is of scientific significance due to the widespread inclusion of the Internet in life. Personality trust in the virtual world regulates human behavior. The aim of the study is to identify the features of students’ personality trust in communicative network activity.
 Methodology and methods of research. The article used research methods: theoretical, empirical, methods of mathematical processing of psychological data: Friedman’s Xr2–criterion, Mann-Whitney U-criterion, Spearman’s rank correlation coefficient. Computer data processing was carried out using the software packages “Excel” and “IBM SPSS Statistics 21”. A set of the following methods was used: “Methodology for studying the trust/distrust of a person to the world, other people, and oneself” (A. B. Kupreichenko) (the authors introduced an additional construct “virtual world”); “Questionnaire for problematic use of social networks” (N.A. Sirota, D.V. Moskovchenko, V.M. Yaltonsky, A.V. Yaltonskaya); “Methodology for assessing involvement in the use of information and communication technologies” (A.N. Tatarko, E.V. Maklasova, Z.H. Lepshokova, V.N. Galyapina, M.V. Efremova, D.I. Dubrov, M.A. Bultseva, E. .V Bushina, A.A Mironova). The empirical base of the study consisted of 200 respondents: boys – 100 people, girls – 100 people. Average age 20,6 years.
 Results and scientific novelty. For the first time, the personality trust of students in communicative network activity is considered. As a result of the empirical study, conclusions were drawn that self-confidence prevails among students in the virtual world. A comparative analysis based on gender showed that girls trust other people online more than boys. Differences were found on the scales “Trust in other people”, “Compulsive use”, “Cognitive absorption”, “Committing economic actions”, “Smartphone use”. The analysis revealed significant relationships between the components of personality trust and communicative network activity. A high level of self-confidence reduces anxious mental return to virtuality, growing trust in other people contributes to a feeling of comfort and security in communication, and with demonstrated trust in the virtual world, the desire to regularly stay in it increases.
 Practical significance. The results obtained during the study of the characteristics of students’ personality trust in communicative network activity can be used to organize a digital educational environment and make practical recommendations for conducting training work in order to develop digital competence skills.

Distance Learning and Online Peer Tutoring for Better Digital Education Environments: a post-graduate experience

This paper presents the results of qualitative research conducted on two post-graduate courses Museum Education and Advanced Studies in Museum Education (jointly University of Modena and Reggio Emilia and University of RomaTre) in the academic year 2021/2022. Students were involved in focus groups in order to enquire how digital transformation in education brought about by the COVID-19 pandemic can foster distance learning for better futures and help shape digital education environments that are accessible and equitable. Results show that the combination of technologies for distance learning and online peer tutoring can play a pivotal role in helping students develop their potential and build a sense of belonging, thus promoting their well-being.

The subject digital educational environment of the teacher in the conditions of the implementation of the FSIS «My school»

One of the priority areas of state policy is the identification, support and development of talents and abilities in children and youth, as well as the digital transformation of education. This is evidenced by the Decree of the President of the Russian Federation The national development goals of the Russian Federation for the period up to 2030 No. 474 dated July 21, 2020. To achieve the national goal aimed at providing opportunities for self-realization and development of talents, the national project Education is being implemented. Through the activities of the national project Education in each region of Russia, the development of the education system in key areas is ensured, one of which is the implementation of the federal project Digital Educational Environment. The development of a digital educational environment as part of the implementation of the federal project Digital Educational Environment implies not only providing the school with modern equipment, but also the introduction of the federal state information system of the Ministry of Education of the Russian Federation My School. The My School system is a Russian educational platform created for effective information support of the bodies and organizations of the education system and citizens in the framework of the processes of organizing education and managing the educational process, as well as to create conditions for the digital transformation of the education system and the effective use of new opportunities for digital technologies. On the other hand, the problem of creating a digital educational environment, its component composition and purpose has been studied in scientific circles for quite a long time. Many researchers emphasize the need for the subject orientation of the process of building a digital educational environment, which is created by the teacher according to his author's intention. In this regard, it becomes necessary to determine the role and place of the subject digital educational environment of the teacher in the context of the implementation of the federal state information system My School and to identify the capabilities of the "My School" platform, which provide teachers with tools for creating digital educational content to organize the process of teaching a school subject.

Preparation of future technology and computer science teachers for the creation and use of digital educational resources in the field of robotics for basic school students

In the context of the digital transformation of education, a teacher must learn to use digital resources, including digital technologies and artificial intelligence technologies in professional teaching activities. Be able to design and implement a subject-based digital educational environment. The article examines the place and role of digital educational resources in the preparation of bachelors studying in the field of preparation «Pedagogical Education» of the «Technology and Informatics» profile. Particular attention must be paid to the training of technology and computer science teachers to develop key competencies of the 21st century — the development of creativity, critical thinking, independent and group work skills of students, the development of mutual assistance skills, interaction and cooperation in the classroom. The structure of preparing a future teacher for the creation and use of digital educational resources in the field of robotics may vary depending on specific programs (on the age of students, on the field of robotics — designing robots, or programming microcontrollers, or working with big data) and the learning context (students, or teachers with experience, or teachers without technical training), but these basic components can serve as the basis for developing an appropriate curriculum or course.

Innovative Teaching Methodology for Developing Digital Competence in Future Engineering Pedagogues

This article focuses on the development of a methodology aimed at fostering the digital competence of future engineering pedagogues through the utilization of digital tools. With the digital transformation of the education system, it becomes imperative to adapt the methods of working with educational stakeholders. The creation of a digital educational environment involves equipping organizations with modern equipment and advancing digital services and content. Future engineering pedagogues require digital competencies to effectively integrate digital technologies into the educational process. This article presents a concept for the methodology, which involves the design of practical tasks at three levels: basic, intermediate, and advanced. The results of an experiment conducted with students demonstrate that the proposed methodology yields higher grades compared to traditional methods. The findings underscore the importance of empowering engineering pedagogues with digital competences to prepare students for the digital era.

Main Directions of Sustainable Development in Education

Objective: One of the important vectors of the strategic development of the EAEU countries (Member States of the Eurasian Economic Union) is the construction of a digital economy and digital education - the formation of a common market for educational services with norms that level the competitiveness of countries in the field of education, aimed at improving the quality of human capital. It should be noted that education was not included in the service sectors for which the EAEU common market is being formed. Only in relation to the common labor market, the EAEU countries agreed on the mutual recognition of documents on education without going through the procedure for recognizing diplomas (with the exception of papers on education in pedagogical, legal, medical, and pharmaceutical profiles), as well as on the right to receive education by children from families working in the country (Articles 97 and 98 of the Treaty on the EAEU). But five years before the creation of the EAEU, on December 11, 2009, the EAEU countries signed an agreement on cooperation in the field of education, according to which the parties «carry out coordinated measures to consistently expand the EAEU aimed at creating a common educational space». Research in the field of concerted action of the member countries of the EAEU, as a rule, is located in the area of higher education, and we do not find research in the field of general education in the public domain. Theoretical framework: This study aims to identify the main directions of sustainable development in education in modern conditions. The choice of the topic is due to the importance of understanding the differences in the potential for digitalization of school education in the post-Soviet republics within the framework of the Eurasian Union and the hypothetical request of the Azerbaijani and Russian education systems to develop a resource matrix for the digital educational environment, as signaled by the roadmaps of the National Projects of Azerbaijan and the Russian Federation in the field of education and economy in general. Method: To compare the preparedness of schools in different countries for the digitalization of education for subsequent testing in the educational system of Azerbaijan, an analysis of the state of affairs was carried out according to the criteria: (1) material and technical equipment; (2) preparedness of teaching staff; (3) opportunities for the formation of a digital educational environment and an analysis of digital practices in the projects of schools in the EAEU member countries. The logic of the empirical part includes identifying the respondents' ideas about the possibilities of digitalizing school education in the EAEU countries. The result of the practical part will be the formed matrix of the «potential of school digitalization» in the context of the EAEU countries. Results: The effect of the global digitalization of general education, triggered by the pandemic (COVID 19), is the reason for the emergence of research interest in the problem in the EAEU countries and the comparison of approaches and processes that accompany the phenomenon of digitalization of education. Moreover, advanced practices in digitalizing education have been identified among these countries, which can become the basis for further sustainable development. Originality/value: The digitalization of education is a multifaceted phenomenon covering all human activity spheres. A phenomenon that needs to be comprehended, developed, and actively applied in practice is its consequences and advanced learning technologies to fit into the new, emerging digital world system. With a broad interpretation of the concept of «digitalization of education», it can be noted that the authors are unanimous that digitalization forms an educational environment that ensures the «delivery» of information to participants in the educational process using digital technologies and tools (software + multimedia equipment).

고등학교 미용 교육의 에듀테크 활용에 대한 교사의 인식 연구

Objectives This study aims to find teachers’ perceptions of EduTech utilization and suggest the requirement of activating EduTech in high school beauty education.
 Methods We surveyed 50 vocational high school beauty teachers from February to March, asking about preparation, requirement, satisfaction with EduTech application to lectures, and then frequency analysis, descriptive statistics, one-way analysis of variance, and independent sample t-test were conducted.
 Results To apply EduTech to lectures, teachers perceived the necessity of supporting materials for practice as the most important, followed by information acquisition and preparing teaching materials. To practically use EduTech for class activities, creating the environment for EduTech was significant, and the digital devices needed to contribute. Because teachers’ ability to design lessons affects the quality of EduTech education, customized training for teachers is required. Teachers who have experienced EduTech training perceived that the EduTech class is necessary more than those who have not.
 Conclusions Members need to change their perceptions, transforming into the digital educational environment. That’s why sufficient training opportunities that can break up the initial unwillingness to use EduTech should be provided to teachers. Customized training is needed to improve teachers’ ability to design lessons and media utilization. This study has significance in that we could be aware of how teachers perceive EduTech, and it suggests the necessity of specific support and educational discussion for EduTech activation at high school.

Actual educational technologies in a digital educational environment

At present the importance of digital educational resources in the context of the digital economy is great. Digital educational technologies play the role of a serious driver leading to constructive changes in the field of the institution of education in the direction of its qualitative modernization.The digital restructuring of the education sector determined the emergence and promotion of relevant educational technologies as a means of adapting educational institutions to changing environmental conditions. The problem of the research is relevant and consists in the disclosure of relevant educational technologies in a digital educational environment.The purpose of the research is to analyze scientific data, as well as our own experience, to reveal relevant educational technologies in a digital educational environment. The research methods used are analysis of scientific and methodological literature, pedagogical observation, generalization. The results are the following: the problem of application of digital technologies in Physical culture and sports has been considered; the main trends in the field of educational technologies in the field of physical culture and sports indicated; functions of EdTech as relevant digital tools in educational activities described. The conclusion has been made that the development of Physical culture and sports is inextricably linked with the development of digital industry; digital educational technologies partly contribute to solving a number of problems: they motivate people to go in for Physical culture and sports and competitive sports; raise awareness among athletes with a wide range of digital decision support systems; allow you to organize the day regimen and individual trainings; monitor the training process, etc.

Implementation of Digital Education Tools in the Pedagogical Community

This article is devoted to solving the problem of accumulation, systematization, and translation of the practices of using digital educational technologies in municipal educational organizations. The solution to this problem was implemented by implementing the project “Organization of a system of digital education practices in the urban district of the City of Yelets” in 2022. The project was aimed at involving at least 350 managing and teaching staff, 4000 students in the active practice of using digital educational technologies in educational organizations of the urban district of Yelets (Lipetsk region, Russian Federation) by the end of 2022. To achieve the goal, the implementation of a system of digital education practices in educational organizations of the urban district of the city of Yelets was determined. Continuity and concession are key features of this system.
 Consequently, the stakeholders are preschool educational organizations, public educational organizations, organizations of additional education, secondary vocational education, and higher education. This system involved the use of such organizational forms as a resource center, a municipal network platform, a pivotal school, and an author’s school, within which approbation, tuning, and dissemination of the experience of using software products, the LECTA digital educational platform, the digital educational environment “Mobile e-education” and directions 3D modeling, digital video and robotics. The key results of the conducted research were quantitative and qualitative indicators. The main problem that has blocked the adoption of digital education tools among the pedagogical community is the belief that they are ineffective compared to full-time education.

Problems of interaction between scientific and practical pedagogy: the preparatory stage of teaching Russian as a foreign language

The main purpose of the article is to identify problems of interaction in scholarly and practical pedagogy and to propose an information and communication toolkit as a solution. The idea was to use the practical experience of Russian language teachers in Uzbek national schools, who were offered a new textbook that contradicts the conditions of reality. The methodology used was the research of G. N. Volkov, M. A., Danilov, A. N. Dakhin, I. A. Maisel, A. I. Rakitov, the dictionary of concepts by E. Z. Azimov and A. N. Shchukin, as well as the theory of V. V. Kraevsky. According to the analysis of scientific research, pedagogical science includes methodological and special-scientific research, where the first creates guidelines, and the second provides methods and techniques for practical pedagogy. Based on this theory, the author of the article proposes a programme algorithm with the obligatory implementation of digital pedagogical conditions in the educational process. A model of interactive pedagogical site is proposed, in which new adjustments are made to the notion. Examples are given to prove the effectiveness of using a pedagogical site as a means of dialogical communication in forming communicative competence of foreign students at the stage of teaching Russian. The advantages of interactive pedagogical web-site over the main teaching tool – textbook are identified, and it is proved that such web-site should be a part of pedagogical conditions of digital educational environment both in schools and in Russian universities. The revealed results confirm that interactive website, as a type of pedagogical technology, is currently one of the ways to manage education.

Interactive didactic support for students in a digital learning environment

Introduction. In recent years, digitalization has been actively developing in the system of professional education and takes an important role in the UNESCO strategy related to culture, science and education. The learning process in the digital educational environment is being transformed, a new level of quality is being acquired. The sustainable development of educational systems of students actualizes the improvement of the quality of education in the digital educational environment, which are actively developed within the framework of digital didactics The purpose of the study is to identify the features of the implementation of interactive didactic support for students for improvement of distance learning format. Materials and methods. In accordance with the statements of the activity, system and information approaches, an author's questionnaire has been developed. The survey involved 100 first- and second-year students of the Moscow State Educational Complex studying in the field of study "Network and system administration". The age of the respondents is from 17 to 20 years, among which 30% are women. The survey was conducted using the Google Forms tool. The involvement of students in educational activities in the conditions of distance and traditional formats of education was studied at the first stage. At the second stage, the preference of students in the choice of forms of didactic support was revealed: face-to-face consultations according to the schedule, group chat with the teacher, video conferences with the ability to ask questions, simulators for practicing problem solving methods, short video lectures. Respondents were asked to rank three of the five proposed items in order of importance. Results. Distance learning format was chosen by 46% of respondents, and mixed – by 54%. Most of the students (60%) indicated that they use other sources of information in the learning process. Among the forms of didactic support, it was revealed that students prefer face-to-face consultations with a teacher (average position score for 1st year students is 2.05, 2nd year students – 2.15), group chat (1.2 and 1.75 points, respectively) and videoconferencing with the ability to ask questions to the teacher (1.65 and 1.2 points). Less significant for students are short video lectures (0.8 and 0.75 points) and simulators for practicing problem solving methods (0.2 and 0.25 points). The results of the survey confirm that blended learning, in comparison with distance learning, has significant advantages. Conclusion. The development of the digital educational environment involves the adjustment of the professional competencies of the teacher so that he is in the leading subject position in the organization of didactic support for students. An important area of digital didactics is the improvement of interactive educational technologies for the effective support of students.