Formation Of Digital Competence Research Articles

Цифровые компетенции донбасских учителей: анализ современного состояния и векторы развития

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

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

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

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

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

Technology for the formation of digital competencies of civil servants

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

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

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

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

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

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

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

Ключевые компетенции педагога в эпоху цифровизации образования

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

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.