High Level Of Competence Research Articles

Implementation of Visual Mind Mapping Strategy to Improve Students’ Language Competence

The opportunities of the educational process can be expanded using innovative mechanisms. The aim of the work is to determine the effectiveness of teaching because of implementing the Visual Mind Mapping strategy to improve students’ foreign language competence. The aim was achieved using the general theoretical method of comparison, calculation of the concordance coefficient, the efficiency coefficient, and the Whitney-Wilk test. Learning was ensured through the development of educational mechanisms, which consisted of information visualisation and intellectual activity development. The study of new words, the use of digital technologies (Writer, Rosetta Stone, Busuu), the development of communication skills, and the development of professional skills were also provided. It was found among students that using Visual Mind Mapping contributes to obtaining a high level of knowledge in a shorter time. Focusing on the Kirkpatrick model made it possible to establish that most students acquired a high level of foreign language competence after testing their knowledge. The students have a positive attitude to learning using Visual Mind Mapping. The practical significance of the article is the possibility of involving innovative technologies for learning a foreign language. The prospects of further research are to compare learning effectiveness with using Visual Mind Mapping for junior and senior year students.

Methods of teaching professional disciplines in institutions of higher art education: Interdisciplinary aspect

Relevance. The relevance of the study lies in the fact that the modern world is changing rapidly, and the educational process must be flexible and adaptive, so the study of teaching methods for professional disciplines is important and relevant for higher art education, the quality of which must meet the current challenges and needs of students. Purpose. The purpose of the study is to investigate pedagogical approaches aimed at improving the quality of education, forming a high level of professional competencies of students and improving the training of future specialists in the field of art. Methodology. The following research methods were used in the study: analysis, generalisation, systematisation, survey. Results. As a result, it was revealed that the modern stage of music education actively combines conventional approaches with the latest technological innovations. The use of digital resources and machine learning algorithms contributes to an individual approach to each student, emphasising the importance of a deep understanding of the musical phenomenon in the context of various scientific and artistic disciplines. This study highlights that teaching subjects such as �Basic musical instrument�, �Choral class�, �Vocals� and �Solfeggio� and focuses on the deep integration of theoretical knowledge and practical skills. Conclusions. In the context of professional training of performing musicians on the main musical instrument, it was found that the key factor was the use of systematic pedagogical methods and strategies that maximise the student�s performance potential at each stage of instrumental training. It was confirmed that modern technologies, including audio and video tools, are effectively used to improve the educational process in all the disciplines under consideration. The paper notes that all the musical disciplines actively cover the study of the theory and history of music, taking into account the cultural context, contributing to a deeper understanding of the musical tradition. Keywords: vocal teacher; performing musician; performer; basic musical instrument; solfeggio; interdisciplinary approach

Strategies for nursing care of critically ill multicultural patients: A scoping review.

In society, people live in a social reality where multiculturalism is an increasingly relevant and prevalent topic in their contexts. Facing this, caring for multicultural patients in an emergency service or intensive care unit setting requires a high level of cultural competence due to the complexity, vulnerability of the patient, rapid changes in hemodynamic status, involvement of the family, their informational needs. To map the strategies for nursing care of critically ill multicultural patients. A Scoping Review was conducted following the Joanna Briggs Institute's recommendations, with the research question: What are the strategies for nursing care of critically ill multicultural patients? The study was guided by PRISMA. The research was conducted through the EBSCOHost platform, SciELO, Portugal's Open Access Scientific Repository, the Virtual Health Library and a search in grey literature. This was achieved by combining the descriptors DECS/MESH: cultural competence; critical care; emergency room; intensive care; and natural words: cultural care; nurs* interventions; nurs* strategies; within the time frame from 2012 to 2024. The study screening was performed by three independent reviewers through the reading of titles, abstracts and full texts, applying exclusion criteria. The study results were then subjected to content analysis, from which categories emerged. The selected articles highlight various strategies that contribute to the improvement of nursing care for critically ill multicultural patients, focusing on care practice and cultural diversity training for both nurses and nursing students. Nurses with cultural competence possess more knowledge and strategies to provide tailored care for multicultural critically ill patients, thereby enhancing the quality of care delivered and contributing to the humanization of healthcare. Nurses need to have knowledge of existing strategies for caring for multicultural critically ill patients. No direct patient or public contribution to the review.

Graduating Accountancy Students’ Digital Competencies on Industry 4.0 Career Preparedness Moderated by: Experiential Learning

Industry 4.0 continues to revolutionize every sector in the industry, including the accounting profession, requiring a new set of technical skills and competencies from aspiring accountants. A gap exists between what the industry requires and what the academe produces. Thus, the research aims to investigate the role of experiential learning on digital competencies and career preparedness, in the context of Industry 4.0, of the graduating accountancy students at Don Honorio Ventura State University (DHVSU). This study employed a correlational research design. The participants are the 115 graduating accountancy students of DHVSU Main and Mexico Campuses. A three-partsurvey questionnaire was administered through Google Forms. Descriptive statistics, Pearson-r, and multiple regression analysis were used in the analysis of data. The findings indicated a high level of digital competence, career preparedness, and knowledge gained from experiential learning. The variable digital competence significantly corresponded to the students’ career preparedness under Industry 4.0. The effect of experiential learning on digital competency and career preparedness was also found to be significant. The findings carry significant implications for key stakeholders, underlining the importance of students acquiring a higher degree of digital competence to effectively navigate the challenges that Industry 4.0 has brought to the accounting profession.

Teachers’ Perceived Level of Professional Development and Competencies in Handling Kindergarten Pupils: The Case of Public and Private Schools of Ozamis City Division

Despite the critical role of early childhood education and the unique challenges faced by kindergarten teachers, there exists a noticeable need for more specific professional development needs and competencies required for effective teaching. This study employed a descriptive-survey research method to determine the professional development needs and competencies of kindergarten teachers in public and private schools of the Ozamiz City Division. Findings revealed that the kindergarten teachers expressed a high level of perceived professional development needs and demonstrated a high level of competence in handling kindergarten classes. This emphasizes the dedication of teachers to ongoing growth and improvement within their field. However, there exist a significant differences on the perceived professional development needs and competencies in terms of gender. These indicated the necessity for professional development to enhance the skills of kindergarten teachers, particularly in addressing the differing competency needs of male and female pupils. Thus, continuous professional development is essential, especially for early childhood education, as teachers must effectively meet the needs of their students and provide quality education.

An Examination of Chinese Physical Education Teachers’ Teaching Efficacy and Technology Self-Efficacy at the Time of the COVID-19 Pandemic

The aim of this study was to examine teaching and technology status of physical education (PE) teachers under the ongoing influence of COVID-19. A total of 1,005 in-service PE teachers completed the Physical Education Teaching Efficacy Scale (PETES) and Educator Technology Self-Efficacy Survey (ETS-ES) electronically to measure current teaching efficacy and perceived technology self-efficacy. The findings revealed that the teachers’ overall PE teaching efficacy level was high (8.08 ± 1.27) whereas, technological self-efficacy was at a moderate level (3.45 ± 0.44). Meanwhile, Efficacy for Using Technology significantly and positively predicted Technology Self-Efficacy ( p < .001). In conclusion, Chinese in-service PE teachers in primary and secondary schools exhibited a high level of competence in PE teaching. However, their proficiency in utilizing technology for educational purposes needed improvement. While these educators possessed fundamental online teaching skills, they often encountered challenges in adapting to technology-enhanced teaching methods. Education and training institutions should improve their existing curriculum, and schools need to continue to develop and train in-service teachers.

Immersive technologies in the educational space

The article reveals the importance of digital technologies (virtual reality, augmented reality, mixed reality with the use of artificial intelligence) in the educational space of educational institutions, identifies the types and considers the advantages of virtual reality, shows the important role of augmented reality in the educational space of educational institutions; the most well-known means of digital technologies in the educational space of educational institutions are analyzed. The use of immersive technologies is presented as a tool to involve all students in the educational process, where digital technologies are used to personalize learning, a new innovative educational environment is created, motivation is increased, and for understanding reality, providing information, ease of its perception, new opportunities are being searched for the future specialist; The advantages of using immersive technologies in professional education are highlighted, the importance of artificial intelligence for higher education is shown, directions for using a chatbot are suggested. In the conditions of the real educational process, we conducted a study on the formation of students with a high level of competence in the use of digital immersive technologies in the educational space of higher education institutions.

The impact of virtual learning environment on future teachers’ professional competence in lifelong learning

The study aimed to empirically test the impact of a virtual learning environment on the professional competence of future computer science teachers in lifelong learning by conducting a survey and comparing the professional competence of bachelor and master students, as well as their opinions on the impact of the virtual learning environment on future teachers’ professional competence in lifelong learning. The surveying methods were cognitive, motivational, activity-based, and value-based. A survey of students found that a virtual learning environment has the most significant impact on the activity component of professional competence, and most students are motivated to use virtual learning environments to improve their professional competence. The survey of teaching staff revealed a positive attitude towards professional development through virtual learning environments, the prevalence among students of high and sufficient levels of professional competence and digital literacy. The obtained results can be used to adjust the virtual educational process of future teachers’ professional training in the system of Ukrainian HEIs.

THE POSSIBILITIES OF A SYSTEMS APPROACH IN THE DEVELOPMENT OF STUDENTS' INFORMATION COMPETENCE

The article examines the role and possibilities of a systematic approach in the development of students' information competence. Today, information competence is becoming one of the main skills in the digital age. The ability to effectively find, analyze, and evaluate information is necessary to adapt to modern society. This includes not only technical skills but also the ability to search for information from reliable sources, think critically, and use information from an ethical point of view. In this regard, the development of students' information competence becomes an important task of educational institutions. It is obvious that students with a high level of information competence will also be successful in their studies and future professional activities. Therefore, the process of developing students' information competence should be carried out systematically and include various educational methods and techniques.In accordance with the research topic, the article presents an overview of scientific research by domestic and foreign scientists. Based on it the author analyzes the effectiveness of a systematic approach in the context of the development of information skills and critical thinking of students. In the modern educational context, the importance of an integrated and systematic approach to learning is emphasized, contributing to the comprehensive development of students' information competencies. The results of the study provide opportunities and recommendations, considering the development of students' information competence as a comprehensively organized unified system.

Development and Reliability Review of an Assessment Tool to Measure Competency in the Seven Elements of the Risk Management Process: Part Three—Evaluation of the Group Results from the RISK Tool

This study used ratings to form teams of participants with different risk management competence levels to determine if a collectively optimised team performed a risk management exercise better than a marginally or a sub-optimised team. This paper also determined whether team performance was better than individual performance on a risk management exercise. An experimental group was split into three teams of six participants based on their individual risk scenario exercise outcomes. The collectively optimised team had at least one member rated as having some high-level or expert competency in one of the seven risk management process elements. So, jointly, the group had this competency level in all elements. Similarly, the marginally optimised team’s members were rated as having just above average or high-level competency in the seven elements. Likewise, the sub-optimised team’s members were rated as having just above average competency, just below average, or no competency in the seven elements. Each team undertook the risk scenario exercise, and two observers rated their performances, as recorded on a video camera. The results were that the collectively optimised team performed better in each of the seven risk management elements than the other teams (the marginally optimised or the sub-optimised team). However, a significant difference was only evident between the collectively optimised and sub-optimised teams across all elements. Also, the teams performed better in each of the seven elements than individuals. These results imply that a team collectively optimised in the seven elements of the risk management process can better perform a risk management process than a sub-optimised team. These competency outcomes could be used to assemble risk management teams that are collectively optimised, leading to better results from the risk management process.

Предметно-языковое интегрированное обучение английскому языку студентов энергетических направлений подготовки

The aim of the research is to assess the effectiveness of the developed integrated course of a foreign language and physics aimed at enhancing communicative and general professional competencies among energy field students with a basic level of English proficiency. The article sequentially describes the outcomes of integrating the foreign language and physics course into the educational process for energy field students, including statistical data analysis of experimental teaching and provides examples of tasks. The research novelty lies in the development of a fundamentally new concept of teaching professionally-oriented foreign language at the university, wherein students not only learn terminology related to their future specialization and work with professionally-oriented texts but study technical disciplines in English based on the knowledge system and patterns of these disciplines. In other words, the content of the professionally-oriented foreign language course consists of modules from the physics and technical discipline block. It should be noted that the same topics and modules are simultaneously studied in Russian and during the physics course. The research establishes that with a proper synchronization of educational materials from different blocks of the curriculum, a high level of student competence in solving professional communicative tasks in a foreign language can be achieved.

Особенности формирования у курсантов военного вуза познавательных установок посредством дидактического потенциала интеллектуально-познавательных игр

The aim of the article is to show how cognitive attitudes are formed among military academy cadets through didactic intellectual-cognitive games. The authors highlight the importance and necessity of enhancing and developing the mindset towards the values of cognitive activities in cadets within the pedagogical process as a crucial element in preparing them for future military-professional activities. The research is novel in that it is the first to demonstrate that the formed cognitive attitudes serve as the basis for the successful professional and personal development of military personnel, leading to achieving a high level of professionalism and competence. As a result, the study identifies the criteria and levels of cognitive attitudes formation among cadets; clarifies the notion of a cognitive attitude, outlines the factors influencing the formation of cognitive attitudes, reveals the advantages of using interactive teaching methods in the architectonics of modern educational space, and highlights the didactic potential of intellectual-cognitive games in shaping cognitive attitudes among cadets.

The Mediating Effect of Stress Management Competency on the Relationship between Job Satisfaction and Employee Attrition: Evidence in a Local Government Unit

Purpose: The workforce or manpower is one of the 4Ms of production and is considered the most critical factor of production. It is the employees who determine whether the organization succeeds or fails. The primary goal of this study was to determine the mediating effect of stress management competency on the relationship between job satisfaction and employee attrition.
 Materials and Methods: A non-experimental quantitative research design was used, specifically the descriptive-correlational and mediation approaches. A face-to-face survey was used to obtain data. The data were obtained from 322 City Environment and Natural Resources employees, including regular and contractual employees, job orders, and allied service personnel selected through stratified random sampling. The statistical tools used to analyze and interpret the data were descriptive statistics, Pearson’s R, regression procedures, and Sobel’s Z-test. The mediation effect on the relationship between the independent and dependent variables was ascertained by path analysis (Structural Equation Modelling, or SEM) and the Medgraph Sobel’s Z-test.
 Findings: Results revealed a high descriptive level of job satisfaction and employee attrition and a very high descriptive level of stress management competency. It was found that job satisfaction and employee attrition, job satisfaction and stress management competency, and stress management competency and employee attrition are significantly related. The results revealed that stress management competency partially mediated the relationship between job satisfaction and employee attrition.
 Implications to Theory, Practice and Policy: Upskilling programs improve employees’ skills and knowledge, making them valuable assets to the organization. Employees may invest in both hard skills and soft skills. Organizations may also continue to recognize the accomplishments and achievements of their employees no matter how small or big they are because being recognized at work will boost employees' morale, which will also lead to efficiency and productivity. The concept of Diversity, Equity, and Inclusion (DEI) should continue to be practiced for long-term solutions to discrimination issues. Organizations, through their HRM, may continue formulating holistic programs and schemes that promote employees' physical and mental health, foster a positive working environment, a harmonious relationship, competitive salary, and benefits packages, and strengthen retention programs.

Nurses Knowledge regarding Blood transfusion in Hayatabad Medical Complex, Peshawar

Background: Blood transfusion is a critical and life-saving procedure in medical practice, necessitating high levels of knowledge and competency among healthcare providers, particularly nurses, to ensure patient safety and minimize risks associated with transfusion. Despite its importance, gaps in knowledge and training among nursing professionals can significantly impact the quality of care and patient outcomes. Objective: This study aimed to assess the knowledge of nurses regarding blood transfusion practices at a tertiary care hospital in Peshawar and to identify educational gaps that could be addressed to improve the safety and efficacy of transfusion services. Methods: A cross-sectional descriptive study was conducted among Registered Nurses working at Hayatabad Medical Complex, Peshawar. A total of 206 nurses were recruited using convenience sampling. The blood transfusion knowledge questionnaire, adapted from previous studies with modifications to include demographic questions and specific queries related to blood transfusion, was used for data collection. Statistical analysis was performed using SPSS version 25, focusing on calculating means, standard deviations, frequencies, and percentages. Results: The study found that 63.60% of the participants were female, and the majority (52.4%) were aged between 31 to 40 years. Regarding blood transfusion practices, 89.3% correctly identified the use of a blood transport box for transporting blood from the blood bank to the ward. Furthermore, 90.77% acknowledged checking the details on the bag label and blood request form as the first step in collecting a blood bag. However, the study highlighted a moderate level of overall knowledge about blood transfusion among nurses, with significant gaps in training and education noted. Conclusion: The findings suggest that while nurses at the tertiary care hospital in Peshawar have a reasonable understanding of some aspects of blood transfusion practices, there is a clear need for enhanced training programs and the inclusion of comprehensive transfusion medicine education in nursing curricula. Addressing these gaps is essential for improving patient safety and the overall quality of care in transfusion services.

The Relationships between Pedagogical and Technological Competence and Digital Literacy Level of Teachers

With the use of technology in education, the integration of digital literacy and technological skills with pedagogy has become one of the important competencies that teachers need to master. Thus, the study investigated the digital literacy, technological and pedagogical competencies of primary school teachers in Kazakhstan on a relational basis. The study was conducted with 223 primary school teachers working in various schools in Almaty. 'Digital Literacy Scale', 'Pedagogical Competence Scale' and 'Technological Competence Scale' were used to collect the data. T and F tests were used to compare school teachers' digital literacy, pedagogical and technological competencies based on gender and professional seniority. 'Multiple Regression Technique' was used to analyze the relationships between the variables of school teachers' digital literacy, pedagogical and technological competencies. The findings revealed that the pedagogical competencies of primary school teachers were high, while their digital literacy and technological competencies were at a moderate level. Pedagogical and technological efficacy and digital literacy of primary school teachers differed significantly based on gender and professional seniority. Male primary school teachers had high levels of technological competence and digital literacy, whereas female primary school teachers had high levels of pedagogical competence. Multiple regression analysis indicated that teachers' digital literacy significantly predicted their pedagogical and technological competencies.

Barium stannate/graphitic carbon nitride S-scheme heterojunction as an efficient photocatalyst for removal of toxic coloring agents under visible light

Photocatalyst heterojunctions are crucial for efficient long-term carrier separation and for increasing the photocatalytic efficiency of single catalysts. A simple and low-cost method of fabricating barium stannate (BaSnO3, ZSO) is described in this paper, as well as the co-precipitation process with ultrasonic assistance that is used to produce barium stannate/graphitic carbon nitride nanocomposites (BaSnO3/g-C3N4, BSO/CN) with varying amounts of BSO. Various analytical techniques were used to evaluate the purity, morphology, and structure of the products, including XRD, FTIR, EDS, FESEM, TEM, BET, DRS, and PL. CN lowered the bandgap of BSO, allowing it to be used in the visible spectrum according to DRS data. An evaluation of BSO, CN, and several BSO/CN nanocomposites was conducted to determine their ability to degrade erythrosine (ER) and eriochrome black T (EBT). Results showed that the efficiency of the dye was affected by several factors, including the concentration of BSO, the quantity of catalyst, and the dye concentration. In a BSO/CN nanocomposite containing 0.1 g of BSO and 60 mg of ZSO/CN (0.1:1), 88.4 % of ER was degraded. As revealed by the scavenger experiments, superoxide radicals exhibit remarkable properties in photoreactions. It appears that higher levels of competence (88.4 %) were associated with the highest rate constant (k = 0.0256 min−1) according to the kinetics survey.

The level of applying evidence-based strategies in teaching students with learning disabilities and its relationship to their professional competence from their teachers’ point of view

Introduction. Educators face particular obstacles when working with pupils who have learning impairments (LDs), as they must gain a thorough grasp of the unique requirements of their students and employ individualized methods of instruction. Improved learning experiences and outcomes for students with LDs have been shown to be possible through the use of evidence-based interventions. These methods have been shown to be effective in scientific studies, and they can have a major impact on a student's grades. There may be a correlation between teachers' level of professional competence and the extent to which they incorporate these tactics into their classroom practices. Aim. The current study aimed to determine the level of evidence-based strategy application by teachers of students with learning disabilities and its relationship to their professional competence. Methodology. The study sample consisted of 48 male and female teachers of students with learning difficulties, working in the resource rooms and affiliated with the Directorate of Education in the city of Mafraq/Jordan, a scale of evidence-based strategies and a scale of professional competence was developed. Methods of descriptive statistics: arithmetic mean (M), standard deviation (SD) Results. Results showed that educators working with students who have learning difficulties make extensive use of practices supported by research (M = 2.37; SD = 0.25). Furthermore, the employment of a multisensory approach demonstrated considerable efficacy (M = 2.69, SD = 0.28). While instructors demonstrated a high degree of competence in terms of professional competencies (M = 4.23, SD = 0.29), there were discernible variations in the implementation of strategies based on educational experience, particularly among educators with over a decade of experience. The use of evidence-based procedures was also positively correlated with teachers' overall professional skills, indicating that higher levels of competence are linked to more successful implementation of strategies. Practical significance. Teachers' professional competence in instructing kids with learning difficulties is seen to increase when they use tactics supported by research. Improving learning outcomes for kids with LDs requires prioritising professional development and training opportunities and increasing educators' proficiency with these tactics. The findings have important implications for schools, policymakers, and educator preparation programmes.

Sense of coherence moderates job demand-resources and impact on burnout among nurses and midwives in the context of the COVID-19 pandemic: A cross-sectional survey.

This study aimed to test the propositions using the job demands-resources (JD-R) model for main/moderation/mediation effects of a sense of coherence and practice environment support on mental well-being (anxiety, depression and burnout) outcomes in nurses and midwives in Australia during the COVID-19 pandemic. Cross-sectional quantitative survey. The study was a cross-sectional design using self-report questionnaires reported as per the Reporting of Observational Studies in Epidemiology Guidelines. Following human research ethics approval (2020.ETH.00121) participants were recruited to take part in an online anonymous survey using self-report instruments to test the JD-R model in Australia. 156 participant nurses and midwives experienced anxiety, depression and emotional burnout during COVID-19. While a considerable proportion of participants indicated high levels of emotional exhaustion, their responses showed low levels of depersonalization (detached response to other people) and high levels of personal accomplishment (high levels of work performance and competence). A sense of coherence was a significant protective factor for mental health well-being for the participants, which is to say, high levels of sense of coherence were predictive of lower levels of anxiety, depression and burnout in this study sample. It is evident that both nursing and midwifery professions require psychosocial support to preserve their health both in the short and long term. Ensuring individualized tailored support will require a layered response within organizations aimed at individual self-care and collegial peer support. There was no patient or public contribution in this study, as the focus was on nurses and midwives.

Necessary prerequisites for evidence-based practice: results of investigating nurses’ informatics competency and information literacy skills

Abstract This study aimed to evaluate the correlation between nursing informatics (NI) competency and information literacy skills for evidence-based practice (EBP) among intensive care nurses. This cross-sectional study was conducted on 184 nurses working in intensive care units (ICUs). The study data were collected through demographic information, Nursing Informatics Competency Assessment Tool (NICAT), and information literacy skills for EBP questionnaires. The intensive care nurses received competent and low-moderate levels for the total scores of NI competency and information literacy skills, respectively. They received a moderate score for the use of different information resources but a low score for information searching skills, different search features, and knowledge about search operators, and only 31.5% of the nurses selected the most appropriate statement. NI competency and related subscales had a significant direct bidirectional correlation with information literacy skills for EBP and its subscales (P < 0.05). Nurses require a high level of NI competency and information literacy for EBP to obtain up-to-date information and provide better care and decision-making. Health planners and policymakers should develop interventions to enhance NI competency and information literacy skills among nurses and motivate them to use EBP in clinical settings.

Cognitive-stylistic and metacognitive characteristics of schoolchildren and students with different indicators of digital competence

Introduction. The process of digital transformation of modern education largely depends on the digital competence of students. The relevance of the study of digital competence of students is determined by the broad involvement of young people in the use of digital educational technologies, the lack of a holistic view of the cognitive sphere of representatives of the "digital generation", the lack of empirical data on the integrative cognitive characteristics of students with different levels of digital competence. The purpose of this study is to study the relationship of indicators and types of digital competence with cognitive-style and metacognitive characteristics in schoolchildren and students. Materials and methods. The study involved students of secondary schools and university students living in St. Petersburg, Moscow, Yekaterinburg, Novosibirsk (total sample: N=631). To diagnose digital competence, the method "Digital Competence Index" was used (G.U. Soldatova, T.A. Nestik, E.I. Rasskazova, E.Y. Zotova). To diagnose the characteristics of the cognitive sphere, the following methods were used: "Style of thinking" (A.K. Belousova), "Method of diagnosing the stylistic parameters of learning" (A. Salomon, R. Felder), "Metacognitive skills in the structure of educational and professional activity" (E.G. Denisova). Comparative and correlation analyses were used for statistical data processing. Results. The study revealed similarities in the overall level of digital competence of schoolchildren (N=281) and students (N=350), with a higher level of technical competence of school students (p ≤ 0.002) and a higher level of knowledge and skills of students in the field of practical application of digital technologies: in working with digital information (p ≤ 0.004), in online communication (p ≤ 0.002). in the use of the Internet for consumer purposes (p ≤ 0.005). Universal and specific cognitive-stylistic and metacognitive characteristics of young people with different indicators of digital competence were found. Universal characteristics include thinking styles that manifest themselves in orientation to selection, evaluation, meaning transfer and implementation in working with information. The features of subjects with a high level of digital competence are revealed: students of this subgroup, in comparison with students with a low level of digital competence, have a pronounced preference for an active learning style strategy (Uemp = 1012; p ≤ 0.0009), orientation to generating ideas in the process of joint solution of mental tasks (Uemp = 1145.5; p ≤ 0.01); students of this subgroup, in comparison with students with a low level of digital competence, are characterized by a combination of active and visual style strategies, the use of metacognitive skills in educational activities (Uemp = 1613; p ≤ 0.04). Conclusion. The study contributes to the understanding of the integrative cognitive characteristics of students with different levels of digital competence. The results obtained indicate the need to include in the programs for the development of digital competence of students of schools and universities activities aimed at the formation of metacognitive skills, and their implementation in conditions of joint educational activities.