Information Educational Environment Research Articles

Цифровая экосистема образовательно-профессионального пространства вуза: теоретико-методические аспекты военного образования

At the level of creating ecosystems of the educational and professional space of the university, the integration of the interests of the educational and professional communities can be realised. The purpose of the article is to identify the key factors and driving forces that explain the advantage of organizing an educational and professional space according to the type of digital educational ecosystems and ensure the transformation of the main elements of the pedagogical system of training a future specialist. A model of the digital ecosystem of the educational and professional space and a special case of its implementation are presented on the example of a unified information educational environment for environmental training of military personnel.

Актуальность исследований в области готовности участников образовательного процесса к взаимодействию в электронной информационной образовательной среде

The article presents the results of a comparative analysis of current topics of dissertation research in the field of education sciences. The authors prove the lack of attention to research in the field of digital didactics of higher education. The importance of scientific substantiation and practical development of the "terms of reference" for software developers is argued on the basis of generally recognized fundamental didactic conditions for the effectiveness of the educational process. The most urgent tasks of scientific research in the field of digital didactics are formulated. As a result, the relevance of research in the field of readiness of participants of the educational process to interact in the electronic information educational environment is substantiated

ПЕДАГОГІЧНІ УМОВИ ПІДВИЩЕННЯ ЯКОСТІ ПРОЦЕСУ НАВЧАННЯ В УМОВАХ ІНФОРМАЦІЙНОГО ОСВІТНЬОГО СЕРЕДОВИЩА

In the articles the concept of an information educational environment, the opportunities and prospects for its use to ensure the educational process are highlighted. The types of information educational environments are distinguished: the environments focused on imparting knowledge; the environments focused on self-guided knowledge acquisition; a mixed type of environments. The functions of the information educational environment are highlighted: formation of motivation to learn; development of students’ self-guided work; development of students’ abilities to research and creative activities; ensuring the informatization of professional education. It is established that in relation to traditional learning, the information educational environment, in general, can be: supporting the educational process; neutral; and blurring. The principles of the information educational environment construction are formulated: multicomponent, integrity, distribution, and adaptability. The main functional areas of the information educational environment are highlighted: psychological and pedagogical, software and technical, information and communication. It is stated that the information educational environment is a systemic multicomponent formation, saturated with various resources and didactic opportunities. It is determined that the information educational environment is characterized by certain features. In particular, the information educational environment is subject-oriented, didactic, personal-developmental, unified, integrated, highly technological, multimedia-based, virtual, open, pedagogical, and electronic. It is determined that the information educational environment is a set of software and technical, educational and methodological, information and communication systems that provide the educational process and are aimed at achieving educational results by students. In accordance with the characteristics and requirements of the information educational environment, the following structural and substantive components are distinguished: content-methodical, software and technical, communicative, organizational and managerial. The pedagogical conditions for improving the learning process in professional educational establishments in the context of the information educational environment are substantiated: creating positive motivation of students through the organization of reflective activities regarding the current level of students’ readiness for learning activities in the information educational; enriching the content presented in the information educational environment with material that contributes to improving the quality of the learning process; involving students in the learning process in the information educational environment of professional educational establishment by improving their knowledge level of in the context of the blended learning technology. In order to improve the learning process in the information educational environment, the levels of students’ readiness for learning activities are identified: low, medium and high, which correlate with the criteria of its development: motivational and value-based, information and technological, communicative and reflective.

THE STRUCTURE OF INFORMATION AND EDUCATION ENVIRONMENT OF A MEDICAL UNIVERSITY

The authors examine the process of transformation of the educational infrastructure of medical universities during the transition to a mixed form of studying while COVID – 19 quarantine. Analysis of scientific publications on the digital transformation of the higher education system has shown the effectiveness of a hybrid model for organizing a virtual learning environment, which combines the ground-based infrastructure of the university and can include private and public cloud services. Hybrid model allows providing appropriate technological conditions for quality organization of teachers' work in online mode of distance learning system. Cloud services allow organizing a virtual group educational environment - a virtual classroom and a personal environment for students. The authors analyzed the changes in the infrastructure of Zaporizhzhia State Medical University in the process of digital transformation of the educational process during the period of COVID-19 quarantine, which became the ground for the development of a structural model of the information and educational environment of the university. The work focuses on the fact that one of the features of the educational process in medical universities is the usage of special learning tools: software and hardware systems for examination of a patient's condition, technical means of telemedicine, classroom self-training sessions for Licensing Integrated Exams “KROK” 1,2,3 on the basis of licensed software, etc. The authors conducted a systematic analysis and identified the technological components of the unified information educational environment of medical HEIs, namely: corporate computer network; workplaces of participants in the development of online courses (designer, lecturer of videoconferencing, moderator of video lectures or webinars, designer of video processing; specialized modeling systems; simulation complexes; software and hardware complexes for processing biological signals; specialized classrooms: computer room of the library, lecture halls for remote video lectures with interactive communication, lecture halls for interactive lectures, media centers for webinars and telemedicine consultations; cloud services . The proposed structure of information and educational environment of a medical university was implemented in the educational process of Zaporizhzhia State Medical University which made possible the creation of a cloud-oriented educational environment. The usage of hybrid cloud model allowed to solve the issue of integration of virtual environments of departments, in particular, territorially remote ones, and the ground infrastructure of the university.

TRAINING OF FUTURE PHILOLOGISTS USING MODERN INFORMATION TECHNOLOGIES: CONCEPTUAL FUNDAMENTALS OF THE PROBLEM RESEARCH

The article substantiates the conceptual foundations of the problem of forming the professional competence of future philologists by means of modern information and communication technologies. Based on the analysis of the notion of the concept, its main features are defined (presence of a goal, a leading idea, the programmatic nature of the concept, prognostic essence). It has been proven that for the formation of the concept of professional training of future philologists by means of modern information and communication technologies, modern theoretical developments in the field of pedagogics are of great importance (the concept of “Language as unity”, the concept of “productive pedagogics” by M. Lipman, the pedagogics of multiliteracies, the concept of digitalization). The main characteristics of the pedagogical concept are defined as: subject relationships in the educational process; development of the educational environment of the institution of higher education and its external relations; development of a set of innovative pedagogical technologies of higher education institutions; development of the society of continuous education. The components of the concept of professional competence formation for future philologists by means of information and communication technologies are substantiated – relevance, purpose, contradictions, mechanism of implementation and assessment of the effectiveness of ICT in the pedagogical process. The leading idea of the research has been formulated: the formation of professional competence of future philologists (as specialists who implement native language and foreign language communicative processes in further professional activity) is determined by level, content, types and techniques of implementation of the resource of modern information technologies, combined into a complete scientific and methodological system, which is created, developed, and implemented in the informational educational environment of the higher education institution, taking into account the principles of its functioning in the post-postmodern society with the corresponding social order for a highly qualified specialist-philologist, and in the conditions of the crisis organization of the information space due to the risks and challenges of the last decade.

ВИЗНАЧАЛЬНІ ПРИРОДНИЧО-НАУКОВІ ПЕРЕДУМОВИ РЕЗУЛЬТАТИВНОГО І ЯКІСНОГО НАВЧАННЯ ІНДИВІДА

Long-term author’s research and our analytical generalizations of the experience of domestic and foreign scientists on the problems of quality education of an individual provide grounds for the affirmative use of the formula [1–3], – KNOWLEDGE = Intelligence + Worldview, – which reflects not only the result, but also the educational process. cognitive activity of an individual. In fact, the results of an individual’s educational and cognitive activity – KNOWLEDGE – are formed as a result of his understanding and assimilation of educational material, which is built in educational institutions in accordance with the state order (standard) for educational services [1, p. 15–22]. Educational material is not only the subject content of the educational standard, the target curriculum and a complete package of their educational and methodological support, but also an information and communication environment that contributes to its qualitative assimilation, such that the one who is being taught must also teach someone (advise, commenting, experimenting, interpreting, challenging, defending, creating, mentoring, etc.) is a condition for achieving the predicted result in learning High effectiveness and quality of education become extremely relevant in the aspect of total natural and scientific literacy of each individual – a valuable priority of the information and communication educational environment. Thus, the evidential review of the European experience (PISA) convincingly illustrates: natural and scientific literacy of an individual is a priority at both the national and international levels. In numerous scientific and pedagogical studies and works, it has been proven that total natural and scientific education focuses on the implementation of technologies of binary target orientations (a subject + its teaching method) as a means of forming a complete natural and scientific credo of an individual: ensuring the readiness of a teenager, young person, specialist for learning throughout life and mastering the experience of mankind regarding the creation and use of high technologies in any sphere of safe, innovative human activity.

ПОСТАНОВКА МЕТИ НАВЧАННЯ – ГОЛОВНИЙ ЧИННИК ПІДВИЩЕННЯ ЕФЕКТИВНОСТІ НАВЧАННЯ МЕДИЧНОЇ ТА БІОЛОГІЧНОЇ ФІЗИКИ В МЕДИЧНИХ УНІВЕРСИТЕТАХ

The proposed article analyzes the problem of setting learning goals in the study of medical and biological physics. The role of the goal as the main factor in increasing the effectiveness of training is revealed. Considered necessary conditions for the existence of an informational educational environment. Definition of the problem of setting the goal of learning in the study of medical and biological physics. The concept of “effective activity” is analyzed as the activity of setting and achieving a system of interconnected goals. Formulated the general goals of studying the discipline “medical and biological physics” in a higher medical educational institution. The goal-setting process is considered as a complex, systematic activity to build a clear system of goals, which consists of categories and successive levels. Formulated requirements for the goals of effective teaching of medical and biological physics. In order to systematize the goals, three main stages of training are identified: motivational, organizational, and controlevaluation, and a sequence of specific pedagogical goals is determined for each stage of training in a medical university. Conclusions have been made regarding the organization of effective teaching of medical and biological physics.

The Need to Develop Distance Education in General Secondary Schools


 The article provides for improving the educational system in the conditions of the information education environment in the Republic of Uzbekistan, improving the effectiveness of Independent Education by eliminating certain shortcomings in teaching on the basis of distance education technologies, ending repeatability and parallelism, improving the performance of teachers ' functional tasks, organizing international research in the field of assessing the quality of Education.

IMPLEMENTATION OF INFORMATION TECHNOLOGIES IN INSTITUTIONS OF VOCATIONAL EDUCATION

The article covers the theoretical, methodical and practical aspects of the implementation of information technologies in vocational education and training. The purpose of the article is to find factors for improving the educational process, management, methods and information work via the introduction of information/information and communication technologies in institutions of vocational and technical education. The following methods were used in the research process: theoretical and substantive analysis of primary sources and advanced pedagogical experience, analysis, generalization and systematization of scientific approaches in the use of information and communication technologies in the educational process of vocational education institutions, as well as methods of modelling and designing the “Teacher’s Road Map”. It has been established that information/information and communication technologies in vocational education are an important area of activity of an educational institution and a tool for increasing the teacher’s productivity. It has been found out that the pedagogical terms contributing to the effectiveness of the use of information technologies in vocational education institutions are a high level of information culture of teachers and students; implementation of innovative technologies including information and communication pedagogical ones based on subject-subject interaction; ensuring the reflection of the subjects of the educational process, their capability of adequate self-assessment of their personality. A virtual road map for the teacher has been developed as an electronic public resource (for example, a website). The map shows all mandatory points and routes that a teacher should take during educational activities in a vocational education institution. The main directions in the teacher’s virtual road map which are consistent with the similar ones of the teacher’s activity in a real educational situation are defined. The virtual road map covers educational and methodical work, has a hyperlink to the plan of methodical work of the cycle commission for the year, a hyperlink to methodical manuals or guides on the organization work in a vocational education institution; provides teachers with system suggestions and hyperlinks to electronic educational resources; a hyperlink to cloud storage for downloading documents for advanced training courses or internships; certificates, diplomas regarding participation in scientific and methodical events and self-education; a hyperlink to the cloud storage for uploading planning documents and methodological developments for review and approval. The virtual road map is differentiated by subject area which allows for providing meaningful instructions to occupational safety teachers, road safety teachers, industrial training masters, and teachers of special disciplines. The result of the research is the development of a meaningful module “Digital technologies in education: cloud services, online platforms for the creation of an educational environment by the teacher and the improvement of the qualifications of the pedagogical staff of the vocational educational institution.” It has been concluded that due to the testing of the information educational environment model at the Kostyantyniv Higher Vocational School, the approaches to the internal management of the institution, the organization of methodical, educational and study work, the forms and methods of teaching the profession, the culture of designing theoretical and industrial training lessons, the system assessment of educational achievements of students, and ways of involving parents in the educational process at the institution have been enhanced.

Preparation of future science teachers for cognitive visualization of the educational process

The issue of designing a qualitative educational environment for the formation of a flexible personality in the light of global world changes has been actualized in the article. Its main essential characteristic is the ability to adapt to the changing conditions of the modern natural and social environment. We consider the visualization of the educational process as a means of improving the quality of educational services, forming a holistic perception of the environment that combines logical and visual thinking. According to the purpose of the article, based on the analysis of existing visualization techniques and their expert evaluation, the most effective ones for mastering the content of natural sciences disciplines as well as professional and methodological training of future natural sciences teachers have been identified and substantiated. The significance of visualization techniques for the educational environment has been determined by the method of expert evaluation according to the criterion of «didactic quality». Its indicators are: the possibility to use information educational environment of the higher education institution on the base of existing material and technical support; importance for creating a positive emotional background for teaching; importance for organizing interactive pedagogical interaction of participants in the educational process; accessibility for perception of educational information; expediency of use in the future natural sciences teachers professional training; easy to use both for teachers and students. The five most effective visualization techniques for ensuring a holistic perception of knowledge by combining logical and imaginative thinking (scribing, mind map, infographics, timeline, tag cloud) have been identified by ranking. The effectiveness of the scribing technique and its influence on the formation of indicators of the fully assimilated knowledge quality such as depth and awareness has been experimentally proved.

“Suspending Classes Without Stopping Learning”: An Initiative to Ensure Learning in Japan During the Pandemic

Purpose During Japan's initial pandemic prevention and control period, the Ministry of Education, Culture, Sports, Science, and Technology of Japan (MEXT) issued several notifications to ensure students’ continuous learning according to the “leave no one behind” philosophy. This study focused on the comprehensive measures comprising top-level arrangements to implement the “suspending classes without stopping learning” initiative. Design/Approach/Methods The study reviewed MEXT's guide on ensuring learning for Japanese primary and secondary school students during the pandemic. Findings The pandemic has accelerated the development of the information and communications technology educational environment and the implementation of the Global and Innovation Gateway for All (GIGA) schools initiative. These developments laid the foundation for the evolution of diverse pedagogical models and feasible methods for promoting equity. The home schooling experience during the pandemic provided a natural base for students to practice and foster survivability. Originality/Value This paper provides scholars with an understanding of the opportunities and challenges encountered in educational innovation in Japan. It provides insights into the future direction of pedagogical development, capability development, and effective educational arrangements for extraordinary circumstances to facilitate educational development from a broader perspective, particularly under the new normal.

Optimization of Independent Work in Foreign Language Learning: Experience With Using Moodle

One of today’s priority tasks of higher education is training specialists that can independently search for and assimilate knowledge. The paper examines independent work as a substantial factor in self-education and learning and cognitive activities in management students and covers the organization of students’ independent work in the study of foreign languages. The study demonstrates that independent work, which used to be carried out immediately during practical classes under the teacher's supervision, in consultations, or in the library can now be organized in a new educational environment. The authors analyze the forms, means, and types of independent work and propose ways to improve the process of foreign language learning by optimizing the work of management students as part of self-study using the Moodle learning management system. It is established that the independent work of management students in studying a foreign language using Moodle contributes to the development of important skills. These include obtaining necessary information and evaluating and applying the available information to effectively solve management problems and communicate in a foreign language. The efficiency of students’ independent work is found to increase when it is organized as a cohesive course created based on a methodologically organized educational information environment. The assimilation of educational material by means of Moodle in the organization of the educational process majorly increases the efficiency of learning, simplifies the perception of learning materials, increases motivation for foreign language learning, and positively affects its outcomes.

АҚПАРАТТЫҚ ТЕХНОЛОГИЯЛАРДЫ ОҚЫТУ ӘДІСТЕМЕСІН ЖЕТІЛДІРУ ТӘЖІРИБЕСІ

Digitalization not only affects the content of education, but also shows the need to improve the organization of the information educational environment. The university's educational programs are accompanied by changes in information technologies, and work is carried out annually to update and supplement them. Along with the use of presentations and video files, which have become familiar in the organization of the information educational environment, video communication should become forms of conducting a modern lesson, including the participation of leading specialists, direct access to databases, planning news broadcasts or forums, using the capabilities of social networks. The article shows that the improvement of the methodology of teaching information technologies is carried out in two directions. The first is updating the content of the discipline. The second is related to the discussion of virtual whiteboards, mental maps, augmented reality or mobile technologies in education and QR codes, as well as methods of using new technologies.

PREPARATION OF THE FUTURE TEACHER FOR THE USE OF INTERNET TECHNOLOGIES IN PRACTICAL ACTIVITIES

The article highlights the main trends in the use of Internet technologies as an innovative direction in modern education, the basis for the formation of the information society, its globalization and informatization, which led to new requirements for professional activity and training of future specialists. The article substantiates the need for Internet resources and outlines the basic conditions for their use in practice; strengthening of the intellectual capabilities of education seekers in the information society, as well as individualization and improvement of the quality of education; organization of distance education; automation of the system of control and assessment of knowledge of education seekers; management of large volumes of information; formation of information competence of applicants; saving money and time, increasing the level of interest in training and professional growth of specialists. The solution of the set goal became possible with the help of such methods as observation, analysis of scientific sources on the raised problem, which made it possible to clarify the essence of the concept of “Internet technologies” and methods of compiling tasks with their help and solving them. The specifics of the use of Internet technologies, principles and means are characterized. Their effectiveness has been established: the use of Internet web resources provides access to a wide range of achievements of world science and research and development.The aim of the work was the theoretical substantiation of the peculiarities of training future specialists for professional activities by means of Internet technologies.It has been proven that the use of Internet technologies allows to positively influence the formation of the future specialist's personality, contributes to his information enrichment, development, ability to think critically, orient himself in the modern world. The main results of the work testify to the need to intensify approaches to the organization of the work of specialists with Internet technologies. In addition, the results of the work are drawing the attention of the community to the justification of the features of Internet technologies, which are determined by effective innovation in education, an effective means of training future specialists for professional activities.
 Keywords: information; Internet technologies; information educational environment; Internet environment; professional growth; Internet resources; students of higher education; specialists.

Specificity of Organizational and Methodological Ensuring the Learning Process in the Information and Educational Environment

The article identifies the main trends characterizing the modern educational space; analyzed the content characteristics of the informational educational environment as a pedagogical system that combines informational educational resources, computer learning tools, educational process management tools, pedagogical techniques, methods and technologies. Based on the analysis of the scientific works of leading scientists, the main characteristics of the informational educational environment (variability, contextuality, polyfunctionality, adaptability) are determined, and their explanation is given; the functions of the informational educational environment are determined and the structure is substantiated. It has been proven that the information and educational environment consists of the goals and tasks of the organization of the project process, as well as the program-methodical (normative support for the functioning of the educational system), information-knowledge (a set of competencies), communication (interaction of the subjects of the educational process), technological ( modern teaching aids) components. The specifics of the use of advanced educational technologies in the information and educational environment are clarified. The conclusion that the information and educational environment of higher education institutions in modern conditions solves the following tasks is substantiated: improving the quality of education and the level of professional competence formation; ensuring the availability of educational services; lifelong learning; preparing students for the use of information technologies in an open digital society; increasing the efficiency of the education system in general.

Computer-oriented management of students' educational activity in informatics practicum

The paper explores various types of managing students’ educational activity, focusing on the educational discipline “Practicum of problem solving in informatics” for third-year students aspiring to become informatics teachers. The study aims to realize pedagogical conditions for computer-oriented management of students’ educational activity. The courseware design revolves around a progressive shift from direct management to self-management, with co-management and subsidiary management as intermediate stages. The information and communication educational environment is built on the Moodle learning management system, with the Workshop elements playing a central role in managing students’ educational activity. The suggested approach has been evaluated through pedagogical observation and assessment, demonstrating its efficiency. Furthermore, the study highlights students’ lack of competency in time planning and introspection based on experimental data.

Diagnostics of the results of mastering competencies in the information environment for teaching IT students

Purpose of research. Diagnostics of learning results presented in a competency-based format is currently a necessary part of the educational process of universities. The purpose of the research is to develop and implement a convenient and technological way to diagnose the results of mastering competencies by IT students in the information learning environment. One of the most popular distance learning systems in Russian universities, Moodle, supplemented with proprietary software and third-party resources, is used as the implementation environment. The article presents the results of modeling and implementation of the proposed method for diagnosing the results of mastering the competencies of IT students. Methods and materials. The authors propose an infological model of the process of preparing a bank of diagnostic tasks in a competence format. The necessity of decomposition of competence indicators into disciplinary components, the achievement of which can be diagnosed by known means of pedagogical measurements, is substantiated. The method of implementing the decomposition of competencies in the Moodle system using the Competence Framework, and the technology of preparing diagnostic tasks based on the principle of uniform coverage of all competence indicators by tasks are presented. A step-by-step algorithm for adjusting the bank of tasks is proposed. The algorithm is based on the analysis of the statistical characteristics of the results of completing tasks by students. A method for automatically tracking the mastering of competencies by students based on the results of performing diagnostic tasks in the Moodle system is described. Results. The article presents an example of the implementation of the proposed method for diagnosing the results of mastering the competencies in the process of training bachelors in the direction “09.03.04 Software engineering”. The following are presented: the result of decomposition of indicators of achievement of one of the decomposition of competencies into disciplinary components. The general professional competencies into disciplinary components, results of the implementation of the proposed method at the Vologda the process of preparing tasks for diagnostics for each disciplinary State University when teaching students of the direction “Software component, disciplinary and interdisciplinary results of diagnosing Engineering” are presented. The results of modeling and implethe mastering of competencies obtained in the Moodle system. mentation of the process of diagnostics of the results of mastering The results of the experiment showed that the implementation of competencies can be adapted to the educational process for various the proposed method in the information educational environment areas of training and forms of education. The continuation of this requires certain time costs at the preparatory stage, but they pay study has good prospects for improving the quality of diagnostic off by improving the quality of diagnostic procedures and the procedures of the competence format and the effectiveness of the convenience of their implementation. educational process as a whole.Conclusion. In the course of the study, a technological method for diagnosing the results of mastering the competencies by ITstudents in the information learning environment was developed,implemented and tested in practice. The method is based on thedecomposition of competencies into disciplinary components. Theresults of the implementation of the proposed method at the VologdaState University when teaching students of the direction “SoftwareEngineering” are presented. The results of modeling and implementation of the process of diagnostics of the results of mastering competencies can be adapted to the educational process for various areas of training and forms of education. The continuation of this study has good prospects for improving the quality of diagnosticprocedures of the competence format and the effectiveness of theeducational process as a whole.

A “PICTURE OF THE WORLD” AS A BASIC CONCEPT OF PSYCHOLOGICAL SECURITY OF A EDUCATIONAL INFORMATION ENVIRONMENT

The article deals with the issues of attributing models of the educational information environment of distance education based on the “picture of the world” concept. It is noted that the fundamental point of the distance type of education is the ability of students to form their own personal educational information environment. At this stage of understanding the problem of psychological security, issues of personal security in interaction with an educational information environment and the use of distance education in general can be considered only as special cases of the general classification of types of security, where two of its backbone types are generic: physical and psychological ones. The main emphasis in the development of an educational information environment and distance education in general should be done on the study and creation of preventive methodological and instrumental means of ensuring safety in education, where the basic categories should be the concepts of forming a “picture of the world”, integrity of the worldview, based on the development of the moral and psychological world of participants in the interaction of the educational information environment.

Speech Genre of Reminder and Discursive Conditioning of its Features in Virtual Pedagogical Discourse

The study examines the genre-defining features of the speech genre “reminder” in virtual pedagogical discourse. The relevance of the research is determined by its inclusion in the problems of modern discourse studies (the problem of discursive conditioning of the genre) and virtual pedagogy (the involving of computer technologies as a means and platform for learning in the information-educational environment). Based on T. V. Shmeleva’s genre survey, the genre features of the speech act “reminder” are described, taking into account their determination by communicative-pragmatic conditions in virtual pedagogical communication. It is established that invariant features of the genre include (1) a communicative goal, which is related to the need to activate the addressee’s existing knowledge, and (2) the presence of language markers — syntactic constructions modeled by verbs remind, remember, and don’t forget. The discursive conditioning of the genre is manifested at the level of its dictum content (the sphere of pedagogical communication united by the semantic field “Teaching”), participants in communication (status-oriented roles of communication participants), and those substantial characteristics that are determined by the electronic information carrier (attachment of media files, communication interactivity).

Проблемы поведения личности в информационной образовательной среде

The article analyzes the features of the influence of the information environment on the development of the personality of students, the problems of finding a child in the information space, and also explores the motives and behavioral characteristics of a person in a digital educational environment. The influence of the information educa-tional environment on the development and behavior of the child's personality is con-sidered and the need for children to adapt to the information environment and the formation of the correct model of personality behavior within the digital reality is substantiated.