Classical Teaching Methods Research Articles

A look at biochemistry learning difficulties in the undergraduate level

Learning biochemistry can be a challenge for most university students. They represent a lot of difficulty in studying this module. This is evidenced by numerous failures and a lack of interest in the subject. For them, biochemistry is a dry subject requiring extensive memorization and complex language. They also find it boring. However, biochemistry is a key element in the training of biology students and future teachers of life and earth sciences. It is the basis for understanding the mechanisms of life. It helps students to understand the chemical processes that take place in living beings. The aim of our study is to identify students' difficulties in learning biochemistry, in order to deduce the main causes and factors behind the low proficiency in this subject. For this purpose, we communicated with the undergraduate students at our school using NGT and a questionnaire. Students attribute their difficulties mainly to the complexity of the subject and the large amount of information that must be assimilated in a limited time. In addition, the problem of the language of instruction as well as the lack of tutorials and practical work can represent additional factors hindering the learning process. The lack of basic knowledge and the classical teaching methods can also be considered sources of difficulty. At the end of our study, we were able to elucidate the main factors and obstacles that hinder the learning of biochemistry. The students have suggested some solutions including the adoption of new teaching methods promoting active learning, as well as by diversifying the pedagogical supports used in class and the integration of new communication and information technologies (ICT).

Developing education in environmental health and medicine focusing on neurology: Initiatives in Sweden (the UPRISE model), France, and Turkey

BackgroundThe role of environmental factors in neurological disorders constitutes a topic of increasing importance. Teaching in European universities should expand and update this field gaining future health professionals including adjacent disciplines. AimTo describe recent efforts to create courses that cover crucial interdisciplinary content that we believe should be included in modern education, and to adapt modern pedagogic strategies. MethodsIn collaboration with RISE (Rencontres Internationales Santé Environnement), elective courses focused on Environmental Health and Medicine (EHM) were developed, in France, Sweden, and Turkey. The courses combined classic teaching methods and new pedagogic and digital solutions to create environment-related health awareness and facilitate future interprofessional collaboration in this field. ResultsUPRISE is an innovative elective course introduced in 2020 in Sweden's Uppsala University with the participation of lecturers from several countries and aim to recruit students from different universities. A total of 45, mainly female students (68%), participated in the course. In Strasbourg, France, a novel course on environmental medicine was held in 2019–2023 and examined 90 students, of which more than half were female. Nine graduate nurse students in Turkey attended ten seminar series focused on EHM. Overall, students expressed satisfaction with the courses. ConclusionsThis European project for courses in higher education arising from RISE was met with appreciation and challenges from academic institutions.However, due to considerable efforts to introduce the EHM concept, a unique compulsory course for all medical students in the second year of training started in 2023 in all French medical faculties. In 2023, UPRISE was integrated into ENLIGHT, the European University Network to promote equitable quality of Life, sustainability, and Global engagement through Higher education Transformation.

Cinemeducation to teach patient safety: an experience in medical students

From early in medical school, students need to learn about patient safety, and how to prevent and reduce risks, errors and harm that occur to patients during health care provision. Cinemeducation is a teaching methodology that uses fragments of feature films or TV series in medical education. We hypothesized that cinemeducation could help simplify the comprehension of complex situations for students, aiding in the learning of patient safety and the understanding of human behaviors that impact it. This concept stands as an integral component within a comprehensive medical humanities approach. The study population was the 70 medical students of the second course of a six-year undergraduate program. In a 2-h class, after learning objectives were established, students watched a fragment from TV series The Resident centered on adverse events, and discussed them afterward. To measure learning achievements, we administered a 10-question multiple-choice pre and post-test and a 2-question open-essay post-test. Given the complexity of the concepts related to patient safety, we used a mixed quali-quantitative approach. An exploratory descriptive and content analysis was performed. Sixty-eight students participated and completed the questionnaires. Despite high pre-intervention scores, post-intervention scores improved (mean difference 0.779, 95% CI: 0.475–1.083, p < 0.001). The open-essay questions provided more information about the learning points, mostly related to the understanding of system error and preventive measures against adverse events. Classical teaching methods may be insufficient for learning how to deal with complex situations in hospital contexts. Our results show that cinemeducation may significantly improve learning on patient safety. Cinemeducation methodology can be effective in teaching some complex concepts in medical education. The integration of cinemeducation within medical education, through the lens of medical humanities, offers a dynamic approach to teaching patient safety. By using cinematic narratives to explore intricate medical scenarios, students engage with real-world complexities and the influence of human factor, enhancing their understanding.

Applicability Of Actor's Art Methods In Online And Reality – Three Sisters, A.P. Chekhov

The Actor's Art techniques derived from the methods of the great pedagogues Stanislavsky, M. Chekhov, Viola Spolin were incorporated into the new pedagogical paradigm: digital theater training. The covid pandemic took the entire university environment by surprise, and the acting teachers faced a unique situation in the history of theater pedagogy. În the current situation, exams from "Three Sisters" by Chekhov were practiced, both in digital format, through Zoom platform, but also physically, in the classroom. The metaphor of the text, the metaphor of personal creative freedom existed even in these online conditions. The article presents differences and similarities in teaching the Actor's Art technique in the two situations, the adaptation of classical teaching methods to the digital situation and the evolution of students. This research took place in 2021 at Pitesti University.

LMS 성찰 글쓰기를 활용한 ‘뉴스포츠 실기 및 지도법’ 전공수업에 참여한 직전 교사의 경험과 시사점 탐색

Objectives The purpose of this study was to explore the experiences of pre-service teachers who took the ‘new sports practical skills and teaching method’ using LMS reflection writing at universities.&#x0D; Methods For 15 weeks from March 2 to June 8, 2023, the reflective essays written by elementary school preparatory teachers who participated in the New Sports Practical Skills and Teaching Methods class using reflective writing for 2 hours a week and the data collected through one in-depth interview were inductively categorically analyzed.&#x0D; Results The experience of the primary pre-service teacher who participated in the new sports practical skills and teaching method class is as follows. First, elementary pre-service teachers with low motor skills were able to discover the charm of new sports as they participated in new sports with less pressure. Second, primary pre-service teachers have acquired the intrinsic and extrinsic value of new sports. Third, the pre-service teachers were able to expand their practical knowledge of new sports as well as their understanding of teaching methods in the course of class demonstration exercises, thereby increasing their perspective on lesson design and management. Fourth, it broke away from school physical education, which was limited to modern sports, and laid the foundation for the operation of various physical education classes. Fifth, through reflective writing, primary pre-service teachers were able to improve their expertise as a future teacher by repeatedly having active and subjective reflections on the process of class participation.&#x0D; Conclusions Because the new sports practice and teaching method using LMS reflective writing provides meaningful experience to prospective elementary school teachers, it is desirable for it to be operated in the physical education department curriculum of immediate teacher education institutions.&#x0D;

PRACTICAL METHODS OF ORAL AND WRITTEN SPEECH DEVELOPMENT IN THE PHILOLOGICAL FIELD

This article is an overview of the practical methods used for the development of oral and written speech of students in the philological field of study. The focus is on effective strategies and techniques that help students develop the skills of argumentation, text analysis, critical thinking and literary analysis. Both classical and innovative teaching methods are considered, such as role-playing games, discussions, analysis of literary works using modern technologies. The author also discusses the importance of an individualized approach to the development of speech skills, taking into account the characteristics of each student and his needs. This article is a valuable resource for philology teachers, as well as for anyone interested in developing communication skills of a scientific and literary nature.

Educational model to strengthen research skills in primary level students

Scientific research skills are essential for all professions, yet they are not usually directly linked to school curricula. In this work, we have developed an educational model focused on the development of skills for scientific research to promote the culture of research in primary school children. For this, two work groups were formed: experimental and control. The classic teaching methods in Science and Technology were evaluated and contrasted with an innovative model based on scientific inquiry, observing that both are efficient. However, only the inquiry method offers meaningful and lasting learning, in addition to providing a socio-emotional impact on students.

Exploring the Content and Methods of Classical Dance Teaching in the Context of Multicultural Integration

Abstract This paper addresses the teaching development of classical dance and proposes the use of modern teaching technology to assist the teaching of classical dance. It integrates the creative stimulation of classical dance teaching with the concept of multi-cloud culture and proposes the hypothesis of optimizing the teaching effect of classical dance with the concept of multi-culture. Utilizing the online teaching platform for retrieval of multiple dance resources, the RANKBOOST algorithm is applied to accelerate the retrieval time of dance resources. The dance resources are pre-processed with dance posture data converted into BVH file form, human posture features are calculated, 3D-SIFT technology is applied to extract the human posture features of dance movements, and similarity calculation is performed to obtain dance movement recognition and dance posture analysis. Test the performance of an online teaching platform and analyze the parameter values of the RANKBOOST algorithm. Design the overall framework of the classical dance teaching experiment, subdividing the teaching purpose, teaching content, teaching time, etc., and statistically compare the results of the teaching experiment. The classical dance online teaching platform is able to load students’ learning tasks when the concurrency reaches the maximum value. Through comparative analysis, it can be seen that the classical dance teaching (online dance analysis) method proposed in this paper based on the concept of multiculturalism can significantly improve students’ classical dance assessment results and effectively achieve the teaching objectives.

Effectiveness of simulation-based cesarean section education on improving non-physician clinician midwife’s competency in performing cesarean section in Ethiopia: a quasi-experimental study

BackgroundSimulation-based education enhances fundamental and clinical knowledge, procedural abilities, teamwork, and communication skills, as well as quality of care and patient safety. Due to excessive clinical loads and a lack of physicians, even classic teaching methods like bedside instruction are constrained in low-income settings. Thus, this study aimed to ascertain if simulation-based cesarean section education successfully raises non-physician clinician midwives’ competency in Ethiopia.MethodsA quasi-experimental study design triangulated with a qualitative design was implemented. Sixty Masters Clinical Midwifery students (29 intervention and 31 control) were taken in 5 universities. Three questionnaires (knowledge, confidence levels, and skills) were used. Qualitative data was also collected from 14 participants. The data were analyzed using SPSS version 25. Descriptive and inferential analyses were conducted. P < 0.05 was used for statistical significance. A difference-in-difference with a 95% confidence level was employed to control the potential confounders for knowledge and self-confidence. Multiple linear regression was fitted to identify the independent effect of simulation-based education interventions while controlling for other variables. Thematic analysis was performed using MAXQDA 2020.ResultThe age of the respondents varies from 24 to 34 years, with the control group’s mean age being 28.8 (± 2.3) years and the intervention group’s mean age being 27.2 (± 2.01) years. The intervention and control groups’ pre-intervention and post-intervention knowledge scores showed a statistically significant difference. There was a substantial increase in self-confidence mean scores in both the intervention and control groups and between the pre-intervention and post-intervention periods in both the intervention and control groups. Furthermore, there was a substantial improvement in cesarean section skills in the intervention group as compared to the control group (59.6 (3.3) vs. 51.5 (4.8). The qualitative findings supported these.ConclusionsThe study showed that simulation-based education improved students’ procedural knowledge, self-confidence, and skills. As a result, professional care teams can create simulation-based teaching packages to help students prepare for their residency.

&lt;한국어교육실습 전 단계&gt;에서 이루어진 모의수업 경험에 대한 인식 조사

This study attempted to seek measures for improving mock classes by empirically exploring how Chinese graduate students who completed “Korean Practicum” perceive the mock class of “Korean Pre-Practicum” and “Korean Practicum” experience. Based on the research, As for the PCK of pre-service teachers, the ‘class teaching method,’ ‘Korean language knowledge,’ and ‘ability to use Korean language’ were improved through the mock class experience. During “Korean Practicum,” components of the PCK of teachers, namely subject matter knowledge, pedagogical knowledge, and situational knowledge, were enhanced evenly. and students showed high satisfaction with the two classes while feeling difficulties with the teaching plan and mock class. In particular, measures for improving mock classes were presented based on the self-evaluation process involving the analysis of the guidebook for teachers and reflective introspection in the mock class and based on the grammar teaching plan for beginner, intermediate, and advanced levels and instant feedback in “Korean Practicum.”

Gamification as a New Educational Technology in Modern Higher Education

The relevance of the research is due to the need to improve the educational process in higher education. Edu-cational technologies should be aimed at increasing the motivation of students to acquire knowledge. The existing teaching methods are gradually losing their effectiveness due to changes in the moral, economic, and social compo-nents of the modern world. The trend of recent years is digitalization, affecting all spheres of society, so educational technologies must meet changing conditions.The purpose of the research is to identify the positive and negative features of gamification as an educational technique in modern higher education.The objectives of the research: to define the concept of "gamification" and to identify its differences from the concept of "game"; to consider the components of gamification as an educational technique; to identify the motiva-tional role of gaming technologies in the educational process; to consider possible ways to increase students' motiva-tion during educational activities; to analyze the shortcomings of the introduction of gaming technologies in the edu-cational process.Methodology. The methodological basis of the research is the method of dialectical scientific cognition; a sys-tematic approach to the problem under consideration, the historical method, the analytical method, etc. Results. In the course of the research, various approaches to the concept of "gamification" were identified and systematized. The authors identified the positive and negative features of the introduction of gaming technologies into the educational process, and also considered the motivational component of the modern student's education.Conclusion. Gaming technologies are rarely used in education, as many teachers underestimate their poten-tial. In addition, their introduction into the educational process requires the teacher to make efforts, including creative ones. Such technologies make it possible to involve more students in the educational process by increasing interest in something new and different from the classical teaching methods. Of course, the use of gaming technologies in the educational process has a number of disadvantages that can be offset by a successful combination of innovative and classical teaching methods.

Key Competences of Students of Professional Subjects Using Activating Methods

Nowadays, it is necessary to use not only classic teaching methods be used in the teaching process but also non-traditional methods that can activate students to work independently and to find appropriate solutions to problems. At secondary vocational schools, the basis of students' education is teaching vocational subjects. Graduates of secondary vocational schools are expected not only to have professional knowledge but also the ability to communicate, solve problems independently, work in a team, and orient themselves in information. Therefore, teachers should include as many teaching methods as possible in teaching professional subjects, which will enable students to develop and improve key competencies. Our goal is to describe examples of several specific activating teaching methods that can be applied to teaching various vocational subjects.

Practical Theology and Social Just Pedagogies as Decoloniality Space

Higher education institutions in South Africa are still dominated by colonial traditions, course content, staff with colonial privileges and attachments, and discriminatory structures and systems. Practical theology and theologians are no exception. This article seeks to investigate the correlations between social just pedagogies and social justice. Social just pedagogies consider the role of the students, lecturers, and non-human phenomena as contributing to epistemology and agency formation. Normative pedagogies remain important criteria for knowledge production and graduate attributes within the South African higher education landscape. Within practical theology, the pedagogies that are used to form students and impart knowledge are still dominated by classical teaching methods that are power-centred and biased towards the privileged. The aim of this article is thus not to replace the normative pedagogies but to challenge the normativity and essentialism that has characterised colonial, race-related, and top-down knowledge production. I will introduce a social just pedagogy of teaching practical theology that critically engages and challenges the privileged normative position of classical practical theology. A social just pedagogy will bring the centre of learning and teaching into the structure of the lecture room, a participatory method of knowledge production, students, and the lecturers. The hierarchical structure of the South African university system will be engaged with as an instrument of traditional classical knowledge production systems. Teaching practical theology through social just pedagogies will also contribute to social justice within democratic South Africa. The question that I will address is how teaching practical theology at higher education institutions can contribute to the agency of social justice in South Africa.

Can elderly individuals perform partial weight bearing on their lower limbs? A prospective cohort study using ambulatory real-time biofeedback

BackgroundPartial weight bearing in an orthosis and with forearm crutches is a widespread and well-accepted therapeutic principle after an injury of the lower extremity during early rehabilitation. Complying may be challenging to do under these circumstances, especially for elderly people. This study compares the spatiotemporal parameters and peak loads performed by a group of older participants before and after activating real-time biofeedback (BF) to determine whether they benefit from a biofeedback.MethodsTwenty-four healthy subjects between 61 and 80 years learned how to walk using forearm crutches in a lower leg orthosis while performing a weight of 20 kg using a bathroom scale with the aim of loading in a zone between 15 and 30 kg. After that, they completed a course that was on level ground (50 m) and another course on stairs (11 steps). They did a walk without BF first, and then with BF. Each step was given a maximum load, which was determined and statistically checked. In addition, spatiotemporal parameters were collected.ResultsThe classical teaching method with a bathroom scale was ineffective. Only 32.3% of the loads could be adequately carried by a person on level ground in the 15–30 kg target zone. On the stairs, it was 48.2% and 34.3%, respectively. Thus, on level ground, 52.7% of loads exceeded 30 kg. Downstairs it was 46.4%, and upstairs it was 41.6%. Subjects clearly benefit from activated biofeedback. Biofeedback significantly reduced missteps > 30 kg in every course. The loads decreased significantly to 25.0% on level ground, to 23.0% upstairs, and to 24.4% downstairs. At the same time, speed and stride length decreased per course while total time increased.ConclusionPartial weight bearing is more complex and difficult for the elderly. These study results may help better understand 3-point gait in older adults in an outpatient setting. When partial weight bearing is recommended, special follow-up attention must be given for this group. Age-based therapy strategies can be developed and monitored with the assistance of ambulatory biofeedback devices.Trial registration Retrospectively registered, https://www.drks.de/DRKS00031136.

THE USE OF VIRTUAL REALITY TECHNOLOGIES IN EDUCATION

Background. This article presents the results of a study of the impact of virtual reality on modern education. The comparison of traditional education and education using virtual reality is carried out.&#x0D; Materials and methods. Methods of system analysis, data analysis, comparison, systems theory were used.&#x0D; Results. The importance of virtual reality in education is revealed, which allows expanding the possibilities of remote interaction between people. The possibility of using virtual reality in an educational environment in order to improve the quality of assimilation of educational material, visualization of educational material is shown.&#x0D; Conclusion. The article examines the role of virtual reality in modern education. It has been established that the material learned through the VR simulator is much more effective in contrast to classical teaching methods.

Cavernous Malformations: What They Have Taught Us.

Cavernous Malformations: What They Have Taught Us.

The Challenges of Teaching Environmental Law – Short Analysis

Environmental law, in the current context of society's evolution, is a highly topical discipline. The study of this discipline is not easy, being made difficult by the great diversity of environmental protection fields and implicitly the legislation. Also, the teaching of this discipline is challenging, requiring the adaptation of classic teaching methods but also the finding of new tools. The present paper, starting from the presentation of some technical aspects of the discipline that produce barriers in the teaching-learning process, presents the author's experience in using (i) the project, as a personalized teaching method and (ii) complementary online information resources.

Metodological aspects of clinical hemostasiology teaching for internal medicine residents

Modern teaching to young physicians has become increasingly limited because of rising clinical workload, due to the epidemiological situation, new requirements for medical documentation, the lack of a clear timetable of working hours and other educational features. Additionally, today’s residents expect that the training sessions will provide focused content integrated into their clinical workflow. One of the classical teaching methods that is ideally suited to meet these needs is a focused thematic training session, usually conducted with the help of simple but accessible visual aids and extensive audience participation. However, most listeners will benefit from structured content and guidance on the delivery of this content, also known as a learning scenario. A good learning scenario resident’s misconception, highlights a certain number of learning moments, uses strategies to engage students and provides a cognitive basis for teaching a topic that the teacher can improve over time. The proposed pedagogical concept of teaching sections of clinical hemostasiology for residents in the specialty "Therapy" orients the professional and cognitive interest of a young specialist against the background of constantly updated new knowledge in this field with the integration of scenarios of the content of training into clinical practice.

ВИКОРИСТАННЯ ІНФОРМАЦІЙНИХ ТЕХНОЛОГІЙ У ПРОФІЛЬНІЙ ПІДГОТОВЦІ СТУДЕНТІВ ІНЖЕНЕРНО-ПЕДАГОГІЧНИХ СПЕЦІАЛЬНОСТЕЙ

The article deals with the problem of using information technologies in the process of specialized training of students of engineering and pedagogical specialties. The aim of the article is to reveal the essence and peculiarities of the use of information technology in the training of future vocational teachers; to identify the problems of classical teaching methods and to find ways to solve them through the use of information technology. A set of research methods was used, namely: content analysis, generalization and specification of the provisions of the Standards of Higher and Vocational Education of Ukraine, educational programs and curricula, designing the content and structure of an e-learning course, substantiation of the conditions for using e-learning courses in the process of specialized training of students. Results of the study. The Standard of Higher Education of Ukraine, specialty 015 Vocational Education (by specialization), first (bachelor) level, was analyzed. The existing curricula for the training of vocational teachers of transport profile were examined for their compliance with the requirements of educational standards. It has been determined that the normative part of the curriculum includes cycles of general and professional training which contain blocks of fundamental, psychological, pedagogical and methodological, scientific and subject, and practical training. It has been found out that the courses that form the special competencies of vocational teachers of transport profile belong to the block of scientific and subject training. The courses that form the special competencies of transport vocational teachers are highlighted, namely: vehicles and their maintenance, transport logistics, electrical and information-computer systems in transport, traffic rules, operation and repair of transport machine engines, interchangeability, standardization and technical measurements, and technical mechanics. Traditional approaches to the study of these courses are investigated in order to identify the main shortcomings. It has been stated that the traditional methodology of conducting classes involves significant time spent on note-taking of educational material, which can be mastered with greater efficiency using information and communication tools. Ways to eliminate the shortcomings of traditional approaches to the study of specialized courses are proposed, one of which is the development and implementation of e-courses on the Moodle platform, since this platform allows combining different formats of information, makes it possible to timely update the educational material in accordance with the pace of development of the transport industry, as well as it is easy to use and supported by most modern Smart devices. The structural and functional components of the e-learning course are defined including an information and organizational component; a training component; an information and reference component; and a practical component. The requirements for creating and implementing e-learning courses in the educational process are generalized. An e-learning course on the Moodle platform in the Transport Logistics course has been developed. It consists of information and methodological, training, control and evaluation, and reference blocks. A description of the content of these structural blocks is presented. Prospects for further research are identified; these are development of methods for using e-learning courses in specialized subjects in a mixed form of education under martial law.

DIGITAL TRANSFORMATION OF THE EDUCATION SECTOR

Giorgi Abashidze&#x0D; Batumi Shota Rustaveli State University&#x0D; Georgia&#x0D; https://orcid.org/0000-0002-3233-6890&#x0D; &#x0D; “This work was supported by Shota Rustaveli National Foundation of Georgia (SRNSFG) [grant number MR-21-224]”&#x0D; &#x0D; Purpose: Nowadays, our daily lives are unimaginable without digital technologies. We may confidently state that all processes around us have been digitized to some extent. Adapting to digital changes has become essential for any country in any sector. In a digital environment, it is critically important to have an education system that can respond to modern digital challenges. At the same time, it is important not only the digital transformation of the education system but also compatibility with the requirements of the modern digital labor market, which implies the formation of human capital with appropriate digital skills (future skills). Having digital competence and skills has become essential in all fields and we can say that it is as basic and important as reading, writing and arithmetic skills. Digital technologies have significantly changed the education sector over the past ten years, giving rise to the new concept of "digital education". The digital education is the creative use of digital tools and technology during teaching and learning. It is also known as technology-enhanced Learning (TEL) or E-learning. The pandemic, for its part, has accelerated this process and placed new demands on the education system and labor market. As a result, it is critical to evaluate the current stage of digitalization in the education system as well as the issues that the modern digital job market poses. The purpose of this paper is to assess the educational sector's digital transformation and analyze the problems and challenges it faces.&#x0D; &#x0D; Methodology / approach: In the research process, statistical data collection, grouping, analysis, and synthesis methods are used. Relevant literature is discussed, and significant aspects are presented.&#x0D; &#x0D; Results: Based on the research, we can say that today it is impossible to provide the labor market with human resources with the necessary skills and knowledge using classical teaching and learning methods. In the next 5 years, we will face a shortage of skilled labor that cannot be replaced by robots and automation. By 2025, according to the World Economic Forum, approximately 85 million jobs in the EU countries will be transferred from humans to robots, while at the same time, 97 million new jobs will be created that require active human involvement (World Economic Forum, 2020). Automation and robotics, as we can see, isn’t the wat to solve this problem. As we can see they worsen the problem and increasing the demand for skilled workers. As a result, the workforce is faced with the problem of providing training to adapt to a quickly changing digital world. This puts pressure on the educational system, which must be modified and adapted to meet the needs of the modern economy. It is vital to promote communication between the private and public sectors in order to improve education and meet the needs of the digital economy.&#x0D; &#x0D; Originality / scientific novelty: It should be noted that the direction of the digital economy and digital education is a novelty in a number of developing countries, while important steps are already being taken in developed countries. This, in turn, leads to digital inequality, which further aggravates the problem posed in the study. Accordingly, the presented research is a novelty and offers the possibility of digital education to solve one of the important problems in human resources management. The study offers ways and means of digital transformation of education, presents the experience of leading countries in this direction. Also, the process of the digital transformation of the modern labor market is discussed in detail, and statistical analysis is presented, which once again convinces us of the need to take effective steps. It should be noted that the literature in this direction is scarce; therefore, the paper will serve as a kind of introduction, which will contribute to the initiation of detailed studies according to individual directions of digital education.&#x0D; &#x0D; Practical value / implications: Topics presented in the paper allow us to understand the essence of digital transformation, which is one of the most important processes in the modern world. It gives us a clear idea of the problems and challenges in this direction. Also, the conclusions and recommendations presented within the work are a good tool for the planning of state policy in the direction of digital education and in the process of digitalizing higher educational institutions.&#x0D; &#x0D; Key words: Digital Education; Digital Economy; Technology Enhanced Learning; Skill gap.