University Training Programs Research Articles

Towards Integrating Emotional Intelligence in the Interpreter’s Toolkit: Emotions’ Management Training of Translation Graduate Students in KSA

Emotional Intelligence (henceforth, EI) is a critical but often an overlooked component in interpreter training, particularly in the context of Saudi Arabia (KSA) training curricula. This paper examines the integration of EI into the training toolkit for interpreters in KSA, focusing on the recognition and management of emotions. This study, conducted in a Saudi University, investigates the crucial role of EI in interpreter training. A mixed-method approach employing the EQ-i self-assessment, a self-developed questionnaire, and interviews with graduate interpreting students and trainers reveals a gap between the recognition of EI's importance and its actual integration into training programs. While the EQ-i data suggests a baseline level of EI in participants, current programs prioritize language proficiency over EI development. This disconnect necessitates a paradigm shift – a move towards an integrated training model that emphasizes both linguistic skills and crucial interpersonal skills like empathy, cultural competence, and stress management, all key aspects of EI. The study recommends faculty training on EI principles and integration methods, curriculum development with experiential learning activities, and collaboration with EI experts. The paper puts focus on the necessity for interpreter training programs in KSA universities in order to equip future interpreters with the comprehensive skill set to excel in their emotionally complex profession. Further research is necessary to explore culturally appropriate EI assessment tools and the long-term impact of such training on interpreter performance and career development.

Problems of Staff Training to Ensure State Technology Sovereignty

Based on a comparison of the guidelines in the Strategies for Technological Development of the Country from 2016 to 2024, a contradiction has been formed in the basic attitudes towards the personnel training system. The authors aim is to present a sociological analysis of the current situation and the existing opportunities for implementing the task of ensuring the technological sovereignty of the country with qualified personnel. The theoretical and methodological basis of the study is built on an appeal to classical works representing society: as a system of T. Parsons, E. Giddens, self-organizing system of N. Luhmann; works covering the issues of the influence of scientific and technological potential on the level of competitiveness; state programs and regulatory documents, as well as statistical and analytical materials. Results. Generalization of data on training programs in secondary vocational education, as well as implemented federal programs for its support allowed us to conclude that at the moment the situation is characterized by a gradual improvement, but the number of graduates is insufficient for the growing needs of production. The reasons are both poor training in natural cycle disciplines in schools and, accordingly, a shortage of teaching staff to solve this problem, and the consequences of the demographic pit of the 90s, which led to a reduction in potential students. The authors believe that the solution to the problem of providing qualified personnel is not so much in the constant increase in the number of graduates, but in the revision of both their training programs and the technologies of the production itself in order to replace the stages of operations that can be performed by unskilled specialists with technological developments based on artificial intelligence. The implementation of an integrated approach should be ensured by revising the training programs in universities and institutes, as well as attracting talented developers to the problem of improving production.

Exploring User-Centered Evaluation in a Tertiary-Level, Audio-Describer Training Program

Introduction: Audio description (AD) should satisfy the needs of people who are visually impaired; however, quality assessment in university training programs has rarely been based on feedback provided by AD users. Aiming to help students truly understand the needs of people who are visually impaired and their criteria for AD, this study adopted user-centered evaluation in an AD training program offered by a university in Hong Kong. Method: Three evaluators with visual impairment, representing the views of AD users, were invited to evaluate 29 students’ film clips that included AD and discuss their evaluation criteria. Eleven students participated in focus-group interviews and were asked to comment on AD products and discuss their own evaluation criteria. The evaluation criteria of the two groups were compared qualitatively and quantitatively with the aid of the software NVivo. Results: The results showed discrepancies between the users’ and the trainees’ criteria as well as differences in their focuses when evaluating the AD products. The users’ criteria were more numerous; however, certain criteria were perceived exclusively by the trainees. Discussion: Without sufficient knowledge of users’ needs, AD trainees are inclined to provide redundant information (e.g., easily identifiable film sounds and speaker information) while neglecting some aspects of AD (e.g., the prudent use of pronouns and literary expressions), which are deemed important by the users. Implications for Practitioners: The results prompted AD instructors to integrate user feedback into AD training to improve students’ understanding of how to produce AD that better meets its users’ needs.

Practice as Research through Inquiry-Based Learning: A Pedagogical Intervention with Music Students in Higher Education

This paper presents the results of a Participatory Action Research, whose main objective was to validate a pedagogical intervention characterized by adopting an inquiry-based learning methodology (IBL), and the paradigm of Practice as Research focused on musical performativity. This intervention sought to foster autonomy, the relationship between theory and practice, and the development of critical reflexive skills in professional music students. The co-participants (12 students in the first cycle and 9 in the second) belonged to university training programs in vocal and instrumental interpretation, composition, and music pedagogy at different levels. In the intervention cycles, students were able to organize themselves collaboratively to achieve the learning objectives and research products designed in the intervention. During the process, they redefined research as a tool for professional development in their discipline. This empowered the participants, as they became aware that they themselves could build knowledge in their field. The intervention was validated, and the results highlight the potential of inquiry activities focused on musical performativity and Practice as Research in the context of higher music education, playing an integrating role in the construction of knowledge by and for practitioners.

Interprofessional education on autism and intellectual disabilities: Program description and initial evaluation.

Project INTERprofessional Autism Collaborative Training (INTERACT) is an interprofessional education program designed to prepare graduate students in psychology, special education, and speech-language pathology to work with autistic children with moderate to severe intellectual disabilities. The rising prevalence of autism, coupled with increased appreciation for interprofessional approaches to service delivery, indicates the need for university training programs to prepare graduate students to work interprofessionally with this population; yet descriptions of such programs and their effectiveness are not reported in the literature. In this article, we explain the process through which an interprofessional faculty team developed Project INTERACT, describe the sequence of coursework and team-based clinical experiences that comprise the program, and present preliminary data regarding its effectiveness. Twenty-four graduate students in psychology, special education, and speech-language pathology participated in this quantitative study. We report results from three rating scales that participants completed at program entry, midpoint, and program exit. Participants endorsed positive attitudes toward interprofessional practice and demonstrated high levels of knowledge about autism. Self-rated knowledge and abilities in interprofessional practice increased significantly by program exit. Project INTERACT scholars developed knowledge and skills related to understanding, assessing, and treating autistic children with intellectual disabilities, through the lens of team-based interprofessional collaboration. We discuss implications for practice with Project INTERACT. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Awareness and knowledge of dementia and its communication disorders amongst Brazilian speech and language therapists.

Speech and language therapists (SLTs) play an important role in assessing and rehabilitating communication disorders in people with dementia, but there is evidence to suggest that they do not receive appropriate training to provide management and support during their training. To investigate the level of awareness and knowledge that practising SLTs from Brazil have about dementia and their role in the care of dementia through an online survey. An online survey tool was developed to collect information from practising Brazilian SLTs regarding their knowledge about dementia, awareness about their role in the care of people with dementia, and opinions on how SLTs may be better prepared to work in the dementia field. The survey was disseminated via social media, websites, and e-mail lists of researchers and stakeholders. A total of 227 SLTs completed the survey. Participants showed good knowledge of dementia in general, while their answers were less accurate on primary progressive aphasia. Regarding the awareness by SLTs of their role in the care of people with dementia, most agreed or strongly agreed that SLTs could help people in the diagnosis, treatment and prevention of dementia (> 80%). However, fewer participants agreed or strongly agreed that they felt confident in contributing to the treatment and diagnosis process of dementia (about 50%). To improve the training of SLTs in Brazil, most participants believed that it would be necessary to improve the teaching of dementia at the undergraduate speech and language therapy curriculum level and to develop recommendations or guidelines about speech and language therapy practice in dementia. The results of this survey point to a need for improvement in the knowledge and confidence of Brazilian SLTs about dementia. To reach this goal, targeted training courses and applied practice opportunities should be embedded within university curricula and training programmes. What is already known on the subject Many studies confirm the importance of speech and language therapy in the non-pharmacological treatment of people with dementia. However, other evidence suggests to a possible lack of training for Brazilian SLTs, especially in the curriculum of undergraduate courses. What this paper adds to existing knowledge This study reveals that Brazilian SLTs have substantial knowledge of dementia and recognize the significance of their role in treating people with dementia. However, a minority expressed confidence in their ability to assess and treat people with dementia. What are the potential or actual clinical implications of this work? The findings of this research demonstrate that Brazilian SLTs have good knowledge of dementia and endorse their professional role in dementia care; however, they lack confidence in their own skills and expertise in diagnostic assessment and treatment of dementia. Interventions aimed at boosting the SLT's confidence level could lead to improved patients outcomes and overall quality of care within clinical settings.

Рефлексия о технике в социальной мифологии В.Ф. Одоевского: финал романтического механицизма

The article is devoted to the origins of reflection on technology in Russian philosophy and literature from the 19th and 20th centuries. Our focus is on the technical developments and the phenomenon of technology as it appears in the works of the Russian philosopher Vladimir Odoevsky. The appeal to Odoevsky’s ideas is of particular relevance in today’s context of the formation of technological societies and perspectives. It is with the achievements of mechanics and technology that Odoevsky correlates his hopes for the good development of man and society, he connects the enlightenment and education of young people. At the same time, Odoevsky sees the danger lurking in mechanism and rational knowledge. This danger will be the loss of integrity, decay and devastation that will befall the world that has survived the crisis of culture. Turning to the work of the thinker, we trace the trends in reflection on technology from a philosophical position, as well as in unity with the poetic and musical. The theoretical basis of the study is the opposition of Odoevsky’s technical and poetic as vectors of social development. As a result of the analysis, the author of the article comes to an ambivalent assessment of the role of technology by Odoevsky, contrasting the romanticization of technology with the negative prospects of the “industrial”, “egoistic” century, which are further developed in the domestic and foreign philosophy of technology and anti-utopia of the 20th and 21th centuries. In his futuristic projects, Odoevsky discovers the potential of scientific foresight, embodied in the achievements of modern science and technology. The transition in the assessment of technology from idealism to scientific realism and positivism, reasoning of a social orientation (“Russian Nights”, 1844), the key opposition in Odoevsky’s concept of the romanticization of technology to the negative prospects of technical expansion is further developed in the domestic and foreign philosophy of technology of the 20th and 21th centuries. The modern appeal to reflection on technology in Russian philosophy and literature is due to the expansive introduction of technology into the life of society, the rejection of ethical neutrality and the trend towards autonomy, as well as the demand for the modern educational process, university training programs for both humanitarian and technical orientation.

THE EFFICACY OF PAN AFRICA CHRISTIAN UNIVERSITY TRANSFORMATIVE SUNDAY SCHOOL TEACHER TRAINING PROGRAM ON THE TEACHER’S MORAL AND SOCIAL LIFE

Nearly every civilization has faced a plethora of moral issues since the introduction of contemporary innovations, including violence, drug misuse, nepotism, thievery, corruption, immorality, and sexual abuse. The old institutions that formerly taught social cohesion, morality, and the meaning of life have been eroded and are no longer helpful. This study argues that Sunday school, which Robert Raikes founded in the eighteenth century, remains essential for teaching morality to the next generation. It examines how Pan Africa Christian University's training program aligns with Sunday school teachers’ understanding of contemporary Christianity, at Christ Is The Answer Ministries in Kapsabet, Nandi County. The study employed a convergent parallel mixed-method research design. The target population was 135 participants, including trained teachers, church leaders and parents with children in Sunday school. The study findings indicated a statistically positive and significant relationship between the Transformational Leadership Training Program and Teachers’ moral life at (r=0.519**; p<0.05). The study findings also revealed a statistically significant relationship between the Transformational Leadership Training Program and Teachers’ social lifestyle at (r=0.509**; p<0.05). The study findings confirmed that the said church leaders’ training program effectively equips and trains Sunday school teachers to nurture children holistically.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0087/a.php" alt="Hit counter" /></p>

Construction of a competency evaluation index system for postgraduates of educational technology

PurposeThe purpose of this study is to determine the competency characteristics required for the employment of master’s degree students in educational technology.Design/methodology/approachA combined qualitative and quantitative method was used to consult multiple experts through a modified Delphi method. Competency characteristics were extracted from Chinese recruitment apps, national recruitment websites and university training programs. Ten senior teacher experts who teach educational technology master’s students were consulted through a questionnaire consultation to validate the proposed competency model. The weights of competency characteristics were determined through a combination of the analytic hierarchy process and entropy method.FindingsThe results show that when recruiting educational technology master’s students, more emphasis is placed on operational skills. The majority of companies tend to assess practical abilities rather than theoretical knowledge. Relevant knowledge of educational technology, psychology, computer science and education is considered to be the basic knowledge components of educational technology master’s students, while professional skills are the core skills required for their positions. Therefore, universities need to focus on training, educational technology graduate students in these areas of competence. The study also found that professional qualities (such as physical and mental fitness) and personality traits (interpersonal communication and interaction) receive more attention from companies and are essential competencies for educational technology master’s students.Originality/valueA competence model for educational technology master’s students is proposed, which includes aspects such as knowledge, personal skills/abilities, professional qualities and personality traits. The competence elements included in this model can serve as reference indicators for universities to cultivate the competence of educational technology master’s students, as well as reference points for recruiting units to help them select talents. This represents a new dimension in research related to the employment of educational technology master’s students. The study enriches the research objects and competence dictionary in the field of competence research.

Adaptations to maternal WSD-feeding and metformin use on fetal islets from non-human primate offspring

Given the current increased prevalence of diabetes in pregnancy, the potential relative risks and benefits of oral glycemic agents on the developing offspring should be evaluated and considered. Metformin (Met) is a common oral glycemic agent prescribed in pregnancy that is not metabolized, but is renally excreted and actively transported across the placenta. Thus, the developing fetus is exposed to near equivalent maternal adult doses with subsequent risk of adverse consequences. Using a non-human primate model of maternal overnutrition, our group previously demonstrated that developmental exposure to a Western-style diet (WSD) results in an inappropriate increase in glucose-stimulated insulin secretion and changes in expression of several ion channels involved in insulin secretion in islets from juvenile offspring. Given that maternal overnutrition results in an excess energy supply to the developing fetus while Met inhibits mitochondrial respiration, we hypothesize that maternal WSD-feeding and Met will result in maladaptive beta-cell function in the fetus. Static insulin secretion assays on islets from chow (CD) and WSD +/- Met-exposed offspring show no differences in glucose-stimulated insulin secretion. Nevertheless, islets from a mWSD+Met-exposed fetus showed lower oxygen consumption and extracellular acidification rate relative to mWSD+placebo fetal islets, suggesting that maternal diet influences fetal programming and adaptation to Met in fetal islets. Therefore, we predict that the metabolic response to intrauterine Met exposure differs depending on the maternal diet. Elucidation of the mechanisms mediating adaptations to maternal diet and Met exposure during development may provide insight on interventions to avoid beta-cell failure in the offspring as they age. All nonhuman primate studies were supported in part by the Oregon National Primate Research Center grant P51 OD011092 from the National Institutes of Health/Offce of the Director. D.T.C. was supported by the Vanderbilt University Training Program in Molecular Endocrinology (5T32 DK563-30) and a predoctoral fellowship from the NIH/NIDDK (1F31 DK135164).T.A.D., C.E.M., K.M.A., J.E.F., P.K., and M.G. were supported by NIH/NIDDK Grants R24 DK090964 and R01 DK128187. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

The learning experiences and career development expectations of Chinese nursing master's degree students: A qualitative investigation

AimTo explore the learning experiences and career development expectations of nursing master's degree students. BackgroundWith increasing demands for improved quality of life, there is a growing need for nursing graduate programs in clinical care. However, the existing training programs for nursing master's students in China require improvement. It is essential to analyze students' learning experiences, perceptions of the current status of nursing and expectations of the nursing profession to enhance and develop university training programs. DesignA descriptive qualitative study employing semi-structured interviews. MethodSemi-structured interviews were conducted with 14 nursing master's degree students. The data obtained were analyzed using Colaizzi's seven-step phenomenological analysis method. The study adhered to the consolidated criteria for reporting qualitative research (COREQ). ResultsThree main themes emerged from the analysis—Theme 1: Career expectations, encompassing motivations for pursuing the nursing master's program and career aspirations; Theme 2: Study experiences, including nursing professional ability, nursing management ability, self-awareness ability and moral literacy; Theme 3: Occupational dilemmas, encompassing the current challenges and coping strategies. ConclusionThe learning experiences of nursing master's students in universities are closely linked to their training programs. A disparity exists between students' career expectations and the actual employment landscape for nursing master's degree students.

Entrepreneurial Education of Russian Universities' Students as a Way to Form Agency

The number and variety of entrepreneurship training programs in universities is growing around the world. At the same time, there is no consensus in the research field on what the future entrepreneur should be taught and how to measure the effectiveness of such training. One of the points of view suggests that the result of teaching entrepreneurship at a university should be the formation students' "agency" - the ability to purposefully change the environment through their own entrepreneurial project. However, at this stage, there is no agreement in the scientific and educational community on what indicators can be included in the corresponding construct, so that a reasonable conclusion can be drawn whether agency is formed in the process of entrepreneurial learning. This article attempts to answer this question by conducting interviews with graduates of the leading entrepreneurship education programs that have been implemented both in Russian universities (formal sector, 64 interviews)) and in the informal sector of student education (24 interviews). In this study, students' internal attitudes related to understanding the essence of entrepreneurial activity were studied, and these attitudes were compared with the theoretical construct of agency in its interpretation, presented in a series of earlier works by HSE staff (Sorokin P.S. et al.). In the empirical part of the study, it was confirmed that the internal attitudes of students who have completed entrepreneurial training and successfully implemented their entrepreneurial project do indeed correspond to the theoretical framework of agency. The main contribution of this article is the development of agency indicators in relation to entrepreneurial learning and the justification of their applicability for assessing the results of educational programs.

Prioritizing components of university brands by using the integrated Delphi and AHP methods

Branding is a crucial strategy for universities to gain an advantage over their competitors in the face of increased competition in higher education, especially in admission activities. This study aimed to identify and prioritize the university brand components that influence the attraction of prospective students. In this study, the Delphi method is combined with the analytic hierarchy process (AHP) to identify eight factors, comprising 31 subfactors that constitute the university's brand. These factors and subfactors are then prioritized in attracting prospective students. The data were gathered through four rounds of interviews with experts who were leaders or individuals with extensive experience in communication or enrollment at member universities of Vietnam National University, Hanoi. The research findings indicate that the five factors considered to be the highest priority in attracting potential learners are the university's training program, reputation, human resources, financial policies, and communication activities. Additionally, this study presents the priority rankings of 31 subfactors.

Using Appsheet and Apps Script to Develop Management and Implementation Applications for University Education Programs

A smart university management system is developed in a synchronized manner based on various interconnected modules. Managing and implementing the training program is a rigorous and highly synchronized process of school management. In this article, we introduce the use of Appsheet and Apps Script to build an application for managing the implementation of a university's training program. The result of this research, which effectively supports the university's operations and is expandable, integrates with other applications to form a smart educational ecosystem.

A National Evaluation of Social Justice and Antiracism Within School Psychology Graduate Preparation Programs

As school psychologists, we have an ethical responsibility to engage in social justice and antiracist action. Specifically, graduate education programs have a significant role to play in preparing future school psychologists as social justice change agents. To facilitate effective change, graduate educators must confront potential biases in university training programs and themselves, act in culturally affirming ways, and commit to using psychological science to prepare future school psychologists to engage in advocacy and combat systemic racism within youth-serving systems. The purpose of this study, therefore, was to explore training efforts aimed at promoting social justice, antiracism, and multiculturalism consistent with best practices within school psychology training programs. Additionally, this study aimed to identify how programs and individual faculty members were responding to increasing calls for racial justice and social justice and the impact of the “dual pandemics” of COVID-19 and racism on their training efforts. Finally, the researchers sought to identify facilitators and barriers to training and pedagogy focused on social justice, antiracism, and multicultural issues in graduate psychology training programs. Impact Statement As graduate educators, we must examine the extent to which school psychology graduate preparation programs are using the multicultural, social justice and antiracist practices recommended in the literature. With proper training, school psychologists wield significant power in dismantling structural oppression and praxis in schools and strengthening the adoption and implementation of culturally relevant academic and social-emotional and behavioral supports. However, social justice awareness, knowledge, skills and dispositions need to be explicitly taught and cultivated as areas of competency. Graduate educators and accrediting bodies should focus on improving the quality of preservice training for school psychologists so they may successfully navigate the myriad challenges associated with systemic change and act as effective change agents in bringing about racial and social equity in schools. This study provides a snapshot of graduate training efforts in these areas to help in identifying current practices, needs, strengths and future directions for the field.

К ВОПРОСУ ЦЕННОСТИ ЦИФРОВОЙ ТРАНСФОРМАЦИИ ДЛЯ АГРОПРОДОВОЛЬСТВЕННОГО СЕКТОРА

The study focuses on the value of digital innovations and data exchange technologies for the agri-food sector, which represents the "core" of the agro-industrial complex. The digital transformation of the economic activity of agriculture is reflected in increasing the marginality of business, restraining prices for agricultural products and at the same time maintaining the quality of goods. The main problems of the study cover digital innovation hubs that support the digitalization of the agri-food supply chain. The results of the AgroCode Awards in 2021, which encourages AgroTech entrepreneurs and their projects, organized by the Russian Agricultural Bank, are presented. In the course of the work, attention was drawn to crowdfunding as an important element of financing the agricultural sector, and its importance for agricultural projects. The analysis of the results highlights the need for companies, as well as investors, to carefully analyze crowdfunding options to ensure that they make economic sense, are structured and ideally lead to mutually beneficial investment relationships. The authors present key projects of digital transformation of the agri-food sector, namely, the use of specialized training programs in agricultural universities; the creation of platforms for farmers in the field of crop production and livestock; the creation of digital twins; the creation of digital production in the field of crop production and livestock online; control of the targeted use of budgetary funds and the implementation of control and supervisory activities. There is no universal way of digital transformation, despite the existence of a list of mandatory conditions. Within each specific company and its characteristics, digital transformation can take place in its own way. However, it is important to understand that thanks to digital transformation, a business gets a unique opportunity to be in demand.

Research on practical teaching of innovation and entrepreneurship training program for college students based on big data analysis

Abstract This article explores how digital technologies such as big data and cloud computing promote college students’ innovation and entrepreneurship, especially the impact of innovation and entrepreneurship training programs on college students’ entrepreneurial intentions. The article adopts big data analysis techniques to screen variables, set research hypotheses, and use partial least squares regression to quantitatively analyze the correlation between university innovativeness and training programs. It was found that the number of university intellectual property rights was significantly associated with the objectives of the training program, with a regression coefficient of 0.069. Further, the article pointed out that most students believed that the regulation of the research segment was the weakest. Therefore, the article suggests improving the training program supervision system, significantly strengthening the supervision of the research session, and also explores the correlation between academic professional factors and faculty guidance.

State management of vocational education in Vietnam: Inconstancy in the past and present challenges

Vocational education is a level of the national education system, providing primary, intermediate, college and other vocational training programs. Vocational education has been formed and developed in Vietnam since 1945 until now as an inevitable requirement of the economy and society. This article presents state management activities for vocational education through periods and connects them to outline the ups and downs in the past and current challenges. The results show that state management activities are a major concern of the Vietnamese Government in all historical periods. Although it continuously shows worried and concern, the Government squirms and has not found any feasible solution in real terms to manage vocational education effectively. After nearly 80 years of construction and development, Vietnamese education has the opportunity to approach concept of vocational education in the world; The Government has institutionalized a number of viewpoints, guidelines and policies to develop vocational education. State management of vocational education in Vietnam today still has many existing challenges.

INSERLAB -Pathways to Inclusion through Work-Integrated Learning

This paper presents a comprehensive analysis of a university training program aimed at enhancing the socio-labour integration of individuals with intellectual and developmental disabilities. The program employs a holistic methodology that incorporates work-integrated learning, personalized tutoring, and competency development. The results of this study indicate a significant positive impact on participants, notably improving their employability and dismantling social stereotypes about their capabilities in the workforce. Employers engaged in the program were more inclined to hire individuals with disabilities, highlighting the benefits of active participation and exposure. The implications of these findings reinforce the importance of lifelong learning and inclusive education policies in facilitating the labour integration of individuals with intellectual and developmental disabilities.

Development of students' digital competence using Microsoft 365

The rapid development of technology and its integration into various spheres of life encourages students to develop both digital competence and personal skills from the time they are students, as this is an important characteristic for all participants in modern digital society. Today, the level of digital competence, including digital communication, collaboration, and interaction skills of future professionals while studying at a higher education institution, determines their successful employment and career development in the future. This article analyzes the content of the disciplines of the university training program for future specialists, which can help to develop digital competence skills. In the example of one of the components of digital communication, cooperation and interaction skills, the stages of formation, indicators for different levels of formation, content, and examples of presentation of educational materials are demonstrated. An approach to the formation and development of skills in digital communication, collaboration, and interaction is proposed within the framework of studying the relevant content module "Microsoft 365 Services for Digital Communication, Collaboration, and Interaction" and performing individual and collective tasks during laboratory work in the discipline "Economic Informatics" and "Information Technology". The results of an experimental study of achieving the levels of formation of digital communication, cooperation, and interaction as a component of the digital competence of future specialists are presented. A statistical analysis of the results of the experimental study is carried out and their significance is proved.