Use Of Digital Educational Resources Research Articles

Usefulness of pedagogical design features of a digital educational resource into nursing home placement: a qualitative study of nurse educators’ experiences

BackgroundThe rapid advancement of technology-enhanced learning opportunities has resulted in requests of applying improved pedagogical design features of digital educational resources into nursing education. Digital educational resources refers to technology-mediated learning approaches. Efficient integration of digital educational resources into nursing education, and particularly into clinical placement, creates considerable challenges. The successful use of digital educational resources requires thoughtful integration of technological and pedagogical design features. Thus, we have designed and developed a digital educational resource, digiQUALinPRAX, by emphasizing pedagogical design features. The nurse educators’ experiences of the usefulness of this digital educational resource is vital for securing improved quality in placement studies.AimTo obtain an in-depth understanding of the usefulness of the pedagogical design features of a digital educational resource, digiQUALinPRAX, in supporting nurse educators’ educational role in nursing home placements in the first year of nursing education.MethodsAn explorative and descriptive qualitative research design was used. Individual semi-structured interviews were conducted with six nurse educators working in first year of a Bachelor’s of Nursing programme after using the digital educational resource, digiQUALinPRAX, during an eight-week clinical placement period in nursing homes in April 2022.ResultsTwo main categories were identified: (1) supporting supervision and assessment of student nurses and (2) supporting interactions and partnerships between stakeholders.ConclusionThe pedagogical design features of the digiQUALinPRAX resource provided nurse educators with valuable pedagogical knowledge in terms of supervision and assessment of student nurses, as well as simplified and supported interaction and partnership between stakeholders.

Playing I Learn Digital Classroom: Innovating the Teaching of English Communication Skills

The use of resources for digital education provides a favorable environment for students to practice and acquire a second language quickly and effectively. The objective of this educational study was to demonstrate that the implementation of digital educational resources improves English communicative skills in basic education students, Ecuador, 2023. A quasi-experimental methodology with a quantitative approach was used, using 80 students as the study population. The pretest results indicated slightly superior performance in the experimental group in all evaluated categories, highlighting a 10% increase in the Listening category. Subsequently, a 'Program for the use of digital educational resources' was introduced to enhance communicative skills in English. The results of the subsequent phase revealed that the majority of the students in the sixth grade 'A' had Listening (97.50%) and Reading (95.0%) skills at intermediate levels. However, a significant need for improvement in Writing skills was identified, since more than 50% of the students were at the low level. In response to these findings, a didactic guide focused on the development of English writing skills was developed, supporting the continuous need to adjust and perfect educational approaches to meet the changing demands of language learning.

Preparation of future technology and computer science teachers for the creation and use of digital educational resources in the field of robotics for basic school students

In the context of the digital transformation of education, a teacher must learn to use digital resources, including digital technologies and artificial intelligence technologies in professional teaching activities. Be able to design and implement a subject-based digital educational environment. The article examines the place and role of digital educational resources in the preparation of bachelors studying in the field of preparation «Pedagogical Education» of the «Technology and Informatics» profile. Particular attention must be paid to the training of technology and computer science teachers to develop key competencies of the 21st century — the development of creativity, critical thinking, independent and group work skills of students, the development of mutual assistance skills, interaction and cooperation in the classroom. The structure of preparing a future teacher for the creation and use of digital educational resources in the field of robotics may vary depending on specific programs (on the age of students, on the field of robotics — designing robots, or programming microcontrollers, or working with big data) and the learning context (students, or teachers with experience, or teachers without technical training), but these basic components can serve as the basis for developing an appropriate curriculum or course.

FORMING LOWER SECONDARY EDUCATION STUDENTS' READINESS FOR INNOVATIVE ACTIVITIES IN NATURAL-MATHEMATICAL COURSES

The article examines the issue of pedagogical conditions for the formation of the readiness of lower secondary school students for innovative activities during the lessons of the courses of the natural-mathematical cycle. A set of pedagogical conditions that positively influence the formation of students' readiness has been proposed. It has been proven that providing a comfortable educational environment, constant support of the motivation and readiness of pedagogical workers for innovative activities, systematic use of digital educational resources and a complex of creative, research and applied tasks has a positive effect on the level of readiness of lower secondary school students for innovative activities during the lessons of the courses of the natural-mathematical cycle. It has also been stated that the formation of basic school students' readiness for innovative activities is a complex and long-term process that is impossible without the creation of appropriate pedagogical conditions. A comprehensive and multifaceted approach to the formation of readiness would give an innovative product (result) only with a clearly developed algorithm, which would be followed by all participants in the educational process at secondary education institutions. It has been noted that innovative activity in the lessons of mathematics, physics, economics, chemistry, biology, geography, astronomy, etc., is a priority task of the respective teachers, because these subjects cause anxiety among the students of education and due to their complexity, students lose interest in studying them.

Совершенствование навыков конструирования цифровых образовательных ресурсов у студентов педагогических специальностей

Today, great importance is given to the introduction of innovative digital technologies into the educational environment. The relevance of this study lies in the fact that now there are numerous platforms, programs and environments that allow you to visualize and work out the material. This makes it possible to present information in a new, more exciting format and arouse interest in potential students in the study of various disciplines. The use of digital technologies makes it possible to achieve the main goal of modernizing the education system: to improve the quality of education, the availability of education, and to promote the comprehensive and harmonious development of the student’s personality. It is important that a modern person be able to navigate in a vast information space, in arrays of information, to recognize the information and communication capabilities of innovative technologies. It is also important to instill an information culture in the child from the school bench. All this is determined by the social order of the information community. The article analyzes approaches to improving the skills of designing digital educational resources for students of pedagogical specialties. In the course of the study, the concepts of digitalization, information and educational environment, digital educational environment, electronic educational resources, digital educational resources and their classification were considered. The organizational and pedagogical conditions and means of improving the skills of designing digital educational resources are presented in detail. The modern educational process, which is developing in the context of informatization, requires the introduction of teaching aids and should be based on the use of information and communication technologies (ICT) and digital educational resources (DER). The most promising direction of informatization of the education system is the use of DER in the organization of the learning process according to the “1 student - 1 computer” model, which makes it possible to implement a student-centered approach and contribute to the formation of ICT competencies.

OVERVIEW AND CLASSIFICATION OF DIGITAL EDUCATIONAL RESOURCES FOR ECONOMIC AND MANAGERIAL EDUCATION OF MASTER DEGREE STUDENTS MAJORING IN INFORMATION TECHNOLOGIES

A wide range of forms and content of digital educational resources already exists and new forms appear regularly. Formal and informal organizations and societies work on the classification of resources. Countries and international organizations are establishing initiatives to support the development, sharing, and use of digital educational resources. Some of these resources are open, while others are accessible only to certain communities or geographic areas. This work intends to study the digital educational resources that enhance the development of managerial and economic knowledge and skills in the curriculum of masters majoring in IT. Methods of research appled: analysis, systematization, generalization, and classification were used to describe the proposed digital educational resources and their classification. The work provided the overview and classification of the digital educational resources for economic and managerial education of IT masters. The main varieties of the proposed digital resources are considered. Examples of the use of such digital educational resources in global institutions of higher education are given. The prospects for the future research require the analysis of the effective implementation of the latest solutions in the area of generative machine learning models. These technologies are reaching the levels of development when they become useful in the technologically-aided work of humans in routine as well as in creative jobs. Time is needed to see the first results of the usage of generative models in educational activities, as the parts of digital educational resources and their role in the digital transformation of educational institutions.

Opportunities to use educational resources in the context of distance learning

The article describes the importance and necessity of using Internet resources and digital educational resources in the context of distance learning. The content of the concepts “Internet resources”, “educational platform”, “educational resource”, etc. is given, the effectiveness of their use in teaching students is revealed. Definitions of electronic resources, digital educational resources, Internet resources are given. The importance of distance learning today is emphasized. The authors classify the most widely used educational platforms in Kazakhstani schools and focus on their capabilities. To educate an independence-oriented person, you need not only a fairly large amount of information, but also a large variability of information that reflects different approaches to solving the same problems. Only in this case, a person has a subject to search for truth, facts, and evidence to support or refute a particular idea, point of view or task. The effectiveness of the special course “Methods of using digital educational resources in primary school” is considered in the preparation of future primary school teachers for the effective use of digital educational resources. 

БОЛАШАҚ БАСТАУЫШ СЫНЫП МҰҒАЛІМДЕРІНЕ АРНАЛҒАН «ҚАЗАҚ ТІЛІНОҚЫТУ АРҚЫЛЫ ИННОВАЦИЯЛЫҚ КӘСІБИ ІС-ӘРЕКЕТКЕ ДАЯРЛАУ» АТТЫЭЛЕКТИВТІ КУРСТЫҢ МАҢЫЗДЫЛЫҒЫ

In this article the curriculum of the elective course is one of the most effective directions of application of information and digital educational technologies and modern methods. The aim of the article is to determine the level of ability of future primary schools teachers to innovatively prepare the organized activities of elementary school students through the use of innovative methods and technologies in their professional activities. In order to achieve the goal of the research the following tasks were set: to conduct a survey and make a data analysis to determine the advantages of using innovative technologies; to show the importance of the elective course. Practical significance of determining the effectiveness of the elective course: on the basis of scientific-theoretical substantiation of the problem of preparing a future primary school teacher to innovative professional activities in teaching the Kazakh language the theoretical provisions and conclusions, modern methods and innovative technologies of the updated content of education, suggesting effective use in their practice, in which the future teacher opens the way to self-development from the methodological point of view and improves the quality of education. Reliability and validity of the results of the study: the study ensures the quality and development of the course. The use of innovative technology elements develops future primary teacher's skills in the effective use of digital educational resources. It can effectively use mobile service applications in the process of teaching the discipline.

Methods of Teaching Students of Non-Linguistic Specialties at a Higher Educational Institution

The modern educational paradigm provides for the formation of various competencies: general cultural, personal and professional, the optimal combination of which should be achieved as a result of professional training of a specialist. Accordingly, for students of non-linguistic specialties, the study of a foreign language should be aimed at the development of all these competencies, which determines the choice of the main forms and methods of teaching it, based on an integrative personal-activity approach. At the same time, the main methodological solution for teaching a foreign language in a non-linguistic university should be the development and creative application of complex digital educational resources that can be used both as basic and additional pedagogical technologies. The scientific novelty of the research lies in the fact that in the conditions of modern informatization of society, it becomes necessary not only to develop methodological tools independently, but also to use the existing developments productively. The practical significance of the study lies in the fact that students have the opportunity to apply the knowledge, skills and abilities they have acquired, determine for themselves the need for additional information, continue their continuing education and self-education throughout their professional path. The use of digital educational resources makes it possible to switch the process of acquiring knowledge from broadcasting to their purposeful acquisition, which corresponds to the modern competence paradigm.

Дистанционные образовательные технологии в системе профессиональной подготовки сотрудников ОВД России

The purpose of the study is to find the best ways to improve the professional training of Russian police officers who study under additional professional training programs (advanced training) in educational institutions of the Russian Ministry of Internal Affairs in the context of distance learning. Scientific novelty lies in the fact that the use of distance learning in the professional training of police officers will allow the introduction of the latest information technologies into the teaching methodology, which will contribute to improving the effectiveness of professional training. As a result, it was revealed that the use and use of distance learning will reduce the cost of organizing it for both students and teaching staff; organize a significant number of trainees; improve the quality and effectiveness of the educational process through the use of digital educational resources; create a unified educational environment in the system.

Понятие и сущность развития у подростков самостоятельности в условиях применения цифровых образовательных ресурсов

Introduction. An important goal of education is the comprehensive and harmonious development of adolescents. This goal is determined by the Law of the Russian Federation “On Education” dated December 29, 2012 and the Decree of the Government of the Russian Federation No. 1642 “On Approval of the State Program of the Russian Federation “Development of Education” dated December 26, 2017. This program is aimed at modernizing the general education of Russia and is designed for a period up to 2025. Updating education in accordance with modern requirements will allow rational and fruitful progress towards the goal of developing adolescents' autonomy and solve related problems. At the beginning of 2022, pedagogical practice shows that the development of independence in adolescents has positive results: students are able to independently set learning goals, plan their activities, and carry out appropriate work independently of teachers and parents. However, this becomes insufficient, as science advances and puts forward new means of developing independence. So, one of the means can be digital educational resources. Today, work with them is carried out in almost all schools in the country, but the results of this work are still ineffective, which is a gap and requires the intensification of scientific and pedagogical activities in this direction. The purpose of the article is to define the concept and essence of the development of independence in adolescents in the context of the use of digital educational resources; development of a model for the development of independence in adolescents through digital educational resources. The base of the study was the MOU “Secondary School of the village of Balashi” of the Ozinsky district of the Saratov region, MOU “Secondary school of the village of Beloglinny” of the Ozinsky district of the Saratov region. A total of 60 adolescents took part in the study. Of these, 30 were included in the experimental group and 30 in the control group. Materials and methods. Generalization of facts, general scientific methods of cognition, analysis and synthesis made it possible to study the problem of research and develop a model for the implementation of the development of independence in adolescents. Research results. In the course of checking the effectiveness of the development of independence in adolescents (through digital educational resources), the initial level of development of independence in adolescents in the experimental and control groups was diagnosed. A low level of development was revealed. The practice of using digital educational resources, including for the development of independence in adolescents, has been studied. Practice has shown insufficient use of digital resources. The effectiveness of the developed model has been experimentally verified. It meets modern requirements in education and gives a productive result.

КЛАСИФІКАЦІЯ ЦИФРОВИХ ОСВІТНІХ РЕСУРСІВ ЯК ЗАСІБ УТОЧНЕННЯ ЇХ ПРАКТИЧНОГО ЦІЛЬОВОГО ПРИЗНАЧЕННЯ

The article discusses one of the most relevant areas of modernization of the modern educational environment - the problem of digital educational resources. The study of a number of scientific, pedagogical, special sources and the current legislative framework for the implementation of digital educational resources conducted in the article revealed differences in the understanding of terminology between scientists and legislators who interpret the semantic content of the concept of digital educational resources in different ways, that is, the lack of a unified approach to understanding the nature of digital educational resources, their generally accepted definition. It was also found that there is a significant range of problems in the implementation and use of digital educational resources in the educational process (personnel, organizational, technical, methodological, technological), which do not allow them to be widely and effectively introduced into the educational process. The analysis of current information sources revealed the absence of a modern classification of digital educational resources, reflecting the entire main nomenclature of existing resources, which are based on the use of digital technologies and the digital form of information presentation. Based on the identified problems in the studied topic, the article proposed a refined didactic goal of using catalogued digital educational resources, which consists in organizing and implementing the educational process on a qualitatively new basis using digital technologies in order to obtain the necessary information and knowledge, form the necessary competencies, form and improving skills and abilities, increasing motivation for learning, control of assimilation and generalization, the formation of value and personal attitudes. Based on this didactic goal, the author proposed a classification of digital educational resources based on the intended purpose of digital educational resources. The proposed classification assumes the division of existing digital educational resources into six classes: platforms, information sources, digital environments, tools and services, digital interactive tools, and automatic control systems. This approach makes it possible to harmonize the existing typology of digital educational resources in the existing legislative field. Based on the outlined classification, the author formulates the expected results from its production, aimed at accelerating the processes of digital transformation of the education system and improving its quality. On the basis of the study, directions for further research on the problem of digital educational resources are proposed.

Social Aspects of “Gaokao Migration” in Contemporary China

This article examines the special phenomenon of “Gaokao migration”, points out their specifics and differences from the general educational migration. The reasons and consequences of this phenomenon are analyzed. Based on the laws and regulations adopted in China, possible ideas for solving this problem are proposed. The article points out that, in addition to carefully analyzing the qualifications of candidates to ensure fair admission to universities, the development of large-scale, diversified and high-quality higher education is a more realistic way in the long term. Proposed through the joint creation and use of digital educational resources, as well as strengthening international cooperation to address future migration challenges in education.

EFFECTIVENESS OF USING DIGITAL EDUCATIONAL RESOURCES IN TEACHING ELEMENTS OF MATHEMATICS

This article considers the use of interactive teaching methods based on the effective organization of teaching the elements of mathematics in the context of digitalization of education. One of the most pressing issues in education is to improve its quality. The solution of this problem depends on improving the content of education, modernization of technologies and methods of organizing the educational process. The introduction of state educational standards highlighted the importance of using digital educational resources on the basis of interactive teaching methods in the learning process on the basis of a competency-based approach. In order to demonstrate the effectiveness of the use of digital educational resources on the basis of interactive teaching methods in the teaching of high school mathematics, the study used methods of observation, pedagogical experiment, questionnaire. Brainstorming and Case Study techniques were also used to increase students' interest. The study proved that the use of digital educational resources in the teaching of mathematics can significantly increase the speaking experience of each student in the classroom, achieve mastery of the learning material for all students, as well as solve various developmental and educational problems. The results of the study can be used in the future as a guide for school teachers and university students in the teaching of elements of mathematics. The use of digital educational resources in the teaching of mathematics in schoolchildren, along with interactive teaching methods, has increased the effectiveness and quality of teaching, the positive dynamics of the formation of universal cognitive and regulatory learning activities of students.

DIGITAL TECHNOLOGIES AND THEIR IMPACT ON THE EDUCATIONAL POLICY OF THE STATE

Digital technologies are becoming an increasingly prominent feature of modern education. The educational value of digital technologies has been reinforced by the widespread use of digital educational resources during the pandemic. Thus, the hope that digital technologies can transform education in the direction of empowerment and influence the economic efficiency and competitiveness of the country, despite their uneven history to date, is actively promoted. The purpose of the study is to identify the difficulties of introducing digital technologies into the domestic education system and the directions of their improvement. The article also presents the results of the analysis of the work on the introduction and use of digital technologies in the national education systems of the leading countries of Europe and the Republic of Kazakhstan in particular. This study allowed us to conclude that the introduction of digitalization into the domestic education system creates new difficulties, such as misunderstanding of the processes taking place, insufficient funding, and others. However, it should be noted that countries can reach a new level of digitalization of the economy only with the targeted support of the state.

Formation of readiness of future teachers to use digital educational resources in the conditions of digitalization of education

       Today, preparing future teachers for the use of digital educational resources is the most pressing issue of Higher Education. They contribute to the effective organization of the educational process in accordance with the requirements of the modern information society, but also become a universal tool for the harmonious adaptation of students to a rapidly changing information society, training the personality of a competent specialist capable of professional self-realization. First of all, digital educational resources are ready-made interactive multimedia products aimed at achieving a didactic goal or solving certain educational tasks. Currently, the effectiveness of their use is not only to generate interest in the information educational environment, but also to ensure the degree of access to information and improve the quality of Education. Using digital educational resources, the authors independently develop the intellectual potential of students and increase the knowledge base.Using them creatively, we tried to find out whether it is possible to present the educational process in an interesting and informative way. The article provides a comprehensive analysis of the theoretical and methodological literature, clarifies the following concepts and offers a definition: "digital educational resources ", " readiness of a future teacher to use digital educational resources". In addition, during the practical experiment, a course program "digital educational resources-a tool for professional self - development" was developed, aimed at forming the assimilation of digital educational resources by future specialists as a tool for professional self-development. The research uses theoretical, Emeric methods, the questionnaire "knowledge of digital educational resources" (in author's processing), N. P. Fetiskin "diagnostics of the implementation of needs for professional self-development", N. R. Molochnikov "assessment of opportunities for self-development". 82 students of Atyrau University took part in the experimental work Keywords: digitalization of education, digital educational resources, computer, multimedia, interactivity, accessibility.

SOME ASPECTS OF DESIGNING DIGITAL EDUCATIONAL RESOURCES IN THE WORKS OF DOMESTIC SCIENTISTS

The article examines the problem of creating and using digital educational resources, as recent years have been years of trials for Ukraine and educational institutions: first a global pandemic, now the war has become a key factor in the development of digital learning tools and educational resources. The article considers different approaches to the use and development of electronic educational resources. In particular, different approaches of scientists to this problem were analyzed, who studied: informatization of education in Ukraine in the context of research on the quality of ICT, the use of the Internet and electronic educational resources in the educational process of higher education, the development of criteria for evaluating electronic educational resources textbooks and electronic teaching aids in the context of digitalization of general secondary education in Ukraine, etc. The article aims to review some aspects of designing digital educational resources for various purposes in the works of domestic scientists. Thus, this study analyzes some approaches to the design of some digital educational resources in the domestic literature. It has been found that researchers consider different approaches to both the design and use of digital educational resources. It was found that pedagogical design primarily involves modeling. As a result, different approaches to modeling different types of digital educational resources are analyzed. In general, researchers have considered many problems in the design and use of various digital educational resources, which include e-learning tools, mass open online courses, cloud-based learning environments, and more. They all agree that to better understand the functioning of a tool, you should first model a specific tool, and consider its use.

ЕТАПИ РОЗВИТКУ ТЕХНОЛОГІЙ ЗМІШАНОГО НАВЧАННЯ В УМОВАХ ЦИФРОВІЗАЦІЇ ОСВІТНЬОГО ПРОЦЕСУ

The technology of blended learning is one of the most promising in today's society. This article expands the notion of blended learning, discusses its history and stages of development in the world. As a result of an analysis of the genesis and history of the emergence and development of blended learning the author reveals its features at each stage of development in the world system of higher education. The main reasons for the emergence of blended learning in the educational process. At the same time the main historical moments, which formed the basic principles of its development technology of blended learning in today's conditions. The author's permutation of the formation and development of the system of mixed learning in the world and Ukraine in particular. The paper outlines the conditions for the use of digital educational resources as an inseparable and very important component of blended learning. It is shown that their features that emerge from the general properties of digital media, which distinguish them from printed materials and give them low historical advantages. In mixed learning environments, digital resources acquire entirely new didactic properties: diversity of forms of educational information presentation and multimedia; concentration, diversity and variability, and as a result, variability; interactivity; flexibility and adaptability. It is shown what types of digital educational resources and online services are actively used at the current stage of development of blended learning technologies. It has been announced that digital resources can be used in blended learning as well as those created by the teachers themselves. However, it is recommended that preference be given to integrated electronic resources which combine educational content and tools for organizing the educational process. However, blended learning is an advanced educational technology that has broad prospects for use and further development. The main reason is that blended learning, when properly and fully applied, leads to the formation of valuable qualities of a person, which are also known as skills of the XXI century: Critical thinking, ability to choose reliable data sources and select information necessary for problem solving; creativity, the ability to creatively rethink the information available, to synthesise new ideas and solutions; teamwork, the ability to interact productively with others, to find like-minded people and form teams; the desire to learn and grow throughout life; the ability to make decisions and be responsible for them, etc.

Effects of teacher- and school-level ICT training on teachers' use of digital educational resources in rural schools in China: A multilevel moderation model

This study aimed to explore the relationships between information and communications technology (ICT) training at teacher- and school-level and teachers' use of digital educational resources (DER) in rural schools. The sample included 826 teachers from 119 primary schools in rural areas of western China. Multilevel regression analysis revealed that rural schools should pay attention to the importance of ICT training for teachers' DER use ability. School managers could set up ICT training plans, organize more ICT training, and encourage teachers to participate in ICT training as much as possible. In addition, rural teachers should take the initiative to increase their training hours and be involved in as wide a variety of training topics as possible.

Designing a Platform for Additional Subject Training of Schoolchildren Based on Professional Requests of Teachers

The purpose of the research is to determine the needs of teachers and concretize the structural, content, technological and ergonomic characteristics of the new regional platform for the implementation of additional subject training of schoolchildren in the Krasnoyarsk region, functioning in a digital society. Despite the fact that today online education resources are gaining more and more popularity, providing unlimited access to sources of knowledge for all segments of the population, their use in the real educational process, including additional subject training of schoolchildren, is not gaining such popularity as among the adult contingent of students. This fact is due to the characteristics of the younger generation, as well as such characteristics of existing platforms as rigid fixation of content and procedural components, mass character without the possibility of adjusting to the needs of a particular student, school, program or the author’s position of a real teacher. In this regard, there is a need to develop such a platform that will meet the needs of school teachers, and innovative teachers, interested in the development and productive use of digital educational resources in the multilevel training of schoolchildren in the context of distance education will participate in its development and filling. It seems that such an environment will increase the innovative potential of the Krasnoyarsk region in the field of general education, positively affect the image and competitiveness among other regions of the Russian Federation.Materials and methods. The paper analyzes psychological, pedagogical, methodological literature and scientific works devoted to the research topic. The results of a questionnaire survey conducted by the authors are analyzed in order to determine the attitude of teachers of the Krasnoyarsk region to the idea of developing a new regional platform for additional subject training of schoolchildren and identifying the requests of its potential users in the field of structure, design, functional and technological characteristics.Results. The empirical data obtained in the course of the study confirmed the fact that the search for new ways and means of effective organization and implementation of additional subject training of schoolchildren is today an urgent and significant task for both pedagogical theory and educational practice. As the main characteristics of the educational platform, requested by the respondents, such as the ability to transform content according to the needs of the teacher and the student, clustering of content according to didactic tasks and subject content, the use of cognitive visualization, activation of independent activity of students, visualization of learning progress and an intuitive interface, meeting the main focus and the needs of the target audience were identified.Conclusion. The results of the research made it possible to determine the needs of teachers and to concretize the structural, substantive, technological and ergonomic characteristics of the new regional platform for the implementation of additional subject training of schoolchildren of the Krasnoyarsk region, functioning in a digital society. The data obtained are the basis for the development of training courses-transformers with open access to informative units for innovative teachers.