ИСПОЛЬЗОВАНИЕ ДИДАКТИЧЕСКИХ ЦИФРОВЫХ МАТЕРИАЛОВ В ПРОЦЕССЕ АДАПТАЦИИ К ДИСТАНЦИОННОМУ ОБУЧЕНИЮ СТУДЕНТОВ МЕДИЦИНСКОГО ВУЗА (НА ПРИМЕРЕ ОБУЧЕНИЯ В АЛТАЙСКОМ ГОСУДАРСТВЕННОМ МЕДИЦИНСКОМ УНИВЕРСИТЕТЕ)

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.

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.

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.

COVID-19 has profoundly disrupted national education systems, affecting the future well-being of school-age children. Bacher-Hicks and colleagues showed that the intensity of the search for online learning resources in the United States doubled with respect to pre-COVID-19 levels. However, areas of the country with higher incomes, better internet access, and fewer rural schools experienced significantly greater increases in search intensity. Using a similar method to study the case of Spain, we analyze the evolution of search intensity for a selection of digital educational resources over the period 2015 to 2021. Special attention is paid to the period of COVID-19 pandemic, namely, March 2020 to June 2021. The findings include a widespread rise in the use of digital resources with respect to the use in the last 5 years, which varies by digital educational resource and region. However, the use of digital resources in Spain does not seem to vary according to family income, at least in relation to open access digital educational resources. In addition, there appears to be a steady decline in search intensity for digital educational resources and a certain degree of substitutability following the surge due to the pandemic and the school closures.

Delirium is a common symptom of acute illness which is potentially avoidable with early recognition and intervention. Despite being a growing concern globally, delirium remains underdiagnosed and poorly reported, with limited understanding of effective delirium education for undergraduate health profession students. Digital resources could be an effective approach to improving professional knowledge of delirium, but studies utilising these with more than one profession are limited, and no evidence-based, interdisciplinary, digital delirium education resources are reported. This study aims to co-design and evaluate a digital resource for undergraduate health profession students across the island of Ireland to improve their ability to prevent, recognise, and manage delirium alongside interdisciplinary colleagues. Utilising a logic model, three workstreams have been identified. Workstream 1 will comprise three phases: (1) a systematic review identifying the format, methods, and content of existing digital delirium education interventions for health profession students, and their effect on knowledge, self-efficacy, and behavioural change; (2) focus groups with health profession students to determine awareness and experiences of delirium care; and (3) a Delphi survey informed by findings from the systematic review, focus groups, and input from the research team and expert reference group to identify resource priorities. Workstream 2 will involve the co-design of the digital resource through workshops (n = 4) with key stakeholders, including health profession students, professionals, and individuals with lived experience of delirium. Lastly, Workstream 3 will involve a mixed methods evaluation of the digital resource. Outcomes include changes to delirium knowledge and self-efficacy towards delirium care, and health profession students experience of using the resource. Given the dearth of interdisciplinary educational resources on delirium for health profession students, a co-designed, interprofessional, digital education resource will be well-positioned to shape undergraduate delirium education. This research may enhance delirium education and the self-efficacy of future health professionals in providing delirium care, thereby improving practice and patients' experiences and outcomes. Not applicable.

The purpose of this study is to justify the feasibility of elaborating a typology of exercises based on digital educational resources, adapted to the specifics of teaching English to chemistry students and aimed at forming professional foreign language communicative competence. The article analyzes modern requirements for graduates of chemistry specialties and highlights the distinctive characteristics of foreign language training for chemistry students compared to students of other specialties. The scientific novelty of the research lies in the fact that it identifies a type of exercise for teaching a foreign language to chemistry students, such as productive-creative exercises, and that digital educational resources and artificial intelligence-based platforms are integrated into the development of tasks for the formation of foreign language professional communicative competence in chemistry students. The study found that the developed typology of tasks ensures the effectiveness of teaching foreign languages to chemistry students and increases their engagement in the educational process. Exercises within the proposed author’s typology allow students to solve communicative-problem tasks similar to those they will encounter in real life, and the use of digital educational resources provides access to relevant materials and significantly increases student motivation.

In the context of the information age, digital educational resources have become a crucial support for promoting high-quality development in higher education. With the deepening advancement of the national education informatization strategy, a wide array of digital teaching platforms, online courses, academic databases, and other resources are becoming increasingly abundant, providing unprecedented convenience for teaching, research, and learning for university faculty and students. However, while the total amount of resources has increased, their actual utilization efficiency still faces numerous challenges, issues such as uneven resource distribution, varying levels of information literacy among teachers and students, poor platform user experience, and inadequate resource-sharing mechanisms. These issues constrain the full potential of digital educational resources and hinder further improvements in teaching and learning quality. Therefore, how to guide university faculty and students to efficiently utilize digital educational resources has become a key issue in the current digital transformation of higher education. This paper is based on the connotation and characteristics of digital educational resources, based on the current state of digital resource utilization in higher education, this study systematically explores practical pathways and strategies for faculty and students to effectively utilize digital resources, encompassing dimensions such as collaborative teaching, platform optimization, skill enhancement, and institutional innovation. Research indicates that enhancing digital literacy among teachers and students, establishing an integrated resource-sharing platform, improving incentive and training mechanisms, and promoting resource integration and innovative applications are crucial measures to ensure the efficient utilization of digital educational resources and achieve educational modernization.

This paper aimed to assess the importance given to the use of digital educational resources, their use frequency, and their classification considering them as a support to course units. The data was obtained through questionnaire and provided by a sample of undergraduates. We reflected on the concept of digital educational resource and presented the results of a study assessing the importance given by undergraduates to digital educational resources as well as their classification as a support to learning concerning aspects associated with learning strategies, motivation and learning tasks. We used research methodologies associated with both the quantitative and the qualitative paradigms. The results showed the existence of significant differences, between the 1st and the 2nd year students regarding the item study alone. The characterization of digital educational resources was made based on the answers given to open-ended questions and their further classification.

One of the basic prerequisites for acquiring reading and writing is phonological awareness. A child with hearing impairment does not correctly identify speech sounds, reproduces errors in reading, and subsequently in writing. The development of auditory perception and phonological awareness are essential for the complete development of the child. The purpose of this research was to promote the use of digital educational resources, to develop skills in the phonological process and to implement play activities that motivate the child to learn. It is intended to answer the research question: “Can digital educational resources be a facilitator of the promotion of auditory perception and phonological awareness in a hearing impaired child?”. After the theoretical framework, an intervention plan was drawn up and through the digital educational resources: “Cochleando”, “Comunikit: Rhymes and Initial Sounds” and the Sign Language Dictionary “Spread the Sign”, we conclude that they are an asset to development of phonological awareness in the teaching-learning process.

Statement of the problem. In the context of digitalization of education, the main prerequisite is creation of a digital educational environment that opens up new opportunities: learning at any convenient time, continuous education, the ability to design individual educational routes, transfer from digital resource consumers to digital resource creators. Various digital educational resources, distance learning platforms, cloud technologies, and the use of mobile devices help realize these opportunities. The pedagogical community is developing modern formats to introduce mobile devices into the educational process. Mobile technologies arouse students’ increased motivation and interest in learning, help expand the horizons of knowledge acquisition and build an individual learning roadmap – all this leads to the improved quality of education. Today we see the need to introduce mobile technologies into the educational process and at the same time we see insufficient knowledge about the didactic potential of using mobile devices and services in the learning process, as well as issues of training personnel for organizing mobile learning for schoolchildren. The purpose of the article is to determine the content and structure of future mathematics teachers’ preparedness to organize mobile learning for schoolchildren. Methodology (materials and methods) includes analysis and synthesis of the works of Russian and foreign researchers on the problem under study, as well as the experience of training teachers in the field of information and communication technologies. Research results. An essential prerequisite for the performance effectiveness is the person’s preparedness for its implementation. In this study, we examined the preparedness of future mathematics teachers to organize schoolchildren’s mobile learning as a personality education that has a systemic, complex structure and acts as a set of motivational, personal, theoretical, activity-related and reflective components. In the structure of the activity component, we identified three levels of preparedness of future mathematics teachers to organize schoolchildren’s mobile learning (basic, creative, and professional). Conclusion. The maturity of these components helps future teachers of mathematics to organize schoolchildren’ mobile learning in line with the requirements of modern education, thereby preparing the younger generation for study, life, and work in a dynamically changing world.

The authors of this article analyze the axiological approach in teaching in connecting with the digitalization of education. It becomes obviously that the development of pedagogical axiology as a methodological approach to understanding pedagogical phenomena facilitates the cultural crisis overcoming and the human value sphere formation. In the course of the study, based on a survey of Moscow universities students and senior schoolchildren, the possibilities of implementing the axiological approach when using the digital educational resources have been considered. Moreover, the participants’ opinion about the introduction of digital resources into the educational process has been revealed. The authors describe the ways of digitalization in educational process through the rational choice of content contributing students’ personal education and upbringing when studying English as a foreign language. It is concluded that the students’ cultural upbringing should remain as a priority direction of national development: the digitalization of education contributes to the implementation of the value approach in education and allows the teacher to take into account the interests and individual characteristics of the student when choosing content. Moreover, the formation of self-control skills and readiness for long life learning is possible due to the digitalization of education as well.

The article describes the possible aspects of the organization of the methodology of teaching mathematics in primary classes through digital educational resources, content. The theoretical analysis is carried out and the content analysis of the conceptual and categorical apparatus of digital education in the concepts of "information competence, information technologies", "digital resource" is presented. The possibilities of "digital education" in primary classes are characterized generically in all the main subjects. There will also be samples of digital content prepared for the section "learning in parts" in the 4th grade according to the methodology of teaching mathematics in primary classes. In the section Research results, the article presents an algorithm for preparing digital resources. It is explained that the preparation of digital educational resources consists of text-based annimations, multimedia components (video clips, synthesizing images), and sound objects. A scenario for the preparation of digital content will be developed. The advantages of using digital resources in teaching mathematics in primary classes in the development of students ' cognitive abilities are analyzed. For example, the advantages of accessibility of education, personality-oriented learning, creation of an information educational environment, the possibility of choosing an individual trajectory, creative activity, motivational breakthrough, demonstration situation, etc. are described.

The emergence of social networks in the university context has contributed to modify students’ behaviour, conditioning their academic performance and learning preferences. The objective is to analyse the influence of the patterns of use of social networks when predicting the usefulness that university students, give to different digital educational resources. The study, adopting an exploratory and quantitative approach, involves students from four universities. Data collection is approached using a self-constructed questionnaire designed ad hoc by researchers. The information is analysed by means of: (a) exploratory factor analysis, (b) univariate association analysis, and (c) ordinal logistic regression. The results indicate associations between the patterns of use of social networks and the usefulness perceived by participants in digital resources. Nevertheless, the authors conclude that the patterns of use of social networks identified do not serve to predict significantly the usefulness given by the students to the observed digital educational resources.

This study proposes the use of digital resources to improve reading comprehension in sixth-grade students. Through innovative strategies, the study seeks to enhance learning and motivation by adapting teaching to the current needs and educational context of the institution. The objective was to strengthen reading comprehension through the use of digital educational resources (RED) for sixth-grade children at the Gimnasio del Dagua Ethno-Educational Institution, promoting the development of critical and analytical skills through interactive and collaborative activities that integrate technology into the learning process. The methodology used a mixed research approach, combining quantitative and qualitative methods to address research questions in a more comprehensive and detailed manner. This approach will allow researchers to integrate numerical data with narratives. The results reflect the positive impact of the use of digital educational resources on students' reading comprehension. The analysis identified improvements in text interpretation, the development of critical skills, and motivation, demonstrating the effectiveness of the implemented strategy. The use of digital resources improved reading comprehension, increasing students' motivation and interaction. Progress was evident in text interpretation, with variations depending on the initial level

In the context of the global boom in digital education, digital teaching platforms have become an important force driving educational reform. The successful implementation of digital education resources in China has had a profound impact on international Chinese language education, particularly playing a crucial role in improving teaching quality. This article aims to explore the development, classification, and characteristics of China's digital teaching resources by reviewing related literature and examining relevant case studies, in digital applications in Chinese language education in Vietnam. The research shows a rapid growth of research in this field. China’s digital resources are rich and diverse, covering digital textbooks, multimedia materials, corpora, test banks, and educational websites In contrast, while Chinese language education is widespread in Vietnam, digital adoption remains at an early stage, hindered by challenges such as the slow digitalization of printed textbooks, limited teacher digital competence, and a shortage of localized resources. Drawing on China’s experience, the study highlights potential pathways for Vietnam, including promoting educational informatization, building a tiered curriculum system, fostering international cooperation, and enhancing teacher capabilities. Leveraging China’s mature digital resources could help Vietnam enrich classroom interactivity and improve student learning experiences.