Цифровизация учета профессиональных компетенций граждан на основе технологий распределенных реестров и смарт-контрактов

Introduction. The professional culture and competence of future military doctor encompasses professional, general-cultural, ethical values and is of great practical importance.Purpose. To analyze the scientific sources and publications of NATO and Western European scientists on the formation of the professional culture and competencies of future military doctors at NATO medical universities. The article reveals which areas of the professional culture of NATO military doctors are common and what are the differences.Research methods. Methods of theoretical, empirical analysis scientific literature, publications, comparison, classification, generalization and systematization of the material were used to solve the problems of the research.Results. The article covers aspects of the training of future military doctors at NATO and Northern European institutions of higher education. The example of the USA, Great Britain, Germany and Nordic countries shows the scientific experience and experience of forming the professional culture and competence of doctors. The pedagogical features of the process of educational and training of future military doctors are highlighted, with emphasis on the criteria of improving their professional competence and culture. The results of recent scientific studies of the North Atlantic countries in the field of the study of the professional culture and ethics of physicians in the course of their education and medical practice have been shown quite deeply.Scientific novelty and practical significance of research results. An attempt was made to show and analyze the amount of scientific work in NATO Western Europe on the formation of professional culture and ethics of the military doctor, his professional competence in the face of today`s global challenges related to the increasing military threats, increasing migration processes. The novelty of the study is the display analytical material based on the results and conclusions of studies on professional culture and competence, especially in countries such as United States and North European countries.It summarizes the similarity of experience, methodologies and approaches acquired in NATO`s medical universities in ethical education, professional competence, and highlights the existing differences. The author emphasizes the need to constantly study the experience of the countries the North Atlantic Alliance in matters of competence formation and professional culture of military doctors, taking into account the course of Ukraine on joining NATO. What is also important is that the process of reforming the military-medical service of the Armed Forces of Ukraine is continuing, and the work on achieving the goals of NATO partnerships and standards is increasing, which requires comprehensive scientific justification and recommendations in solving the set tasks.Conclusions and prospects for future research. Scientific research at NATO and Western Europe show that the growth of the professional culture and competence of future military doctors greatly improves the quality of provided medical care in the countries where doctors are trained, and enables them to perform peacefully peacekeeping missions.The experience of NATO countries in the training of military doctors is of practical importance for Ukraine, in view of the continuation of Russian – Ukrainian war in the eastern Ukraine, which required not only a sufficient number of highly qualified military doctors, but also the acquisition of appropriate professional competence and professional culture. Continuation of research on the enhancement of the professional culture and competence of military physicians is time consuming.Conclusions on the results of future research on the formation of professional culture in the processes of training future military doctors for the Armed Forces of Ukraine are of practical importance for the optimization of the educational process, the use in the daily work of doctors in part and medical institution of the Armed Forces and other security forces of Ukraine.

The study is dedicated to analyzing the effectiveness of modern online platforms in forming professional tutor communities in higher education institutions in Ukraine. Special attention is given to the impact of digital tools on the development of tutors' professional competencies, including communication, analytical, and pedagogical skills, as well as the exploration of innovative opportunities for using technology to enhance the educational process. A structured approach to creating professional tutor communities through modern digital technologies is proposed. The key tutoring competencies necessary for ensuring quality student support in distance education have been identified, such as the ability to organize independent learning activities, maintain student motivation, provide personalized feedback, and foster the development of soft skills. It is demonstrated that the use of interactive online tools can improve both individual and group learning effectiveness. The study highlights several challenges, including decreased student motivation, limitations in emotional contact, and the need to maintain psychological and emotional well-being in distance learning. To address these issues, the creation of a national platform for tutor development is recommended, which would facilitate the dissemination of best international educational practices and enhance the competitiveness of Ukrainian higher education institutions on a global level. The positive impact of online platforms on the development of tutors' professional competencies, the improvement of educational support quality, and the formation of sustainable professional communities is analyzed. Online tutoring has proven to be an effective tool for supporting students by allowing the educational process to be adapted to the needs of each learner.

The article presents the findings of the research on the impact immature digital expertise of the educational institution’s managerial staff on the results of education development. The term “HR risks in the education development” has been clarified as situations of a potential hazard that have a direct or indirect negative impact on the development (digitalization) of education, which occurrence is associated with real uncertainty caused by the inefficient HR management system and HR performance. The term “digital expertise of the managerial staff of an educational institution” is defined as an integrative personal quality expressed in the ability and willingness of the managerial staff of an educational institution to design and/or apply digital systems and technologies to achieve development (digitalization) of education and educational institution. The main criteria for the digital expertise of the educational institution’s managerial staff are their abilities and willingness to provide: (1) the continuous development of the digital competency of the teaching and managerial staff of the educational institution; (2) designing a graduate’s expertise model that meets the requirements of the digital economy; (3) introduction and application of digital systems and technologies in the fulfillment of educational programs; (4) adoption and employment of digital systems and technologies in the management of the educational process and educational institution. The regular relationships between immature digital expertise of the educational institution’s managerial staff and the results of the education development (digitalization) have been substantiated. The findings can be useful in designing a system for management of education development and a system for the development of an educational institution’s managerial staff.

Abstract: In the digital era, learners gain knowledge from various modes or multimodal. However, it is not in line with the Indonesian teachers’ competencies, particularly in conducting multimodal teaching. For the reasons, this study explored the development of student teachers’ competencies through collaborative multimodal teaching using VR. Moreover, it investigated the difficulties encountered by student teachers in developing the teacher competencies through collaborative multimodal teaching. The teacher competencies consist of the pedagogical, professional, social, and personal competencies (Ministry of National Education, 2007). This study applied qualitative design (multi-case study) involving 45 student teachers studying at three different study programs and 15 model teachers teaching at elementary schools in Cianjur, West Java. Three instruments were employed for the data collection of this study, i.e., observations, questionnaires, and interviews. The results indicate that the collaborative multimodal teaching (using VR) among the model teachers and the student teachers is conducted in five stages, i.e., observing, planning, simulating, practicing, and evaluating. In collaborative multimodal teaching using VR, students teachers involved in a group of teaching using VR as the instructional media naturally, get the transformation of pedagogical knowledge, and practice multimodal teaching directly in the natural teaching-learning processes. Moreover, it fosters the student teacher to develop the teacher competencies optimally, such as practicing teaching methodology and implementing multimodal teaching using VR in real-life contexts (pedagogic competence), expanding digital knowledge (e.g., VR), and utilizing it in teaching-learning processes (professional competence), showing pride in being future teachers (personal competence), interacting and communicating with the teachers and learners naturally (social competence). Thus, they are more ready to be future professional teachers in the millennial era. Nevertheless, they should keep learning and developing the teacher competencies (exceptionally professional and pedagogic competencies) to overcome teaching difficulties, such as learner characteristics, teaching management, material evaluation, curriculum development, and assessment.

The urgency of this problem is justified by the fact that not only training, but also educational activities of the University should be directed to the development of future professional’s personality, on the formation of his or her professional and cultural competences. In this regard, this article contains a study how to form bachelors of Humanities’ professional competencies in higher education. The basis of the study of this problem are the ideas of competence-based approach, the theory of the individual’s entity, allowing on the basis of educational organizations’ activity improvement to solve the problem of the graduate’s personality professional formation. The article demonstrates the capabilities of the universities’ educational activities in situations of pedagogical interaction between teachers and students to prepare future professionals, reveals the role of the teacher - supervisor of the student groups. Organizational and pedagogical conditions of bachelors’ professional competencies’ formation in the course of educational activities and the results of their testing during the pedagogical experiment are developed in the article. This article is intended for teachers, researchers, heads of educational institutions who are engaged in education and training at the University.

The article clarifies the essence of the concepts of «сompetence» and «professional competence», determines the components of teacher’s professional competence: motivational (interest and motivation for future professional activity), cognitive (formed knowledge), operational (acquired skills and abilities) and personal-reflexive (ability to self-esteem, self-development and self- improvement). The author, on the basis of comparative analysis, shows the experience of forming the future teacher’s professional competence in leading countries such as: Germany, Denmark, Great Britain, France and others. The article outlines the peculiarities of the formation of the future teacher’s professional competence in determined countries. The interesting aspect in the formation of the future teacher’s professional competence in Germany is its information component, whose high level of evaluation is facilitated by the introduction of modern multimedia technologies in the educational process. The peculiarity of the Danish system of the future teachers’ professional competence formation is the availability of an additional vocational guidance level. So while forming the professional competence of a future teacher in the UK, considerable attention is paid to student’s research activities built on the humanization and democratization of the educational process in this country. The specificity of the future teachers’ professional competence formation in universities of France is that its most important component is the information and communication component. On the basis of the conducted analysis, the positive experience of the future teachers’ professional competence formation abroad is generalized; the recommendations on its introduction into the system of professional training in higher education institutions of Ukraine are worked out. The conclusion is made that the formation of the future teacher’s professional competence abroad will contribute to: the introduction of professional selection of applicants for teaching professions; exploiting the potential of non-formal education; an increase in the duration of teaching practice and the introduction of a mentoring system; inclusion of academic disciplines, that provide inclusive education, into the educational process; providing benefits to active teaching methods based on an interdisciplinary and problem-based approach; creating conditions for the exchange of experience of higher educational institutions with foreign educational institutions.

The article analyzes the main approaches to defining the essence of the professional competence of a pedagogical worker in an educational institution within the modern educational space, based on the study of scientific works. The conclusions of contemporary researchers regarding the content and nature of a teacher’s professional competence are examined, and a content analysis of the concept of “professional competence” is conducted. The results of the theoretical and methodological analysis of the content and meaning of the concept “teacher’s professional competence” are summarized, and a number of its essential characteristics are highlighted, revealing both the internal nature of this phenomenon and its manifestations in professional activity. It is noted that the formation of a teacher’s professional competence is a complex and long-term process that depends on many factors: the level of basic pedagogical education; experience of practical work; participation in the system of postgraduate education and advanced training; the presence of motivation for self-development; internal need for reflection; support from the teaching staff and the institution’s administration. The essence of the concept of a teacher’s professional competence in the modern educational space is defined as an integrative quality of personality that enables effective and high-quality pedagogical activity through the combination of theoretical knowledge, practical skills, pedagogical experience, value orientations, and important individual-psychological traits. It is emphasized that professional competence involves mastering professional competences that serve as a means of realizing the teacher’s personal meanings and values. It is noted that the professional competence of a teacher characterizes his or her readiness and ability for continuous self-development and self-education under conditions of ongoing social, cultural, and technological change.

In the contemporary era, the tourism industry is undergoing a profound transformation due to the digital revolution, which requires a comprehensive study of how education responds to this transformational shift. This study uses a qualitative research approach to gain in-depth insight into how innovation and transformation occur in curriculum, teaching methods, and relations with the tourism industry. This study uncovers the complex dynamics of innovation and transformation within the tourism education framework using qualitative research methods, including in-depth interviews with lecturers, students, and tourism industry practitioners involved in the education process. Through these interviews, aim to better understand how curriculum, teaching methods, and relationships with the tourism industry are adapting to the digital age. This research also explains how tourism education can innovate and transform in the digital era, describes how challenges and solutions can be implemented in tourism education in the digital era, and describes future trends in tourism education in the digital era. The research results confirm adopting diverse pedagogical strategies such as virtual reality experiences, data-driven insights, and cross-disciplinary collaborative projects. This dynamic approach aims to prepare students for the challenges and opportunities in digital-led tourism. However, ethical considerations and challenges arising from this digital transformation, including updating the curriculum and ensuring equitable digital access continuously, are also addressed. By unravelling the linkages between technology and education in the tourism context, this research provides important insights into pedagogical strategies that successfully leverage digital innovation. These findings serve as a practical guide for educators, educational institutions, and industry stakeholders in designing tourism education programs that are flexible and relevant, empowering students to thrive in the digital dynamic era in the tourism industry. Amidst an ever-changing environment, this research has become a beacon of navigation, guiding tourism education through waves of innovation and transformation.

The article provides an overview of trends in the digital economy that affect the professional training of a modern specialist. The essence of the concept of digitalization and its main components are determined, the author's interpretation of this concept is given. Particular attention is paid to the signs of a digital economy: the presence of a high-tech IT infrastructure, processing of big data based on modern digital technologies, the creation of digital solutions (products, platforms), the design of new business models. A theoretical analysis of scientific literature was carried out and a list of competencies that a specialist in the digital economy should possess was identified. To confirm the results obtained, an analysis of the opinions of employers was carried out, on the basis of which the most significant competencies and professional qualities of a specialist in the digital economy were identified. Based on the results of the analysis of employers' requirements for modern specialists, the tasks of vocational education for the training of a specialist in the digital economy were identified.

Our goal is to enhance the educational process, management, methodology, and information work through the implementation of digital technologies as a means of improving the professional competence of future vocational education instructors in the field of transport. The purpose of the study is to determine the role of digital technologies in the vocational education system; assess the readiness of students and instructors for the implementation of digital technologies; identify the necessary learning conditions for the effective integration of these technologies into the educational process and information work of higher education institutions; and outline possible options for the integrated use of digital technologies in specific areas of pedagogical activity. The achievement of the research objectives is ensured through the use of empirical methods (observation, analysis of research activities within the system, and analysis of teachers’ pedagogical activities). The article explores the theoretical and methodological aspects of integrating digital technologies to develop the professional competence of vocational education instructors in the field of transport. Based on an analysis of scientific and theoretical literature, it has been determined that the application of digital technologies in the professional training of educators contributes to improving education quality and ensuring a high level of specialist training. This approach also stimulates the development of an innovative educational environment that meets the modern demands of society and the labour market. The study analyses the process of acquiring digital skills, which are an essential component of professional training. It has been established that the use of digital technologies not only facilitates the acquisition of necessary knowledge but also fosters the ability to analyse the information space and adapt to the dynamic professional environment. Theoretical aspects of the research are complemented by an analysis of modern computer technologies in education, which significantly optimize the learning process for both instructors and students. The key principles ensuring the effective integration of digital technologies into the training of future vocational education instructors in the field of transport are outlined: – the principle of systematization, which involves creating a comprehensive educational system that integrates all components of the professional competence of future specialists; – the principle of integration, which aims to establish a unified educational system that combines various aspects of the learning process, including theoretical and practical training; – the principle of professional orientation, ensuring that the educational content aligns with the current labour market demands; – the principle of interactivity, which focuses on enhancing students’ cognitive engagement through interactive teaching methods; – the principle of reflection, which involves a systematic analysis by students of their own learning progress; – the principle of individualized learning, which is oriented toward creating personalized learning conditions for each student. It is emphasized that the process of digitalization in society and educational institutions significantly influences the content, organizational aspects, teaching methods, and management of the educational process. The development of a digital culture among instructors requires a high level of digital competence, including the ability to work with modern digital technologies and effectively use information and communication tools. The study concludes that there is a need for the active implementation of interactive educational environments, modern digital methodologies, and innovative pedagogical technologies in the professional training of future vocational education instructors. Special attention should be given to developing students’ digital competence and fostering effective networked interaction among all participants in the educational process. A virtual roadmap has been developed for instructors as an electronic, publicly accessible resource (e.g., a website), which outlines all the necessary mandatory steps that an instructor must follow while carrying out educational activities in vocational education institutions. The main directions of the instructor’s virtual roadmap have been identified, which should align with real educational activities within institutions.

Aim. To identify the features and prospects of the transformation of top management with the application of new competencies in the management system of the company on the basis of universal digitalization in the economy. Tasks. To describe the main prerequisites for management transformation under digitalization conditions; to analyze the importance of introducing new professional competencies in the management system that would allow to adapt in the changing market conditions of the digital economy, and to identify the difficulties on the way of transformation of top-level management under conditions of uncertainty. Methods. The author used general scientific methods, including observation and analysis, as well as applied methods of structural and system analysis. Results. New changes in enterprise management in the conditioned digital environment form new professional competencies at the level of top management, which allows top managers to solve many problems under uncertainty and effectively manage the company as a whole. The article may be useful for senior managers, top managers and practitioners interested in the development and application of modern methods of company management with regard to professional competencies that allow responding quickly to changes both outside and inside the company under the impact of digitalization. Conclusions. In the digital economy, the effectiveness of management decisions at the level of senior management using digital technologies, in particular algorithms and virtual reality application capabilities, taking into account new professional competencies, increases manifold. The management system becomes improved, as it includes and encompasses a set of all kinds of transformations in the implementation of management decisions regarding company employees.

Teacher Professional Education (PPG) is seen as a strategic instrument to improve the quality of teachers, but factual achievements need to be reviewed further. This study aims to analyze the pedagogic and professional competence of teachers after participating in PPG by examining the relationship between the two in teaching practice. The study uses a quantitative approach with an ex post facto correlational design. The subject of the study is 859 alumni of the Pre-Service PPG of the State University of Malang class of 2022–2023 who have been actively teaching. Data was collected through a Likert scale questionnaire that had been validated by experts, including 23 indicators of pedagogic competence and 25 indicators of professional competence. The analysis was carried out descriptively and inferentially with the Spearman's rho correlation test. The results of the study showed that the pedagogic and professional competence of PPG alumni was in the high category, with the tendency of respondents' answers in the category of agree and strongly agree. The dimension of the use of learning technology obtained the highest score on pedagogic competence, while mastery of teaching materials occupied the dominant position in professional competence. However, the aspect of self-reflection in professional competence is relatively lower. The Spearman's rho correlation test yielded a coefficient of 0.863 (p < 0.001), indicating a strong positive relationship between pedagogic and professional competence. This indicates that mastery of pedagogic aspects is closely correlated with strengthening professional competence, and vice versa. These findings confirm the effectiveness of PPG in equipping novice teachers with core competencies, although it is still necessary to strengthen self-reflection, consistency of technology integration, and balance administrative burden. The implications of this research provide direction for PPG organizers to expand field practices, strengthen teacher guidance, and develop sustainable coaching strategies to produce adaptive teachers in the digital era.

Modern digital learning tools have become an integral part of maritime education and training (MET). Modernisation of MET with digital tools requires the development of new skills for maritime professionals (e.g., specialists in the management of shipboard technical systems and complexes). The purpose of the present study was to analyse the role of digital learning platforms, specifically, learning management systems (LMS), modular object-oriented dynamic learning environments (MOODLE), and online ESP courses. The study described the LMS MOODLE tools used in ESP online courses for future specialists in the management of shipboard technical systems and complexes to develop their professional competence. The study analysed the possibilities of the digital educational environment for the development of professional skills and competences of students of maritime educational institutions. The advantages of integrating e-learning into the training of ship’s mechanics were determined, specifically through flexibility in access to materials, adaptability of the educational process, and the possibility of forming individual learning paths. It was concluded that the LMS MOODLE significantly contributes to the development of professional competence of maritime specialists in e-learning. This ensures a comprehensive approach to MET and allows future specialists in the management of shipboard technical systems and complexes to take an active part in e-learning. As a result, students acquire theoretical knowledge with practical skills necessary for further work on board. The practical value of this study lies in its possible application of LMS MOODLE by teachers in teaching ESP in maritime higher education institutions

The article presents a project of Foreign Language Teaching Department at the Moscow Pedagogical State University “Axiology of Foreign Language Education in the Context of Training the Teacher of the Future”, supported by the Russian Foundation for Basic Research and implemented in line with the objectives of the National Project “Education” (2019–2024). The study involved both future foreign language teachers (at the undergraduate and graduate levels), as well as practical teachers and professional scientists from Russia, near and far abroad in the field of professional foreign language pedagogical education. The project aims to identify promising axiological strategies that characterize the teacher of the future, and includes a whole range of tasks that scientifically substantiate the concept of axiology of foreign language pedagogical education. The article considers current trends in the development of theory and practice of teaching foreign languages and focuses on a new branch of linguodidactics — professional linguodidactics, which is also involved in preparation of a foreign language teacher for professional purposes, in the development of their professional and methodological competencies in educational organizations of non-linguistic training areas.

This paper examines the current state, challenges, and pathways of higher education internationalization within the context of the digital economy. In the digital era, higher education internationalization faces issues such as uneven distribution of educational resources, cultural exchange barriers, and disparities in educational quality. Simultaneously, the digital economy presents new opportunities for internationalization, including the rise of online education and virtual campuses. The article proposes strategies such as establishing an internationalized educational philosophy, strengthening reforms in international education, developing a rational internationalization mechanism, and promoting personnel exchanges to address these challenges and seize opportunities. These strategies not only facilitate the development of higher education internationalization in our country but also offer valuable insights for global higher education internationalization. Moving forward, it is essential to deepen theoretical and practical research on higher education internationalization, fully leverage digital technologies, and promote the integrated development of internationalization in higher education.