Готовность преподавателей высшей школы к использованию цифровых технологий в учебном процессе

Introduction. The development of computerization and digital technologies in the world leads to their widespread use in the educational process of higher education, at the same time, the modern digital society poses new challenges for national education in terms of training students, who will flexibly adapt to real-life practical situations, think creatively, generate ideas, freely navigate information flows, and be able to search, process, create and use digital information through technical, software, hardware, network and other means of digital technologies. The use of such technologies is extremely relevant today, as there is an urgent need for new approaches to the training of physical therapy specialists due to a number of social factors associated with the deterioration of the health of different age groups, an increase in injuries and disabilities among civilians and military personnel caused by military operations in our country. The purpose of the publication is to substantiate the use of digital technologies in the training of future specialists in the specialty 227 Therapy and Rehabilitation of the educational program "Physical Therapy". Methods. Theoretical analysis of scientific sources, generalization, systematization and comparison of the collected material, modeling. Results. The concepts of pedagogical technology, innovative technology, digitalization of education, digital technology, medical information system have been clarified. The specifics of training specialists in the speciality "Physical Therapy" and functional responsibilities in the future profession are clarified. The article outlines the positions of domestic scholars on the interpretation of the term "digital technology". Some consider this concept as digital resources (platforms, applications, messengers, programmes), others as teaching methods, technical (computer) learning tools. In most scientific sources, the definition of digital technology is presented in terms of various options for combining elements of existing other technologies (interactive, project-based, person-centered) with computer-based learning tools. It has been found that digital technologies are actively used not only in the educational process of higher education institutions, including medical ones, but also in the practical activities of health care institutions. Attention was focused on the practical use of educational simulations, telemedicine, teleexamination, online consultation, electronic health care system (eHealth), medical information systems (Health 24, Doctor Eleks, Helsi), and artificial intelligence in the work of physical therapists. The article presents variants of combining elements of digital and other teaching technologies in practical classes in the discipline "Pedagogy and the Art of Teaching" for students of the second (master's) level of the educational programme "Physical Therapy", speciality "Therapy and Rehabilitation". Conclusion. The use of digital technologies in combination with elements of other innovative technologies ensures effective training of future physical therapists and enriches the process of communicative interaction between the teacher and students in practical classes in the discipline "Pedagogy and the Art of Teaching" for second (master's) level students. Further research needs to highlight the problem of distinguishing between methods and means of teaching that encompass digital technologies. Further research needs to highlight the problem of distinguishing between methods and means of teaching that encompass digital technologies.

The article discusses modern tools that serve as the basis for digitalization of the educational environment of the university, as well as the features of their application in the educational process. The primary goal of digitalization of the educational environment of the university is to increase the efficiency of the educational process, expand opportunities to make it more adapted to modern training conditions and more interesting for students. As practice shows, the more interesting the educational process is for the student, the more educational information the student learns and remembers. The modern generation cannot imagine life without a variety of gadgets. Such a hobby is not always useful, but this interest can bring tangible benefits if modern digital devices and inventions are made an obligatory part of the educational process. The article evaluates the effectiveness of digital educational technologies in the educational process and their application. The assessment includes a statistical analysis of the results of a survey of teachers and students about the usefulness of using basic digital elements. The representativeness of the sample and the randomness of the selection of respondents allowed us to judge with enough confidence about the objectivity of the results we got. Digitalization of the educational environment makes it more accessible, safe and interesting. But, there are obvious disadvantages to using digital technologies. They are also noted in the article. Solutions to cut the identified shortcomings are proposed. The practical significance of the study lies because the results got are further used to optimize using digital devices and services in the educational process.KeywordsEducational processDigital educational technologiesElectronic information educational environmentMoodleMicrosoft teamsChatbots

The paper presents a comparative analysis of the effectiveness of the use of various learning technologies: digital, traditional, and blended learning in the educational process of a university. The authors show the results of research related to the analysis, development, and refinement of parameters, capabilities and implementation of digital technologies in the educational process. The analysis is carried out based on a set of surveys of students and teachers. A comparison of the impressions of the participants of the educational process and an analysis of its results during the transition from the classic model of the educational process to a blended (classic model with the use of digital educational technologies) anddistance learning is carried out. The results obtained were correlated with objective indicators — compliance with the academic schedule, average academic performance, and the level of residual knowledge. Significant advantages and disadvantages of the introduction of distance learning in the educational process were identified, on the part of both trainees and teachers. In conclusion, the authors summarize that the use of digital technologies makes it possible to create a learning environment around the student that forms professional digital innovative competencies.

The article examines the essence of the concept of "digital competence" and establishes that it is an important component of the general professional competence of a modern teacher. Its components and content are outlined, it is stated that digital competence includes interaction with digital devices and modern technologies for learning, work and social activities. Particular attention is paid to the conditions for future elementary school teachers to acquire digital competence in the modern digital informational educational environment. The main advantages of the modern digital information educational environment are: ensuring wide access to learning at a convenient time and, accordingly, increasing the speed of passing the educational program by individual students; creation of conditions for implementation of differentiated and complex training; changing the main role of designing educational tasks from the role of the teacher; transformation of the organization, management and evaluation of education, presentation of educational materials and management of the educational process. It has been proven that digital competence requires constant development for effective professional activity in today's changing environment. Acquiring digital competence contributes to the general development of the competencies of the future primary school teacher, increases his professional skills, ensures competitiveness in the labor market, promotes personal development, continuous education, develops the ability to apply acquired knowledge and integrate it into existing knowledge, actively use digital technologies in the educational process, increases the quality of education. The formation and development of digital competence is considered as a process of acquiring stable, integrated and systematized knowledge in pedagogy, psychology, informatics, computer technologies, teaching methods, the ability to apply them in new situations, personal qualities and the ability to achieve significant results in professional activities. It can be concluded that the implementation of digital technologies in education is not only the use of new digital tools, but above all the creation of an environment that offers innovative learning opportunities, designing individual educational routes and creating unique educational electronic/digital products.

The study is devoted to a retrospective analysis of the development of competencies related to the use of information and communication technologies in the educational process. The aim of the paper is to trace changes in the requirements for competencies related to the use of information and communication technologies in the educational process, driven by changes in objective and subjective circumstances. An analysis of the content of competencies related to the use of information and communication technologies in the educational process is carried out. The concepts of “information competence,” “ICT competence,” and “information and digital competence” are analyzed. Information competence is the ability to navigate the information space, obtain information, and operate with it in accordance with one’s own needs and requirements. ICT competence is an integrative personal quality that combines a conscious need to acquire new knowledge and experience in the field of information and communication technologies. Information and digital competence is manifested in the ability to use digital technologies to improve the educational process. It is also manifested in professional interaction with colleagues, students, parents, and other stakeholders, as well as in personal professional development. Information and digital competence is formed on the basis of four equally significant components: knowledge, skills and abilities, communication, and responsibility and autonomy. These components are interrelated and therefore require a comprehensive analysis to understand the level of formation of such competence. A retrospective analysis of the formation of competencies related to the use of information and communication technologies in the educational process allows the following conclusions to be drawn. The structure of competencies related to the use of information and digital technologies is constantly changing under the influence of various objective and subjective factors. The content of competencies related to the use of information and digital technologies changes radically over time. The formation of competencies related to the use of information and digital technologies influences the development of other qualities necessary for a person both in professional activity and in everyday life. The conducted analysis does not exhaust all aspects of the researched issue. Further development is required for the study of the use of artificial intelligence elements within the structure of information and digital competencies.

The development of science and technology, the introduction of the latest digital technologies in public relations entail the need to improve the educational process. Existing mechanisms, including legal ones, do not allow to train specialists of the future. Repeatedly domestic and foreign law researchers designated a priority development of the educational process in the direction of developing students' competences, allowing in practical and professional activities to work in the multitasking and stress resistance. The widespread use of databases and digital technologies requires from specialists of the not the knowledge of the provisions of the law, but the skills to search for the necessary information in electronic systems and databases. However, it was not correct to underestimate the lack of basic knowledge, since the lack of orientation of a future specialist in any branch of law will artificially stretch the process of searching for the necessary information and, quite possibly, lead him to work with unreliable information. Thus, the relevance of the research topic is primarily due to the need to study the features of the use of digital technologies in the educational process in the study of legal disciplines. The stated topic is very broad, so we will limit ourselves exclusively to the sciences of the criminal law cycle.

This research explores the relationship between digital technology and human resource practices, analyzing contemporary research conducted between 2016 and December 31, 2023. The systematic literature review adheres to fundamental review principles and identifies various studies conducted across various nations on the conceptual application of digital technology in human resource practices. This paper emphasizes the importance of understanding digital technology and human resource practices for all organizational levels, aiming to help professionals build and implement these practices for stronger competitive advantages in the digital technological era. Many methodological (exclusive search) constraints exist in this review, which may limit how well it can be used with additional case studies. Digital technology and human resource practices are essential parts of developing digital and advanced technologies relevant to human resource practices in many aspects. This systematic literature review analysed the relationship between digital technology and human resource practices, demonstrating their interconnectedness through a comprehensive review of research in this field. Both concepts of digital technology and human resource practices linkage was not more focused before. A full understanding of the current state of digital technology and research conceptualization for human resource practices on a single platform through developing a thorough technological concept in human resource practices.

The article talks about digitalization, to which all spheres of human activity, including education, are subordinated nowadays, therefore it is advisable to produce specialists with competencies corresponding to modern realities. In this regard, the possibilities of digitalization of physical education are considered on the example of the Higher School of Physical Culture and Sports of the I. Kant BFU. Since the educational and educative potential of digital technologies has been proven by many researchers, our main task is to test educational technologies in the educational process of training specialists in the field of “Physical culture” and determine what conditions for their implementation should be created within a specific university. The object of the study is the educational process at the Higher School of physical culture and Sports, which trains specialists in the field of “Physical culture”, who will have to teach their students not only theoretical knowledge, but also motor actions. The analysis of the results of the readiness of graduate students showed that the systematic introduction of digital educational technologies into the teaching of disciplines under the training program of the direction “Physical culture” makes it possible to individualize the educational process, expand the forms and space of pedagogical innovations in the educational process and, accordingly, improve the quality of education.

The need to apply digital technologies in the educational process of financial managers is an indispensable condition for improving the quality of training of future specialists. Currently, there is no single approach to the training of financial managers using elements of digitalization. A promising direction is the inclusion of digital components that improve the quality of the educational program in all disciplines of the curriculum. Digitalization of the educational process is able to improve the level of training of a qualified specialist, to form the necessary digital competencies of the student, necessary for his future professional activity. The article reviews the experience of organizing the educational process using digital technologies of several universities in Kazan. According to the results of the analysis, positive aspects in the organization of the learning process have been identified, which can be useful for other universities and educational institutions implementing a similar training program 38.03.02 and 38.04.02 “Management”.

In the process of distance education, the main role is given to digitalization, which essentially changes the methodology and algorithm in the learning process. This is especially true in the higher education system, where online courses, trainings and other innovative teaching methods are common in the practice of training. In modern conditions of obtaining knowledge and training specialists, innova- tive approaches to achieving digital literacy, mastering the key competencies of the digital economy are required.  The purpose of the research in the scientific article proposed by the authors is to analyze current trends in the use of digital technologies in the system of distance education (DO); based on the study of foreign and domestic experience, to identify the pros and cons in the field of distance learning in the context of the transition to digital format. The programs and projects implemented by state bodies in the field of distance education are fo- cused on the transformation of the entire technological process of education and training. All this comes down to the training of highly qualified specialists of the innovative formation that meet the new require- ments of the digital economy. The article also notes the negative consequences of the current trend involving the distance educa- tion system. Thus, modern society will have to cope with such problems as the need to address the issues of adapting the educational system to the digital environment, the reduction of traditional employment markets instead of other areas of training, which is accompanied by the presence of ethical aspects of the use of digital technologies, the vulnerability of human rights in the digital space, the growth of cy- bercrime, and others. In response to these challenges, the tasks of organizational and legal regulation of the education system, which has switched to the distance learning mode, come to the fore. To identify problems and recommendations, a sociological survey was conducted among respondents studying in this mode be- fore, as well as the opinions of experts dealing with the optimization of the educational process in the context of the use of digital technologies were systematized. Key words: on-line education, digitalization, RK, distance learning (DL), mass open online courses( MOOCs), digital technologies of educational programs, digital literacy, information security, graduates, information and communication technologies (ICT).

The article analyzes the current research of the future teachers’ training in the context of the problems of using innovative technologies in the professional activities. The author concludes that the digital competence of future teachers is an important component of vocational training. In the modern world, the information, presented in the digital format, is the main direction of structural reforms in many countries. The aim of the article is to highlight and characterize the modern requirements of the formation of digital competence of future teachers in the process of professional training in institutions of higher education in Ukraine. The international requirements for digital competence of citizens in an educational context have been characterized. Digital competence indicators of teachers include knowledge, skills and abilities to use online tools creatively while respecting proper rules of ethical behavior on the Internet. The importance of the formation of digital competence, as a vital skill of the personality, in the professional training of future specialists has been proved. In the context of the study, digital skills of a teacher in the 21st century have been highlighted. They should be based on the free and appropriate using of various opportunities in the process of professional activity, inherent in computer services and online technologies. The use of digital technologies in the educational process contributes to the independent cognitive activity of students and the organization of the effective interaction between its participants. Innovative technologies allow students to solve the tasks, which are as close as possible to the reality. The author defines the concept of “digital competence of future teachers” as the ability of a personality to use, select expediently and interact with digital technologies in pedagogical activity, which gives the chance to involve students in training and to cooperate effectively with all participants of educational process. Digital competence of future teachers is an important component of their professional activity, which will contribute to the effective using of innovative technologies in teaching. Owing to the modern information technologies, computer services and online technologies are widely introduced and used in the educational process.

The main purpose of teaching translation is to promote students' English learning and cultivate English application ability through translation activities. As a kind of language teaching method, the development of translation activities should serve the teaching goals of the whole classroom, and combine with other teaching methods to jointly promote the improvement of students' English comprehension ability and application ability. The full use of digital information technology and digital resources in English translation teaching will greatly improve the effect of college English translation teaching. In order to deeply explore the role of digital information technology in English translation teaching, we have carried out research on the reform and exploration of English translation teaching based on digital information technology. This paper first discusses the teaching of English translation and its basic methods. This paper will combine the background of digital information teaching to analyze how to apply digital information technology and digital teaching resources in college English translation teaching, so as to improve the teaching effect of college English translation. Cultivate students' interest in learning and enhance students' translation ability. By using the image extraction method, the multimedia construction method and the classroom learning contrast method in the digital information technology, the sample is collected, the technical framework is analyzed, and the algorithm is simplified. And create a digital information technology teaching model. The experimental results of this paper show that the accuracy of dictionary translation is 44.5% by comparing the methods based on digital information technology and resources. The accuracy of the g and b translations is slightly lower than that of the dictionary method, with an accuracy of 40.5%. And the translation method based on digital information technology and resources has the highest accuracy rate of 79.8%. This essentially verifies the effectiveness and robustness of the proposed translation teaching method.

The mass implementation of digital technology in professional activity and everyday life causes increasing demands for training future teachers who are responsible for preparing the young generation to participate efficiently in modern society. Thus, the article reveals the relevant issue of future teachers’ professional development through implementing digital competence framework. The development of teachers’ digital competence is a target of a number of foreign and Ukrainian researchers. The theoretical determination of the concept “digital competence” and “digital literacy” are represented in works by D. Belshaw, P. Gilster, N. Hockly, N. Sonck, S. Livingstone, E. Kuiper and others. Terminological clarification of these concepts are highlighted in the researches of Ukrainian scientists (V. Bykov, L. Havrilova, O. Danylchuk, M. Zhaldak, A. Kolomiiets, O. Sysoieva, I. Smyrnov, O. Spirin and others).The purpose of the paper is to present the theoretical justification of the digital competence framework for future teachers and in such a way to contribute to their professional development.In this paper, the author proves that digital competence is a constituent part of professional competence. The structure of digital competence is characterized and visualized. It contains the following elements: ICT fluency; data, information and media literacy; digital self-development; communication, networking, participating; digital innovation and creation. The detailed analysis of European Framework for Digital Competence of Educators shows the elements of the competence, such as professional engagement, digital resources, teaching and learning, assessment, empowering learners, and facilitating learners’ digital competence. The author emphasizes on the necessity to include the following element to the framework: motivation and positive self-perception, new methodologies for digital competence development. As they are essentioal for implementing digital technologies in educational process, as well as allows to establish indicators for evaluating the level of its development.It is concluded that regarding to the different aspects of future teachers’ digital competence, which we have expounded on in this paper, clearly reflects all the demands, which should be taken into consideration, while designing digital competence framework for educators in Ukraine according to educational reforming and upgrading process, as well as the relationship that must be established between the major components of teachers’ digital competence.

Большое количество структурированных и неструктурированных данных огромных объемов и значительного многообразия прочно вошло во все сферы жизнедеятельности общества и государства, в том числе и таких важных направлений, как обеспечение общественного порядка и общественной безопасности, борьба с преступностью, а также иными правонарушениями. Они, как и прогнозируют идеологи четвертой промышленной революции, а также инициаторы национального проекта «Цифровая экономика Российской Федерации», будут определять ближайшее будущее, что затронет и правоохранительную систему страны, в частности на этапе профессиональной подготовки будущих специалистов органов внутренних дел. Многие цифровые компетенции они осваивают уже в процессе осуществления профессиональной деятельности, но базовые цифровые навыки и фундаментальные знания в области информационно-коммуникационных технологий, искусственного интеллекта и цифрового моделирования складываются на этапе их обучения и профессиональной подготовки по соответствующим образовательным программам среднего профессионального и высшего образования. В статье рассмотрены особенности преподавания профессионально ориентированных дисциплин для обучающихся юридических профилей в условиях цифровой трансформации образовательной деятельности. Выделены и проанализированы цифровые компетенции, заложенные в федеральных государственных образовательных стандартах высшего образования, и электронные образовательные ресурсы, с использованием которых возможно освоение этих компетенций. Указаны возможности цифровых платформ, таких как Moodle, ИТ-инструментов Pravo.Tech, справочных правовых систем «КонсультантПлюс», «Кодекс», «Гарант» и др. для организации учебных занятий. Отмечена востребованность общей цифровой и информационной грамотности и электронных образовательных ресурсов в профессиональной подготовке будущих специалистов органов внутренних дел, способных применять и использовать в дальнейшей работе полученные цифровые навыки и компетенции. A large amount of structured and unstructured data of huge volumes and significant diversity has firmly entered all areas of society and the state, including such important areas as ensuring public order and public safety, the fight against crime, as well as other offenses. They, as predicted by the ideologists of the fourth industrial revolution and the initiators of the national project “Digital Economy of the Russian Federation”, will determine the near future, which will also affect the law enforcement system of the country, in particular at the stage of professional training of future specialists of the internal affairs bodies. Many digital competences they master already in the process of professional activity, but basic digital skills and fundamental knowledge in the field of information and communication technologies, artificial intelligence and digital modeling are formed at the stage of their education and professional training in the relevant educational programs of secondary and higher education. The article considers the peculiarities of teaching profession-oriented disciplines for law students in the conditions of digital transformation of educational activities. The digital competences embedded in the federal state educational standards of higher education and electronic educational resources, which help to master these competences, are highlighted and analyzed. The possibilities of digital platforms such as Moodle, Pravo.Tech IT-tools, legal reference systems ConsultantPlus, Codex, Garant, etc. for the organization of training sessions are indicated. It is noted that there is a demand for general digital and information literacy and electronic educational resources in the professional training of future specialists of the internal affairs bodies, who are able to apply and use the digital skills and competences obtained in their future work.

The effectiveness of digital solutions is largely unproven as there are very few published data in real-world outbreak settings. Modelling studies provide low-certainty evidence of a reduction in secondary cases if digital contact tracing is used together with other public health measures such as self-isolation. Cohort studies provide very low-certainty evidence that digital contact tracing may produce more reliable counts of contacts and reduce time to complete contact tracing. Digital solutions may have equity implications for at-risk populations with poor internet access and poor access to digital technology. Stronger primary research on the effectiveness of contact tracing technologies is needed, including research into use of digital solutions in conjunction with manual systems, as digital solutions are unlikely to be used alone in real-world settings. Future studies should consider access to and acceptability of digital solutions, and the resultant impact on equity. Studies should also make acceptability and uptake a primary research question, as privacy concerns can prevent uptake and effectiveness of these technologies.