ЦИФРОВОЙ ЭТИКЕТ В ДЕЛОВОЙ КОММУНИКАЦИИ: ТИПИЧНЫЕ ОШИБКИ И ВОЗМОЖНОСТИ ИХ ПРЕДУПРЕЖДЕНИЯ

The scientific review of literature on the problem of psychology of giftedness and the formation of business communicative culture of personality is made, its structure is determined. The leading factors that contribute to the formation of a communicative culture of a specialist as a business partner are outlined. The importance of having a communicative personality culture during communication and negotiations is emphasized. The purpose of the study is to identify the components of a communicative culture that contribute to success in business communication. To achieve this goal, the following methods were used: theoretical: theoretical analysis, synthesis, comparison, systematization, generalization of domestic and foreign scientific sources; empirical: observation, use of a psychological survey of university students in order to find out personal characteristics that must be inherent in a specialist with a high level of communicative culture; statistical: methods of descriptive mathematical statistics. It is shown that in the structure of communicative culture the gnostic component is distinguished (the system of knowledge about the essence, structure, functions and peculiarities of communication in general and professional in particular; knowledge about communication styles, in particular, about peculiarities of one's own communicative style; background knowledge, ie general cultural competence, which is non-cultural competence having a direct relation to professional communication, allows to capture, understand the hidden hints, associations, etc., ie to make understanding deeper, more emotional, personal; elicitation, which makes communication a kind of social creativity); connective component (general and specific communication skills that allow you to successfully make contact with another person, to adequately know their internal states, to manage the situation of interaction with him, to apply constructive strategies of behavior in conflict situations; speech culture; expressive skills that express pantomimic accompaniment; perceptual-reflexive skills that allow the partner to know the inner world of communication and self-understanding; domain emotional use of organizing influences in interaction with people (in comparison with evaluators and especially disciplines), emotional component (humanistic setting for communication, interest in another person, readiness to engage with her in personal, dialogical relationships, interest in one's own inner world; developed and high level of identification with professional and social roles performed; positive self-concept; psycho-emotional states adequate to the requirements of professional activity. The conducted study of the components of communicative culture gives grounds for defining the communicative culture of a specialist as a business partner, which is understood as a professionally significant formation, which involves the totality of its general culture, personal properties, emotional-volitional qualities, motivational-needy communication, learned communication skills. and skills, features of empathy and reflection, which are manifested in the process of communication, interpersonal and business communication, interaction, interaction understanding and mutual influence.

Introduction. The rapid advancement of digital technologies is transforming the educational environment, presenting new challenges for communication among participants in the educational process. University online communities are becoming central platforms for academic interaction, where the culture of network communication and digital etiquette play a crucial role in enhancing the effectiveness of learning and the professional development of students.Aim. This research aims to analyse the impact of network communication culture and digital etiquette on the effectiveness of students’ learning and professional development.Methodology and research methods. Materials were sourced from the Web of Science database, covering the period from 1975 to 2025. Based on the inclusion criteria, five key studies were selected and analysed, authored by researchers affiliated with universities in the USA, Taiwan, Sweden, Spain, and New Zealand.Results. The findings demonstrate an evolution from fundamental principles of network communication culture and digital etiquette to complex multimodal communication utilising artificial intelligence tools. This research reveals that effective online communication signifi-cantly impacts educational outcomes through three key mechanisms: (1) structured frameworks for digital interaction, (2) balanced integration of traditional and innovative communication methods, and (3) the development of professional digital competencies.Scientific novelty. The research findings confirm the importance of network communication culture and digital etiquette as key factors influencing the quality of the educational process within online communities and shaping the trajectory of students’ professional development in the digital era.Practical significance. The research materials can be utilised in the development of regulatory documents governing digital interactions within academic online communities of higher education institutions.

Introduction.The author of research substantiates her opinion on business communication that is on of the main type of cooperation between officer and his commanders, subordinates, colleagues, civilians during carrying out his professional duties.It’s effectiveness is determinated by communicative culture skills of the participants, and and first of all for the officer. Communicative culture is a component of general culture of the officer’s personality. The level of respect for the officer from colleagues and subordinates is increased by his self communicative skills, empathy, ability to communicate in the military environment and accessibility of communication. Also that allows to avoid conflicts and is an indicator of the readiness to perform his duties.The problem of forming self communicative culture of the future specialist is multifaceted problem and is the subject of the philosophical, psychological, pedagogical and linguistic researches.Purpose.Applications of specialist’s communicative culture are insufficiently researched.Therefore the objective of the article is the essence of business communication analyze as the most important component of the officer’s communicative culture. To examine on the case studies the process of skills and abilities formation of business communication types during the teaching discipline “ Ukrainian language for professional purpose” in The higher military institutions and to characterized interactive forms that are appropriated.Methods.There were used different methods of research such as: theoretical, deducting, descriptive analytical and observation.Results.This article demonstrates that business communication is one of the main methods in the officer practice to achieve professional goals of leadership, education and training his subordinates. Originality.The forms for providing development of subordinates creative possibilities and support the formation of the linguistic personality.Conclusion.That’s why they should use special forms for developing creative possibilities of the subordinates duringthe teaching process ofUkrainian language for professional purpose and support the formation of the linguistic personality.Further researches of the interactive forms are prospective as they improve communicative culture of the future officers.

This research investigates how customer experience (CX) professionals experience learning through their use of digital technologies in organisations, and considers the implications for organisational learning. A phenomenographic methodology was used to compare the variation in employees’ experiences of learning, and the research employed a conceptual framework of post-structuralism and complexity to investigate how digital technologies affect organisational learning and knowledge management. Complexity Leadership Theory was used as a way to interpret the complexity dynamics that occur through digitally mediated interactions in organisations, and provided a way to conceptualise these interactions as taking place in ‘adaptive spaces’. The research found that a lack of etiquette regarding the use of digital tools can adversely affect processes of meaning-creation during the technology-mediated work of CX professionals. The findings indicate that a more intentional use of technology – a ‘digital etiquette’ – can be viewed as a dynamic capability, and has the potential to improve the way in which CX professionals contribute to organisational learning. The findings also demonstrate that improving digital etiquette in adaptive spaces is an appropriate response to problems of knowledge management under conditions of complexity. The research will be of interest to those seeking a clearer understanding of the potential of the CX function to contribute to organisational learning, and also to those aiming to design programmes of learning that prepare students effectively for complex environments.

This study was conducted to comprehensively diagnose what kind of digital literacy capabilities university students actually have at the present time when the digital technology environment is advancing, and to derive educational implications for liberal arts education based on this. Higher-order competencies, such as information reliability assessment, ethics and security awareness, and self-regulation in the digital environment, are required as essential elements in recent university education, beyond the ability to use information. However, the basic data on how university students actually perceive and use the digital environment are limited, and differences according to learners' major characteristics have not been sufficiently identified. Starting with this awareness of the problem, this study conducted a survey based on nine sub-factors of digital literacy (reading and writing value, Internet value, self-efficacy, emotion, behavioral self-regulation, participation, ethics, security, and critical reading) on a total of 323 students, 154 students in 24th grade and 169 students in 25th grade at C University in Chungcheongnam-do. As a result of the analysis, 20 out of 24 students had an error in the data, and 303 students were statistically analyzed, and college students scored high in the areas of basic utility awareness and ethics and security related to the use of digital technology, but they showed relatively low levels in higher-order digital competencies such as critical reading and behavioral self-regulation. In addition, a significant difference was identified in the comparison between students in two grades with different regional and major environments, suggesting that student characteristics should be considered when designing future lectures. The evaluation tool used in this study can be extended to elementary school students, college students, and adult learners, and it can be used to analyze changes in digital literacy competency in the long term through surveys conducted before and after classes by semester and year in the future. This study is meaningful as basic data for verifying the educational effectiveness of the ‘Digital Literacy and Ethics’ lecture and improving college student competency.

The research is aimed at investigating the need to specifically address the application of English language skills and using AI tools within remote professional communication contexts due to the growing shift towards remote and AI-enhanced work environments. The term “digital ESL communication skills” has been defined as follows: the application of English language skills for professional, task-based interaction in digital environments, including written and spoken communication through emailing, instant messaging, video conferencing, project management platforms and AI chatbots. Having applied such methods as literature review, a stakeholders’ survey of 116 students and professionals, document analysis and the analysis of leading Business English course syllabi, it has been demonstrated that there is a gap in current ESL education and the need to integrate English language learning with practical tasks that are required for asynchronous professional communication, video conferencing and intelligent use of AI tools in remote digital work environments. 7 core skill areas such as: slack-style messaging, digital professional writing, task management communication, video conferencing, AI tool usage, digital etiquette and soft skills development for professional success in remote settings, have been identified and described according to current real-world professional tasks within a remote, tech-integrated context (needs analysis). Recommendations on teaching digital English communication and AI literacy have been provided on each skill area. These included the lists of targeted vocabulary and grammar as well as recommended activities and resources aimed at contributing to the methodological aspect of teaching digital ESL communication skills. The research is a step towards modernizing ESL courses at college and university level for today’s remote or hybrid globalized, tech-driven workplace.

Study Background: Nurse–patient cultural communication is of paramount significance in countries with substantial expatriate nursing workforces, such as Saudi Arabia. Saudi Arabian hospitals are mostly staffed by foreign nurses, who constitute 73.4% of the total population of registered nurses (Ministry of Health, 2014). Aim of the Study: The purpose of this study was to explore the cultural communication barriers between non-Saudi nurses and Saudi patients when performing patient health care. Study Design: The study adopted a quantitative descriptive survey design. A convenience sampling technique was used to recruit a population of surgical nurses (n = 93) working in wards at a tertiary health care centre in Riyadh, Saudi Arabia. Descriptive statistics and non-parametric analysis (Mann-Whitney U tests) were used to analyse survey data. Results: Unfamiliarity with language or dialect and generational gap scores represented the highest cultural communication barriers, followed by other significant results that included gender difference and nurses’ burnout. Lack of continuous communication skills training and Arabic language also had an impact. Cultural communication competence was influenced by respondents not understanding the Saudi culture. Recommendations: Developing appropriate cultural communication between expatriate nurses and Saudi patients entails grasping Saudi sociocultural parameters. It is paramount that expatriate nurses intending to work in Saudi Arabia are professionally educated about Islamic Arabic cultural beliefs and communication methods. It is further suggested that Saudi patients’ perspectives on cultural obstacles in communicating with foreign nurses be explored.

The purpose of the study is to reveal the features of the implementation of the competence approach in the process of teaching the discipline "Speech culture and business communication" for students of the training direction 35.03.06 Agroengineering. The scientific novelty of the research consists in a comparative analysis of general cultural and universal competencies formed during the study of the humanities disciplines "Russian language and speech culture " (FSES 3+) and "Speech culture and business communication" (FSES 3++); in the presentation of the experience of teaching the latter discipline in a technical university, describing the forms of work with students, learning outcomes. As a result of the research, the theoretical and practical significance of the discipline is revealed, which contributes to the development of communicative competence, which further determines the self-realization of the graduate.

The article analyzes key factors of introduction and realization of digital marketing technologies into economic activity of business entities. The relevance of research is determined by the fact that in the modern world digital technologies are one of the decisive factors of successful promotion in practically any sphere of economy, entrepreneurship and business. It has been established that marketing in the field of entrepreneurial activity will experience the greatest transformation under the influence of processes of digitalization. It is pointed out that at present time, the development of the latest technologies has led to the emergence of an innovative type of marketing activity – digital marketing. It is noted that digital technologies transform the functions of marketing activity of entrepreneurial entities, providing new possibilities of personalization and individual configuration of marketing programs. The basic prerequisites that determine the possibility and necessity of technological development of marketing policy of entrepreneurial structures in the digital environment have been identified. Key trends of economic activity of entrepreneurial entities that needs to introduce digital marketing technologies are identified. Factors of development of marketing digital technologies have been established. The marketing policy tools and technological solutions, the exploitation of which, will improve marketing activity of entrepreneurial subjects, are specified. The advantages of using digital marketing technologies by entrepreneurial entities are outlined. It is stated that digital marketing technologies are used for the purpose of coordination of efforts of the entrepreneurial entity to achieve strategic and operational goals. The exploitation of digital marketing technologies involves taking into account market requirements and ensuring interaction with clients and business partners through the transfer of information about goods and services, as well as receiving, processing and analysis of marketing information. It is summarized that the application of marketing digital technologies in economic activity of the entrepreneurial entities will provide them with growth of sales of products and services inside the country and will facilitate access to international markets.

The article is devoted to the analysis of the rules of behaviour of communicants in the process of distance learning. The purpose of the study is to consider the main difficulties that arise when students and teachers communicate in the virtual space, to identify their causes and ways to overcome them. The author focuses on the rules of email etiquette. The data obtained during a survey of students and teachers of the Perm State National Research University is used by the author. The relevance of the topic raised in this article is due to the fact that at present it is an urgent need to teach students and schoolchildren the basics of digital etiquette, namely, polite communication in social networks, compliance with the etiquette of official email correspondence, etc. The methods used for research include analysis, description, observation, comparison. The results of the study showed that in the moving to distance learning, when students ' communication with the teacher becomes mediated, many students experience certain difficulties, because they do not know the rules of behaviour in cyberspace. In this regard, it is concluded that teachers should include the module " Acquaintance with digital etiquette " in the course of training in order to make communication with students more effective and develop the necessary communicative competence.

The article is devoted to the consideration of the main aspects of business communication as one of the factors in increasing the performance of modern commercial organizations. The main purpose of the work is to determine the effectiveness of modern aspects of business communication culture. To achieve this goal, the experiment was carried out using questionnaire method, as well as V. Ryakhovsky’s test. As a result, the level of formation of communicative sociability of employees, the level of development of organizational and communicative qualities of personality, the level of development of communicative culture of employees before and after the experiment were established. The data showed that after the development of recommendations for the formation of corporate culture, communicative sociability of the participants of the experimental group reached a high level in 20 respondents; communicative culture - in 24 participants. The recommendations were thematic focus, clarity of thought, willingness to engage in a joint dialogue, time constraints, questioning, and detailing of information. It was found that mastering the standards of style, communication, speech determines the success of a person's career. The content of business communication depends on the needs of joint activities, including coordination of actions, as well as on the understanding and acceptance by each participant of the goals, objectives and details of organizational activities. Business communication strategies include such elements as bringing partners closer to the communicator's opinion, persuading them to perform the actions and behaviour described by the communicator, and changing the partner's point of view based on the communicator's point of view. Thus, through this business exchange, partners can develop common interests, tastes, mutual understanding, objectively assess their own and other people's abilities, as well as patience and shortcomings in relation to partners. The article reveals the main tasks of developing a culture of business communication in modern organizations, emphasizes the importance of culture and psychology of business communication, implements the development of organizational behaviour and organizational culture.

Aim. To present and discuss the following paradox – despite a high level of technological optimism and the value of openness to change, teachers have a predominantly negative attitude towards the digitalization of education and are dissatisfied with the educational process that includes digital technologies. Methodology. A discussion was organized using the focus group method, in which teachers of the Philosophy and Pedagogy departments of the Ural Federal University (n = 29) took part. Age – 24– 60 years. All participants have experience of interaction with the digital environment in pedagogical activity from 2 to 20 years. The focus group questions were devoted to the analysis of possible reasons for the indicated paradox. Results. The reasons for the existing paradox were identified, expressed in the lack of culture of interaction in digital environments, high-quality resources of digital environments, high intensity of digitalization, and the conservatism of the educational process itself. Educators are cautious about delegating learning to the digital environment, believing that the transfer of cognitive operations (analysis, synthesis) and evaluation should not affect the developing potential of the educational process. A possible solution to the described paradox is the inclusion of representatives of participants in the educational process in the digital product development system, a thorough psychological and pedagogical examination of the digital educational environments being developed. Research implications. The paradox is identified: despite a high level of techno-optimism and values of openness to change, teachers have a negative attitude toward the digitalization of education and are dissatisfied with the educational process that incorporates digital technologies. Possible causes of this contradiction are identified and structured, and the risks of delegating pedagogical functions to the digital environment are conceptualized. Further research vectors for this paradox are identified. Based on the research conducted, recommendations can be developed for modernizing the eco-psychological component of the digital educational environment.

This article discusses the impact of globalization on cultural dynamics in the context of business communication. Globalization has changed the business landscape with intense cultural exchanges thereby increasing interactions between countries. In the context of business communication, complex cultural dynamics can influence the way individuals and organizations communicate, interact, and build effective business relationships.The writing of this article uses the literature or literature study method, in which the authors reveal that globalization has brought many significant changes in business and cultural communication. In the context of global business communication, the important aspects are the growth of multiculturalism, the adoption of global languages, and the influence of culture in marketing. In dealing with the dynamics of diverse cultures it is also very important to have a good cultural understanding, adopt communication styles, and use effective strategies.

Digital communication has become an integral part of social reality to a degree that it prevails in some social contexts, e.g., in academic communication between university students and professors. This research featured violations of netiquette rules by university students and their effect on the effectiveness of virtual academic communication. The article introduces a comprehensive review of domestic and foreign publications on virtual communication and digital etiquette. A survey that involved teaching staff affiliated with higher educational institutions in Kemerovo made it possible to formulate the rules of virtual academic netiquette between university students and professors. The authors identified, quantified, and classified violations of these rules, as well as described the response and attitude of professors to such violations. Although all respondents experienced violations of virtual communication, they believe that local students possess a rather high level of communicative culture. In most cases, poor netiquette did not affect the attitude of teachers towards the violators and caused no strong negative reactions. However, some professors admitted that poor netiquette sometimes caused biased attitude and discomfort on their side in dealing with particular students. Gender, age, or job had no effect on the attitude of professors to students who break the rules of virtual academic etiquette. In general, poor academic netiquette had some negative impact on the effectiveness of communication between professors and university students.

Purpose. This article is devoted to the analysis of the issues of using digital technologies in foreign language classes in higher educational institutions. The relevance of the paper is explained by the fact that the issue of digitalization of the educational environment attracts the attention of researchers. Therefore, in 2019, the federal project “Digital Educational Environment” was developed, which proposed a plan of measures until 2024 aimed at “creating and implementing a digital educational environment in educational organizations, as well as ensuring the implementation of the digital transformation of the education system”.Materials and methods. New technologies require new approaches to learning, reworking of learning content and development of new principles. Despite the abundance of scientific papers written on this issue, the authors of the article contribute by making a critical review of the existing literature, as well as describing their experience of teaching a foreign language in the era of digitalization, answering the following research questions:1. What digital learning tools are best used in foreign language classes at a university?2. How can a teacher communicate with students in a digital network?3. How to carry out quality control and assessment of knowledge? Research results. The issues stated and solved by the authors are the problems of academic deceit, loss of concentration, adequate assessment of students’ work on digital platforms. Online classes cause difficulties of both organizational and methodological nature. The most common challenges faced by teachers are reduced student involvement in the learning process, increased temptation to academic cheating, and the difficulty of organizing pair and group work. The article provides a thorough analysis of the most popular digital learning tools, identifying their advantages and disadvantages. Also, an algorithm is proposed aimed at solving the main difficulties: methods for increasing students’ interest when working with digital technologies are described, the speech value of educational material is considered, methods for updating typical tasks, correcting each other, responding, and holding attention. This analysis was carried out on the basis of the principles formulated by E. Passov, namely: the speech value of the material, individualization of tasks and novelty. The above solutions allow the teacher to diversify the activities in the classroom and increase the motivation of students without the involvement of special additional means of education.Conclusion. The article also proposes additional platforms and applications that allow you to diversify the types of activities in the classroom and conduct knowledge control. A separate section of the article is devoted to the control of students’ knowledge in the digital environment. Recommendations are presented on how to use additional resources and applications that allow you to create tests and interactive tasks, as well as ways to exercise control without using additional applications.