Keyword: «productive technologies»

Currently, digitalization covers almost all spheres of people's lives: from education to buying goods, from paying for services to receiving salaries. Children and teenagers learn to use various gadgets on their own at an early age, sometimes "blindly", since no one teaches them how to find information on the Internet correctly, how it can be generalized and systematized, what are the rules of safe behavior on the web and what a careless comment can "turn around" in the future. In the field of education, we have long been talking about the development of various kinds of students’ competences, covering both subject and meta-subject skills that can be formed and developed in the process of education. Many modern researchers talk about the need to develop digital competence as a human ability necessary for modern life. The purpose of the study was to substantiate the term "general educational digital competence", its components that can be developed in learning activities and the selection of technologies that contribute to its development. The leading methods are experimental work and methods of statistical processing of experimental data. As a result of the conducted research, the following conclusions can be drawn: the concept of general educational digital competence is really relevant in today's realities, students get around in the digital space perfectly, but they need help to find really good content, it is possible to develop the selected components of general educational digital competence in the classroom. The theoretical significance of our research consists in the theoretical substantiation of the possibility to develop general educational digital competence of students in the learning process; in clarifying the very concept of "competence" (including highly specialized knowledge in this subject area, special subject skills and ways of thinking, as well as – and this is very important –understanding of responsibility for their actions); in defining the concept of general educational digital competence and highlighting its components, in justifying the need for its development in the educational process. The practical significance of the research results is determined by the fact that some productive learning technologies have been tested and their effectiveness has been proven; a working program has been compiled that contributes to the development of general educational digital competence of students, and the results and conclusions can be taken into account when developing teaching aids for secondary schools.