Anna Zverkova

The relevance of the topic discussed in the article is conditioned, on the one hand, by the systematic implementation of the national project «Education» of the federal project «Digital Educational Environment» aimed at creating and introducing a digital educational environment in educational organizations. On the other hand, it is the fact that over the past year the epidemiological situation in the country has caused a significant acceleration of this process without taking into account the available resources and opportunities of specific educational organizations. This has resulted in practical actions, often significantly different, concerning the digitalization of education in general and the digitalization of training in particular. Nonuniformity of processes requires comprehension, analysis to identify productive digitalization options and, possibly, their active use in the future. The purpose of the article is to describe the impact of digitalization of professional training at a university on the attitude of students to distance and face-to-face learning (based on the experience of the Institute of Childhood of Novosibirsk State Pedagogical University). To achieve it, a theoretical analysis of publications on problems close to the topic of the article was used; an empirical study was carried out, in which a questionnaire survey of students was used and their progress was analyzed. As a result of theoretical comprehension of scientific publications devoted to the current aspects of the education digitalization, it was concluded that domestic researchers are striving for a more accurate definition of the fundamental concepts that describe this process. In addition, they summarize the positive experience of education digitalization and the development of digital education during the period of the pandemic. Foreign authors, describing the digitalization process, present options for the requirements for the activities of teachers in the digital educational environment in the implementation of professional training with an emphasis on creative disciplines. The attention of researchers is also focused on the analysis of the attitude of students to digitalization. The main results of the empirical research include: the perception of students as positive - the transition to distance learning opened opportunities to save time due to the absence of the need to travel to the place of study, the option to work with electronic versions of the materials of all training courses, independently plan their workload during the day; perception by students as difficulties - the weak technical equipment available to them, not sufficient to participate in distance learning. The analysis of students' academic results showed that the transition to fully distance learning influenced more the progress of those students who, by the time it began, had studied full-time for only one semester. It influenced less senior students of full-time form of education. In a theoretical context, the material of the article may be useful for conducting further research on the impact of digitalization on the professional training of students. The presented results of the experimental work can serve as guidelines for the scientifically grounded building of digitalization practice in educational organizations.