Veronika E. Gaibova

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.

Digitalization of education has been relevant for the last 15-20 years. A new round in the development of this idea happened during the pandemic, when it was important to learn how to work (train and educate the younger generation) at a distance, without leaving their homes. Modern documents also reflect the need to use various Internet resources and digital tools in the framework of educational work with students, for example, in the "Strategy for the development of education in the Russian Federation for the period up to 2025". This problem is currently relevant, which is reflected by numerous studies in this area. The purpose of the study was to verify the statement that the implementation of some educational technologies would be more effective when using digital means, since virtual space is the same part of life as reality for the younger generation. The leading method is experimental work and methods of statistical processing of experimental data. As a result of the conducted research, the following conclusions can be drawn: digitalization of education is really an urgent problem of the educational process as a whole; work on the creation of digital content for the education of the younger generation is being carried out in many educational institutions, but in different directions; students are more willing to take part in virtual excursions than to go on real ones; motivation in learning the information that classmates have created independently is higher than the similar one proposed by the teacher. The theoretical significance of our research is presented by the analysis of the problem of using various digital tools in the framework of educational activities when working with students, substantiating the positive and negative aspects of using digital tools. The variants of application of some educational technologies (activity organization technology, goal setting technology) and methods (educational situation, persuasion method, example) in the digital aspect are also proposed. The practical significance of the research lies in the application of certain technologies and methods of education within the framework of digitalization of educational activity, which have shown their effectiveness (within the framework of our experiment) and can be used in the development of educational work programs.

In the modern world, digitalization has spread into all spheres of human activity, including education. It is supposed to help students in obtaining various competences like digital literacy while adapting digital technologies to the needs of the educational system. Educational institutions have been interested in using elements of digital learning since the early 2000s, and the COVID-pandemic accelerated this process. As a result, many schools and universities have built their own electronic educational environment, but, unfortunately, not all their teachers are competent in using the opportunities of digitalization in the educational process; many of them still have only a vague idea of the benefits that teaching on the base of digital media give. The progress has been moving forward, and digital learning is very perspective, so teachers need appropriate information and education. The purpose of this article is to analyze a number of modern didactic concepts based on digital education which are useful in higher education. The paper provides examples of the advantages and problems related to such concepts, certain options for their application in the educational process of higher school. The authors note that there are very few empirical studies now comparing some models of digital learning with traditional one, and the results of such surveys are very contradictory. At the same time, the traditional forms and methods of teaching at universities definitely need to be modernized, requiring the use of modern means to overcome the shortages of existing learning equipment. The paper uses the main methods of theoretical research: content analysis, characterization, comparative analysis, systematization and generalization. The novelty of the work is confirmed by the justification of the possibility of using digital didactic models in teaching specific disciplines in the conditions of pedagogical process modernization at the university. The theoretical significance is represented by the analysis and generalization of the problem of using digital didactic models in teaching higher school students, the justification of the advantages and disadvantages of individual models (flipped classroom, mobile learning, adaptive learning). The practical significance of the results is determined by the illustration of examples of their use in the pedagogical process of the university.