Irina А. Vaseltsova

The current state of the labor market is characterized by a strong demand for graduates from higher education institutions with expertise in modern information technology. In order to train competitive specialists, it is necessary to provide appropriate professional training for teaching staff who are able to continuously improve their professional competences in designing and implementing methods of blended and electronic learning as well as distance learning technologies in the educational process. The relevance of this study is justified by the need to improve the level of professional competences development among university teachers in the field of using ICT in the educational process. The aim of the study is to theoretically substantiate and analyze the experience of implementing pedagogical conditions for the formation of professional competencies of teachers of economic and legal universities in using the capabilities of the electronic information educational environment in the organization of blended and electronic learning. The primary research methodologies employed are the pedagogical concepts of blended learning by D. Harrison and H. Kanuki, the concept of “flipped classroom” learning by A. Sams and J. Bergman, the theory of digital pedagogy by J. Selvin, as well as the didactic system based on information exchange processes by E. Yu. Ignatyeva. The leading methods of this study were the methods of analysis and generalization of scientific and methodological literature, and a pedagogical experiment. According to the study's findings, there was an increase in the level of professional competence among teachers of economic and legal universities in the areas of information and communication technology and the use of electronic information and educational environment components in the learning process. The successful use of electronic training courses for the advanced training program provides grounds for drawing conclusions about the effectiveness of the applied training activities for the design, development and use of electronic academic courses for organizing blended and electronic learning in higher education organizations. The results of the study indicate the importance of training higher education teachers in the use of electronic information and educational environment in electronic and blended learning as part of their professional development. The theoretical significance of the study lies in expanding the concept and approach to the issue of improving the qualifications of higher education teachers. The practical significance of this research lies in its potential to be used in solving problems related to the development and enhancement of professional skills among teachers in higher education institutions.

The relevance of this work is determined by the need to overcome contradictions between technological progress and psychological-pedagogical challenges. Social networks have become an integral part of students' daily lives – over 80% of students use social networks daily not only for communication but also for searching educational materials, participating in study groups, and collaborating. At the same time, efforts to transform social networks into a full-fledged pedagogical tool are still incomplete. The aim of the research is to create a conceptual model for using social networks in education that integrates psychological, pedagogical, and ethical aspects. The methodological basis of the research includes: Marshall McLuhan's media education theory, J. Selvin's digital pedagogy theory, Danah Boyd's and Sherry Turkle's psychological models of digital socialization, as well as pedagogical concepts of blended learning and network interaction. The main results of the work are presented in the form of a conceptual model. The developed model is comprehensive and it is based on three key components: psychological, pedagogical, and ethical. The focus areas of these components are: psychological – specific features of students’ digital socialization and the impact of social networks on their emotional intelligence; pedagogical - methodological aspects of using platforms for educational purposes; ethical - ensuring safe interaction in the digital space. A system of principles for the functioning of the model has been developed, along with an implementation algorithm and criteria for evaluating educational content. Methods for minimizing risks and recommendations for implementing the model have been proposed. The following algorithm for implementing the model is suggested: preparatory stage, design stage, technical stage, participant preparation stage, pilot stage, scaling stage, and sustainable operation stage. For implementing the model, it is proposed to use the following control point groups: organizational, methodological, technological, and psychological-pedagogical. This research contributes to the development of scientific knowledge by systematizing disparate approaches to integrating social networks into education and proposing an interdisciplinary model that combines psychological, pedagogical, and technological aspects, determining the optimal balance between the educational opportunities of social networks and methods for minimizing their risks through the use of an original taxonomy. The practical significance of the research lies in developing recommendations and algorithms for educators.