Keyword: «цифровая образовательная среда»

The need to update approaches to the professional training of media communications specialists is driven by the media industry's high demand for competitive professionals capable of promptly responding to transformations in the media environment and new demands of digital society. The traditional faculty-based model, which ignores the specifics of the socio-political mandate for the profession, appears ineffective. Special requirements are also placed on organizing the university's educational space, which should organically complement the process of developing the competences prescribed by the Federal State Educational Standards for Higher Education (FSES HE). At the same time, maintaining a balance between theory and practice is crucial, as an excessive shift towards developing practical skills and an enthusiasm for the possibilities of artificial intelligence can reduce students' levels of humanitarian competence and critical thinking. The aim of the article is to substantiate a model of the didactic concept for training in the field 42.03.05 "Media Communications" in higher studies. A systems approach was applied in designing the model, linking all its elements. According to E.A. Solodova's modeling concept, the proposed model is analog one, its essential characteristic being the modeling of the professional training process. The scientific novelty of the proposed model lies in ensuring methodological and procedural alignment between the regulatory requirements of the state, society, and the educational system, current teaching technologies, and individualized student learning trajectories. The model is based on a set of proven effective approaches in training media communicators: systems activity-based, competence-based, personality-oriented, and axiological approaches, as well as adherence to the penta-synthesis of principles for a media-educational environment – project-based, integrative, media-ecological, reflexive, and adaptive. The theoretical contribution to pedagogical science is the justification of the media-technological approach as an operational framework for the media specialist training concept. The practical significance lies in creating conditions for implementing a flexible, reproducible, and scalable educational process, which allows adapting the model to various institutional and professional contexts. The model can serve as a basis for experimental research aimed both at assessing the effectiveness of developing professional competences and at improving the quality of professional training for media communicators.

The relevance of the study is driven by the paradox of the current stage of digital transformation in higher education: despite the exponential growth of technological capabilities and the mass implementation of platform solutions, there is some stagnation in cognitive learning outcomes. This gap is reflected in the phenomena of "pseudo-learning," "interface hyper-activity," and the reduction of the category of "interactivity" to the level of technical system reactivity, indicating a crisis in the didactic foundations of digital learning. The aim of the research is the theoretical substantiation of interactivity as a fundamental didactic principle and the development of the conceptual model "Interactivity 4.0," describing its level of cognitive productivity and the mechanism of influence on the development of professional thinking. The methodological basis of the work consisted of a combination of theoretical methods: conceptual analysis and synthesis, historical-genetic method, comparative analysis of leading psychological and pedagogical theories (cultural-historical, activity theory, cognitive load theory), and theoretical modeling. As a result of the research, a four-level model of interactivity (1.0 - 4.0) has been developed and theoretically substantiated, demonstrating its evolution from interface reactivity to collaborative knowledge construction. The didactic mechanism of the influence of Interactivity 4.0 is revealed, consisting in the redistribution of cognitive load, creation of a "proximal development zone" through the organization of public knowledge verification, and the subsequent internalization of intellectual action methods. Criteria for demarcating pedagogically productive and simulative forms of digital interaction are formulated. The theoretical significance of the work lies in the rehabilitation of the didactic status of interactivity and the synthesis of the activity-based approach with cognitive load theory to explain the mechanisms of thinking development in cooperative digital environments. The practical significance consists in providing tools for designing cognitively productive educational environments, examining digital educational technologies, and auditing training courses.