Keyword: «цифровая образовательная среда»

The study examines the problem of developing socio-cultural competence among future managers in the context of the digitalization of the educational environment. The analysis shows that the mechanism of digitalization of the educational process for Management students both expands the possibilities of professional training provided digital technologies are used, and creates certain risks associated with the loss of the potential of higher education in the purposeful development of traditional spiritual and moral orientations. The paper examines the functions of the digital educational environment and its structure at the university in the process of instilling socio-cultural competence in future managers, analyzes its impact on the personal and professional development of management students. The study also reveals the possibilities of digital tools for the integrated and purposeful formation of socio-cultural competence. At the same time, the article describes the possible consequences of a decrease in the frequency of face-to-face communication with a teacher, a group, such as the consolidation of utilitarian models of managerial thinking and the threat of value disorientation of the student manager. The most optimal pedagogical solutions based on a combination of digital and traditional forms of learning and on the active development of critical thinking are proposed.

This article examines the issue of rethinking student independent work in the context of the digitalization of higher education. It is shown that the literature typically discusses three topics separately: organizing work in the Moodle e-learning environment, the advantages of mobile learning, and updating university didactic models. In this separate approach, the digital environment is often used merely as a file storage and control channel, while student independent work is reduced to a set of disparate tasks. Based on an analysis of publications, a concept for a digital framework for independent work is proposed, in which independent activity is designed as a continuously supported cycle of five interconnected elements: target, navigation, activity-based, control-reflective, and mobile. The novelty of this article lies not in the description of a single platform, but in its proposal of a framework for designing a university course so that independent work becomes manageable, transparent, and pedagogically meaningful. The practical significance of this work lies in the potential application of this concept to the design of higher and continuing education courses.

Digital transformation of education requires schools to rethink the information and educational environment (IEE), its holistic design on new grounds. The article puts forward and substantiates a conceptual model that relies on five priorities: contextual adaptability, formative analytics, hybridity, security and pedagogical UX. These priorities are interconnected. The material is addressed to researchers of pedagogical design, specialists in the development of educational platforms and heads of educational organizations.