Keyword: «digital competence»

The introduction of artificial intelligence into the learning process is an inevitable consequence of the digital transformation of education. The ability to use artificial intelligence in the learning process is becoming an integral part of the digital competence of the teacher. Turning artificial intelligence from a rival into an ally is one of the most pressing tasks of a modern teacher. The use of neural network technologies can make the learning process more efficient. It is necessary to develop effective mechanisms for the interaction of teachers and students with artificial intelligence. Artificial intelligence can never replace a teacher, but with competent use it can significantly improve the quality of education.

The relevance of the article is determined by the key challenges facing Russian higher education, related to the necessity of developing digital competences among students in the context of digital acceleration. In a situation of acute shortage of highly qualified specialists with the required digital skills, educational organizations are forced to revise established training methods. The main emphasis is placed on the importance of implementing a multi-level digital learning environment and specialized approaches that promote the development of both professional and general competences, including cross-industry and existential skills such as communication and digital literacy. The purpose of the research work is to describe the experience of inter-university activities to develop digital competence in students of different training areas in a specially modeled digital foreign language learning environment. The study, conducted as part of a joint project between Petrozavodsk State University and the Pacific State Medical University, involved 105 students. The research methods included observation, analysis, a formalized survey in a remote format and statistical processing of the obtained data as well. The experimental training showed that the average score of PSMU students after the training was higher (4.56 versus 4.48 among PetrSU students); however, PetrSU students demonstrated better improvement dynamics (+1.3 versus to +1.22) in the digital competence components, such as clarity of presentation and quality of visualization. The same results were recorded in the evaluation of emotional response and audience engagement. The dynamics of the overall average score was +1,3 points at PetrSU and +1.22 points at PSMU. Participants' subjective assessments also indicated an improvement in digital content creation skills. The scientific novelty lies in the theoretical substantiation and practical testing of conditions for the formation of digital competence in students of the humanities and medical profiles within a unified digital environment in a foreign language, as well as in the identification of didactic and methodological principles of pedagogical technology for modeling educational spaces. The theoretical significance of the study is in the creation of a multi-level foreign language digital learning environment and describing step-by-step algorithms and tools for integrating digital competences into the educational process. The practical significance consists in presenting the results of experimental education aimed at forming digital competence. The authors emphasize the importance of creating such an environment based on project-oriented learning to enhance students' competitiveness in the digital economy.

The importance of digital literacy research stems from the rapid digital transformation of all aspects of life, requiring individuals not only to possess technical skills but also the ability to critically analyze information, adhere to ethical standards, and adjust to constantly evolving technologies. In the context of globalization and increasing volume of digital data, the development of digital literacy becomes the basis for successful socialization and professional agency. However, the lack of a unified approach to the definition and structure of digital literacy complicates the development of effective pedagogical strategies and methods for its assessment, which makes the systematization of existing concepts an important scientific and practical task. The aim of the article is to analyze existing approaches to defining digital literacy, identifying its structural components and levels of development, as well as substantiating its role as a basis for the development of digital competency. The leading approaches to the study of the problem are theoretical analysis of scientific concepts, a comparative method for identifying common and distinctive features in the structure of digital literacy, as well as a structural and functional approach in identifying its key components. The main results of the study include the author's original definition of digital literacy as an integrative dynamic quality of the individual, revealed as a high level of motivation, readiness and ability to effectively and responsibly use digital technologies to work with information, communicate and solve problems in professional and everyday life based on the acquired knowledge and the ability to determine the achieved level based on reflection. Based on the analysis of domestic and foreign studies, a structure of digital literacy is proposed, consisting of five interrelated components: motivational, information-cognitive, technological, communicative and reflective-evaluative. A three-level system for assessing the development of digital literacy (low, medium, high levels) has been developed, which can serve as a basis for diagnostics and further development of digital competences. The theoretical significance of the article lies in the systematization of modern approaches to understanding digital literacy and clarifying its structural components, which contributes to the development of pedagogical theory. The practical value of the study is related to the possibility of using the obtained results in developing educational programs, methods of developing digital literacy, taking into account the age and professional characteristics of a person. A promising direction for further research seems to be the adaptation of the proposed model to the regional characteristics of educational systems.

The article discusses the theoretical and practical aspects of the use of information and communication technologies (ICT) in the process of teaching English to students of secondary vocational education (SPE). Based on the analysis of pedagogical experience and the results of a survey of teachers and students, the main directions, forms and methods of using ICT have been identified, as well as their didactic functions. Special attention is paid to the psychological and pedagogical conditions for the effective implementation of digital tools in the educational process. Examples of practical application of multimedia and online resources for the formation of students' communicative and professional competencies are presented.