Keyword: «digital competences»

The urgency of the problem under study is dictated by the trends in the formation of the global educational space, as well as the increasing role of information communication technologies and distance learning technologies in educational practice. Under the current conditions in the education system, it is necessary to create an organizational and educational structure specializing in design-network and scientific-service support for the innovative development of educational organizations called “educational co-working”. This article is devoted to the analysis of this structure. The aim of the research is to analyze functioning of the co-working research and educational space and its digital version as a network design platform for cooperation of young scientists, educators and innovators, Russian and foreign scientists and experts, operating on the basis of Pyatigorsk State University. The study was conducted using the method of comparative analysis of co-working spaces design in economic systems, sociological research, and business education. The authors use the method of conceptual modeling of educational polypositional space to co-organize subjects of the scientific and educational process at the university. The analysis resulted in the formulation of key characteristics of the co-working educational space model. The model of the co-working educational space allows us to ensure the satisfaction of the educational and adaptation needs of individual participants, real companies, the needs of modern society using the potential of the educational space of the Caucasian Mineral Waters region. The practical significance of the results is in the description of social technologies aimed at developing and improving the practice of teaching undergraduates, graduate and postgraduate students the fundamentals of project activities; description of distance learning technologies use in the electronic version of co-working space; description of academic student-expert communities establishment in universities.

In the context of the digital civilization challenges of modern labor market, in particular Industry 4.0, the problem of formation and development of digital competencies for modern engineering specialists becomes rather urgent. The fundamental basis of almost any digital technology is a synthesis of the opportunities and achievements of such sciences as Computer Science and Mathematics. In order for the future professional activity of an engineer to be successful, it is necessary to develop the digital competences of students, using the didactic potential of interdisciplinary integration, which is implemented in the process of information and mathematical training of engineers. The purpose of the study: search for possible optimal ways to implement information and mathematical training for future engineers in universities for Industry 4.0. The contextual-competence and CDIO approaches in the organization of the educational process are analyzed in the article. The novelty of this research: it determines the content of digital competences of a future engineer in the context of information and mathematical modeling application for solving practice-oriented problems of interdisciplinary character. The authors consider information and mathematical modeling as one of the factors for the effective development of digital skills of technical university students on the example of organizing their independent work. The theoretical analysis of research on the topic made it possible to highlight the didactic opportunities of information and mathematical modeling in the digital educational environment. The article presents the author's method of using information and mathematical modeling tools for the development of digital competences of future engineers, necessary in Industry 4.0. in the context of digital transformation of professional engineering education. This study opens up prospects for continuing research on the development of digital competences of future engineers. The interpretation of the opportunities for integrating Computer Science and Mathematics given by the authors can be recommended to a wide range of teaching staff at Computer Science and Mathematics departments of technical universities for the use in their work.

A modern highly qualified engineer must have an up-to-date set of digital competences that are essential for a successful professional career in the digital era. One of the characteristic features of digitization is the integration of sciences, which is especially evident in the use of digital technologies. In this regard, it is necessary to develop the digital competences of students, using the didactic potential of intersubject integration carried out in the process of information and mathematical training of engineers. The purpose of the work is to study the implementation of information and mathematical training of students from technical universities under the conditions of the globalization of Industry 4.0. The article analyzes the contextual competence-oriented and CDIO approaches in organizing the educational process at a technical university. The novelty of this research: the scientific and methodological apparatus for enhancing the student's activity in solving practice-oriented problems of interdisciplinary content has been expanded by including the optimizing tasks of "contextual" content in the learning process. The authors consider the activity of solving the optimizing tasks of "contextual" content as one of the conditions for the development of digital skills for a student of a technical university. The conducted theoretical analysis of research works on the topic made it possible to highlight the didactic opportunities of the optimizing tasks of "contextual" content and to highlight the digital technologies used to solve them. The article provides a methodology for the development of digital competences of future engineers worked out by the authors through a system of optimization tasks of "contextual" content. This study initiates possible prospects for further research on the development of digital competences for future engineers. The variant of the typology of the optimizing tasks of "contextual" content presented by the authors should be recommended to a wide range of teaching staff of information and mathematical departments of technical universities for using in scientific, methodological and practical work.

The study analyses the synergetic effect of integrating traditional teaching methods and massive open online courses in the context of developing business foreign language communication skills. The relevance of the work is determined by the contradiction between the growing demand for flexible hybrid formats in the context of digitalisation of education and the remaining gaps in the methodology of their implementation. The aim of the research is to identify mechanisms of effective combination of offline and online formats for the development of professional language competences, including cross-cultural negotiations, business correspondence and digital presentation. Scientific novelty lies in the development of a three-level model of integration (methodological-technological, integration, strategic), which takes into account polysensority (combining auditory, visual and kinaesthetic channels) and adaptability on the basis of AI analytics. A quasi-experiment involving 120 students divided into control (offline only) and experimental (hybrid) groups formed the methodological basis. The experiment used mixed methods: comparative analysis of academic performance (CEFR tests, expert evaluations), Likert scale questionnaires, analyses of MOOC log files and e-portfolios. The materials included courses from Coursera and Open Education platforms with professionally oriented content adapted to the study objectives. The results showed that the hybrid groups achieved a 27% increase in business vocabulary acquisition compared to 12% in the control groups (p<0.01) and also showed an increase in independence (68% of students actively used additional cases) and digital competences (89% mastered the creation of presentations in Canva in the target language). Qualitative analyses revealed problems: 45% of faculty had difficulty interpreting MOOC data, and 31% of students noted dissonance between duplicate assignments in online and offline formats. The authors conclude that hybrid models are 40% more effective than traditional models due to the combination of emotional intelligence (classroom training) and analytical rigour (MOOC AI recommendations). The integration allowed personalisation of learning through adaptive algorithms that tailor content to students' weak points. The recommendations include the introduction of digital literacy modules for teachers (working with analytics, designing synergistic scenarios) and the development of inter-university standards for assessing competences in a hybrid environment. The latter should unify digital skills metrics, synergy criteria and validation procedures for e-portfolios. The study contributes to the theory of digital didactics by proposing a model that transforms the teacher's role from lecturer to curator of digital resources. The practical significance lies in the algorithms for integrating MOOCs into national educational systems, taking into account ethical and infrastructural challenges.

The relevance of the article is due to the challenges facing technological education, which consist in the fact that modern schoolchildren should study innovative technologies related to additive manufacturing, robotics, computer-aided design and the digitalization of the economy as a whole along with traditional material technologies in the lessons of technology. In light of the current shortage of highly qualified professionals to teach the following modules: "Computer Graphics. Drawing", "Robotics", and "3D Modeling, Prototyping", the importance of a system for advanced training for pedagogical professionals in the field of technology is significant. The aim of the study is to identify the problem of the lack of knowledge and skills for teaching newly introduced invariant modules, provide theoretical justification, and develop a model for the continuous professional development of digital competences among technology teachers. The research used general scientific theoretical methods such as analysis, synthesis, comparison and generalization of scientific information, as well as empirical methods such as questionnaires, testing, observation, studying the products of the technology teachers' project-based activities, expert assessment, experimental work, statistical methods of processing experimental data. The model of continuous professional development of digital competences among technology teachers proposed by the author is a combination of various forms and methods of professional development, including advanced training courses; project–based teaching activities; large-scale educational events and competitions; self-diagnosis, self-education and communication for the exchange of innovative experience in the online professional community. A layered approach to organizing training based on an input diagnosis of digital competences creates conditions for systematic and consistent professional development of teachers in the digital environment of technology education. The theoretical significance and novelty of the research lies in the developed diagnostic tools for determining the level of digital competences of technology teachers. The practical significance of the research lies in the flexibility and versatility of the model structure, which makes it possible to adapt and replicate the content and forms of professional development, taking into account the specifics, equipment of educational organizations and regional peculiarities.