Keyword: «digital didactics»

Didactic basis requires modernization in the conditions of an information society, complexity, challenge of uncertainty, ambiguity of the modern world. How are we to maintain motivation, the desire to learn among the “digital generation” – schoolchildren who live partly in the real world, partly in the virtual world of social networks, the Internet and gadgets? The previously existing for a long time cognitive (knowledge) approach does not allow the student, the main participant in the educational process, to fill the knowledge that he received in the learning process with personal meaning. In order that the student's activity to be successful, it is necessary to develop the meaning sphere of adolescents, filling knowledge with personal meaning, bringing the educational process to the personal- meaning level. The article discusses a meaning-didactic approach to organizing the educational process. The teacher is faced with an important task, developing the meaning sphere of students, to help them achieve that very “my meaning”. The purpose of the study: to identify opportunities for integrating digital didactics and meaning didactics, to consider meaning formation as a component of the development of digital competences of adolescents. The novelty of this research: the didactic possibilities of the meaning-initiating digital environment are determined. The author considers the concept of “meaning-initiating digital environment” as a factor that initiates the formation of meaning in adolescents. The carried out theoretical analysis of the works on the topic made it possible to highlight the didactic possibilities of initiating the formation of meaning in students in the digital educational space. The author proposes, while maintaining the didactic foundations of the educational process, to integrate meaning-initiating technologies into the digital educational environment. The article provides the author's meaning-initiating digital model of the organization of the educational process, and meaning formation is considered as a component of the development of digital competences of adolescents. This study opens up opportunities for continuing research on the development of the meaning sphere of students. The interpretation of the possibilities of integrating digital didactics and meaning didactics given by the author can be recommended to a wide range of teachers for use in their work.

In modern education, the effectiveness of learning is directly related to the quality of educational content, methods and teaching aids. Watching educational videos at technology lessons enlivens the learning process, allows us to see the final result of the actions performed in practical classes, and makes it possible to replay those actions that are difficult to understand and reproduce. The issue of selecting educational video content that meets the new standards of education, understandable and available to a certain category of students, has acquired particular importance recently, particularly with the introduction of distance learning. The relevance of this issue is confirmed by the results of a survey conducted among teachers, the purpose of which was to identify difficulties in the selection of educational video content for technology lessons, the level of knowledge about the types of educational video, the necessary skills to make their own video; digital educational resources used by teachers in their work. The purpose of this article is to analyze the didactic opportunities of using educational video in technology lessons to study the topic «Technology of processing textile materials». The main methods for studying the problem are a survey and a pedagogical experiment, the essence of which is the introduction of new techniques and methods of pedagogical influence on the formation of students' skills and abilities in mastering the technology of processing textile materials with the help of educational video. The theoretical significance of the work is in the analysis of the literature on the issue. In addition, the system of requirements for educational video was theoretically substantiated and developed. The practical significance of the article lies in the proposed methodological material on the use of educational video in technology lessons to study the topic « Technology of processing textile materials».

The article presents digital educational resources that math teachers can use both in the classroom and outside of school hours in order not only to systematize knowledge, but also to broaden the horizons of students.

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 research is due to technological changes and the rapid development of digital artificial intelligence (AI) tools in teaching foreign languages. Digital didactics is becoming a reality and a necessity today, however, in the light of the global transition to digital tools, a revision of the content of some pedagogical tools is required, in particular, a revision of the content of such an instrument as an individual educational trajectory. Digital AI tools make it possible to personalize learning, however, consideration of the concept of personalization shows that it requires a high level of subjectivity development. The purpose of the study was to substantiate the need to re-examine the content and role of an individual educational trajectory in the context of digital didactics as an effective tool for the transition from individualization to personalization of learning. The study was based on the prerequisites of learner-centered approach in terms of e-learning. In the course of the research, an algorithm for individual work with digital artificial intelligence tools in English language teaching was developed and tested. The testing involved secondary school students in grades 9-11, undergraduate university students, and adults studying at a language school. The total number of participants was 119 people. The results of the study showed that despite the fact that 84% of students used AI for various purposes at the initial stage of the study, only 18% used AI to learn a foreign language, and after the conducted pedagogical experiment, this number rose to 93%. At the same time, the study revealed a correlation between the age of students and the difficulties they face when working with AI to learn a foreign language. The theoretical significance of the research lies in substantiating the need to review the content and role of an individual educational trajectory in the context of digital didactics as an effective tool for the transition from individualization to personalization of learning. The results of the study are significant in practice, because they can be used to further develop a more holistic methodology for teaching foreign languages using digital AI tools.