Keyword: «digital literacy»

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.

This article examines the impact of digital technologies on the educational sphere, including the use of distance and online learning in the context of the COVID-19 pandemic. Particular attention is paid to the development of digital literacy of teachers and students, as well as the benefits and challenges associated with online education. The article provides examples of the use of educational platforms and courses, and also examines issues of social interaction and the psycho-emotional state of students during distance learning.

In the era of rapid digitalization of society and a fundamental rethinking of the principles of education, the need for a profound transformation of traditional higher education systems is crucial. The pandemic has served as a catalyst for accelerating the digital modernization of education, challenging the scientific community to develop innovative methodologies and pedagogical approaches. This research aims to comprehensively understand the processes of digital transformation in higher education and create a framework for building a successful digital educational ecosystem. Special attention is given to the development of theoretical concepts that will create a learning environment that meets the demands of the digital age and ensures a high standard of training for today's legal professionals. The research is based on a holistic approach that combines fundamental and applied methods of scientific inquiry. The methodological foundation of the study is a comprehensive examination of educational processes, which includes an in-depth analysis of scholarly materials, a comparison between traditional and contemporary educational practices, and a practical evaluation of developed methodological approaches. The findings from this research demonstrate that the digital transformation of education represents a significant shift in the entire educational landscape, going beyond mere technological enhancement. At the same time, the obtained data indicate that integrating digital tools into educational settings, while preserving fundamental educational values and principles, serves as a powerful impetus for enhancing the quality and efficiency of the learning experience. The scientific value of the research lies in the creation of a comprehensive concept for the development of a digital learning environment that seamlessly integrates traditional and innovative teaching methods. In other words, the methodology developed opens up new possibilities for creating flexible learning models that maximize the benefits of various educational formats. The practical application of these findings could significantly improve the quality of higher education and provide better training for professionals in the digital age. It should be emphasized that the digitalization of education is a natural and necessary step in the evolution of modern education systems. The results achieved indicate the need for further scientific research into this phenomenon and the active implementation of the identified best practices in educational institutions.

The relevance of this article stems from the importance of academic writing in English as a key skill for modern postgraduate students who face challenges in writing scientific texts. This underscores the need to develop effective training modules. The aim of this article is to describe the experience of teaching postgraduate non-linguistic students majoring in humanities to write abstracts, theses, and articles in English while mastering academic writing and developing digital literacy within a specialized training module. The study involved 49 postgraduate students at Petrozavodsk State University. It utilized conceptual and systemic analysis of existing theories and approaches to teaching academic writing and developing digital literacy, observation, experimental learning, and expert evaluation. The experimental learning showed that all participants mastered abstract writing in English (100%). Meanwhile, the success rate for theses writing was 63%. Only 30.6% of respondents succeeded in writing a scientific article. During the course of study in this module, postgraduate students demonstrated improvement in writing abstracts (the average score increased by 1.4 points) and theses (by 1.0 point). In article writing, the improvement was only 0.4 points. The results indicate a reduction in the degree of "Russian accent" when writing scientific texts of varying complexity. However, the greatest difficulties remain in aspects of the structure and logic of scientific article presentation. The data obtained confirm an overall improvement in postgraduate students' skills and knowledge in digital literacy, with an increase in the average score of 1.4 and a mode value of 1.7 points. The scientific novelty of this study lies in the development and implementation of an integrated module on academic writing in English, based on digital literacy skills, in a preparatory course for the Candidate exam. The study emphasized the importance of using ICT in teaching academic writing. Its theoretical significance lies in expanding understanding of methods and approaches to teaching academic writing in English. It confirms the need for competency-based and student-centered approaches in the educational process and emphasizes the role of digital technologies in developing academic writing skills. Its practical significance lies in the creation of an effective training module that can be integrated into curricula to improve the quality of postgraduate student training. Furthermore, the study's results can serve as a basis for the creation of additional training courses aimed at developing academic writing skills and digital literacy, thereby enhancing the competitiveness of beginning scientists.