Keyword: «digital transformation of education»

The article addresses the current issue of exploring the comprehensive integration of digitalization into foreign language learning processes, in light of the implementation of the National Project "Education" and the Federal Project "Digital Educational Environment". It examines the prospects of using the Maximum digital textbook in teaching English at institutes within the Russian University of Transport (Moscow Institute of Railway Engineers). The Maximum textbook is an interactive platform comprising educational modules, multimedia content, and an automated task assessment system. The study focuses on evaluating the effectiveness of the Maximum digital textbook in teaching English to A1-A2 level students. To validate the hypothesis about its positive impact on motivation, communication skills, and digital literacy, the researchers analyzed learner-centered outcomes. The work combines theoretical analysis (a review of key trends in the use of digital textbooks in linguistic education) and experimental methods, including: project-based methodology applied to the "Communication" section; Likert-scale surveys, communication skills testing, and analysis of students’ reflective comments; quantitative evaluation based on criteria such as academic progress, level of autonomy, and quality of group discussions. The results confirm the hypothesis that the use of the digital textbook positively influences students’ motivation, independence, and ability to overcome communication barriers. Theoretical significance lies in validating the effectiveness of digital textbooks in educational practices. The findings can be practically applied to optimize linguistic education in technical universities. Future research is linked to further integration of artificial intelligence tools into the educational process.

The relevance of the research stems from the increasing demand for skilled entrepreneurial talent in the knowledge economy and the ineffectiveness of existing educational programs in meeting this need. In the context of the ongoing transformation of economic systems worldwide, entrepreneurial education has become increasingly important for sustainable development. Current research is characterized by fragmented approaches and lack of unified understanding of entrepreneurial competences structure. The aim of the article is to provide theoretical justification for the system of entrepreneurial competences development in the educational process based on integration of modern pedagogical approaches and entrepreneurial practice. Research methodology includes systemic, activity-based, competency-based, and culturological approaches. The methodological foundation comprises general scientific methods of analysis, synthesis, comparison, as well as special methods of content analysis, conceptual modeling, and structural-functional analysis. The main results include: development of an integrated model of entrepreneurial competences incorporating cognitive, functional, personal, and social blocks; creation of a multi-level competence development model (basic, advanced, expert levels); substantiation of pedagogical principles system (practice-orientation, problem-based learning, individualization); development of a methodological system integrating interactive teaching methods, project-based technologies, and experiential learning. Theoretical significance lies in systematization of entrepreneurial education concepts, development of a comprehensive conceptual model of competency development, and substantiation of methodological foundations for educational process organization. Practical significance is determined by the possibility of using the results to improve educational programs, develop new pedagogical technologies, and enhance the effectiveness of entrepreneurial personnel training in higher and continuing professional education systems. Scientific novelty consists in theoretical substantiation of an integrated approach to entrepreneurial competences development, combining various methodological approaches and considering the specificity of entrepreneurial activity as a complex socio-economic phenomenon.

One of the trends in the current stage of digital transformation of the education system is the intensive use of large generative models. Various aspects of the problem of applying artificial intelligence systems in pedagogy are the subject of numerous studies, however, despite this, the practical aspects of using neural networks for image generation are still relatively underexplored. The aim of the study is to analyze the role, place and potential of using neural networks for image generation in teaching students to work with digital design. The authors used theoretical and empirical research methods. A comprehensive review of scientific works by domestic and foreign authors allowed us to conclude that the primary attention is paid by researchers to the personalization and individualization potential inherent in neural networks and the associated ethical issues. The article presents the experience gained in using neural networks for image generation within the framework of the course "Modern Visualization Technologies in Marketing". It considers the content of the course and methods of its study. The results of the survey among students who have studied the course were analyzed. The survey aimed to gather information about the existing experience with working with neural networks for image generation, the convenience of using specific neural networks, the quality of generated images, and any problems that may have arisen while working with neural networks. The article discusses the use of chatbot-based writing prompts by students, and the technologies involved in this process. An analysis of the survey results revealed that the key skill required for the successful use of neural networks is the creation of effective prompts. The Recraft neural network was rated as more suitable for teaching digital design than the Kandinsky network. The theoretical significance of the study lies in its analysis of the specific features of using large generative models in the educational process. A scenario for the multimodal use of large generative models by students was identified, in which one neural network acts as a prompt generation tool for another neural network. The practical significance of the study lies in the development and practical testing of the content, forms, and methods of using neural networks for image generation in digital design.

The digital transformation of society generates numerous new opportunities for professional development, contributing to the solution of socio-economic problems, promoting new forms of labor, and increasing their productivity. The implementation of digital strategies particularly emphasizes professional training of personnel, including teachers who transform from knowledge transmitters into motivators, navigators, mentors, and architects of a digital educational environment, becoming experts in the field of EdTech. The formation of new directions in pedagogical activities depends on the level of personal digital intelligence, which is determined by the combination of social, communicative, emotional, cognitive, and technical abilities required for adaptation to digital learning, information security, and work with artificial intelligence. The aim of this study is to scientifically and pedagogically substantiate and develop a model for fostering digital intelligence among educators within the system of professional staff training under conditions of the digital economy. The theoretical and methodological basis of the research consists of scientific works dedicated to issues related to cognition theory and personal self-development, fundamental provisions and requirements concerning competency-based and systemic activity approaches in education, as well as project-based learning using artificial intelligence technologies. As results of the study, we present a model for developing digital intelligence among educators during their professional training. This model includes several blocks: a target block that meets the requirements of national digitization projects, Federal State Educational Standards (FSES), and professional standards; a conceptual-methodological block based on approaches such as continuity of learning, awareness, activity, synergy, adaptability, and immersion principles; an organizational-content block encompassing motivational-cognitive, formative, and reflective stages aimed at creating a psychologically safe digital educational environment through synchronous, asynchronous, hybrid, micro-, and nano-learning formats, indirect, horizontal, and traditional methods of instruction; an evaluative-outcome block represented by criteria, indicators, and levels of developed digital intelligence. The significance of the study lies in its theoretical and methodological justification and the development of a model for shaping digital intelligence among educators, focused on their self-development and continuous learning in the IT sphere, acquiring new digital skills.