Keyword: «digitalization of education»

Modern foreign language education faces the need to increase the efficiency of developing lexical competence in students who exhibit clip thinking, multitasking, and focus on quick results, under conditions of limited time and intensive academic workload. The relevance of the research is due to the need to systematize microlearning techniques aimed at optimizing the process of forming lexical competence in linguistics students. The aim of the work is to develop and experimentally verify the effectiveness of a system of microlearning techniques in the formation of lexical competence. The methodological foundation consists of competency-based, communicative, and system-activity approaches, the concept of microlearning, the theory of communicative teaching, and the theory of step-by-step formation of mental actions. The empirical part was implemented through a pedagogical experiment involving 112 linguistics students, divided into control and experimental groups with an equivalent initial level of lexical skills. As a result of the research, a system of microlearning techniques was developed and theoretically substantiated, including four interconnected blocks: semantization, activation, automation, and integration of lexical units. The system-forming factors of this system are technological integration, methodological continuity, adaptability, and interval learning, implemented through a unified digital ecosystem. The experiment confirmed a statistically significant advantage of the experimental group in all key parameters of lexical competence (p<0.01), including the volume of active vocabulary, accuracy of lexical material usage, speed of vocabulary actualization, and stability of formed skills. Additionally, increased student motivation, reduced language anxiety, and optimization of time spending for both students and teachers were noted. The theoretical significance lies in expanding scientific understanding of the mechanisms of lexical competence formation in a digital educational environment and detailing the psycholinguistic aspects of microlearning. The practical significance consists in the development of specific techniques and algorithms for their integration into the higher education process, which can be adapted for various educational contexts.

The relevance of this research is due to the fact that, in the context of digitalization of education, the cultural and psychological aspects of the transformation of interpersonal communication, which forms the basis of the educational process, are still unclear and often lead to the loss of value of personal interaction between teachers and students, particularly in distance learning formats. The aim of the study is to analyze the current state of the problem and determine the cultural and psychological aspects of interpersonal communication between students and teachers in the context of digitalization of education. To achieve the goal, the authors used the method of analysis and synthesis of theoretical material, the method of discursive analysis, the method of contextual analysis, and the descriptive method. These methods made it possible to analyze the opinions of modern scientists on the problem of interpersonal communication transformation including the philosophical aspects of existentialism and emphasizing the importance of individual experience in the educational environment. As a result of the study, the importance of the need to maintain interpersonal communication and the problem of finding a balance between innovations and the values of traditional education were determined. The influence of digital technologies on students' motivation, self-realization, and personal development is explored. The theoretical significance of the work lies in the attempt not only to record current trends, but also to propose new approaches to understanding the interaction between a teacher and a student, which, in turn, can contribute to improving the educational process and its adaptation to the requirements of the time. An attempt is made to contribute to the scientific understanding of this problem, which, of course, is of great importance for future research and practical application. The practical significance of the study, in turn, is due to the fact that it provides an opportunity to develop effective strategies aimed at minimizing and mitigating the negative consequences that may arise as a result of the educational process digitalization. A deeper understanding of the problems associated with digitalization will allow us to propose specific measures and recommendations that can be implemented in the practice of educational institutions, which will undoubtedly contribute to improving the quality of education and its adaptation to modern requirements.

The article is dedicated to key aspects of improving the quality of educational content in the context of the digitalization of education. It examines major issues associated with the creation and use of educational materials, such as non-compliance with educational standards, rapid obsolescence of information, digital inequality, lack of interactivity and personalization, as well as information overload. Proposed solutions include the systematization of content evaluation processes, the introduction of adaptive learning systems, the development of hybrid learning models, the modernization of infrastructure and digital platforms, and the accreditation of educational courses in line with modern requirements. The article emphasizes the necessity of personalizing content, actively utilizing artificial intelligence technologies, and preventing cognitive overload among learners through the optimization of information delivery. Additionally, it highlights the importance of incorporating gamification, adaptive assessment systems, and multimodal methods, which enhance both engagement and learning effectiveness. It is underscored that only a comprehensive approach – one that involves collaboration between developers, educators, experts, and accreditation bodies can ensure the accessibility and high quality of educational content that meets contemporary challenges and the needs of learners.

The article reveals the issues related to the identification of meaningful components of ideas about digital ways of cognition of the surrounding world in older preschool children. Concepts such as representation and digital ways of cognition of the surrounding world are defined. Regulatory documents have been analyzed, tasks, content, planned results and requirements for digital tools in preschool institutions have been clarified.

The article considers the goals and advantages of using a virtual laboratory when conducting classes in the context of digitalization of the educational process. An example of the implementation of a virtual laboratory for studying the principles of construction and analysis of the power factor corrector in the circuit simulation program during a practical lesson on a radio engineering discipline is given.