Keyword: «levels of development»

The paper considers the results of the experimental part of the dissertation research “Development of creative activity of student's in social and cultural university activities”. The author describes the technique of organization of the pedagogical experiment based on the method of control and experimental groups. When analyzing the dynamics of the studied process during the experimental work the indices of the time series were used. The reliability of the obtained data was tested using the K. Pearson’s method of mathematical statistics. The comparative analysis of the diagnostic slice level of development of creative activity of student's in social and cultural activities is given. Positive results of development of creative activity of student's in university confirm the validity of the hypotheses of the study.

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.