Розвиток цифрової грамотності здобувачів освіти засобами цифрових освітніх середовищ

Abstract

The digitalisation of the educational environment (EE) of a higher education institution (HEI) is associated with the development of resources and the material and technical base of the institution, the formation of human resources, and the preparation of programme and teaching materials. The educational effects of IES digitalisation are focused on increasing students` motivation to learn, shaping their digital literacy and developing teachers` digital competencies. The prospects of IES digitalisation are characterised, the existing problems and ways to solve them are formulated, the potential of digital IES in the formation of digital literacy of students is substantiated. The study of digital IES as a basis for the formation of students` digital literacy is based on the ideas of systemic and environmental approaches, which allow considering the development of technical, information, communication, social, value, legal, cognitive and other aspects of digital literacy in a single space-time field. Based on the analysis of the experience of creating a digital IES and the characteristics of its functions, the main problems of digitalisation of education are identified, and possible ways to solve them are outlined. The potential risks and threats to the implementation of the educational process in the digital IES are diagnosed. The role of digital IES in the formation of students` digital literacy is determined. Digital IES is positioned as an indispensable attribute of the formation of students` digital literacy, an environment for digital socialisation of students. The role of digital IES in the organisation of personally oriented education and data-driven decision-making in the management of the education system in order to improve the quality of higher education, social relevance and professional success of university graduates is clarified. The practical significance of the study lies in the possibility of using its results to determine the prospects of educational policy in the development of students` digital literacy and teachers` digital competencies in a digital society.