The rapid development of technologies and their application in all branches of the economy calls for digitalization of education as a prerequisite of improving the quality of vocational training. Digital technologies in their turn allow to diversify the mode of training according to the needs arising under various circumstances. In some countries like Australia and Canada, online and blended learning are the only possibly form of training due to learners’ remotedness to schools. But as recent experience shows, introduction of online education was the only way out to sustain it under the conditions of the COVID-19 and now by the wartime and absence of access to educational facilities. In this was, the necessity of digitalization of education is constantly growing together with its increasing range of applicability. Now all production processes and processes of the service sector are under the influence of digital technologies, because modern machines are operated by computers. Modern military equipment is also digitally based and operated. Thus, working in modern industries and services requires a high level of digital literacy, which presents a challenge for the system of vocational education. Under modern conditions, irrespective of their positive or negative origin, vocational schools (VS) should be ready to train specialists for various spheres of industry capable of working with constantly changing digital technologies. This fact puts forwards certain requirements to digital literacy of both students and teachers, who have to cooperate through digital devices and software to attain the set educational goals. All these circumstances require the equal level of digital literacy of both teachers and students to provide educational institutions with the latest material base and digital resources.
Modern society is characterized by a significant impact of information technologies on all spheres of human life. In a special way, the processes of digital transformation affect educational institutions, including vocational (vocational and technical) ones. Now vocational (vocational and technical) education occupies an important place in the sector of the country's economy, prioritizing effective training of highly qualified labourers in the state policy of Ukraine. Nowadays, the professional activity of labourers incorporates an intellectual component related to working with electronic devices, artificial intelligence systems, etc. Monitoring of the labor market shows that a skilled worker of the XXI century should be able to think critically, process information analytically, and work with mechatronics systems. The analysis of the European experience in training qualified workers reflects a certain lag of domestic institutions in terms of digital supply. At the same time, the level of teachers' digital competence at vocational (vocational and technical) education institutions needs improving. As a result, the issues of digital transformation for educational institutions are urgent and topical. Provision of modern digital equipment, formation and development of digital competence of all participants in the educational space are becoming the main tasks of teaching stuff in the current conditions. In a special way, the tasks set become relevant during the period of quarantine restrictions, when educational institutions mainly work on distance and mixed forms of teaching.
доктор педагогічних наук, професор, завідувач кафедри професійної освіти та технологій сільськогосподарського виробництва Глухівсь кий національний педагогічний університет імені Олександра Довженка
Vykorystannia SMART-kompleksiv u metodychnii systemi suchasnykh informatsiino-osvitnikh tekhnolohii [The usage of SMART complexes in the methodical system of modern informational and educational technologies]. Osvita ta pedahohichna nauka-Education and Pedagogical Sciences, 1 (173), 37-46 [in Ukrainian].
Introduction:The urgency of the study is due to the appearance of an emergency caused by an extremely dangerous outbreak of the COVID-19 pandemic. Every emergency, especially one which threatens health, is characterized by increased anxiety and depression among the population, causes chronic emotional disorders and requires provision of psychological and psychosocial assistance to the individual. In this regard, this article aims to describe and summarize theoretical and empirical research that will help identify the factors that shape the appropriate resource strategies for the development of resilience in overcoming the consequences of COVID-19. At the same time, this study revealed the role of resilience as a potential protective factor for mental health during an outbreak of the COVID-19 pandemic. Material and methods:The leading method of research is theoretical and methodological analysis, comprehension, comparison, classification and generalization of the main content of bibliographic sources that are relevant to the problem and purpose of the study. Results:The article presents the factors influencing resilience in the individual overcoming the consequences of COVID-19 taking into account the world experience. The main approaches to providing psychological assistance to a person in difficult life circumstances caused by the pandemic are identified. Conclusions:The factors influencing the resilience of a person during the COVID-19 pandemic are substantiated and singled out. The materials of the article are of practical value and extremely important for psychologists, psychotherapists, and physicians working to eliminate the consequences of the pandemic.
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