Digital transformation of preparation of the future

Abstract

The article is devoted to the current problem of today, which has acquired special significance in the context of building an information society. It is shown that Ukraine recognises the value of progress in the digitalisation of economic transformations. Creating a digital infrastructure of the economic sector requires the formation of future professionals’ digital competence in the educational space. Perspectives of digital technology are defined as the search of content according to interests; meeting the individual needs of pace and the level of professional growth requirements for the modern specialist; the constant modernisation of the style and forms of economic culture; and the connection of economic and educational spheres. It is concluded that Ukraine has all the conditions for transformation processes of digitalisation of economic professional education, which will bring the economy to a high technological level of development. Digital dual vocational education, with one of the most important factors of economic growth and formation of a new competent and competitive professional in the economic sector, is defined. The subjects of digital interaction in the conditions of dual professional education of future specialists of the economic branch are identified and characterised. Further research considering the expediency of educational and economic clusters of professional training of future experts of the economic branch is also defined.
 
 Keywords: Transformational reformations, digitalisation, dual professional education, digital competence, future economic specialist, business, HEI.

Understanding the meaning of a digital school from the perspective of primary school teachers

“…The most recent movements in the field of digitalization and digital transformation that are observed worldwide whether of a gradual (planned) or emergency (forced) nature, generously amplified by the spread of the new coronavirus (SARS-CoV-2), tend to be considered by researchers as a necessary condition for the renewal of educational environments (Volkov & Chikarova, 2021). In addition to providing excellent opportunities for reviewing school subjects, such movements also enhance the creation of more flexible school management systems, as well as the introduction of new practices, methods, and resources to support teaching and learning processes in different contexts of education and training (Bakhmat et al, 2020). Considering mass digitalization as a new reality in which the modern teacher is completely immersed, it is necessary to pay attention not only to the potential for renewal that is envisioned but also to the conditions required to assure the sustainability of the desired changes in education (Griban et al, 2019).…”

Examination of the researches on the use of technology by fine arts teachers

“…In parallel with these developments, the education curriculum has also changed and this dizzying development, which continues at full speed, has led to the emergence of many new professions and expertise areas. Of course, naturally, educational technologies have started to change continuously (Avci, 2015;Bakhmat, Liubarets, Bilynska, Ridei & Anhelina, 2020;Dolunay, 2016;Dagyar, Kasalak & Sezgin, 2020).…”