International Conference on Innovative Approaches to the Application of Digital Technologies in Education and Research

The article is devoted to pedagogical technology web quest in the context of its application for teaching social and human sciences, The main focus is on the structure of the technology, its classification and the main stages of web quest.The authors have developed and applied the original web quest “Social statuses and roles” and followed up with a detailed description of how it actually works. The paper thus aims to clearly demonstrate the operating mechanism of the web quest focusing on the stages students pass through while doing the quest. The paper investigates into benefits and shortcomings of the field- proven web quest. The authors suggest a considered opinion on effectiveness and productivity of this method, taking into account that it allows students to gain both necessary theoretical knowledge and apply this knowledge practically at each stage of the web quest. Moreover, the web quest allows you to maximize your creative potential and develop teamwork skills. This technology helps students develop effective skills of independent study and offers teachers reliable tools for guiding the quest stages and shaping its educational effects. The analysis offered in the paper reveals the significance of the web quest under challenging conditions of distance learning when teachers seek for new effective tools enabling to monitor each student's performance and hold the audience's attention.

The foundations of the formation of the skill of correct selection of educational Internet information in children of middle school age, including the pedagogical conditions under which this process will be effective, the principles of taking into account the socio-psychological characteristics of children of middle school age, and the characteristics of the methodology itself are revealed. It is concluded that for students, the content of education acts as an experience acquired by them under the influence of the pedagogical system: solutions to feasible independent work, understanding, communication, analytical and emotional assessment of the accessible part of the world. With regard to the general education school, the solution of this problem is also associated with the analysis of the impacts exerted on the educational process. In accordance with this, the correctness of the selection of educational Internet information must meet the criteria for the completeness and consistency of the types of activities necessary for the development of the intellectual abilities of the individual and the inculcation of the skills required to perform various types of activities within a specific academic discipline, must meet the goals, objectives and requirements of to a specific level and type of training.

The digital era began with the transformation of traditional media into digital formats, but this transition was not limited to just technical modification. It progressed, was rethought and embraced all aspects of human existence, including education. Today we are faced with large-scale transformations in the social environment, where digitalization is becoming the basis: digital governance, healthcare, economics and, of course, education. The teaching professional is now faced with the task of finding his place in this new world for every participant in society. One of the methods for preparing such a teacher is to use creative competitions in the educational process, which can inspire future teachers to search for innovative pedagogical approaches, stimulate initiative and readiness to analyze the latest trends in the field of education. This article discusses practical examples (types of tasks), criteria and basic principles underlying the proposed classification of student Olympiads in online format in digital pedagogy. The article provides statistics on the Olympiad “Pedagogical Digital Pedagogy”, which was held in 2024 by the Institute for the Development of Digital Education in Moscow, Russia, at Moscow State Pedagogical University.

The development of digital pedagogy requires constant identification of critical competencies in the labor market. It is these competencies that are indicators of the knowledge needed in the training of specialists. Any educational process at the university should be complemented by open educational courses, this will allow you to form individual educational trajectories and flexibly respond to the needs of the labor market. The paper describes an approach to identifying critical competencies in the labor market. The authors suggest using data mining methods as a component of the development of digital pedagogy for operational monitoring of critical competencies of specialists. This proposed approach is tested on the example of the Russian IT industry, and critical hard and soft competencies are identified. The data source for performing the competence analysis was the Headhunter job aggregator site. To extract the data, the authors used the fields “key_skills”, “description” and “snippet”, which contain basic information about the requirements for competencies in the vacancies. For the technical implementation of the proposed approach, Python is used.

The article provides an analysis of the introduction of modern teaching methods and approaches into the educational process, presents a classification of innovative educational systems and learning technologies determined by the needs of educational development. The necessity of expanding the range of application of new methods and technologies in the modern education system to improve its quality and competitiveness is substantiated. Special attention is paid in the article to the concepts and classifications of methods that make it possible to make qualitative changes in educational activities. The connection of approaches with each other in education is indicated. Special attention is also paid to assessing the impact of modern teaching methods and their effectiveness.

This study highlights the importance of introducing digital technologies into preschool education and the need to study their impact on the development of preschool children. The main challenge is to find a balance between the potential benefits that the digital educational environment can provide and the disadvantages associated with methodological support and limitations on the use of technology in preschool age. Therefore, it is necessary to determine new approaches to the content of education, which involves selecting and testing the effectiveness of the proposed digital equipment aimed at enriching the digital developmental subject-spatial environment in kindergartens. These requirements make the study of new possibilities of the digital space in the professional activities of a teacher extremely important and interesting. The significance of the problem lies in the fact that, on the one hand, there is a positive impact of the digital educational environment on improving the quality of education, and on the other hand, there is a critically small amount of experimental material, structured methodological tools (recommendations and manuals), as well as restrictions from regulatory documents on the use of digital technology with preschoolers. Insufficient knowledge of the potential of digital tools in the development of regulatory functions reveals the relevance and promise of the study. The goal is to determine and describe the process of filling and enriching the developing subject-spatial environment of a kindergarten with modern digital equipment that promotes the development of motor activity and the cognitive sphere. To achieve the goal, a theoretical review of research was conducted regarding the impact and design of digital learning environments in early childhood settings, as well as the potential of digital tools to improve regulatory functions. The authors analyzed digital gaming devices that can fill and enrich the digital educational space of a kindergarten. Conclusions: according to the presented review, the use of interactive digital equipment in preschool educational organizations can have a positive impact on the development of various areas in older preschoolers. Games using such equipment contribute to the development of elementary mathematical concepts, thinking, imagination, memory and attention; enrichment of active vocabulary, formed dialogical speech; development of gross motor skills and coordination of movements; increasing the level of motivation through outdoor games.

The article discusses new educational and pedagogical technologies to increase the motivation to learn of students and schoolchildren. The abundance of information on the Internet gives the student a false impression of knowledge and skills in certain fields of science. The teacher’s task is to show true knowledge, to teach how to separate superficial information from the main and important information, which is the cause or consequence of certain phenomena or events. Learning should be interesting. The teacher can choose different educational tools, for example, use the project method, the use of virtual or augmented reality technologies, and a gadget can be a technical tool in the learning process. The article examines two levels of motivation, each of which has three sublevels, analyzes their features and elements of internal motivation of students and learners. Also, examples of using different pedagogical tools for each type and level of motivation are given. It is proposed to use different pedagogical techniques for junior and different courses in order to increase motivation at the corresponding motivational level in order to improve the effectiveness of training.

Researchers have demonstrated linkages between active engagement of students with learning material and greater learning gains. Cognitive engagement is a significant component of educational experience. Understanding the challenges associated with cognitive engagement and measuring cognitive engagement in a MOOC environment is challenging. It is the need of the hour with online learning being equivalent to classroom learning in today’s dynamic academic environment. The present study aims to construct cognitive engagement scale (CES) to measure the cognitive engagement of learners who sign up for the massive open online courses (MOOC). The aim of this study is dual-fold: firstly, to conceptualize the cognitive dimension of learner engagement within MOOCs, and secondly, to construct a theoretically informed scale for assessing cognitive engagement in online environments. Study presents a detailed process of the scale development, which included item generation, item evaluation, pilot testing, testing psychometric properties of the scale, and scale refinement. The researchers crafted the initial questionnaire drawing from both existing literature and personal insights. Subject matter experts then validated the items within the questionnaire and ensured its reliability through a pilot study, where it was administered to a sample of 100 participants The final version of the scale captures the four dimensions of cognitive engagement: Passive receiving, active manipulating, constructive generating, and interactive dialoguing. The present study contributes to the growing literature on cognitive engagement and adds to the existing literature of MOOC engagement scale with focus on cognitive engagement exclusively.

This study examines the process of preparing future college teachers for teaching activities using the Plickers mobile app. Mobile applications are actively used in the practice of teaching students at the university at the stage of testing knowledge, explaining new material and in the process of solving practical problems. Objective: The purpose of this research study is a theoretical and methodological analysis of the benefits from using mobile application and testing experimentally the effectiveness of the use of this technology in evaluating students ' knowledge on the example of the Plickers mobile application. Methods: The basis of the study is the analysis of educational literature, analysis of educational documents, scaling, ranking, testing, analysis and synthesis, a pedagogical experiment. Findings: This article analyzes the experience of using digital technologies of Russian and foreign scientists. A pilot study was conducted proving the effectiveness of the Plickers mobile application the process of professional developing, the advantages and disadvantages were identified, which is confirmed by a comparative analysis of the control stage of the study. Conclusion and novelty: The use of mobile applications in the process of training future college teachers has broad prospects for development in the educational process, is justified by increasing the motivation of students to the process of professional educating, improving academic performance.

In modern conditions, the importance of project competencies is increasing, the process of creating a network project requires time resources, knowledge of the features of project technology. In addition, in the conditions of a teacher's employment with professional activities, it turns out to be quite difficult. However, the experience of creating network projects testifies to the success of such work under the guidance of specially trained mentors (tutors) in a team of like-minded people. Networked project-oriented activities will help the early profiling of training and career guidance for schoolchildren, a meaningful choice of their future profession, and students will be able to immerse themselves deeply in an already chosen profession. There is accumulated experience in the implementation of this type of activity on special Internet platforms that ensure the organization and management of network design and research activities. Examples of such platforms are the Russian products Reactor and GlobalLab. The article describes the experience of organizing networked project-oriented activities at the international distance marathon “Kupala projects 2020” under the auspices of Yanka Kupala State University of Grodno.

This article proposes the use of specialized computer models of measuring instruments using the example of using a measuring computer simulator in the study of the field of “Metrology, standardization and certification”. The purpose of this article is to improve the educational process when studying the basics of measurement in electronic devices by students of educational institutions of higher education. The purpose of the article is to describe the features of the creation and application of specialized computer models of measuring instruments in the form of a measuring computer simulator, which is developed and used in the educational process of the North Caucasus Federal University. The article develops a creative method of vocational training based on increasing the degree of student participation in the educational process. This makes it possible to increase the efficiency of the educational process and the value of innovative educational programs. Since the measuring computer simulator is based on the visualization of measuring instruments and their controls like the original measuring instruments, it has a novelty. The evaluation of the effectiveness of the developed computer-based learning tool in the educational process indicates that with its help it is possible to improve the educational process in relation to the development of students’ competencies in the practical application of measuring instruments and evaluation of measurement results.

Cooperative interaction in educational games, designed to stimulate teamwork, joint creativity and knowledge sharing, also carries potential security threats.One of the key dangers is data leakage. Player interaction involves the exchange of information, and in case of insufficient protection of the system, confidential data, such as personal information, game progress results or individual strategies, may become available to unauthorized persons. This may result in misuse of information, damage to reputation and violation of player privacy.The impact on the game space is also a threat. By interacting, players can change the game world, for example, by entering incorrect data, moving objects to an inappropriate location, or modifying the rules of the game. This can lead to a violation of the balance of the game, incorrect results and a deterioration in the learning effect.Substitution or falsification of game elements is no less dangerous. Attackers can introduce fake elements into the game space, for example, incorrect reviews, changed rules or incorrect data. This can lead to incorrect conclusions, distort learning outcomes, and undermine confidence in the game.In addition, the use of interaction tools can become an object of attack. Attackers can hack and modify tools, such as communication platforms or data storage systems. This can lead to data theft, incorrect operation of tools and malfunction during the game.It is shown that formal descriptions of the choice of a game strategy can exist in a game. Indicators that are essential for cooperative interaction are determined, and examples of their calculation for the case with remote interaction through a social network are given. The article contains information about collaborations, which can be used to assess and choose the direction of development in projects that use game cooperative strategies to implement tasks other than training.The project highlights aspects of cooperative interaction that affect the formation of game strategies in an educational project. Of particular interest are projects in which a social network is the tool and medium of interaction. The objectives of the project are to identify easy-to-use indicators that show the features of cooperative interaction within an educational game.

The article deals with the problems and trends in developing electronic educational resources. They are for studying humanities in distance learning. This topic is current. The learning process must go digital to make a good modern education system. The pandemic in the 2020–2021 academic years has brought several changes in all sectors of society. The education system found itself in an environment where the traditional forms of learning needed to be overhauled. We had to create a good distance learning system. The system had to meet modern standards. We worked under tough conditions. Local electronic educational resources worked in Russian higher education institutions. But, they were not used permanently. Digital technology was the main tool for creating local electronic educational resources. It was the technical foundation for the distance learning system. Mastering humanities disciplines has its peculiarities which should be taken into account in the distance learning format. Pay close attention to the analysis. It focuses on the effectiveness of digital tech in learning the humanities. The analysis of the use of electronic educational resources at Kh. M. Berbekov Kabardino-Balkarian State University (Nalchik) let us see the downsides of this format. It was in the humanities.

The COVID-19 coronavirus pandemic has challenged all spheres of life, including the education system. In March 2020, Belgorod State National Research University (NRU “BelGU”), like many other universities in the Russian Federation, switched to distance learning. Internal online courses were used to organize the learning process, as well as elements for synchronous classes in the form of videoconferences. Classes in such study groups are organized in a combined learning mode (in the classroom - for full-time students, and videoconferences are used for part-time students). This way of organizing the educational process was used in NRU “BelSU” long before the pandemic. It allows students who are forced to study remotely to participate in the educational process with the “effect of real presence”. The article presents the results of the research aimed at identifying the readiness of the educational environment of NRU “BelSU” for blended learning. The study showed that the forced transition to the distance format became a catalyst for the development of the information and educational environment of the university and increased the level of readiness of the teaching staff to use digital educational technologies in the educational process.

Currently, the Internet of Things has become not just a new trend – it is actively changing our reality, adding new, previously unknown ideas to our lives, allowing us to introduce technologies and concepts such as touch sensors, temperature control systems, smart homes, etc. The active integration of technological innovations that increase the comfort of human life and ensure safety and comfort by tracking and monitoring various environmental parameters is not limited only to technical systems. Research in the field of this technology shows the applicability and usefulness for expanding the possibilities of educational skills in the field of education not only for students of higher educational institutions, but also for schoolchildren and preschoolers. The unusual combination of digital and real media for providing information makes it possible to significantly increase the quality of education and the level of knowledge acquisition by students. The article provides a definition of the Internet of Things and examines its impact on the learning process. A thesis is also put forward about the special influence of the smartphone as an element of the Internet of Things used as a learning technology. In addition, the analysis of the main trends in the e-learning industry related to the development of the Internet of Things is carried out. The possible directions of changing the infrastructure of technological filling of the classroom with Internet of Things devices and the associated introduction of pedagogical innovations in the field of providing new skills and knowledge are considered. Combining classical teaching methods with modern information technologies and technical innovations, the use of IoT devices in education has been proven to yield impressive results.

Significant problems for schoolchildren are caused by the process of solving planimetric problems of an increased level of difficulty. Schoolchildren have problems analyzing the conditions of such tasks, constructing a geometric drawing and working with it, building geometric facts into a logically justified sequence, constructing a complete solution to the problem. We present the design of a new electronic course for teaching students of grades 8–10 the process of solving planimetric problems of an increased level of difficulty. Problems in teaching Plane geometry led to the choice of the 4C/ID pedagogical design model. This model is aimed at acquiring complex skills or professional competencies. Solving problems of Plane geometry of an increased level of difficulty is a difficult skill for a student, having a heuristic nature, and based on a system of certain subject and methodological knowledge, skills and abilities. The principles of designing an electronic course are the following: ensuring the quality of educational content, openness, granularity, free assembly, gamification and active visualization, interoperability, independence and individualization of the educational space, collaboration. Unique digital products have been created to implement the components of the 4C/ID model. To provide the “timely information” component, educational reference cards with information from the author's educational mathematical ontology OntoMathEdu and a program for semi-automatic markup of educational texts were used. The “partial practice” component is implemented with the help of original training simulators and tests that contribute to the development of a set of skills for solving planimetric problems of an increased level of difficulty. When implementing the course on the e–learning website of Kazan Federal University with remote asynchronous training of 8th grade schoolchildren, a high completion rate and a customer satisfaction score index were obtained with the involvement of both highly motivated and unmotivated schoolchildren.

In the 21st century, a teacher has a huge variety of educational resources that are freely available. As a result, a serious problem arises in organizing information searches on the global Internet, since there are currently thousands of different sites. The article discusses tools that can be used to organize teambuilding events for students of different levels of education online; examples of network teambuilding formats are given (web quest, network educational project, hackathon, online flash mob). In order not to get lost in them and find the necessary information as quickly as possible, developers offer all kinds of search engines to help, which, by just one word or phrase, easily find links to those pages on the World Wide Web that quickly and easily give the necessary result.

The ubiquitous development of digital technologies has led to the use of applications for mobile devices in education due to convenient and simple applications. The introduction of mobile applications provides many advantages and provides intuitive learning and the attractiveness of the learning process. The use of such novelties replaces the traditional education system with a creative process and improves the learning process. Recently, there has been a growing need for the introduction of modern applications in the educational process, since the combination of promising technologies in education is becoming an excellent source of knowledge for students and teachers. The advent of digital tools has completely changed the educational process, information technology has replaced the usual way of teaching with lectures and conversations. There has been a transformation of the educational system with the help of modern technologies and mobile tools. Education plays a vital role not only in the formation of a decent and strong generation, but also in the construction of any civilization. Modern teachers must find the most effective ways of teaching that will be able to prove themselves in the future. Given the huge popularity of technology, we need to update our current education system to make it more effective and accurate.

The digitization of society and education has initiated changes in teacher training. Disciplines related to the study of digital tools and the possibilities of their use for the organization of the educational process have been introduced into the curricula, and network interaction can be counted among the new trends in the organization of this process in a digital society. The aim of the study was to analyze the necessary changes that should be introduced in the practice of teacher training in the context of digitization of education. It is also of interest for the study to investigate digital tools of the educational environment and the possibilities of organizing training in a distance format in the context of network interaction with teachers of foreign universities. The study focuses on the training of undergraduate students in the field of teacher education, reviews the digital tools used to teach students in the context of digitization of society and education, describes the experience of teaching students about digital technologies.

This article discusses the problem of discipline among school and university students in online or blended learning. The authors of the article noted that despite the sufficient coverage of the issue of motivation for learning in pedagogy and related sciences, the issue of developing discipline was not considered from a technical point of view. Within the framework of this work, a scheme for the formation of the discipline is proposed, consisting of several jointly used elements, which in turn can be implemented within the framework of a mobile application. At the same time, the authors conducted an analysis of the mobile application market, because of which it was revealed that there are no suitable products to solve this problem. As a result, the author’s methodology for formalizing the learning process using a mobile application was proposed, presented in the form of appropriate diagrams and diagrams.

The paper is concerned with problem solution regarding career counseling of schoolchildren and the interest cultivation in cryptography of the maximum number of schoolchildren from various settlements. Currently, the subject online training sessions applying distance learning technology are the most relevant. The said type of work has its own methodical specifics based on the principles of digital pedagogy. It is carried out via educational platforms, subject web-sites using social services. The paper presents the best practices of short-term subject online training session during holidays. The relevant training session is dedicated to provide schoolchildren with the basics of cryptography. Schoolchildren are given the opportunity to evaluate the versatility of mathematics, its significance for applied disciplines, discover knowledge in the field of protection and information encryption. Interest in the relevant discipline is determined by the possibility of encoding and passing secret information distantly, mastering the methods of cryptography. Students and schoolchildren are trained in the form of online activities such as Student Master Classes, Web quests “Young Scout”, Video conferences, Creative tasks, exciting games with “QR codes”, “Young cryptographer”, “Sherlock Holmes”. The paper identifies new methodological tools to improve results of studying cryptography, gives descriptions of tasks. The best practices of organizing a subject session in a distance camp in a pandemic are presented.

The article considers the connectivist model of online learning, its origin, and its increased demand during quarantine. The theory of connectivism, pedagogical methods, and forms of implementation of distance learning in various MOOC formats are analyzed. MOOC terminology has been systematized. The technologies used for organizing distance learning are considered and classified, and a methodology for combining the technologies and formats used in the framework of one blended model is proposed. A combination of the traditional face-to-face model, behavioral and connectivist models of massive open online courses is proposed. The relevance of such a model during pandemics like Covid-19 is justified. The correspondence of the blended model to the requirements of the Federal State Educational Standard of the Higher Education of the Russian Federation and characteristics belonging to different formats of MOOC and full-time education was analyzed. A scheme for organizing distance learning according to a blended model, made from standard elements using the MindMap technology, is proposed.

The article proposes an approach to education with omnichannel aspects that will help to achieve success. Based on the study of international experience of leading universities and the experience gained in the process of training and retraining of bachelors and masters in the field of economics, finance and information technology in leading Russian universities, the omnichannel revolution in higher education in the conditions of digital transformation is investigated. The stages of omnichannel strategy of higher education organization development in the conditions of digital transformation are defined. Aspects of the omnichannel approach in the digital learning technology industry are investigated using data from university websites. The first aspect is defined as promoting the use of integrated channels in education. The second aspect is declared as the need to apply tools and technologies to support omnichannel educational activities. The third aspect is specified as the possibility of measuring the omnichannel learning trajectory, collecting online statistics by an educational organization. The following directions of further implementation of omnichannel educational activity are identified: creation of an online master's degree program, in which all courses are read in MOOC format, and the use of machine learning for mining and analysis of data generated by programs based on digital learning technologies. It is shown that the proposed omnichannel approach can be applied to any organisation operating in the market of educational services.

Flipped classroom model has gained increasing interest among university teachers in recent years [1] (Stohr et al.). The reason for its popularity is attributed to its bearing on Vygotsky’s constructivism theory and for the student centered approach [2] (Ziling Xu et al.). Countries in the world are affected by COVID-19 including India. Hence higher education institutes have begun their online classes. Flipped classroom teaching has been quite prevalent in Indian higher education recently. Online class initiation from higher education institutes in India has pushed faculty members to teach online and faculty have begun flipped classroom teaching online. Flipped classroom teaching in online differs from the face to face mode. There are challenges and issues while using flipped classroom in online mode by the faculty members of higher education. This leads to the present study to find out the challenges of flipped classroom teaching in online mode by teachers of higher education. The present study adopted qualitative research method. Structured interviews and focus group discussion were conducted to answer the research question. Study was able to discuss the challenges of flipped classroom in online mode. These challenges are to be dealt with by the stake holders to bring teaching efficacy.

The authors analyze the functional structure of the digital automated system for creating a digital educational environment. The authors also propose the classification of digital technologies used in the educational process for improving its efficacy. The set of requirements proposed by the authors for working with digital educational automated systems and an example of their implementation in the educational process can be relevant and useful for both developers of automated systems programs and teachers using elements of distance learning in higher education in the context of digitalization of education.

Russia’s transition to a new technological paradigm, namely the digital economy, requires a change in approaches to personnel training in the higher education system. Domestic as well as foreign practice shows that modern digital technologies have been introduced in almost all sectors of material and non-material production and are now used everywhere. This has led to qualitative changes in production, as well as in the modern education system, which is an integral part of the economic structure of national economies. New societal demands for accessibility and quality of information, together with the ever-increasing popularity of the Internet and the increasing number of users of mobile devices and gadgets, have led to a change in the demand for the use of modern means of digital learning resources. To meet the basic requirements of the digital economy, a modern education system should aim at improving people’s knowledge and skills. This can be achieved through digital technologies embedded in education and people’s everyday lives. In addition, the digital competencies of teachers and their digital literacy should be enhanced. To provide high quality and effective education, we need to create an optimal environment together with a new digital learning strategy that will integrate and empower the digital environment. Nevertheless, due to the continuous professional development and development of new skills in the interactive space of the digital ecosystem, questions regarding the social adaptation of the population in the digital environment remain relevant.

In the context of technological evolution affecting many spheres of human life, including education, this study examines the possibilities of using chatbots to teach students various disciplines and their further introduction into the educational process to automate certain types of teacher activities and, consequently, simplify his work. Our research is devoted to the intricacies of designing chatbots designed to be introduced into the educational process and analyzing their features. The article discusses chatbots as a means of automating the routine activities of a teacher, describes the possibility of creating a program in the designers. It is proposed to introduce chatbots for teachers of foreign languages, mathematics and computer science in order to automate the verification of the level of knowledge of schoolchildren. The results of the study and possible improvements for further work are presented, as well as the prospects for using chatbots in teaching activities are noted. The presented results serve as a basis for the development of effective chatbots in the context of the development of technology-based education.

Currently, the learning process requires deep optimization, and this optimization can be achieved using the digital footprint in the student’s project activities. We proposed three types of digital footprint depending on the information system used. In order to analyze the achievements of educational results and adjust the personal learning trajectory, it is precisely necessary to use the digital trace of project activities. To collect and analyze the digital footprint, we need to use special software, which was discussed in this article. And we also determined the characteristics and indicators for assessing the digital footprint in a student’s project activities.Conclusions: the study found that effective mastery of the digital footprint plays a key role in the development of digital educational environment methods. This includes creating digital portfolios for students, developing digital profile systems, as well as personalized learning programs. In addition, it is necessary to introduce mechanisms for assessing educational effectiveness, feedback from students and predicting educational results; it is also worth paying attention to the development of methodological support for the educational process. Data analysis based on the digital footprint allows you to make informed decisions in the field of education, since it records not only the progress of educational activities, but also its results.

The article examines the issues of integrating artificial intelligence (AI) into educational institutions, analyzing the technical, pedagogical and ethical aspects of this process. The need for infrastructural changes, such as modernizing network infrastructure and introducing high-performance computing systems, is emphasized. Organizational changes, including the creation of new data functions and staff training, are also seen as key steps in successfully adapting to new technologies. The importance of pedagogical adaptation is emphasized by introducing new teaching methods and developing students’ skills in working with technology. Ethical aspects such as data security and fairness in the use of AI are considered in order to subsequently create appropriate norms and standards. The article concludes that the successful integration of AI in education requires an integrated approach that takes into account the technical, pedagogical and ethical aspects of the educational system.

In recent years, the use of augmented (AR) and virtual (VR) reality has been gaining popularity in the educational process. Thus, the use of AR or VR improves the educational process using more dynamic teaching methods and promotes a broader understanding of topics by helping students visualize abstract concepts. The possibilities of modern technologies go beyond learning, augmented and virtual reality applications serve as tools that encourage students to acquire practical skills that can be used in everyday life.

The article describes the application of the project approach in teaching as a tool for studying information security and programming. The advantages and disadvantages of this approach are outlined. The necessity of expanding the range of application of project-based learning in the modern education system to improve its quality and competitiveness is substantiated. The results of a study on the implementation of a project approach in the education of a group of students conducted on the basis of North Caucasus Federal University are presented. Special attention is also paid to assessing the impact of the methodology on learning and its effectiveness.

The article studies practical options of using computer-assisted text analysis in foreign language instruction. The study aims to develop, implement, and test a model for the integration of computer-assisted text analysis tools into language training. It also analyzes the effectiveness of computer-assisted text analysis application in the training process in terms of facilitating the proficiency level and implication awareness, customizing vocabulary uptake in line with the level and intensity of the training process. The technical features, application options and computer-assisted text analysis utilities are in the focus of the study. The most effective methods of integrating relevant foreign language learning content are taken into account. Specific applications for the learning process are chosen after a brief comparison of the available utilities and an explanation of pertinent metrics. The essential concepts of instruction facilitating the acquisition of skills are identified. A strategy for integrating computer-assisted text analysis tools into academic practice was devised with account of lexical density measurement and customization of training materials to match individual competence levels. Several types of progress control tests on relevant skills were used to track students’ performance and the efficiency of the teaching process. The case study has revealed a number of weak points in integrating computer-assisted text analysis resources into the training process; a set of solutions is devised to tackle them. The use of computer-assisted text analysis in foreign language instruction promotes key educational concepts and fosters the development of both independent learning skills and language skills.

The authors briefly describe one of the stages of implementation of the federal project aimed at improving the effectiveness of teaching “Informatics” in secondary schools, taking into account the strategic objectives of the digital economy in terms of learning the basics of artificial intelligence. A new methodology is proposed for analyzing the readiness of the educational environment to effectively implement artificial intelligence in the general education system of the Russian Federation. The parameters that determine the versatility of the concept of “readiness” of the educational environment are considered. The article describes the “optimal” set of parameters and the directions of their analysis of the activities of educational organizations based on the experience of implementing artificial intelligence. A generalized work plan for implementing the project is given in the agreement with the customer - the Ministry of Education of the Russian Federation. The results of the project implementation can be used by the federal and regional executive authorities responsible for state administration in the field of education to achieve the key state benchmarks in the digital economy, as well as by the heads and teachers of general education organizations to improve the effectiveness of education and training in the basics of artificial intelligence.

This paper explores pre-service and in-service teachers’ perceptions of virtual reality (VR) technology as a teaching and learning tool in the classroom in India. The study aimed to answer four research questions, including the adoption rate of VR technology among teachers, their confidence levels in teaching using VR technologies compared to digital technologies, attitudes towards using VR technology, and the usefulness of different uses of VR technology. The survey conducted among 102 teachers found limited adoption of VR technology, lower confidence levels in using it, but willingness to use it in the future. The paper recommends providing adequate training and support to increase teachers’ confidence in using VR technology in their teaching practices. The study also suggests that strategies to promote VR technology should consider gender differences in attitudes towards it. Overall, the research concludes that teachers view VR technology as having potential benefits for learning and teaching across various uses.

The article discusses the potential of “big data” technology in optimizing the educational process of universities. It is noted that “big data” helps to gather a good evidence base for the dynamic analysis of student educational activities. It is noted that pedagogy is just beginning to develop the use of the “big data” capabilities and they are mainly related to the development of e-learning and the improvement of information and the educational environment. Particular attention is paid to the need for analytical support of online learning. The approaches to the application of “big data” at the level of educational organization and within the framework of a particular training course are highlighted. 1) The authors positively assess the experience of China in the use of big data to change the image of education. An opinion is expressed that Russian universities do not yet have the practice of using “big data” throughout the entire cycle of educational programs. The directions and methods of using big data in universities are proposed and discussed: integration of classroom and extracurricular network training, enhancement of the procedure for evaluating the educational activities of students. 2) “Big data” are useful for analyzing the university network platform, improving the efficiency of education quality management, and supporting remote informational and pedagogical interaction. It is defined that educational analytics involves the assessment of student educational achievements based on the analysis of metadata on participation in an electronic course and may include the assessment of “digital footprints” of students. It is argued that “big data” allows assessing the learning performance, predicting the expected results and directions of learning, and carrying out continuous in-depth monitoring of the educational process. At the same time, automated analysis significantly saves the lecturer’s working time and increases the reliability of assessment, so the assessment based on “big data” technology will become an indispensable function of the lecturer. Lecturers will be interested in mastering “big data” technology if they see other opportunities: for the supervision of external educational resources, fast processing of large arrays of scientific and educational information, and collection of reflexive information. So far, unfortunately, the massive educational information contained in electronic courses is not used by lecturers. Lecturers need to make full use of “big data” to establish the connection between student achievement and the curriculum, facilitate the development of teaching assignments, etc.

Artificial intelligence systems are becoming increasingly common and used in the educational industry. The paper examines the various possibilities of using artificial intelligence (AI) in education. Artificial intelligence systems are becoming more and more widespread and applied in the educational sector. This paper discusses various possibilities of using artificial intelligence (AI) in education. The paper discusses the use of adaptive learning with elements of artificial intelligence, allowing for an individual approach in training personnel in certain specialties. New methodologies, using AI in conjunction with information technology make it possible to effectively use tools such as virtual reality and Internet of things in the educational process. Practical research and recommendations for the application of AI in education are conducted on the Century Tech and Neuromation platforms. One of the problems in the development of deep neural networks remains the lack of labelled data. They are needed to train an artificial intelligence model. To solve this problem, the paper proposes the use of synthetic data.

The research of virtual reality technologies based on the cybernetic approach made it possible to establish that virtual reality in the educational process can be implemented at various technological levels, which can be distributed according to the degree of immersion in the simulated environment. At the first level, personal computers and basic input/output devices are used. On the second-personal computers with high performance, virtual reality glasses and some other input/output devices. At the third technological level, the most productive computers, reality glasses, classrooms and tactile devices are used. When analyzing the technological levels of virtual reality, the recommended hardware and software for use in the educational process was established.

This article discusses the concept, requirements and criteria of educational and pedagogical innovations: novelty, optimality, resourcefulness, as well as their description and expression in knowledge and cognition, socioculture and socialization, in the formation of an information picture of the world among educational subjects through the means of the education sector and its information –communication environment. Educational and pedagogical innovation is considered as a categorical concept, and as a complex combination of two differentiated concepts: (a) pedagogical innovation from the point of view of pedagogical theory and digital didactics; (b) educational innovations in the professional and pedagogical activities of a teacher as a technical and technological basis for introducing innovation and ensuring the digital transformation of education. Based on these two positions, the article examines educational and pedagogical innovation in the context of the necessary differentiation of research into the impact of digital innovations on education and their potential for the subsequent integration of pedagogical and information technologies in teaching.The study notes that pedagogical innovations are related to the goals, methodology, content, forms and means of teaching, methods of subject teaching, assuming the presence of their novelty and optimality. Educational innovations consist of subject and meta-subject learning results and personal development of the subject of learning, obtained as a result of the implementation of one or another pedagogical innovation: innovative goals and methodologies, as well as the innovative process of this implementation. At the same time, to determine the requirements and criteria for the effectiveness of innovative development of the educational process in the context of digital learning technologies, they emphasize the importance of openness, flexibility, adaptability and the development of digital competencies.

Article c concludes that digitalization, as a technological and sociocultural phenomenon of society, affects education and this influence is realized through a quantitative representation of the quality of information. There is a need for appropriate systematization, presentation and integration of educational information in the form and content in the information and educational environment. It is noted that education should provide fundamental and universal knowledge, shape the worldview and culture of knowledge and cognition of the subjects of education. The objective of the study is to consider the qualitative and quantitative properties of information for subsequent expression by electronic and computer means. In connection with this, we need ordered sequences of knowledge units (knowledge modules), expressing this knowledge as natural relationships, a prerequisite for which is the positive influence of information on the subject of education. The effectiveness of solving this problem largely depends on the conditions for the implementation of the basic didactic principles (adaptability, integrativeness, informativeness, mobility, visibility, consistency, integrity, etc.) when integrating information and pedagogical technologies in teaching, influencing educational and cognitive activity, taking into account the psychological and physiological characteristics of the perception of information by the user and subjects of education. In this aspect, the article examines the current direction of research related to the digitalization of education and the development of the information and educational environment (IEE): a description of electronic educational resources, their qualitative and quantitative impact on the student’s personality, on the process of formation of knowledge and socioculture of the subject of education, as well as their role as a means of teaching and an object of study.

The authors consider the shortcomings of the five-point assessment system used in Russian universities. The strive to find more effective incentives has led to the introduction of parallel assessment systems correlating with actual outcomes. The paper proves the efficiency of using the score-based assessment system (SBAS) that motivates MSc students to engage in active training activities as exemplified by the “Professional Foreign Language” course. When testing the score-based assessment system, the authors worked out technological maps of score points for assessing the independent work of MSc students. The actual outcomes to be assessed included a research presentation report and a research paper. Based on the performance results demonstrated by MSc students, a comparative analysis of learning outcomes was conducted. Following the survey results, the attitude of MSc students towards the score-based assessment system was determined. The study proved that the use of the score-based system for assessing learning outcomes develops the cognitive skills of MSc students and strengthens their willingness to master the relevant knowledge and put it into practice. The use of the score-based assessment system in the training process is claimed to ensure higher learning outcomes.

This article examines the issues of methodology and practice in teaching computer science. Special attention is given to the method of applying game technologies, game-based learning, and gamification in the education of students in grades 3–4, which help activate thinking and enhance students independence, and also contribute to developing an interest in computer science. The article presents a methodical system consisting of three parts: a computer science curriculum for students in grades 3–4, gamification, and game-based learning, organized within the framework of a school camp.

This article discusses the development of a model of educational content and its implementation as an ontology. The educational content model that considers student characteristics can enhance learning effectiveness and support teachers in content development. The ability to reflect different forms of modern content and different important aspects of these forms that is a strong suit of proposed model. These aspects are important for the effective use of the educational content model in the digital educational environment. Applying of a common educational content model in this environment promises multiple benefits. It allows for data reuse to solve different content-related issues, provides methodological support for teachers, reduces costs for developing new applications, and ensures high-quality documentation through metadata usage. The digital educational environment improves university competitiveness and helps create a personalized learning environment. We implemented the educational content model using the Protégé software tool. Our approach to ontology development involves analyzing classifications and models of other researchers. We design a way for incorporating the presented model into the existing university’s information system in order to enhance the ontology-based tool for intellectual assistance in education. And we have a plan for future work.

The scientific article is an analysis of the impact of literary texts on educational processes in the field of security. The work is based on a review of existing research, highlighting key trends and findings in the field. The study highlights the importance of literature in enhancing learning, and also examines ethical considerations and the need for ongoing content updating. The conclusion emphasizes the importance of a balanced use of literary texts, taking into account innovative teaching methods and ethical principles. The work provides valuable practical and theoretical foundations for integrating literary texts into safety education programs.

The article presents the concept of training IT specialists at the present stage in the conditions of the established institute of advanced information technologies in the context of the transformation of education and the implementation of the regional strategic project of the strategic academic leadership program “Priority - 2030”. The components (elements) of the concept of personnel training for the digital development of the region are considered. It is concluded that in the conditions of the established Institute of Advanced Information Technologies in the Tula Region, the system of training IT personnel should change significantly.

This article shows that the methods of digital recording and interpretation of facts in education make it possible to: effectively build trajectories of personal development; create digital profiles of students; control the learning process, increasing its effectiveness by registering and analyzing the digital footprint using modern information technologies. Attention is drawn to the practice of teaching in higher educational institutions, the essence of the concept of “digital footprint” in education, the type of footprint collected depending on the information system used. The paper shows that one of the ways to improve the quality of education is to analyze the results of students’ assimilation of the content of an academic discipline by collecting and analyzing a digital footprint. Methods for analyzing a digital footprint and using the results obtained for the modernization of an academic discipline are considered. The results obtained according to the data of the pedagogical experiment conducted according to the results of testing of undergraduates are presented.

The article considers the problems of teaching special disciplines using digital technologies in a distance format, associated with both psychological changes in the minds of senior students, and with economic trends in the development of modern society. Some aspects of the digital technologies influence on the teaching of engineering disciplines at a university are considered. Methods for solving these problems are proposed. The authors have outlined ways to increase the efficiency of studying engineering disciplines using specialized software in the process of teaching senior students.

The research developed a methodology for analyzing big data containing information about the professions in the media and communications sector that are relevant in the digital transformation of the economy. Based on content analysis of the online job platform Head Hunter and open data from social media APIs, we ranked the most in-demand competences of specialists in the communications industry. These competences were classified and evaluated on a scale from narrowly professional Hard skills, including IT skills, to more universal flexible Soft skills. Information on new communication professions was systematized and the most important qualification requirements for specialists in these professions were identified. A typical set of labor conditions offered to communication professionals was also established. The competence model of a university graduate in the field of advertising and public relations was determined. Recommendations for transformation of the educational program on advertising and public relations are offered. The prospects of applying the methodology of labour market analysis in the improvement of educational programs in related industries are determined.

The article is devoted to the research of the digital services implementation in inclusive higher education. Participants of the research: specialists from 20 partner universities of the Astrakhan and Volgograd regions, the Republics of Crimea and Adygea, and Sevastopol. The authors analyzed modern digital services that are used in inclusive higher education. With the help of a SWOT analysis, the strengths and weaknesses, opportunities and threats of modern digital services for the educational activities of university students with inclusion have been identified. Revealed advantages of platforms and tools widely used in the application of distance learning technologies, such as Skype, Moodle, Google documents, e-mail; webanketa.ru, TimeLineJS, pixlr, Padlet.com, Thinglink, pixabay, Busyteacher puzzlemaker, your-study.ru, Genially, Flippity, surveymonkey, quizizz.com, myquiz, Н5Р, Avatan, genial, jigsaw planet, draw.io, Canva, Evernote, prntscr, dreamstudy, audiomaster.su, Prezi, Realtimeboard, Linoit, Coggle, PlayBuzz, Bingo card generator, Infographics, Vizia, appear.in, Closr, Pictorchat, creating metaphorical cards for conducting classes are presented in the form the unified methodological base that allows teachers to choose the most effective technological tools for creating a digital information and educational environment.

An actual methodological problem related to increasing the efficiency of training specialists in the field of information and telecommunication technologies is considered. The article substantiates the effectiveness of gamification as a new way of organizing education, which has great pedagogical potential. It is proved that the use of computer games tools in the educational process, firstly, enhances the subject's motivation to pay stronger and better attention to educational activities, secondly, prolongs the commitment to the task and, finally, increases the likelihood of achieving the goal. The features of the application of this approach in the training of specialists in the field of information technology, information security are revealed. Examples of the implementation of a new direction in the form of cyber polygons, virtual computer laboratories are considered. Additional measures have been developed and proposed to complement the methodology of information technological expertise. The final methodology for the investigation of computer crimes has been compiled, taking into account the requirements for the collection, processing and storage of information from an information security specialist. This methodology forms the basis of the computer forensics laboratory. The laboratory is proposed as an additional method of training specialists, implemented in the same concept as cyber polygons, virtual laboratories, etc. The main structure of the laboratory is revealed, the sequence of the applied stages of information technology expertise within the scope of the exploitation of the laboratory of computer forensics is given.

The digital and media competencies of civil servants in a digital society are of critical importance; without them, effective and safe work with digital resources and relevant information systems is impossible. The successes of digital transformations and the establishment of digital ties in Russia have led to the need to increase IT competencies, an interactive and creative approach of employees to working with visitors to organizations and offices. The purpose of the study is to conduct a systematic analysis and build a digital profile of public service leaders. Basic approaches are considered—worldview, educational and sociological. Leadership is considered in a systemic sense, according to systemic goals, as “leadership in the result”. We are interested in its evolutionary potential and assessment, not only the qualification and job requirements of the ministry and state organization. In addition to system analysis, model approach (situational modeling), and others were used. The main results of the work are: analysis of the basic competencies of employees (adaptability, learning, independence) and analysis of the literacy (professional and IT-oriented) and the ability of employees to self-study, their creativity and cognition, the potential of algorithmic thinking); formulating ways of advanced development, the relevance of job regulations by category and performance indicators. A four-level structure of employee competencies was used, including intellectual, personal, communication, and self-organizing levels. Constructed, as examples, a table of professional qualities of civil servants, including communicative competencies, as well as a table of mutual influence and development of the necessary levels of competencies (basic, advanced, special, and others) in the field of civil service. The problem of making systemic decisions in conditions of “noise” and uncertainties is considered. The conducted analytical study was applied to detailing the interactions and responsibilities of the department of the ministry, the network administrator, and the clerk.

The need to master digital literacy by university teachers is dictated by external and internal circumstances of professional activity. In the conditions of rapid development of digital society, the need to find effective methods of digital literacy formation requires further empirical study. The purpose of the study is to analyze the effectiveness of the formation of digital literacy of teachers in accordance with the requirements of the competence and system approach, based on the developed criteria and indicators. The method of testing the teaching staff of the Belgorod State National Research University was applied during the development of the advanced training program «Digital literacy: formation and development of digital competencies in the bachelor's degree». It is revealed that the advanced training program contributes to the improvement of digital literacy of teachers and their independence in acquiring the necessary digital competencies, but the management of these processes seems relevant. The ways to solve the problem are seen in the application of interactive forms of training, wider use of educational platforms in online format, in the activation of in-house training of teachers to master information and communication technologies.

The article focuses on analyzing the problematic nature of the pedagogical interaction between educators and students in higher education and justifying the place and significance of polysubjective interaction in the professional training process of future educators. The polysubjective approach serves as the methodological foundation of the study. The study explored problematic aspects and the typology of pedagogical interaction in higher education at the Pedagogical Institute of Belgorod State National Research University. The students identified the most pressing issues causing dissatisfaction with the conventional teacher-student interaction at the university: a sense of role distance, inadequate opportunities for informal communication with their teachers, and reduced contact time due to remote learning. The problem of different value orientations, the “generation gap” between educators and students, was pointed out by both sides. As a result, the research concluded that there is a need to strengthen the polysubject character of pedagogical interaction between students and teachers in the traditional system of training future educators at higher education level. This requires changes, such as promoting dialog, polylogue, cooperation, and partnership. The statement assumes a high level of engagement from both teachers and students, acknowledging the diverse relationships that arise from working towards common objectives and a broad range of motives.

In the modern world, characterized by the rapid development of technology and digitalization of almost all spheres of life, it is necessary to keep up with the times and gradually introduce information technology into our lives.This will allow us to remain competitive in a changing world, take advantage of new opportunities and improve our quality of life. It is important to understand that information technology is not just a fashion trend, but a necessary tool for successful development and progress. The paper examines the very concept of gamification, the main methods of introducing gamification into education, highlights the advantages of learning with the addition of gamification, and also works on comparing learning with and without gamification elements. The introduction of game elements into the educational process helps to improve the perception of educational material, as well as increase the level of motivation of the students themselves. It is worth noting that the learning process with the addition of game elements helps to improve attention, develop logical thinking, as well as analyze various situations. Gamification can be viewed from several angles. For a teacher, this teaching method will help to capture the attention of children, which will help create a working atmosphere in the classroom. And for students, gamification is a great opportunity to explore really important topics in game mode. They will have an increased interest in learning, which will have a beneficial effect on their further academic performance and learning.

The significance of the current research stems from employers’ demands for an objective evaluation of a young specialist’s competencies and potential, including both hard skills and soft skills. The digital transformation of the economy ensures openness and reliability of evidence of professional level and personal qualities of applicants presented in resumes and portfolios. The education system and employers are actively seeking effective digital tools and services to gather digital footprints and learning outcomes of students. This initiative aims to facilitate multifactorial analysis of the collected data by stakeholders, enabling them to identify and accurately assess talented graduates. The article discusses the issues of creating and using new digital tools and services for a visual and demonstrative presentation to employers of the achievements of young specialists who are not represented on the labor market, provides an example of the implementation of a web portfolio and digital profile of a graduate on the portal 4portfolio.ru, the formation of a unified digital environment through accessibility digital portal services for employers and teachers. The problems of integrating the education system and the labor market to promote the employment of university and college graduates are explored. IT solutions are considered for the formation of a digital profile of a young specialist, including, firstly, the hard skills presented in the web portfolio, with assessment and confirmation by teachers of the level of work performed. Secondly, the results of diagnostics of universal, personal skills (soft skills) of young specialists.