Model of formation of digital competences in implementing higher education programs

Objectives. The paper presents and analyzes a model for the formation and evaluation of digital competencies in students. The model is aimed at the implementation of higher education programs for training specialists not directly working in IT, but whose activities are directly related to using ready-made digital products. Digital competences imply an ability to confidently, effectively, and safely select and apply information and communication technologies in various life practices including researching and critically analyzing information, using digital devices and accessing social network functionality, conducting financial and trading transactions, as well as creating digital content. The formation of such digital competences is one of the results of completing higher education programs.
Methods. The study is based on a model of digital competence formation having the following four interconnected stages: basic digital competences; personal competences (soft skills); professional digital competences; digital culture.
Results. The presented general model for the formation and assessment of student digital competences in higher education programs consists of four interrelated steps, each integral to the process of formation and assessment of the student digital competences, none of which can be excluded without the risk of failing to achieving the specified goals.
Conclusions. The model developed in the paper is based on the existing extensive regulatory framework, as well as existing domestic and foreign practices. Relying on expert community opinion (employers, primarily), it accounts for sector- and region-specific features of universities along with specifics of training areas, as well as comprising a list of optimal organizational and methodological conditions for formation of digital competency.

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