Formation of Digital Competence of Future Environmental Specialists in the Context of Distance Learning

Abstract

In the modern context of educational environment transformation driven by the digitalization of society and global challenges, the relevance of developing distance learning systems is steadily increasing. Distance learning enables students to study remotely from higher education institutions while ensuring continuity and maximum flexibility in professional training, particularly in the preparation of environmental specialists. Global informatization, the rapid development of digital technologies, environmental monitoring systems, geoinformation platforms, remote communication tools, and environmental data processing technologies necessitate the formation of a high level of digital competence among future environmental specialists. In this regard, particular attention should be paid to exploring the possibilities of developing digital competence in future environmental specialists within the distance learning environment, as well as identifying effective pedagogical conditions, methods, and digital tools aimed at improving the quality of professional training for students specializing in environmental studies. The purpose of this study is to provide a theoretical justification, develop, and experimentally verify the effectiveness of the дистанційного експрес-курсу «Digital Competence of the Future Environmental Specialist». A комплекс of research methods was used in the study, including theoretical methods (analysis, synthesis, generalization, comparison, and systematization of scientific sources), empirical methods (website design on a digital platform, surveys, and testing), as well as methods of interpretation and generalization of results. The paper substantiates the theoretical and methodological foundations for the formation of digital competence in future environmental specialists and establishes that the digital competence of future environmental specialists is the ability and willingness of students to work with information, navigate large-scale information flows, obtain information from various sources, process it, use different information media, and apply digital technologies to solve practical problems in ecology, environmental protection, and sustainable natural resource management. The following components of digital competence were identified: cognitive-informational, computer-analytical, and motivational-cognitive. To develop these components in students, the distance express course «Digital Competence of the Future Environmental Specialist» and corresponding digital educational content were developed. The results of the pedagogical experiment demonstrated a positive dynamic in the levels of competence formation among students who participated in training using the proposed digital content. This confirmed the effectiveness of the developed distance express course in fostering digital competence among future environmental specialists.