Development of Digital Competence of Participants in the Educational Process in Higher Education Institutions: European Experience and Ukrainian Perspectives

Abstract

Objective. The purpose of this article is to analyze European experience in developing digital competence among participants in the educational process at institutions of higher education and to identify prospects for its application in Ukraine’s higher education system. The relevance of the study is determined by the processes of digital transformation in education, the need to improve the quality of professional training for future specialists, the development of digital didactics, the spread of blended and distance learning, as well as the growing role of digital technologies and artificial intelligence in educational and scientific activities.

Methods. The study employs a set of general scientific methods, including analysis, synthesis, generalization, comparison, and systematization of scientific sources, EU and Ukrainian regulatory documents, and normative documents regarding the digitalization of education and the development of digital competence.

Results. It has been established that contemporary European approaches to the development of digital competence are characterized by their comprehensive, interdisciplinary, and practice-oriented nature. It was determined that digital competence in EU countries is viewed as an integrated personal characteristic encompassing information literacy, digital communication, digital content creation, cybersecurity, critical thinking, digital ethics, and the capacity for continuous professional development. It has been established that key trends in the development of digital competence in higher education institutions in EU countries include the systematic integration of digital technologies into the educational process, the professionalization of teachers’ digital competence, the development of digital didactics, the use of blended and distance learning, and the implementation of digital platforms and artificial intelligence technologies. The prospects for applying European experience in Ukraine’s higher education system are substantiated, specifically the adaptation of the DigComp and DigCompEdu frameworks, the modernization of educational programs, the development of digital competence among academic and teaching staff, the creation of a digital educational environment, and the assurance of digital security and academic integrity.

Conclusions. It has been demonstrated that drawing on European experience in the development of digital competence will contribute to the modernization of Ukraine’s higher education system, the improvement of the quality of professional training, the development of a digital culture among participants in the educational process, and the integration of Ukrainian higher education institutions into the European Higher Education Area. Prospects for further research include the development of models for fostering digital competence among participants in the educational process and the creation of tools for assessing the level of digital competence in accordance with European standards.