Digital mobility of learners in the context of globalization and digital transformation of education

Abstract

The article highlights the relevance of the problem of digital mobility of students in the context of globalization and the digital transformation of the educational environment. It is substantiated that digital mobility is an integrative characteristic of the individual, ensuring effective learning, professional development, and communication in the digital environment. Purpose. The article is devoted to the theoretical substantiation of the essence, content, and structure of students' digital mobility in the context of globalization and digital transformation of education. The aim of the study is to define digital mobility as an integrative personal characteristic and to reveal its role in ensuring effective learning, professional development, as well as academic and intercultural interaction within the digital educational environment. Methods. The study employs a set of theoretical methods, including analysis, synthesis, generalization, and systematization of scientific sources on professional, information, ICT-based, and digital mobility. A comparative analysis of normative and legal documents of the European Union and Ukraine concerning the digitalization of education is applied, along with a structural-functional approach to determine the component structure of students' digital mobility. Results. The concept of "students' digital mobility" is clarified as an integrative personal and professional characteristic reflecting the ability to function effectively, learn, communicate, and self-realize within a digital educational environment. It is established that digital mobility extends beyond technical ICT skills and encompasses cognitive, communicative, adaptive, motivational, and ethical dimensions of individual activity. The structure of digital mobility is substantiated, including motivational-value, cognitive, operational-activity, communicative, adaptive-reflective, and socio-ethical components. The content of each component is revealed, and their interrelation in ensuring students' readiness for effective activity in the global digital educational space is defined. Conclusions. It is proved that digital mobility is an essential condition for professional development, academic interaction, and continuous learning of students in the context of digital societal transformation. It is established that its formation requires purposeful pedagogical support and integration into the content of professional training. Prospects for further research are associated with the development of criteria, indicators, and pedagogical conditions for fostering digital mobility in the educational process.