RUDN Journal of Informatization in Education

Problem statement. The widespread use of modern digital and network technologies in the educational process of professional school has led to the need to analyze innovative experience from the standpoint of general theory and didactics of vocational education and development of relevant areas of pedagogical theory in the context of digital transformation. The tasks of improving the training of highly professional personnel in engineering, technical and technological areas and specialties are becoming most relevant in sanctions conditions. To this end, the theory of didactic systems of technical education in the context of digital transformation is being developed, and formulation of a model didactic system of higher education has begun in groups of subject areas of knowledge that provide training for oil and gas industry. Methodology. The authors identify the differences and interrelation of the concepts of “didactic theory” and “didactic system”, and formulate the main methodological provisions of didactic systems in higher education and approaches to the development of specific systems. The conceptual provisions of use of digital technologies in construction of didactic systems and the features of development of didactic systems for technical education are considered. Results. Methodological foundations for the construction of didactic systems in higher technical education in the context of digital transformation have been developed, a number of methodological provisions of the theory of digital and network transformation of education have been formulated, and the development of a model didactic system has begun. Conclusion. The results of methodological research allow us to move on to the development of methods and techniques for the formation of didactic systems in higher technical schools. Many provisions are important for the entire system of general and vocational education and allow for the deployment of similar studies in the system of secondary vocational education.

Problem statement . Artificial intelligence (AI) has become a transformative force across various sectors, including education. The release of ChatGPT marked a pivotal shift in the educational landscape, accompanied by rapid proliferation of other generative AI (Gen-AI). Gen-AI tools have quickly become one of the most prevalent forms of AI in higher education. This research focus highlights a need for a comprehensive examination of Gen-AI’s use. Addressing this gap is essential to developing a holistic understanding of GenAI’s role in higher education, particularly from the student perspective. Given the rapid evolution of Gen-AI technology along with its rapidly growing and often uncontrolled adoption among students, a systematic literature review is necessary to synthesise current knowledge. Methodology . This study conducted a tertiary review utilising a systematic approach outlined in the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, focusing on three key steps: search strategy and study selection, data analysis, and synthesis of findings. Data for this study was sourced from two databases: Google Scholar and Lens. These databases were chosen for their extensive coverage and accessibility, ensuring a comprehensive collection of relevant literature on AI use in higher education. The data was approached qualitatively: apriori and aposteriori codes were applied to the papers retrieved from Google Scholar. For a deeper analysis of the selected papers, we conducted a thematic analysis to identify recurring themes and patterns. Results . From the initial screening of 620 papers, 42 were selected for the final sample based on the predefined inclusion and exclusion criteria. The main uses of Gen-AI as identified in the analysed papers are summarised in the table. Conclusion. The variance in how AI is used among students -depending on their competence levels - highlights an essential consideration for educators: AI can potentially widen the gap between more and less competent learners. This observation calls for a pedagogical balance where AI supports learning without diminishing the educational rigour necessary for critical thinking and problem-solving skills.

Problem statement. The article discusses theoretical aspects of building a methodological system for teaching higher mathematics using the Maple computer system for students of technical universities. The mathematical functionality possessed by this system makes it possible to expand the capabilities of the software used and, due to special clarity, increase the efficiency of learning the material. Very often, various means of improving the effectiveness of teaching are used in the framework of mathematical training, but computer systems are rarely applied in pedagogical practice. Methodology. In the course of the study, evaluation of the results of educational process in a technical university, where higher mathematics is taught using the Maple computer system, was carried out. Results. Experience of implementing the approaches described in the article has shown that the use of various components of the Maple computer system attracts attention of skilled teachers who are interested in possibilities of using this system to improve the learning process within the framework of educational programs and solving practical problems of an industrial and technical nature. This indicates the rationality and appropriateness of using the Maple computer program in technical universities of various profiles to improve the effectiveness of mathematical education. Conclusion. The conducted research allowed us to develop ways to optimally use the Maple program for mastering the main topics and sections of the higher mathematics course by students of engineering and technical universities. The implementation of the Maple computer program and computer modeling had a beneficial effect on the quality of education and the level of knowledge of students - future engineers, which in general had a positive impact on the effectiveness of their education for several years.

Problem statement . The use of information technology has significantly transformed the field of education. Various electronic tools are successfully used in foreign language teaching. Electronic dictionaries offer expanded functionality, although their development remains a complex process and requires further research to optimize their use in education. Methodology . This study involves analyzing the aspects of developing an electronic dictionary that IT students could use for mastering English for specific purposes. The authors put forward the principles of lexical unit selection for the dictionary. Besides, didactical principles have been suggested to be used as a methodological foundation for the dictionary. Results . Based on the performed analysis, the study identifies key technical components for creating an electronic dictionary (databases, CMS, API) and highlights the importance of choosing a programming language for development. Various word search algorithms are also considered to enhance search efficiency and improve the user experience. Conclusion . The article highlights the key aspects of the electronic dictionary creation and emphasizes the importance of relying on certain didactic principles for completing the dictionary and implementing it in education process.

Problem statement. In the field of priority goals of scientific and technological development of Russian Federation and under the conditions of intensive digitalization of the domestic system of higher education, there is an urgent need for formation of digital competencies among students of physics and mathematics specializations. Methodology. The methodological basis of the research is aimed at generalizing the international experience of organizing the educational process on the research problem and approbation of the external validity of the existing approaches to teaching high school students information technologies. Results. The list of digital components used in educational programs of physics and mathematics specializations is defined. The quantitative characterization of the level of development of existing educational approaches to the development of digital competencies of students in the Russian Federation in relation to international experience is formulated. Conclusion. The conducted comparative analysis of methods of teaching information technologies to students allowed to reveal the theoretical basis for the organization of educational trajectories in the context of practical development of digital literacy of students of physics and mathematics specializations.