The current state and prospects of modeling digital professional spaces in business and education

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Abstract

Problem statement . As world becomes more and more digital, there is an increasing need for modeling digital professional spaces (DPS) that help manage business processes more quickly. DPSs are computer systems designed to improve the efficiency of such types of work activities as cooperation, communication and data exchange. Modeling of the DPSs at the university will speed up the subsequent professional adaptation of graduates. The purpose of the study is to describe the methodological, theoretical and technological foundations of the DPSs’ modeling. Methodology . System-structural, system-activity, and competency-based approaches were used. Content analysis and thematic monitoring of digital content modeling were carried out. Results . A model for the design of DPS is presented, which includes several key components, such as user needs assessment, cognitive management, DPS modeling, designing the organizational structure of business processes, data modeling and development of scenarios for the use of information systems, educational engineering. The importance of each component is analyzed, examples of how they can be implemented in practice, several problems were discussed and potential solutions were proposed. An overview of the main concepts and approaches related to the modeling of DPS, including their definition, characteristics and main problems, is provided. The main methods and tools used to model these environments are considered. The most promising areas of research in this area are identified. Conclusion . Modeling and using of DPS in higher education has the potential to improve the quality and accessibility of education, while preparing students for a rapidly changing labor market. DPSs have the potential to digitally transform higher education by providing students with an immersive, personalized and engaging learning experience that can prepare them for future careers and improve their overall learning outcomes.

About the authors

Andrey I. Kapterev

Moscow City University

Author for correspondence.
Email: kapterevai@mgpu.ru
ORCID iD: 0000-0002-2556-8028

Doctor of Sociological Sciences, Doctor of Pedagogical Sciences, Professor, Department of Informatization of Education, Institute of Digital Education

4 2-y Selskokhozyaistvennyi Proezd, Moscow, 129226, Russian Federation

Oxana N. Romashkova

Russian Presidential Academy of National Economy and Public Administration

Email: ox-rom@yandex.ru
ORCID iD: 0000-0002-1646-8527

Doctor of Engineering, Professor

82 Vernadskogo Prospekt, bldg 1, Moscow, 119571, Russian Federation

Sergey V. Chiskidov

Moscow City University

Email: chis69@mail.ru
ORCID iD: 0000-0002-1760-042X

Candidate of Engineering, Associate Professor, Department of Informatization of Education, Institute of Digital Education

4 2-y Selskokhozyaistvennyi Proezd, Moscow, 129226, Russian Federation

Tatyana N. Ermakova

Moscow City University

Email: ermaktat@bk.ru
ORCID iD: 0000-0002-0815-1220

Candidate of Engineering, Associate Professor, Department of Informatization of Education, Institute of Digital Education

4 2-y Selskokhozyaistvennyi Proezd, Moscow, 129226, Russian Federation

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Copyright (c) 2023 Kapterev A.I., Romashkova O.N., Chiskidov S.V., Ermakova T.N.

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