Vol 21, No 2 (2024)

Problem statement. The study delves into the multifaceted challenges of teacher retention in rural public basic education schools in Myanmar, with a special focus on the role of informatization in education. In areas often marginalized and facing unique socio-economic constraints, teacher turnover has become a pressing issue, impacting the quality of education. Methodology. This research adopts a qualitative insight from educators, to dissect the core factors influencing teacher retention. Key findings highlight inadequate infrastructural facilities, limited professional development opportunities, and socio-cultural barriers as primary deterrents. Results. The study uncovers how informatization - the integration of information and communication technologies (ICT) in education - can mitigate these challenges. It emphasizes that informatization not only enhances teaching-learning processes but also serves as a catalyst for teacher motivation and job satisfaction. Conclusion. The paper concludes with recommendations for policy interventions, emphasizing the need for a harmonized approach that interlaces traditional educational strategies with modern ICT solutions to foster a more stable and effective teaching workforce in Myanmar's rural landscapes.

Formulation of the problem. Currently, digital technologies are an integral part of all social institutions. This global digitalization of the human living environment changes the very paradigm of thinking of the new generation. A modern teacher needs to meet the new demands of the sociocultural environment. This determines the relevance of developing scientifically based models for the formation and assessment of the level of digital competence of teachers. Methodology . The main method chosen is the analysis of the results of a survey of Russian university teachers about the problem of digital competence of representatives of the teaching staff and other employees of universities. A bibliometric analysis of open sources was carried out on the topic of developing digital competencies of university teachers and monitoring of scientific publications using the keywords: “digitalization”, “digital technologies”, “digital competence of a teacher”. Results . The study displays the results of a survey on the presence of incompetent representatives from among the teaching staff and from among other employees (employees) of departments of Russian universities, as well as the results of a survey on the compliance of the level of material and technical equipment of universities with the needs of the modern digital society. A model for assessing the level of digital competence of university teaching staff is proposed. Conclusion . In the process of research work, the need to design the process of developing digital competence, first of all, of the teaching staff and, secondly, of other workers (employees) of university departments was confirmed. To solve the problem under study, it is proposed to structure the digital training model into categories and determine the level of required digital competence for each category.

Problem statement. A future doctor should possess basic and professional theoretical knowledge, have certain practical medical skills as well as skills in working with information systems and digital programs. It is very important that medical students are prepared to work with the digital healthcare environment if they want to work effectively in modern medical institutions in their future professional activities. Using the digital healthcare environment in educational and subsequent professional activities of physicians contributes to improving the quality of medical care and medical services, accessibility of medical services, and reducing the number of medical mistakes. Methodology . Each digital healthcare environment is designed for a specific area of medicine, i.e. for solving a narrow range of problems. Therefore, the creation of a universal digital system for intelligent analysis of medical data obtained from different devices and different doctors is an important task of the performed research. Results. The learning digital medical environment was created aiming at integrating and analyzing medical data and electronically supporting future physicians in prescribing laboratory and instrumental examinations, making a diagnosis, and prescribing appropriate treatment. Conclusion . The main advantage of the developed learning digital medical environment is its universality, as it is suitable for a doctor of any specialty, providing continuous interaction between them. The digital environment will be used both in the process of training medical students and in their future professional activities.

Problem statement. The active development of distance technologies has had a serious impact on the field of education and led to the formation of a new digital educational environment in higher education. Features of the formation of foreign language competence with the help of online games have become the subject of study. The purpose of the study is to test the method of productive use by students of higher educational institutions of the LearningApps service in the process of teaching foreign languages. Methodology. The main methods chosen were questionnaires and sociological surveys related to the introduction of digital tools at the university, allowing to assess the attitude of all participants towards the introduction of online games in the process of learning foreign languages. Results. The study of the process of digital communication made it possible to evaluate the role of gamification of learning using online games using digital didactic platforms. Gaming technologies in the digital educational environment have shown their effectiveness in training students - future specialists in various fields. The use of gamification elements activates the cognitive activity of students and maintains their interest in the subject being studied. Conclusion. Interactive game simulators serve to develop algorithmic thinking of students in foreign language lessons. Gamification of the process of teaching foreign languages using the digital service LearningApps has shown that the productive use of this resource allows not only to speed up the process of automating grammatical skills, but also to develop the creative potential of students in the course of their independent creation of online games, as well as to ensure autonomy and individualization of learning process.

Problem statement. Digital technologies are being actively incorporated into all educational processes, in particular so-called “end-to-end technologies”, which among others include big data as a management tool within educational systems. However, the described examples of practical use of educational data analysis not for university management, but for specific subject teaching are yet limited. The aim of the study is to determine how big data can be applied to verify gaps in knowledge and learning progress and to adjust the educational track accordingly in the context of a particular university course. Methodology . The study was conducted at PetrSU utilizing the PACT (Petrozavodsk Annotated Corpus of Texts). PACT is a database that is continuously updated with students' texts in German. The texts are reviewed by experts who mark errors and assign a grade for the work. All information about mistakes is collected in a shared database, the visualization of which is accessible in the teacher's personal account. The paper presents charts and tables from this database and determines to what extent they can be used to analyze the progress of a particular student, a certain academic group or an entire course in the acquisition of a foreign language. Results . The feasibility of big data collection in the form of students' work in progress has been confirmed, which can then be effectively applied in teaching. The PACT linguistic corpus allows, on one side, to track progress in mastering individual topics and, on the other side, to verify gaps in students' knowledge and to adjust teaching methods to meet the needs. Conclusion . Digitalization of education can and should develop in the direction of creating databases that include students' works on various subjects. The prospects for the use of such big data technologies in the subject teaching are immense, so this area, currently underdeveloped due to various reasons, certainly deserves more attention from all participants of the system - from the ordinary teachers to researchers and managers responsible for the digital transformation of education.

Problem statement. The authors discuss the interim results, which analyzed the least of all the studied immersive technologies - augmented virtuality technology and its educational potential. Various approaches to the augmented virtuality implementation by its addition with real objects are identified. Methodology. The most effective application spheres of augmented virtuality: transfer, copy, modified transfer, modified copy, are analysed. The augmented virtuality usage in education gives an opportunity to place a student into a virtual environment and increase the realism of the educational simulation significantly (in comparison with virtual reality technology) by maintaining the interaction with the real world. The transfer is the realization of a real object in virtual space in the line of sight. This technology allows to convey the object's appearance in the most efficient way, however, it reduces the immersion effect. The most productive usage can occur during work with people and with the presence of real objects. The copy is a virtual copy display without functional changes, presented as a 3D model instead of a real object. It allows to achieve maximum immersion and to implement relatively accurate interaction. The modified transfer is the real object implementation to the line of sight with functional and visual changes in the virtual space. This technology is most effective in conducting virtual excursions with a real guide and maximum immersion with the partial presence of real objects. It can be used while demonstrating physical phenomena with real objects. The modified copy is a display of a virtual copy with functional or visual changes in relation to the original object. It is advisable to use it in the absence of real objects or during developing practical skills. Results. Each adding virtuality method has its own advantages, disadvantages, implementation technologies and application areas. The choice depends on the educational task and learning conditions. Conclusion. The augmented virtuality usage in education gives an opportunity to place a student into a virtual environment and increase the realism of the educational simulation significantly (in comparison with virtual reality technology) by maintaining the interaction with the real world. The choice of one of the four main ways of reality adding should be determined by the goals, content and methods of teaching. Methods that are used in education may be combined in various combinations. This allows to apply augmented virtuality to various educational purposes.