Vol 20, No 2 (2023)

Problem statement. The authors deal with the components of universal competences in terms of applying technological innovations in the learning process. A fragment of the model for shaping universal competencies of students based on the concept of Smart University is described. The study is aimed at substantiating the approaches to designing a model for the formation of universal competencies, presenting their theoretical analysis based on the concept of Smart University and considering their features, structure, and classification. Methodology. The approach to designing a model of universal competence formation is based on the analysis of acronym SMART decoding and the structure of the concept Smart University. The matrix of overview of the concept of universal competence in a modern context is proposed. Results. The universal competences are understood as smart competences united by five types of competences: professional, motivational, adaptive, key, and digital. The formation of six groups of universal competences is justified: system and critical thinking; project development and implementation; teamwork and leadership; civic-patriotic behavior; self-organization and self-education; technological solution. The created model defines the structure of universal competences and serves as a criterion for assessing students' abilities. Conclusion. Smart competences are a response to the current economic situation. The approach is structured for educational organizations that share a development policy in combination with technology. The results may be of some interest to scholars in the field of education informatization, teachers and university managers on innovation and education policy.

Problem statement. Educational institutions are actively moving towards digitalization processes. These processes have to be implemented not from scratch, but taking into account the databases, information systems and technologies already applied at the informatization stage and used. Therefore, issues related to the concept of digital transformation of educational organizations become relevant. The study aimed to present the general principles and approaches to the implementation of the digital transformation of educational business processes, formed on the basis of studying domestic and foreign experience, as well as on the basis of the author's experience of participating in the informatization and digitalization of educational institutions in Russia and Kazakhstan. Methodology. The methods for systematizing the approaches of domestic and foreign researchers to the definition of the concept of digital transformation, problems, experience and prospects for the digitalization of educational organizations, methods of mathematical and computer modeling, methods of development of information management systems, methods of quality management system were used. Results. The experience and principles of continuous digital transformation of the quality management of educational business processes at the Siberian State University of Geosystems and Technologies are presented. The distinctive features of digital transformation are described: documentation support for educational programs, publishing process, intermediate certification, digital footprint formation, teaching workload management for teachers, classroom fund, system of local regulations, executive discipline of employees (“Executor Calendar”). As a result of the digital transformation of the quality management of educational business processes, an increase in target indicators and an increase in the efficiency of educational processes were noted. Conclusion. Digital transformation should develop the positive results of the informatization stage. Using the principles of the process approach, standardization and documentation of processes within the quality management system simplifies the setting of the goal and objectives of digital transformation. The principles of ensuring demand and process control allow us to consider the digital transformation of process quality management as an indicative feedback control system. The tasks of digital transformation should include: continuous improvement of the activities of an educational organization, optimization of procedures for achieving its target indicators, prevention of various inconsistencies. Digitalization processes must be continuous, taking into account the constantly changing external and internal challenges and expectations of the education system and society.

Problem statement . The research is devoted to the interaction in the training of highly qualified personnel using the means of the information environment. The integration of employers and the college considered as an innovative guideline for the development and formation of future specialists in the real sector of the economy. The authors deal with the issue of information media tools that take into account current trends and innovations in the preparation and formation of college students. Methodology . The analysis of foreign and domestic works on this problem is made. With the help of open resources, the integration of interaction between employers and the college using the means of the information environment is considered. Results . The approaches of employer - college interaction are analyzed using the means of the information environment on the example of the Moscow region in order to increase the professional training of college graduates. Conclusion . Modern requirements in the training of specialists require the college to integrate more widely with employers, who should become interested participants in the educational process. The college has a task - to prepare professional personnel in demand in the labor market. For the successful implementation of this task, it is necessary jointly implement modern approaches in the training of future specialists.

Problem statement. The results of a pilot project on the introduction of a structural-functional model for managing the process of developing digital competencies of teachers as an intra-school system of advanced training with a focus on professional deficits in the field of digital competencies of teachers and target methodological support are discussed. The goal of the project is to increase the level of digital competencies of teachers to modernize the educational process of a modern school, change pedagogical practices and learning formats. The project is intended for secondary schools implementing digital transformation scenarios. Methodology. The study of the deficits of digital competencies of teachers was carried out on the basis of SAMR tools and monitoring of digital transformation, the analysis of educational resources of digital platforms, learning formats for building programs for the development of digital competencies. Results. The obtained empirical data on the approbation of management technologies based on data is discussed. The classification of the resources necessary for the project implementation is given, the key performance indicators are determined, the mechanisms for the implementation of the project are shown. Conclusion. Practical experience in modeling the processes of managing the development of digital competencies of teachers can be used by the heads of educational organizations, education authorities to design digital transformation projects and programs, expand the practice of using digital tools by teachers, and accelerate the dynamics of digitalization processes in educational organizations.