Developing key competencies in the digital economy for students in higher education

Abstract

Given the speed of the changing landscape and the requirements for specialist knowledge, the content of many higher education programs becomes obsolete even before they are completed. The study was motivated by the fact that the traditional model of education, aimed only at transmitting knowledge, is hopelessly outdated. The purpose of this study is to review existing approaches and models of education in higher education institutions aimed at developing digital competencies, social and emotional skills for success in the new digital world. The object of research is the Ryazan Institute (branch) of the Moscow Polytechnic University. To achieve this goal, we applied the following methods: observation, description, experiment and comparison. The lack of special skills for effective interaction in the digital environment does not allow students to actively apply and learn new technologies. Digital competency-based education in digitalization will help solve various problems in the use of information and communication technologies. The digitalization of the economy is manifested in a change in the relationship between the main participants in business, science and education, and is able to increase the intellectual component in all types of governance: public administration, social management, education management, business management. The speed of transformation in the digital economy affects the target vectors and technologies for the development of education. Entire groups of professions die off, new ones appear, and those that are preserved constantly require "updated" specialists. There are a number of forecasts, such as the McKinsey Analytical Report, which determine the demand for future specialists in the new reality of the digital economy. According to the federal project "Personnel for the Digital Economy", the urgent need for specialists with digital competencies requires the creation of conditions for their accelerated training. This educational track is supposed to be implemented in a pilot mode with the participation of the Ryazan Institute (branch) of the Moscow Polytechnic University with a separate regulation, the study of all the possibilities and limitations in the context of the operational passage of educational programs implemented for the tasks of the digital economy and built personalized to the capabilities and needs of each citizen with using independent evaluation and recognition of the results.