金融和数字素养作为现代信息社会的基本组成部分

Oleksandr Brechko
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引用次数: 0

摘要

如果不提高国民经济的人力资源潜力,提高国民经济的金融和数字素养,获得数字经济优势,就不可能加快国民经济的经济增长,吸引投资,促进经济部门转型,实现工业的技术和数字现代化,创建高科技产业,发展数字产业和数字创业。因此,对这种素养的组织和科学方法的研究是相关的。本文探讨了以金融素养和数字素养为基础的现代信息社会发展的基本组成部分。分析了金融和数字素养的方法。现代科学文献中用于定义数字能力概念的术语已得到验证。概述了“数字能力”的构成要素及其发展方向。分析了欧洲数字能力定义标准,这是提高教育专业人员数字能力的重要工具。本研究采用比较、结构分析的方法,在欧盟委员会公民数字能力框架(DigComp)项目框架内分析了国外实践及其在国家应用的潜力,该项目是提高教育专业人员、培训和高级培训的数字能力的重要工具。吸取的经验教训可用于深化高等教育和普通教育机构的课程内容,并在高等教育机构建立区域金融知识中心。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
FINANCIAL AND DIGITAL LITERACY AS THE BASIC CONSTITUENTS OF THE MODERN INFORMATION SOCIETY
The acceleration of economic growth of the national economy, attraction of investments for transformation of economic sectors, technological and digital modernization of industry and creation of high-tech industries, development of digital industries and digital entrepreneurship are impossible without improving the human resources potential of the national economy in terms of enhancing its financial and digital literacy, accessibility to digital economy advantages. Therefore, the study of organizational and scientific approaches to such literacy is relevant. The basic components of modern information society development, which are based on financial and digital literacy, are considered in the article. Approaches to financial and digital literacy are analyzed. The terminology used in modern scientific literature to define the concept of digital competence has been verified. The components of “digital competence” and the directions of its development are outlined. European standards for the definition of digital competence, which is an important tool for its enhancing of education professionals, are analyzed. This study, using a comparative, structural analysis, analyzes foreign practices and their potential for national application within the framework of the European Commission’s Digital Competence Framework for Citizens (DigComp) project, which is an important tool for enhancing the digital competence of education professionals, training and advanced training. The lessons learned can be used to deepen the content of curricula in both higher education and general education institutions, as well as to create regional centers of financial literacy at higher education institutions.
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