Model and criteria for evaluating the digital component in basic professional educational programs

   Introduction. In the context of the digital transformation of education, developing an effective model for shaping the digital component of professional educational programs is a pressing issue.

   Purpose setting. One of the key aspects of successfully implementing the digital component of educational programs is the development and application of appropriate evaluation criteria.

   The purpose of this article is to propose a model for evaluating the digital component of professional educational programs in the context of labor market demands.

   Methodology and methods of the study. The following methods were used: collecting, systematizing, and structuring data on the research topic, analyzing bibliographic sources, and structural modeling of indicators for the digital component of professional educational programs. The methodological basis of the study was formed by such scientific approaches as the structural-systemic approach, the competency-based approach, and the practice-oriented approach.

   Results. An analysis of bibliographic sources on the topic of developing digital competence in students was conducted, as well as an analysis of employer requirements for the digital competence of job seekers on the HeadHunter service. A model for evaluating the digital component of professional educational programs is proposed. The evaluation criteria for this component include program characteristics such as the program’s educational, methodological, logistical, scientific, and personnel support, as well as the practical training and employment outcomes of graduates. Each of these characteristics can be assessed using the quantitative and qualitative indicators proposed in the model.

   Conclusion. The development of objective evaluation criteria will not only determine students’ digital competencies but also stimulate their further development and facilitate the integration of modern technologies into professional practice. The model presented in this article aims to systematize criteria and indicators that facilitate a comprehensive assessment of the digital component of education, which is important for preparing competitive personnel in the digital economy.

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