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Анотація. У статті розглядається процес цифрової трансформації у сфері освіти та формується поняття “цифрова трансформація освіти”. Досліджується генеза становлення концепцій “інформаційна грамотність”, “медіаграмотність”, “цифрова грамотність”, “мета-грамотність”. Аналізуються стандарти базової та вищої освіти (спеціальність 081 “Право”, 015 “Професійна освіта”) в аспекті закріплення рівнів володіння інформаційними компетентностями та “Рамки цифрової компетентності”. З урахуванням концепту мета-грамотності, пропонується класифікація “інформаційно-технологічних компетентностей” та “фахових інформаційних компетентностей”.
Ключові слова: цифрова трансформація, освіта, інформаційна грамотність, медіа-грамотність, цифрова грамотність, мета-грамотність, інформаційні компетентності.
Summary. In the article the author considers the legal aspects of the digital transformation process in the field of education and the digital competences formation to ensure the processes of global digitalization of the economy. For the study purposes the concept of “educational digital transformation” is formulated as the transformation of the mechanisms of human formation as a person, their talents, intellectual, creative and physical abilities, and values through the use of digital technologies in the formal and informal educational process. Such digital transformation occurs at two levels. At the educational and methodological support level by updating lectures, practical tasks with interactive teaching methods, participants communication in educational process. The second level is the organization of educational institutions as research platforms. The genesis of the concepts “information literacy”, “media literacy”, “digital literacy” and “metaliteracy” are studied. Considering the concept of metaliteracy the category “information technology competences” is proposed. Information competences are based on information processing skills at all stages of the information process and technological competence is related to the formation of skills for working with hardware and software devices and depends on the professional field of activity. By means of proposed classification of “information-technological competences” the Framework of digital competences and two standards of higher education (specialty 081 “Law” and 015 “Professional education” (pedagogy) are analyzed. It is established that in the standards of education, in addition to information-technological competences, there is an additional group of professional information competences. They are related to the high abstract cognition ability in professional activities (the ability to learn, apply knowledge in practice, analyze retrospectives, carry out comparative analysis, determine appropriate and acceptable facts, analyze problems, the ability for logical, critical and systematic analysis). The implementation of these standards and the development of information technology competences can solve some tasks of the educational digital transformation. Firstly, the standard enshrines the legal regulation of the development of information and technological competences. Secondly, the requirements for educating lawyers and teachers, who will understand the socio-economic processes of digital transformation, and will be able to make a major contribution to the digital transformation of education system and other areas of the digital economy ensuring its legal regulation, are formulated.
Keywords: digital transformation, education, information literacy, media literacy, digital literacy, metaliteracy, information competences.
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