Didaskological format of digitalization of university training as an activation factor of students' personal potential
Authors:   Belgorod National Research University, Shutenko Elena N. , Shutenko Andrey I. ,   Belgorod State Technological University named after V.G. Shukhov
Published: January 2024

Problem and objective. In the context of digitalization of university education, there is a problem of teachers’ readiness to use information technologies in the logic of development student personality. The aim of the study is to develop a format for the active inclusion of teachers as guides and subjects of the information technologies implementation aimed at activating the personal potential of students. Research methods. The study used methods for designing the pedagogical implementation of information technologies in education. Experimental and monitoring work included 94 students and 9 teachers of the Belgorod National Research University and the Belgorod State Technological University named after V.G. Shukhov. Diagnostic measurements were carried out using the following techniques: Method of diagnosing the directionality of educational motivation, Metacognitive Awareness Inventory, Morphological test of life values (MTLV), Method of diagnosing self-realization in university training. Statistical calculations included methods of parametric statistics, as well as the method of analyzing the significance of differences (using Student's t-test). Results of the study. The study presents a didaskological format for introducing information technologies, which consists of teachers linking these technologies to their teaching activities as tools for the development of educational communications to activate the personal potential of students. The application of the didascological format in the practice of online-learning for students of different universities has shown its promise. Students in the experimental group showed higher indicators of internal learning motivation (tEMP = 5.1), metacognitive involvement in learning (tEMP = 3.1), metacognitive regulation (tEMP = 3.6) due to a more noticeable information management strategy (tEMP = 4.6), control of components (tEMP = 4.3), planning (tEMP = 4.1) and assessing the effectiveness of the strategy (tEMP = 2.9). There is also an increase in the level of metacognitive knowledge (tEMP = 2.8) due to an increase of procedural knowledge (tEMP = 3.5) and conditional knowledge (tEMP = 3.1). Some values increase their significance for students, such as self-development (tEMP = 4.7), creativity (tEMP = 4.5), moral satisfaction (tEMP = 3.9) and achievement values (tEMP = 3.3). Higher level of self-realization are also recorded, in particular personal involvement in learning (tEMP = 3.2) and realization of abilities (tEMP = 2.9). Conclusion. The didascological format proposed in the study has no equivalent analogues in contemporary researches. Its uniqueness lies in the formation of a proactive and determining factor of the implementation of information technologies in higher school, namely the professional readiness of teachers for the qualified use, control and management of these technologies for the development of students' personal potential, which is the constructive and applied significance of the work done.