Universal digital competences: higher education personalisation for digital economy
- DOI
- 10.5922/vestnikpsy-2025-3-9
- Pages
- 97-106
Abstract
The article is devoted to the analysis of the compliance of Russian educational standards with the modern requirements of the data-driven digital economy. Approaches to the formation of students’ universal digital competencies are examined. The main objective of the study is to substantiate the structure of universal digital competencies adapted to the conditions of distance learning and suitable for building personalized educational trajectories, on the one hand, and corresponding to the current demands of the economy and labor market, on the other. The study involves an analysis of Russian regulatory documents (the Education Law, professional standards, Federal State Educational Standards) and international frameworks (DigComp, OECD). The results reveal a lag of Russian standards behind the current demands of the labor market and international trends: the absence of requirements for working with artificial intelligence, machine learning, ethical aspects of data, and adaptability to technologies. Based on a synthesis of international practices, a model of digital competency personalization for distance learning conditions is proposed, which includes data literacy, digital ecosystem management, and legal awareness. The necessity of personalizing educational trajectories according to learners’ cognitive styles is also substantiated to overcome normative rigidity. The conclusions emphasize the importance of modernizing educational programs through the integration of the identified components of digital competence and the implementation of flexible, personalized approaches to learning in a digital environment.