CLASSIFICATION OF DIGITAL TOOLS TO SUPPORT THE EDUCATIONAL PROCESS IN HIGHER EDUCATION

Abstract

The article considers the problem of classification of digital educational resources. As part of the study of the problem of classifying digital educational tools for use in the educational process, a comprehensive methodology was applied that combines theoretical and empirical methods, in particular theoretical (analysis, generalization and systematic approach (systematization)) – for the study of regulatory legal acts, scientific literature, research in the field of education and digital technologies; formulation of conclusions based on the developed theoretical and practical material structuring the knowledge gained regarding digital educational resources; content analysis - for the study of the content of current educational programs, vacancies, analytical reports, digital strategies of higher education institutions and international practices; modeling - development of a logical classification of the use of digital educational tools in educational activities, taking into account ethical, educational and professional requirements. This approach provided a deep and diverse study of the problem under study. The developed classification effectively systematizes various digital educational resources and emphasizes their functional purpose. This approach has several key advantages. First of all, the classification allows scientific and pedagogical workers and higher education students to better understand which tools to use to achieve specific educational goals, which contributes to a more effective organization of the educational process. A clear understanding of the functionality of various digital tools is key to accelerating the digital transformation of the education system. This allows you to saturate the learning process with a variety of information and make it more modern and dynamic. The use of tools from all six groups allows you to create a holistic, interactive and multifaceted educational environment that promotes deeper assimilation of the material, the formation of various competencies and objective assessment of knowledge. At the same time, the classification helps scientific and pedagogical workers to monitor, diagnose and evaluate the intellectual capabilities of higher education students, apply a differentiated approach, which is important for manageability and increasing the effectiveness of learning.