SELF-DIAGNOSTIC TEST AS ONE OF THE TOOLS FOR DETERMINING THE LEVEL OF DIGITAL COMPETENCE OF MASTERS

Abstract

The rapid development of digital technology changes the requirements for professionals in the workplace. In today's world, a competitive specialist must possess not only professional competence, but also digital, which includes not only digital skills but also a set of skills, knowledge, views on the nature and role of information technology and the opportunities that they offer in everyday situations, and as well as relevant legal and ethical principles. The article presents the main components of digital competence, namely, information and information literacy, communication and collaboration, digital content creation, security and problem solving. One of the tools for determining the level of formation of the digital competency of the masters of the university is described in detail using the self-diagnostic test developed in Spain in 2014 based on DigComp (The Digital Competence Framework for Citizens). The self-diagnostic test model for testing digital competence is consistent with the defined strategic guidance in the European Digital Agenda and identifies the key components of digital competence in terms of knowledge, skills and competences required in a digital society. The results of the level of formation of digital competency of masters after the completion of the first year of study in terms of equipment - communication - use are presented. Comparison of the level of digital competency of graduate students in the beginning of the academic year and after its completion is made. The main recommendations for improving the level of digital competence of masters are analyzed and singled out. In the future, it is planned to carry out a self-diagnostic test on completion of training and to develop a roadmap to increase the level of digital competency of masters during university studies.