The main condition for the effective functioning of the higher education system is to improve the quality of professional training of graduates. The use of information and communication technologies (hereinafter referred to as ICTs) in the process of professional training of future specialists contributes to increasing the motivation for students to acquire professional knowledge and skills and, as a result, improving the quality of education. The article considers the features of the use of ICT in the professional training of future customs specialists, analyzes the impact of ICT on moral and legal self-determination, presents the results of experimental work on the problem of pedagogical support for the moral and legal self-determination of a future customs specialist in the process of professional training at a university using specialized training software. It is proved that the formation of the structural components of the moral and legal self-determination of future customs specialists is a dynamic process; its effectiveness depends on the quality of pedagogical support. The use of ICT in the process of professional training of future customs specialists provides students with the methods and forms of scientific thinking, contributes to the deep assimilation of knowledge, the formation of independence, the ability to make moral choices within the legal field; leads to students ' awareness of the need for continuous self-education, independent improvement of the theoretical and legal framework, the ability to analyze and summarize the facts and information studied.
The main resource for the development of mankind in the modern world is information. It significantly affects the development of all sectors and spheres of society: science, social life, education. Information technologies provide access to a huge *
Copyright 2021 for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0). amount of information, the ability to exchange this information, the opportunity and comfort of training, regardless of time and location. In the information society, the processes of obtaining, processing, and analyzing information, generating knowledge are associated exclusively with information and communication technologies. The main values of modern society are information and the ability to work with it, professional knowledge and awareness in related fields of science and activity, independent thinking, and competence.
The higher education system is characterized by the active use of information
technology as an integral part of the educational process, significantly increasing its
efficiency [
A computer equipped with a teaching program is the main direction of the development of teaching aids. The need for the informatization of education as one of the spheres of the life of society is beyond doubt. The rapid development of the capabilities of the Internet has led the majority of teachers (teachers, professors) to rethink the role of computer technologies, their importance for the education system. The teacher, realizing the possibilities of ICT, uses new technologies to achieve the required educational results, to ensure a high-quality learning process.
In this regard, the relevance of scientific research and analysis of methodology,
new technologies, and practices of using modern information and communication
technologies (hereinafter - ICT), focused on achieving learning goals in educational
institutions of higher education, is increasing [21; 22; 25]. The process of professional
training of future customs specialists requires the use of a set of pedagogical actions,
techniques, methods, teaching aids that ensure high efficiency of vocational training
at a university, pedagogical support of moral and legal self-determination of an
individual [
Russian and foreign scientists Ya.A. Vagramenko, G.R. Gromov, E.V. Zvorygin, V.M. Monakhov, S. Papert, G. Kleiman, B. Hunter, and others. Didactic and methodological problems of computerization of education in Russia are reflected in the works of A.P. Ershova, B.S. Gershunsky, T.A. Sergeeva, I.V. Robert, N.F. Talyzina and others. The importance of modern ICT in the moral and legal education of young people is explored in the works of V.I. Kudashova, B.S. Sadulayeva, O. V. Sviridova, I. V. Usik, S.I. Chernykh, etc. [20; 21; 22; 23; 24]. 2
Recognizing the theoretical and scientific significance of the research carried out, we note that at present, many problems associated with the use of ICT in the professional training of future specialists, the influence of ICT on the moral and legal selfdetermination of the individual, remain insufficiently studied.
The purpose of this article is to analyze the use of ICT in the professional training of future customs specialists, to substantiate the role of ICT in the moral and legal self-determination of an individual. 3
The rapid spread of digital technologies opens up unlimited opportunities for access
to network tools, materials, and services, which allows you to model your own
information space. The use of ICT in education has, among other things, negative aspects:
the formation of Internet addiction, the lack of active speech practice, limited social
contacts, lack of practical experience, etc. [
Competent pedagogical support of students makes it possible to neutralize the
negative consequences of using ICT in the process of professional training of future
specialists. “A teacher, unlike a computer, is a person who has a systemic impact on a
student. He is the bearer of moral values, meanings, ideas, and this impact is realized
directly in contact, and not in the texts of educational assignments” [
̶ specialized computer training programs: testing systems, electronic teaching aids, laboratory workshops;
̶ training systems, which are formed on the multimedia technologies, various video equipment, and personal computers are used for their implementation; educational coworking space with a Web-space on the website of the educational institution;
̶ training and intelligent expert systems, the use of which is provided for various
subject areas [
Many higher educational institutions implementing the "Customs business" training direction use the IT resources of customs operators in the professional training of future customs specialists. However, the experience of using ICT in the professional training of future customs specialists, the influence of ICT on the moral and legal selfdetermination of students do not have sufficient scientific substantiation. To analyze the use of ICT in the professional training of future customs specialists, the authors in the course of experimental work used software supplied by Alta-Soft LLC (Moscow).
The customs operator Alta-Soft is a leading developer of software for customs clearance of goods, warehouse logistics, and labeling of goods. This company not only develops specialized software (software - many programs, procedures, and rules of the information processing system), on the customs operator, a Professional Education Center has been created and is successfully operating, where students successfully pass training on filling out a declaration for goods, analyze cases on the work of temporary warehouses. storage, bonded warehouses, and labeling of goods with the national digital marking system "Honest Mark" and the global marking system "GS1".
For several years the company has been providing specialized software to educational institutions of higher education for use in the professional training of future customs specialists. The software is used by higher educational institutions in the study of the following disciplines: "Commodity nomenclature of foreign economic activity", "Prohibitions and restrictions in foreign trade", "Customs declaration of goods and vehicles", "Workshop on the electronic declaration", "Customs payments", "Customs cost of goods ", etc. The software package for the specialty 38.05.02 "Customs" includes four programs:
1. "Alta-GTD" - a program with which you can fill out a declaration for goods, prepare commercial and transport documents for the international carriage of goods; 2. "Customs documents" - a normative and legal reference book, with the help of which a student can track changes in legislation in the field of foreign economic activity (hereinafter - foreign economic activity), in customs legislation;
3. "Tax" - a program that allows you to: select a product code with the commodity nomenclature of foreign economic activity, pre-calculate customs payments to be paid when importing or exporting goods, check permits for submission to customs authorities for imported/exported goods;
4. "Filler" - a program as a means of automating the filling of a declaration for goods for multi-item, multi-code deliveries.
In 2019, on the website of the customs operator "Alta-Soft" for students studying in the specialty 38.05.02 "Customs", the educational portal "Alta" was created. Teachers - employees of the Center for Vocational Education "Alta" (Moscow) have developed courses "Customs declaration of goods when they are placed under the procedure for release for domestic consumption: the moral and legal basis and practical aspects" and "Customs declaration of goods when they are placed under the export procedure: the moral and legal basis and practical aspects ”. The courses are implemented in an online format, with an emphasis on the formation of legal identity and professional morality (ethics) among students.
In the course of online training on the educational portal "Alta", future customs
specialists learn how to correctly fill out customs declarations for goods, commercial
and transport documents [
Thanks to the web-space created by the customs operator Alta-Soft, students have
the opportunity to listen to lecture material, ask questions in a special chat, study the
opinion of experts in the customs sphere and foreign economic activity, and also get
acquainted with scientific materials [
Students get the opportunity to adjust their educational individual trajectory, gain additional knowledge in their specialty, develop professional skills, improve the experience of social partnership, using the practice of cooperation. The practice of work has shown that passing training courses on the educational portal of the customs operator "Alta-Soft" helps to increase the efficiency and productivity of students, develop their leadership qualities; makes the learning process more attractive; allows students to realize their merits, identify shortcomings, receive qualified help and expert assessment of members of the professional community; forms moral and legal consciousness; increases educational and professional motivation; stimulates the scientific activity of students. The program of each course is available in the public domain on the website of the Alta-Soft customs operator (alta.ru). A personal access code to the educational portal "Alta" and software for university students is provided free of charge if there is a corresponding request from a teacher, curator, or tutor. The technical specialists of the company help each student install the software. 4
The productivity of the use of digital technologies in the professional training of
future customs specialists, the influence of ICT on the moral and legal
selfdetermination of students were tested during 2018-2021. in the course of experimental
work to prove the effectiveness of the author's technology of using ICT in the course
of pedagogical support of moral and legal self-determination of future customs
specialists. The technology was implemented in three stages. The first stage - preparatory
and diagnostic - was aimed at studying the state of the problem under study, setting
goals and objectives for solving the problem [
At the preparatory and diagnostic stage of the experimental work, a low level of
structural components [
The result of the formation of the cognitive component of moral and legal
selfdetermination was the calculation of the coefficient of assimilation by students of
legal and moral knowledge (at the stage of the ascertaining experiment it was in the
range from 0.4 to 0.8). Hence, it follows that the majority of the respondents had
average and low levels of knowledge of the system of legal and moral norms, the basics
of professional activity (EG - 65%; CG - 64%) (the average indicator for all courses).
The majority of respondents, regardless of the year of study, single out material
wellbeing as a life priority (83%), 35% single out “utilitarian and prestigious” as the main
motives for choosing a profession, including the achievement of material well-being,
while they do not identify work as a source of this. welfare. According to the results
of the assessment of the activity component of moral and legal self-determination,
there was a tendency of growth of indicators depending on the year of study: 1 course
(EG - 14%; CG - 11%); 2 course (EG - 20%; CG - 17%); 3 course (EG - 23%; CG
20%). It turned out that the more a student studies at a university, the more
independent and active he becomes, the more acutely he realizes the importance of
professional duty, consciously observes moral and legal norms, and knows how to control
himself [
Factor analysis showed that the majority of 1st year respondents with a high level of formation of the activity component of moral and legal self-determination had the maximum scores on the factors "collectivism", "diligence", "creative activity" (the interval of manifestation of the level - from 4.33 to 5.00) ... According to the results of testing, the majority of 1-st year students showed an average (3.66 - 4.32) and low (1.00 - 3.65) intervals of the levels of manifestation of factors. For 2nd year students, the priority was given to the factors "awareness of the importance of their work", "independence in overcoming difficulties", "collective responsibility", "purposefulness". For these factors, they scored the maximum number of points on the testing. Analysis of the results of diagnostics of the activity component of the moral and legal self-determination of 3-rd year students showed that the respondents begin to focus on moral factors (respect for people, sensitivity, mutual assistance) and volitional qualities (the desire to bring the started business to the end), realize the importance of legal knowledge.
When diagnosing the degree of self-assessment of the reflexive component of
moral and legal self-determination, it was found that self-esteem among the majority
of students is strongly overestimated (EG - 44%, CG - 47%), or, conversely, strongly
underestimated (EG - 32%, CG - 33%) (averaged over all courses). The survey
revealed the average level of reflection among students in all courses of study (EG
38%, CG - 40%) (average indicator for all courses). At the same time, it turned out
that more than 25% of the students participating in the ascertaining stage of the
experiment (EG and CG) have a low level of reflection. Testing of students in the specialty
"Customs" revealed a high percentage of inability to reflect. More than 30% of 1-st
year students are not inclined to analyze their feelings, do not listen to their inner
feelings, do not like to spend time alone with themselves (M. Grant's method). By the
third year, students often think about the future, try to look at themselves through the
eyes of other people, analyze their actions and those of those around them.
Professional identification of students in terms of involvement in the results of the work of
the system of executive authorities - the Federal Customs Service of the Russian
Federation - is one of the incentives for high-quality and conscientious performance of
their duties, directly at the place of service [
For further experimental work, students of the 3rd year were selected. At the
organizational-activity and control-generalizing stages of the experimental work, the
tasks of introducing the technology of using ICT were solved in the course of
pedagogical support of the moral and legal self-determination of future customs
specialists, its effectiveness was checked using mathematical calculations. The main means
of implementing the technology were: a program for the formation of moral and legal
culture of future customs specialists, which complements educational and educational
plans, systematizes and optimizes the work of teachers, structures the moral and legal
self-determination of a future customs specialist; the use of ICT of the customs
operator "Alta-Soft", with the help of which future customs specialists were included in the
professional community [
The use of training courses in the process of professional training of future
customs specialists [
A comparative analysis of the initial and final levels of the formation of the structural components of the moral and legal self-determination of the students of the experimental and control groups was carried out. The χ2-Pearson criterion was used to verify the reliability of the conclusions and to evaluate the effectiveness of the experimental work.
The results obtained at the organizational-activity stage and processed by
mathematical methods made it possible to conclude that the average level of formation of
the components of moral and legal self-determination of future customs specialists at
the stage of the ascertaining experiment differs from the average level at the end of
the forming experiment [
Using the example of the dynamics of the formation of the reflexive component
[
1 Formulation of hypotheses Н0: the distributions of indicators of the formation of the reflective component of the moral and legal self-determination of future customs specialists at the preparatory and diagnostic stage of experimental work for the experimental and control groups do not significantly differ from each other (3rd year, 1st semester).
Н1: the distributions of indicators of the formation of the reflexive component at the preparatory and diagnostic stage of the experiment for the experimental and control groups significantly differ from each other (3rd year, 1st semester).
Tables PZH.1 and PZH.2 were compiled
To compare the distributions of indicators of the formation of the reflexive component at the preparatory and diagnostic stage, the table RV was compiled 2. χ2=0 df=(r-1)(c-1) = (3-1)(2-1)=2 (1) (2)
The critical value of cr2 for the significance level α = 0.05 and df = 2 is 5.991 Since χ2 <cr2, Н0− is accepted, Н1− is rejected, i.e. the distribution of indicators of the formation of the reflexive component at the preparatory and diagnostic stage of the experiment for the experimental and control groups does not significantly differ from each other (3-d course, I semester).
To check the reliability of the conclusion of the difference between the distribution of indicators of the experimental and control groups according to the level of formation of the reflexive component of moral and legal self-determination at the control-generalizing stage of the experiment (5th year), the Pearson χ2 criterion was applied with observance of all restrictions. 1 Formulation of hypotheses Н0: the distributions of indicators of the formation of the reflexive component of moral and legal self-determination at the control-generalizing stage of the experiment for the experimental and control groups do not significantly differ from each other (5 courses).
Н1: the distributions of indicators of the formation of the reflexive component of moral and legal self-determination at the control-generalizing stage of the experiment for the experimental and control groups significantly differ from each other (5 course).
2 Calculation of the empirical value of the χ2 criterion Tables RV.3 and RV.4 were compiled.
The number of degrees of freedom df = (r-1) (c-1) where r is the number of rows, c is the number of columns in the contingency table.
df = (r-1) (c-1) = (3-1) (2-1) = 2 The critical value of cr2 for the significance level α = 0.05 and df = 2 is 5.991 Since χ2> cr2, Н0− is deflected, Н1− is accepted, i.e. the distribution of indicators of the formation of the reflexive component of moral and legal self-determination at the control-generalizing stage of experimental work for the experimental and control groups significantly differ from each other (5 course). (3) (4) fe
Analysis of diagnostic data, statistical and mathematical processing based on the totality of indicators of the formation of moral and legal culture, allows us to conclude that the use of information and communication technologies for training has increased the quality of professional training of future customs specialists, provided qualitative and quantitative changes in the level of formation of all components of moral - legal self-determination. When comparing the data of monitoring the formation of the components of moral and legal self-determination of students, it turned out that the organizational and pedagogical conditions for managing an organization in a university of an information educational environment have the greatest influence on this process and include:
1) organization of group work of students in solving situational tasks of a
professional orientation;
2) solving practice-oriented tasks in the learning process on the Alta portal;
3) differentiated tasks, taking into account the interests and capabilities of students
[
The introduction of digital tools and services makes it possible to form qualitatively
new educational results, develop the cognitive potential of each student. Modern
digital technologies have more educational opportunities, their use allows students to
master various forms of cooperation, develop the skill of coordinated actions, form a
readiness for joint problem solving, and increase the level of educational and
cognitive motivation [
The use of information and communication technologies in conjunction with
pedagogical technologies creates the necessary level of quality, variability,
differentiation, and individuality of teaching and moral education. The integrated
implementation of these technologies ensures the effective formation of professional
competencies [