=Paper=
{{Paper
|id=Vol-3104/paper136
|storemode=property
|title=Formation and Self-Development of the Students' Digital Competencies Within the Lifelong Learning System
|pdfUrl=https://ceur-ws.org/Vol-3104/paper136.pdf
|volume=Vol-3104
|authors=Tamila Berezhna,Svitlana Zaiets,Svitlana Shybirina
|dblpUrl=https://dblp.org/rec/conf/icteri/BerezhnaZS21
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==Formation and Self-Development of the Students' Digital Competencies Within the Lifelong Learning System==
https://ceur-ws.org/Vol-3104/paper136.pdf
Formation and Self-Development of the Students' Digital
Competencies Within the Lifelong Learning System
Tamila Berezhna 1, Svitlana Zaiets 2 and Svitlana Shybirina 2
1.
Institute of Educational Content Modernization, Metropolitan Vasyl Lipkovsky St, 36, Kyiv, 03035, Ukraine
2
Taras Shevchenko National University of Kyiv, Vasylkivska St, 90 A, Kyiv, 03022, Ukraine
Abstract
The impetuous development of digital technologies is changing the requirements for
specialists. In the modern world, a competitive analyst working in the field of economics must
have not only professional competence, but also digital competence, which includes not only
digital skills, but also a set of knowledge and views on the nature and role of information
technologies and opportunities, as well as relevant legal and ethical principles.
The article deals with the analyzes of the modern theoretical foundations and approaches to the
development of digital literacy within the lifelong learning processes: namely, one of the tools
for determining the level of formation of digital competence using Tsifrogram test (which is
based on the conceptual model of digital competence of citizens DigComp - The Digital
Competence Framework for Citizens) is described and analyzed in detail.
The research was carried out in line with the competence-based, personality-activity and
communicative approaches. The training program for economic analysts used active and
interactive teaching methods and practices.
The results of the level of digital competence formation among students of economic
specialties of the university are presented. The main recommendations for increasing the level
of the students’ digital competence are analyzed, identified, and highlighted. In the future, it is
planned to develop a roadmap for increasing the level of students’ digital competence during
their studies at the university.
Keywords 1
Digital competence, DigComp, constituents of digital competence, self-diagnosis test, digital
profile results
1. Introduction
The rapid pace of development of information technologies, the emergence of new devices, the
growth in the number of Internet users are markers of the modern information society. Scientists [1]
note that the key technologies that will influence the development of society are: robotics, artificial
intelligence, the Internet of Things, cloud computing, Big data, 3D printing, digital payment systems,
interoperable technological systems and platforms.
The European Commission has for several years expressed concern about the slow adoption of
digitalization processes in education and training. In order to study the state of the current level of
implementation of e-learning in educational institutions of the EU, the European Commission
conducted a survey of citizens' opinions and published it in the framework of the Eurobarometer [2].
3L-Person 2021: VI International Workshop on Professional Retraining and Life-Long Learning using ICT: Person-oriented Approach, co-
located with 17th International Conference on ICT in Education, Research, and Industrial Applications: Integration, Harmonization, and
Knowledge Transfer (ICTERI 2021), October 1, 2021, Kherson, Ukraine
EMAIL: tamila_bi@ukr.net (A. 1); zsvit@knu.ua (A. 2); kaf_stat@ukr.net (A. 3)
ORCID: 0000-0002-4626-6133 (A. 1); 0000-0002-6133-1087 (A. 2); 0000-0003-1425-6704 (A. 3)
© 2022 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
In recent decades, a unique situation of dialectical contradiction unfolds: a generation is growing
that from an early age knows how to handle various gadgets, and this generation is taught by those who
grew up in the system of classical education without constant access to the Internet and without social
networks. The Eurobarometer data confirms these provisions: only 20-25% of students in European
universities are studied by teachers who are confident users of new technological advances, 43% of
Europeans do not have basic digital skills, and 71 million students in European countries lack skills for
a digital society. Considering the need to take decisive action in the field of education, the European
Commission adopted the main provisions of the Digital Education Action Plan in 2021-2027 years. [3].
Now in Ukraine, a large number of teachers are motivated to use digital technologies in the teaching
process, however, more resources are needed to support the development of sound digital practices,
since it is obvious that the digital environment and infrastructure of domestic higher education
institutions require investment.
The EU wishes to raise awareness of the European lifelong learning space through Internet platforms
(e-learning) to support the modernization of education and training systems.
The Council of the European Union adopted on 22 May 2018 a revised recommendation on core
competencies for lifelong learning [4], which emphasizes the need to support the development of core
competencies, with a particular focus on improving the achievement of basic digital skills and
participation in society in a lifelong perspective, increasing and improving the level of digital
competencies at all stages of education and training for all segments of the population.
The education system is forced to constantly improve, since the prospects for the functioning of the
state depend on how the level of education develops.
The modern space of higher education in Ukraine sets a new educational paradigm focused on
students and lifelong learning. This includes changes in professional competence since the training must
be adapted to the requirements of the new context.
The Concept for the Development of the Digital Economy and Society of Ukraine for 2018-2020
[5] defines the creation and implementation of the national training program for general and
professional digital competencies and knowledge as one of the priority tasks on the way to the
accelerated development of the digital economy.
The Concept for the Development of Digital Competences [6] also notes the need to improve the
quality of training of workers to create the possibility of modernizing the country's economy in
accordance with modern requirements.
2. Research methodology
Today, the pace of computerization is well ahead of the skills of the vast majority of users.
According to the results of the first all-Ukrainian study of digital literacy of Ukrainians (December
2019), 53% of the population of Ukraine is below the "basic level" mark. At the same time, 37.9% of
Ukrainians aged 18-70 have digital skills at a level below the basic level, and 15.1% do not have them
at all. However, only 47% of Ukrainians aged 18-70 (mostly young people) believe that digital skills
training is relevant for them [7].
Interpretations of the essence of the concepts of "digital literacy", "digital competence", "digital
culture", "digital technologies", the definition of their structure and features are considered in many
works of foreign and domestic scientists, in particular J. Stommel [8], C. Scott [9], S. Carretero, R.
Vuorikari , Y. Punie, [10], L. Havrilova, Y. Topolnik [11], V. Bykov, O. Spirin, O. Pinchuk [12] and
others.
Currently, the concept of "digital literacy" as a person's ability to navigate the digital environment
is widely used by the international educational communities. Digital competence is seen as the
conscious, confident, responsible, and critical use of Information Society Technology (IST) for work,
social activities, free time, and communication [13].
Digital competencies include information literacy, communication and collaboration, digital
content creation (including programming), and security (including digital well-being and
cybersecurity competencies). According to Henseruk [14], digital technologies actively influence the
learning process, since they change the scheme of knowledge transfer and teaching methods; their
application in the educational process stimulates interest in learning, contributes to the formation of
logical and creative thinking, which mainly leads to the formation of the information culture among
the students.
The purpose of the article is to research the competencies determined by educational and
professional programs and the levels of formation of digital competencies of students of the "bachelor"
educational level (future specialists in economics of an analytical profile).
Research methods: analysis (dividing the general concept of "digital competence" into its constituent
elements), synthesis (combining the separated and explored parts), induction (generalized consideration
of digital technologies and digital competencies), deduction (transition from the general perception of
digital technologies and digital competencies to the determination of properties and characteristics of
individual competencies and skills), abstraction (determination of the features inherent in digital
competencies), and concretization (study of the features of individual digital competencies).
The main objectives of the study are: first, to clarify the concepts of information literacy and digital
literacy; secondly, in defining the components of digital literacy; thirdly, in identifying the educational
opportunities of the university in creating a digital environment that contributes to the development of
digital literacy of students within the framework of special disciplines for future specialists-economists
of an analytical profile.
3. Results and discussion
Digital literacy is a broad and holistic concept that encompasses much more than the functional
digital skills that students must use in a digital society. Despite the fact that many students are well-
versed in the use of modern digital technologies, they often do not have all the necessary digital
competencies to successfully study in a higher education institution.
University studies should develop digital literacy skills both over time and in aspects related to
professional development and gaining professional experience.
In order to train the qualified specialists-analysts of economic profile, one of the competencies that
must be formed is precisely “digital competence”.
The analyst must have key skills, namely industry knowledge (specifics of the industry, business
processes, standards, and trends), effective communication with customers (methods of structured
problem solving and facilitation, brainstorming for generating ideas with their subsequent
visualization, as well as experiments and research), work with processes and data (strategic analysis,
business process management and optimization, data modeling), learning skills, and writing business
cases.
To clarify the place and role of digital competence in the general structure of professional
competence of future specialists in economic specialties, an analysis of educational and professional
programs (EPP) was carried out and the mapping of digital competencies in the content of professional
training of students of specialties 051 "Economics" and 075 "Marketing", which are implemented in
Taras Shevchenko National University of Kyiv, was conducted [15-18].
As a result, the general and special competencies listed in the EPP were identified, which can be
classified as digital, i.e., please, check
Table 1.
A quantitative and qualitative analysis of the identified competencies made it possible to determine
the following: in these educational and professional programs and at different levels of training, there
is a slight difference in the content and number of competencies that can be classified as digital.
The authors consider that there is some contradiction between the real requirements of society and
the labor market for the content and quantity of digital competencies and the normative requirements
for the content of professional training of future analytic economists.
To solve the above problem of the formation of digital literacy, taking into account the peculiarities
of thinking of modern students, there are two approaches. The first is to conduct additional courses
aimed at building digital competencies. The second approach involves the parallel development of
digital skills and competencies during hands-on training. Since digital skills are integrated in the
educational process with professional knowledge, it is likely that the student will use them in their
professional activities. Despite the fact that there is no generally accepted didactic theory of digital
literacy, many disciplines from the EPP at Taras Shevchenko National University of Kyiv have the
potential to solve this problem.
Table 1
Digital competencies in educational and professional programs of the economic profile at Taras Shevchenko National University of Kyiv
The first (bachelor's) level of higher education The second (master's) level of higher education
Specialty, EPP General Special Program learning General Special Program learning
competencies (professional) outcomes competencies (professional) outcomes
competencies competencies
051 Economics, GC5. Skills in the PC7. Ability to use PLO20. To use the - PC4. Ability to use PLO10. To apply
"Economic Analytics use of information computer data information and modern modern
and Statistics" and communication processing communication information information
technologies. technologies to solve technologies to solve technologies, technologies and
GC6. Ability to economic problems, socio-economic methods, and specialized
search, process and analyze information problems, prepare and techniques of software in
analyze information and prepare submit analytical research of socio-economic
from various analytical reports reports. economic and research and in
sources. PLO23. To demonstrate social processes, the management
flexibility and adequate to the of socio-
adaptability in new established needs economic
situations, in working of research. systems.
with new objects, and in
uncertain conditions.
075 Marketing, GC9. Skills in the use SC10. Ability to use PLO7. To use the digital GC6. Ability - PLO15. To collect
“Marketing” of information and marketing information and to search, the necessary
communication information systems communication process and data from
technologies. in marketing technologies, as well as analyze various sources,
decisions and software products information processes and
develop necessary for the from various analyze their
recommendations to proper conduct of sources. effectiveness
improve their marketing activities and using modern
effectiveness practical application of methods and
marketing tools specialized
software
Currently, the educational process is being provided with modular courses aimed at developing
digital literacy; building an educational process based on blended learning technology; the use of active,
interactive, problem-based teaching methods taking into account the individual characteristics of the
modern generation of students. It carried out a constant update of the content of regulations that dictate
the requirements for the training of specialists and focus on improving the education system, aimed at
training personnel with the competencies of the digital economy at the average world level.
In the training of future specialists in economics at Taras Shevchenko National University of Kyiv,
a special place is occupied by innovative didactic teaching aids based on the use of digital technologies
covering a wide range of educational software. Among such software, one should highlight electronic
training courses, software tools, electronic educational and methodological complexes, network
programs, and control and diagnostic systems. Most of the tasks using digital technologies that students
perform are creative. They stimulate motivation, activate the cognitive activity of students, contribute
to the effective development of skills in working with electronic documents and cloud services, the
ability to analyze, draw generalizations and conclusions, as well as obtain practical results of the work
performed.
It should be noted that digital literacy is of particular importance in the process of training
specialists. Students use the full range of Internet resources to prepare for practical, laboratory,
seminars, colloquia, project tasks, and the like. The quality of his work and the assessment of progress
depends on how a student is able to work with information.
To determine the level of formation of digital competence of future analytic economists, the
classification developed in 2017 by the European Joint Research Center is used, which includes a
number of levels of proficiency and examples of knowledge, skills, and abilities in each of the areas of
competence (DigComp 2.1 The Digital Competence Framework for Citizens 2017) [19].
The digital literacy of higher education applicants within the European approach includes the
personal, technical, and intellectual (digital) skills that are necessary to live in a digital world (see Fig.
1).
Key competencies
5. Enhancing the
Digital competencies
capabilities in the
digital environment
Figure 1: Plan-diagram of a model of digital competencies in education in the interpretation of the
European Union “DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency
levels and examples of use”, 2017 [20]
Of particular importance in the above model is the central block, which can be characterized as the
integration of resources, platforms, and results. The outer contour is a new format of requirements for
the quality of teaching and characteristics of competencies, as fundamentally new in relation to
traditional models and technologies of teaching.
In the process of research to identify the level of formation of digital competence, the authors used
the national test for digital literacy (project Tsifrogram implemented by the Ministry of Digital
Transformation of Ukraine together with USAID and the Eastern Europe Foundation on the online
platform “Action. Digital Education” [21]), which determines the main components of digital
competence in terms of knowledge, skills and abilities required in a digital society. After filling it out
and calculating the number of points, the respondents receive an assessment of their level of digital
competence formation.
The Ministry of Digital Transformation of Ukraine in 2021 proposed the project Digital Competence
Framework for Citizens of Ukraine (DigComp UA for Citizens). The "DigComp UA for Citizens" is
based on the conceptual reference model DigComp 2.0 and the updated European framework DigComp
2.1, which are adapted to the national, cultural, educational, and economic features of Ukraine.
The results of testing the level of formation of digital competence of applicants for higher education
can be assessed by the areas of the components given in Table 2. Each of these areas of knowledge
covers 5 competences. The Tsifrogram offers testing participants to answer 90 questions.
Table 2
Features of digital competence assessment using the adapted model DigComp UA for Citizens and
Tsifrogram
Adapted model DigComp UA for Competencies and descriptors of Tsifrogram national test
Citizens
Competence Competence Evaluation
Competences (C) Competences’ names
areas (CA) areas (CA) points
CA0. Basic C0.1 Use of digital Basics of 1) Use of computer and
digital skills devices; computer mobile devices; 2) Use of
C0.2 Using basic literacy basic software; 3) Use of
digital device applications and application
0-15
software. software; 4) Use of the
Internet and online
applications; 5) Digital
identity management
CA1. C1.1 Viewing, Information 1) Viewing, searching, and
Information searching, and and data filtering data, information
and data filtering data, literacy and digital content;
literacy information and 2) Critical assessment and
digital content; interpretation of data,
C1.2 Evaluation and information and digital
interpretation of content, verification of the
data, information reliability of sources and
and digital content; information;
0-15
C1.3 Management of 3) Management of data,
data, information information and digital
and digital content; content; 4) Implementation
C1.4 Meeting own of your own requests and
needs with the help needs using digital
of digital technologies; 5) Self-
technologies realization and personal
development in a digital
society
CA2. C2.1 Digital 3.Communic 1) Digital engagement;
Communicati engagement; ation and 2) Dissemination and
on and C2.2 Digital collaboration exchange of data using
0-15
collaboration exchange; in the digital digital technologies; 3)
C2.3 Realization of society Collaboration using digital
civic position using technologies;
digital technologies; 4) Implementation of civic
C2.4 Digital position using digital
collaboration; technologies, digital
С2.5 Netiquette; citizenship. Use of E-
C2.6 Digital Identity services, E-signature;
Management 5) Responsibility. Legal and
ethical standards.
Netiquette.
CA3. Digital C3.1 Development of 4. Digital 1) Development of digital
content digital content; content content; 2) Editing and
creation C3.2 Integration and creation integration of digital content;
processing of digital 3) Copyright and licenses;
0-21
content; 4) Primary programming
C3.3 Copyright and skills; 5) Creative use of
licenses; digital technologies
C3.4 Programming
CA4. Safety C4.1 Device 5. Safety in 1) Device protection and
protection; the digital secure Internet connection;
C4.2 Protection of environment 2) Protection of personal
personal data and data and privacy. Internet
privacy; security; 3) Protection of
C4.3 Protection of consumer's personal rights
health and well- against fraud and abuse;
0-24
being; 4) Protection of health and
C4.4 Protection of well-being; 5) Environmental
consumer's personal protection
rights against fraud
and abuse;
C4.5 Environmental
protection
CA5. C5.1 Solving 6. Problem 1) Solving technical
Problem technical problems; solving in the problems; 2) Identification of
solving and C5.2 Identification of digital needs and their technological
further needs and environment solution; 3) Self-assessment
training technological and lifelong of the level of own digital
response measures; learning competence. Identification
C5.3 Creative use of and elimination of gaps; 0-21
digital technologies; 4) Solving life problems with
C5.4 Identifying gaps the help of digital
in digital technologies; 5) Lifelong
competence learning. Professional self-
development in the digital
environment
Total (maximum score) 111
When assessing the formation of digital competencies, there are three levels of mastery: high -
characterized by the ability to use digital and information and communication technologies in full
(including creating a digital product); medium - can be described as knowledge of the availability of
all digital competencies, but only partial application; basic - differs in the presence of knowledge about
digital components, but is characterized by the inability to correlate the components of knowledge
with professional tasks.
In the 2020/2021 academic year, 91 applicants for the first level of higher education in Economics
and Marketing specialties took the National Digital Literacy Test; of these, 7.7% passed Tsifrogram
test at the B1 level, and 90.1% - at the B2 level, 2.2% - at the C1 level (see Fig. 2). Analyzing the
results obtained, one can conclude that digital competencies are developed at the average level for
most students.
High level C2
High level C1 2
Medium level B2 82
Medium Level B1 7
Basic level A2
The number of students
Basic level A1
Figure 2: Level of digital competence of students of the analytical profile of economic specialties
at Taras Shevchenko National University of Kyiv in 2020/2021 academic year
The level of knowledge and skills of students in the field of digital competence turned out to be
different, depending on the level of their self-development, self-motivation, and other factors. Using
the Internet for communication, searching, downloading and creating content, solving technical
problems, shopping and payments are the different possibilities and, accordingly, different resources
are needed to implement them. Both the average level in digital development and the high one can be
both general (in many areas of activity) and partial (in certain areas). Therefore, when researching
digital competence, it is important to study its components and cells in which each of the components
can receive specific development and implementation.
The detailed analysis of the questionnaire shows that the development of digital competence
components is not equally developed among students (see Fig. 3). Components such as fundamentals
of computer literacy, information literacy, data skills and communication and interaction in a digital
society are best developed.
Basics of computer literacy
15
Problem solving in the digital
environment and lifelong 21 Information and data literacy
15
learning 13.1
12.3 11.7
12.1 11.4
11.5
24 21
Safety in the digital environment Digital content creation
15
Communication and
collaboration in the digital
society
Average Max score
Figure 3: Distribution of the scores received by the students of the analytical profile of economic
specialties at Taras Shevchenko National University of Kyiv in the 2020/2021 academic year by
components.
Students of the analytical profile of economic specialties showed the highest results in the “basics
of computer literacy” competency (in particular, use of basic software, applications, and applied
software): 89% of students received a high level of knowledge C1 and C2 (see Fig. 4). This means that
they actively respond to the emergence of new types of computer and mobile devices, can use (including
installing, updating and configuring the system software) the main common computers and mobile
devices of medium complexity, easily master new applications and new application software,
independently install, configure and use the software, create online services of medium complexity,
learn the basics of web design, and know different ways to protect their reputation on the Internet.
Basics of computer literacy 2 8 43 38
Information and data literacy 5 34 37 15
Digital content creation 34 49 8
Communication and collaboration in the digital society 14 26 36 15
Safety in the digital environment 69 20 2
Problem solving in the digital environment and lifelong
7 78 6
learning
Medium Level B1 Medium Level B2 High level C1 High level C2
Figure 4: Distribution of the scores received by the students of the analytical profile of economic
specialties at Taras Shevchenko National University of Kyiv in the 2020/2021 academic year by
competency levels.
Good results were obtained by students in the “information and data literacy” and
“communication and collaboration in the digital society “competencies: respectively 57% and 56%
of students received a high level of knowledge C1 and C2.
Lower knowledge was found by students in the “safety in the digital environment” competence
(in particular, on the Protection of consumer's personal rights against fraud and abuse and device
protection and secure Internet connection): 76% of students received an average level of B1, and
only 2 students out of 91 high level of C1.
Owing to Tsifrogram National Digital Literacy Test, the bachelors of analytical profile of
economic specialties received recommendations to improve the level of digital competence in these
areas, which will allow in the future to acquire the necessary knowledge, improve their skills and be
successful professionals in modern society. In the future, it is planned to develop a model of digital
competence formation for the training of competitive analytical specialists with a high level of digital
competence.
4. Conclusions
Based on the results of the research, it can be concluded that the digital competence is an important
component of the professional competence of future specialists-economists of analytical profile. This
competence combines knowledge and skills to use the digital technologies when working with modern
business processes, their optimization, and data modeling.
Despite the large number of studies devoted to the concept of digital competence, the issue of its
interpretation (namely, for future specialists-economists of analytical profile), definition of the
structure and content requires further research.
The authors consider it extremely important to further research the approaches to creating a digital
model of competencies, determining the conditions for its formation and prospects for the
implementation of the developed model to ensure the lifelong development of the specialists-
economists of analytical profile.
Achieving the maximum degree of mastery of information and communication competence by a
future specialist is possible only with systematic work on all components of the competence. Without
information literacy and knowledge of the laws of information security, communication, and
interaction, it is difficult today to create adequate digital content and solve technological problems. The
ability for reflection and self-esteem is, of course, the path to self-development. Confident, conscious,
and creative use of information technology for education, work, leisure time and social activity is the
key competence of an individual in the 21st century.
The challenge for research and teaching staff is to move beyond thinking about information
technology as a tool or " information technology support platform." An integrated approach to solving
the problem of the formation of digital competence in the process of training specialists at the
university within the framework of any academic discipline is required.
The development and implementation of a pedagogical system for the formation of students' digital
competence in the learning process, as well as the ways of delivering, should include targeted, active,
informative, and effective components.
The use of project-based or inquiry-based learning as a tool to increase students’ interest is the key
to developing a range of competencies. Project-based learning is really at the heart of learning new
digital skills right now. Traditional learning models are too passive to create such skills. The
competency model is the basis for key changes in education training for the digital economy.
The analysis performed makes it possible to draw the following conclusions and generalizations.
1. In the light of modern trends in social development, digital competence of specialists, which
provides an individual's opportunity for successful interaction, accumulation, and exchange of
experience with subjects of the surrounding world and professional activity, is of particular importance.
For future specialists in economic specialties, digital competence is also necessary, since it ensures the
effective implementation of professional functions, personal success, and readiness for further
professional development.
2. It seems advisable to use the systems based on DigComp 2.1 for a diagnostic test of the
competence of applicants for education, advanced training of scientific and pedagogical personnel, and
the introducing digital literacy into educational programs.
3. It is necessary to ensure the consistency and systematic way of the formation of digital
competencies of future specialists in economic specialties at different levels of higher education.
In further research, it is proposed to carry out a deeper analysis of the content and technologies for
the formation of digital competencies of future economists at different levels of education.
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conference Scientific and technological revolution of the XXI century "2020", vol. 1 (June12),
Sergeieva & Co, Karlsruhe, 2020, pp. 21-23.
[15] Educational and professional program "Economic Analytics and Statistics" for a Bachelor's degree
(full-time), 2020. URL: https://cutt.ly/vvYAOMx.
[16] Educational and scientific program "Economic Analytics and Statistics" for a Master’s degree
(full-time), 2020. URL: https://cutt.ly/ZvYAM7c.
[17] Educational and professional program "Marketing" for a Bachelor's degree (full-time), 2020. URL:
https://cutt.ly/XvYSsBb.
[18] Educational and professional program "Marketing" for a Master's degree (full-time), 2020. URL:
https://cutt.ly/mvYSWio.
[19] European Union – “DigComp 2.1: The Digital Competence Framework for Citizens with eight
proficiency levels and examples of use”, 2017. URL: https://ec.europa.eu/jrc/en/publication/eur-
scientific-and-technical-research-reports/digcomp-21-digital-competence-framework-citizens-
eight-proficiency-levels-and-examples-use.
[20] T. Zagornaya, A. Tkacheva, A. Kolomytsevsa, Training of specialists in the field of digital
competencies: experience, trends, models, technologies. In: New in Economic Cybernetics:
collection of scientific papers, volume 2(3), Donetsk, GOU VPO “DonNU”, 2019, pp. 100-110.
[21] The Ministry of Digital Transformation of Ukraine launches Tsifrogram - a national test for digital
literacy, 2020. URL: https://www.kmu.gov.ua/news/mincifra-zapuskaye-cifrogram-nacionalnij-
test-na-cifrovu-gramotnist.