=Paper=
{{Paper
|id=Vol-3679/paper40
|storemode=property
|title=Formation of digital competence of specialists in socionomic professions as a pedagogical problem
|pdfUrl=https://ceur-ws.org/Vol-3679/paper40.pdf
|volume=Vol-3679
|authors=Iryna V. Lovianova,Nadiia Yu. Hrebin-Krushelnytska,Ruslan Yu. Kaluhin,Andrii V. Krasnoshchok,Olena O. Kozhukhar
|dblpUrl=https://dblp.org/rec/conf/cte/LovianovaHKKK23
}}
==Formation of digital competence of specialists in socionomic professions as a pedagogical problem==
https://ceur-ws.org/Vol-3679/paper40.pdf
Formation of digital competence of specialists in
socionomic professions as a pedagogical problem
Iryna V. Lovianova1 , Nadiia Yu. Hrebin-Krushelnytska2 , Ruslan Yu. Kaluhin1 ,
Andrii V. Krasnoshchok3 and Olena O. Kozhukhar4
1
Kriviy Rih State Pedagogical University, 54 Universytetskyi Ave., Kryvyi Rih, 50086, Ukraine
2
National Academy of Internal Affairs, 1 Solomianska Sq., Kyiv, 03035, Ukraine
3
Donetsk State University of Internal Affairs, 92-A Commonwealth Str., Kryvyi Rih, 50084, Ukraine
4
Separate structural subdivision “Motor Transport Technical College of Kryvyi Rih National University”, 26a Eduarda Fuksa Str.,
Kryvyi Rih, 50042, Ukraine
Abstract
This study is devoted to the analysis of developments in educational science and practice on the formation
of digital competence of specialists of various groups of professions. The study analyzed the relevance of the
competency-based approach to the training of specialists in socio-economic professions in the conditions of
digitalization of society. The article presents a deductive content analysis of publications over the past 3-4
years in peer-reviewed journals to systematize modern approaches of foreign and domestic scientists to solving
the problem of digital competence formation. It was found that the vast majority of scientific intelligence
concerns specific issues of digitization of the activities of modern specialists, such as teachers, psychologists,
law enforcement officers, etc. The bibliometric analysis of scientific sources based on the keywords “digital
competence” and “professional training” allowed us to obtain a comprehensive view of the formation of such
personal formation as “digital competence” precisely through the educational process. There are reasons to
conclude about the expediency of introducing a competency-based approach to the training of specialists in
socio-economic professions, which should be based on the generalization of approaches to representatives of
groups of related professions.
Keywords
information society, digital competence, specialists in socionomic professions, pedagogical problem, competence
approach
1. Introduction
The information society requires the ability to see and understand the picture of the world, to identify
and analyze the various aspects of objects, processes, and phenomena. Against this background, the
goal of educational activity should be the training of specialists capable of realizing the transition from
an industrial to an information-technological society through innovation in education. Educational
systems today are focused on the development of students’ intellectual potential, from the point of
view of not only mastering the subject, but also processing, adapting and using existing information,
generating new ideas. The training of specialists of various groups of professions in the conditions of
the information-technological society requires the implementation of a competency-based approach in
order to train qualified competent specialists in the relevant field.
The study of problems related to the psychological features of a person’s readiness to perform
professional activities allowed Super et al. [1], Holland [2], Kuder and Diamond [3] to develop a classifi-
cation of professions. Recently, in scientific literature [4], [5], [6], [7] we meet the term “socionomic
profession”, this term has been used in scientific circles relatively recently. This group usually includes
people-to-people professions, where working with people is a leading feature of professional activity
and has a common focus on social relationships. The teaching profession was recognized as one of
CTE 2023: 11th Workshop on Cloud Technologies in Education, December 22, 2023, Kryvyi Rih, Ukraine
" lirihka22@gmail.com (I. V. Lovianova); nadiia.hk05@gmail.com (N. Yu. Hrebin-Krushelnytska); kaluhin@ukr.net
(R. Yu. Kaluhin); krasnoshchok2017@gmail.com (A. V. Krasnoshchok); kozhukharlena82@ukr.net (O. O. Kozhukhar)
0000-0003-3186-2837 (I. V. Lovianova); 0000-0002-3478-6975 (N. Yu. Hrebin-Krushelnytska); 0000-0001-8339-4428
(R. Yu. Kaluhin); 0000-0001-8254-2898 (A. V. Krasnoshchok); 0000-0002-0105-0638 (O. O. Kozhukhar)
© 2024 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
ceur-ws.org
Workshop ISSN 1613-0073
Proceedings
209
Iryna V. Lovianova et al. CEUR Workshop Proceedings 209–223
the first among the socionomic ones in the history of mankind (professional activity is aimed at the
transfer of human experience, moral norms, cultural and historical traditions), the legal profession is
also considered one of the oldest (it performs a regulatory function in social relations based on the
existing norms and traditions of society). Professions of the socionomic type are related to education and
upbringing (teacher, educator, governor, etc.); provision of social, socio-pedagogical or psychological
assistance (social worker, social pedagogue, psychologist); with medical care (doctor, nurse); with the
provision of legal assistance (lawyer)” [5].
Currently, the socionomic sphere covers the work of sociologists, teachers, psychologists, lawyers,
journalists, social workers, political scientists and other related professional categories [8]. All of them
cover different aspects of one of the important spheres of human life – social relations in society, therefore
the problem of professional training of specialists for this sphere is of particular importance. Having a
single philosophical-methodological and theoretical basis, the professional activity of specialists in the
socionomic direction assumes the same, to a certain extent, influence on their professional training in
higher education. In particular, the issue of training a competent specialist in conditions of digitalization
of society remains relevant. Government documents of various countries of the world, as well as the
scientific activity of researchers, their participation in international forums and the publication of
articles accessible to the world scientific community, are aimed at solving this issue.
1.1. Related works
The world community developed such well-known documents as the Declaration of Principles Build-
ing the Information Society: a global challenge in the new Millennium (hereinafter the Declaration)
adopted by the United Nations in 2003 [9], which declared that education, knowledge, information and
communication are the basis of development, initiative and well-being of the human personality, and
the Declaration of the United Nations Conference on Trade and Development [10], which proclaims
the formation of an integrated information society.
The European Digital Competence Framework for Citizens, also known as DigComp [11] offers a
tool to improve citizens’ digital competence. DigComp was first published in 2013 and has become
a reference for many digital competence initiatives at both European and Member State levels. This
document introduces DigComp 2.0. It constitutes phase 1 of the update of the framework which focuses
on the conceptual reference model, new vocabulary and streamlined descriptors. The current document
also gives examples of how DigComp is used at the European, national and regional levels.
“A Tuning Guide to Formulating Degree Program Profiles” of the EU project “CoRe Projects –
Competences in Education and Recognition” [12] is one of the new tools of the Bologna process,
designed to increase the transparency and comprehensibility of educational programs in the European
area of higher education. Methodological recommendations were developed within the framework of
the European CoRe-2 project by a group of leading European experts under the leadership of Jenneke
Lockhoff and Bas Wegewijs from the Agency for International Cooperation in Higher Education
(Netherlands) and Kati Durkin from the National Center for Academic Recognition and Information of
Great Britain for practical assistance to developers of educational programs, accreditation agencies,
employers and other interested parties. Methodological recommendations contain a brief description of
the competency-based approach in higher education, definition of the main categories – “competence”
and “learning result”, as well as a detailed description of the presentation format of the Program Profile,
examples of profiles. The Tuning project recommends a list of general competencies, among which the
ability to use information and communication technologies is defined. Methodological recommendations
are used in the system of higher education of Ukraine for the development of educational programs, for
their description in course catalogs and accreditation materials, as well as for the recognition of foreign
diplomas and qualifications. The ideas and projects of the European Union in the field of digitalization of
education are embodied in the adopted Digital Education Action Plan (2021-2027) [13], which highlights
the European Commission’s vision for high-quality, inclusive and accessible digital education in Europe.
In order to accelerate the development of the information society in our country, the Law of Ukraine
“On the Basic Principles of the Development of the Information Society in Ukraine for 2007-2015” dated
210
Iryna V. Lovianova et al. CEUR Workshop Proceedings 209–223
January 9, 2007 No. 537-V [14] was adopted.
The Decree of the Cabinet of Ministers of Ukraine dated January 17, 2018 No. 67-r approved the
“Concept for the Development of the Digital Economy and Society of Ukraine for 2018-2020” (hereinafter
the Concept) [15], which states that digitalization is a recognized mechanism of economic growth
thanks to the ability of technologies to positively influence the efficiency, effectiveness, cost and quality
of economic, public and personal activities.
Since 2018, the Ministry of Education and Science of Ukraine has been actively pursuing the de-
velopment of digital education in Ukraine. This is confirmed by the Concept of Reforming General
Secondary Education, the Digital Agenda of Ukraine – 2020 [16], the State Program “Information and
Communication Technologies in Education and Science” [17]. In the National Strategy for the Develop-
ment of Education in Ukraine for the period until 2021, attention is focused on the fact that one of the
priority areas of its development is the introduction of information and communication technologies
aimed at “informatization and computerization of general education, vocational and technical and
higher educational institutions, ensuring such institutions with modern technical means of teaching in
natural, mathematical and technological disciplines, introduction of information and communication
technologies in education and science” [18].
It should be noted the role of international scientific forums in the study of the problems of dig-
italization of society. The 3L-Person 2023 workshop provided a unique forum for researchers and
practitioners from diverse backgrounds to explore the multifaceted role of information and commu-
nication technologies (ICT) in lifelong learning and professional development [19]. As well as the
availability of peer-reviewed scientific journals that allow you to explore the ways of development
of digital technologies and their implementation Educational Technology Quarterly [20], investigate
current and promising problems of modern pedagogical science Educational Dimension [21], present
the latest achievements in the study of educational technologies CTE Workshop Proceedings [22].
In the above-mentioned and other scientific sources, certain aspects of the problem are discussed,
both those related to education in general and dedicated to highlighting the problem at the same
level as the training of specialists of a certain profile. Thus, Vakaliuk and Antoniuk [23], Mikhailutsa
et al. [24], Voitovych et al. [25], Curca [26] investigate the relevance of the introduction of ICT in the
educational process at various levels and levels of education.
Vakaliuk and Antoniuk [23] found that the use of digital technology in various fields of education is
one of the most important trends in the educational process worldwide.
Mikhailutsa et al. [24] suggest that interactive teaching methods using visualization can help students
acquire knowledge and skills related to information systems and cloud technologies, which are essential
for effective implementation of ICT in education.
Voitovych et al. [25] argue that information culture is an essential component of vocational education,
and it is necessary to develop it among vocational education specialists to improve the quality of
vocational education.
The paper by Curca [26] is the result of a synthesis about the role of digital competence in pre-
university and university education in an era where digitization has transformed and reformed society.
In the context of the pandemic, the importance of digital competence has become vital for education
systems all over the world , which is talked about to this day about technology facilitated teaching.
A number of publications [27, 5, 28, 29, 30, 31, 32, 33] raise the issues of digitalization of education in
the discourse of training specialists in socionomic professions.
The authors of the studies emphasize:
• on the problem of developing the conceptual foundations of training specialists for professional
activities using digital technologies [27, 31, 32, 33];
• on the urgent need to revise the content and means of forming the digital competence of graduates
in order to solve professional tasks and professional self-development [30, 32];
• on the study of features, content and structure of the readiness of future specialists in the
socionomic sphere to use digital technologies in their professional activities [5, 28, 29, 33];
211
Iryna V. Lovianova et al. CEUR Workshop Proceedings 209–223
• on issues of digitalization of professional and personal life activities of a modern specialist in the
socionomic sphere [27, 29].
1.2. Research focus
The above scientific researches relate to certain issues of digitalization of professional and personal life
activities of modern specialists who represent certain socionomic professions (teacher, psychologist,
law enforcement officer, social worker, etc.).
The processing of these scientific sources confirms the need to systematize approaches to the analysis
of the existing experience of the formation of digital competence of specialists who represent separate
socionomic professions, and to develop general recommendations specific to the formation of digital
competence of any specialist in the socionomic field. Considering the formation of the digital compe-
tence of a specialist in the socionomic sphere as a pedagogical problem, we consider it necessary to
systematically analyze the modern achievements of scientists.
Therefore, the purpose of this study is to review and systematize: modern approaches to interpreting
the concepts of “digital competence”, “digital competence of a specialist in the socionomic sphere”;
available research on the features, content and structure of the readiness of future specialists in the
socionomic field to use digital technologies in professional activities, as well as highlighting the stages
of modeling the process of forming this complex personal formation in the process of professional
training of students of socionomic specialties.
2. Methods
As a research method for the systematization of modern approaches, we chose deductive content
analysis of publications over the past 3-4 years in peer-reviewed journals, where both foreign and
domestic scientists publish their own research, and bibliometric analysis of sources by key words. Three
journals were chosen for the study, namely:
Educational Technology Qarterly [https://acnsci.org/journal/index.php/etq] is a Diamond Open Ac-
cess peer-reviewed journal focused on the ways in which digital technology can enhance education.
Educational Technology Quarterly (ETQ) welcomes research papers on the pedagogical uses of digital
technology where the focus is broad enough to interest a wider education community. In addition to
empirical work, we welcome systematic reviews and meta-analyses that include clear research questions,
a framework of analysis, and conclusions that reflect the paper’s aims. Educational Technology Quar-
terly, a peer-reviewed journal exploring ways digital technology can enrich the field of education [34].
Notably, ETQ covers a wide range of topics and aligns with the 3L-Person interest topics: Designing
Personal Learning Environments.
Educational Dimension [https://acnsci.org/journal/index.php/ed] a Diamond Open Access peer-
reviewed journal focused on the research on education, learning, and training, and applications of
theories and philosophies used in the sciences of learning and adjacent sciences. The Educational
Dimension occupies contributions in all aspects of learning theories, learning technologies and tools,
paradigms and models. The main problematic field of the journal is the current and future issues of
modern pedagogical science: psychological and pedagogical, philosophical, and socio-cultural aspects
of education, learning and training, modern theories, technologies and teaching aids, the emergence of
which is determined by globalization, integration processes, social transformations, humanitarian and
scientific and technological development.
CTE Workshop Proceedings [https://acnsci.org/journal/index.php/cte] is a Diamond Open Access
peer-reviewed journal published annually by the Academy of Cognitive and Natural Sciences. CTE
Workshop Proceedings depict the latest achievements in educational technology research – revealing
emerging trends and new ideas before they appear in journals. CTE Workshop Proceedings offer broad
coverage of new ideas, methodologies, and projects in fast-moving areas of research on the pedagogical
uses of digital technology where the focus is broad enough to be of interest to a wider education
community: adaptive learning platforms, blended learning, cloud-based AI education applications,
212
Iryna V. Lovianova et al. CEUR Workshop Proceedings 209–223
cloud-based e-learning platforms, tools and services, cloud-based learning environments, competency-
based education platforms, design and implementation of immersive learning environments, digital
transformation of education, educational data mining, emotion AI, immersive technologies, mobile
learning, VR/AR gamification etc.
The table 1, table 2 and table 3 present articles that are grouped by two characteristics: belonging to
a certain journal; the study of related problems in the content of the article.
Thus, the analysis of selected sources makes it possible to state that, on the one hand, the scientific
community actively raises the issue of researching the problems of digitalization of society in various
directions, most of the studies are focused on the educational process and the formation of digital
Table 1
Articles published in Educational Technology Quarterly.
Articles Direction and topic of research
Kovalchuk, V., Maslich, S. and Movchan, L. Digitalization of The first group of articles consists of studies
vocational education under crisis conditions, (2023) [35] that touch on the problems of forming digital
Kovtoniuk, M., Kosovets, O., Soia, O. and Tyutyun, L. Virtual competence of participants in the educational
learning environments: major trends in the use of modern process at its various links or the use of digital
digital technologies in higher education institutions, (2022) technologies in education, in particular, the
[36] following questions are investigated: A) for-
Prokhorov, O., Lisovichenko, V., Mazorchuk, M. and Kuzmin- mation of digital competence of CS bachelors
ska, O. Implementation of digital technology for student [38]; training of the future primary school
involvement based on a 3D quest game for career guidance teacher to use digital educational resources
and assessing students’ digital competences, (2022) [37] [41]; digital professional development of uni-
Vakaliuk, T., Spirin, O. and Kontsedailo, V. Formation of versity teachers [39]. B) digitalization of vo-
digital competence of CS bachelors in the use of cloud-based cational education [35]; use of modern digital
learning environments, (2021) [38] technologies in universities [36]. C) evalua-
Morze, N., Buinytska, O., Varchenko-Trotsenko, L., Va- tion of students’ digital competencies [37] and
sylenko, S., Nastas, D., Tiutiunnyk, A. and Lytvynova, S. training of teachers to use digital formative
System for digital professional development of university assessment tools [40].
teachers, (2022) [39]
Zhorova, I., Kokhanovska, O., Khudenko, O., Osypova, N.
and Kuzminska, O. Teachers’ training for the use of digital
tools of the formative assessment in the implementation of
the concept of the New Ukrainian School, (2022) [40]
Khyzhniak, I., Vlasenko, K., Viktorenko, I. and Velychko, V.
Training of future primary school teacher for use digital
educational resources in their professional activities, (2021)
[41]
Shapovalov, Y., Shapovalov, V., Shapovalov, B. and Anto- The second group of articles is devoted to spe-
nenko, P. Synchronization competencies provided by tradi- cific issues related to the training of special-
tional educational system with real-life required competen- ists in socionomic professions, namely: com-
cies in conditions of digital sociality, (2022) [42] petences needed in real life in the conditions
Bondarchuk, O., Balakhtar, V., Gorova, O., Lytvynenko, N., of digital sociality are investigated [42] as well
Pinchuk, N., Shmanko, O., Kiv, A. and Oleksiuk, V. Features as indicators of digital competence of future
of responsibility of future specialists of the socionomic pro- specialists in socionomic professions [43].
fessions as an indicator of their digital competence, (2022)
[43]
Sych, T., Khrykov, Y. and Ptakhina, O. Digital transformation The third group includes one article that exam-
as the main condition for the development of modern higher ines the potential and limitations that arise in
education, (2021) [44] the higher education system as a result of the
use of electronic technologies; different views
of scientists on the digital transformation of
higher education are summarized.
213
Iryna V. Lovianova et al. CEUR Workshop Proceedings 209–223
Table 2
Articles published in Educational Dimension.
Articles Direction and topic of research
Moiseienko, M. Didactic model of formation pedagogical The vast majority of the materials of the peer-
universities students’ digital competence, (2020) [45] reviewed journal presented in the table are de-
Ovcharuk, O. and Ivaniuk, I. A self-assessment tool of the voted to the formation of digital competence
level of digital competence of Ukrainian teachers in the con- of students of various specialties, in particu-
text of lifelong learning: the results of an online survey, (2021) lar: students of a pedagogical university [45] ,
[46] [50]; students of economic specialties [51]; fu-
Pinchuk, O. and Prokopenko, A. Actual areas of development ture social workers [49]; officers of the Armed
of digital competence of officers of the Armed Forces of Forces of Ukraine [47].
Ukraine, (2021) [47] We also single out studies devoted to the for-
Berezhna, T., Zaiets, S., Shybirina, S. Formation and self- mation and self-development of digital com-
development of the students’ digital competencies within petence in the system of continuous learning
the lifelong learning system [48] [48] and in the context of lifelong learning
Fedorenko, O., Havrysh, O. and Velychko, V. Features of [46].
using Moodle tools in the training of future social workers,
(2022) [49]
Riezina, O., Puzikova, A. and Kotyak, V. The experience of
thesis writing in terms of the methodological students’ digi-
tal competence development, (2022) [50]
Berezhna, T., Zaiets, S. and Shybirina, S. Formation of digital
competencies among students of economic specialties, (2022)
[51]
competence of its participants, there are studies that reveal the specifics of certain areas of activity
(social, economic, legal, military, etc.) in conditions of digitalization. However, among the sources
selected for analysis, there are no studies in which a system of forming digital competence of specialists
in several related fields of activity would be developed. In particular, we are talking about specialists
in socionomic professions. And therefore, in order to get a comprehensive idea of the current state of
knowledge and the limits of research on the problem, we turn to bibliometric analysis.
3. Results
A bibliometric analysis can provide a comprehensive picture to determine the problem field. The
analysis was carried out using VOSviewer in order to obtain clustering of data based on keywords and
citations. The search was carried out in the Scopus database using the keywords “digital competence”
and “professional training”, as a result, a collection of 181 documents was obtained (figure 1).
As a result of the analysis, a network of connections of keywords was presented on figure 2.
As seen in figure 2, key words (35 words in total) from studies on the formation of digital competence
in the process of professional training are grouped into two clusters (20 and 15 words, respectively).
Consider these groups (figure 3): the first group consists of keywords dominated by terms related
to psychological and pedagogical issues in the education of different age groups; the second group
represents terms related to the digitalization of the educational process.
Also, the visualization of the keyword network shows that there are two cores in the second cluster
(figure 4), one of which is dominated by the term “digital competence”, through which there is a
connection with such cluster terms as: education, human, human experiment, article , male, female,
which make up the second core of this cluster. Connections between the first and second clusters are
established precisely through these keywords (figure 5).
If we focus on the key word “education”, we observe that precisely because of this term, there is a
214
Iryna V. Lovianova et al. CEUR Workshop Proceedings 209–223
Table 3
Articles published in CTE Workshop Proceedings.
Articles Direction and topic of research
Balyk, N., Shmyger, G., Vasylenko, Y. and Oleksiuk, V. Explor- It is worth highlighting the articles devoted
ing modern trends in developing a digital educational envi- to the study of modern trends in the develop-
ronment for university: A case study of Ternopil Volodymyr ment of the digital educational environment:
Hnatiuk National Pedagogical University, (2023) [52] for example in article [53] problematic issues
Simakhova, A., Artyukhov, A. and Shmarlouskaya, H. Prob- of digitalization of education in Eastern Eu-
lematic issues of digitalization of education in Eastern Eu- rope are revealed, and the authors of article
rope, (2022) [53] [52] investigate the digital educational envi-
ronment of the university: on the example
of Ternopil National Pedagogical University
named after Volodymyr Hnatyuk.
Martyniuk, O., Martyniuk, O. and Muzyka, I. Formation of The second group of articles, more numerous
informational and digital competence of secondary school and presents a study of the problem of forma-
students in laboratory work in physics, (2021) [54] tion of information and digital competence of
Kovalchuk, V., Maslich, S., Movchan, L., Soroka, V., students of various levels of education, in par-
Lytvynova S. and Kuzminska,!O.. Digital transformation ticular: students of general educational institu-
of vocational schools: problem analysis, (2022) [55] tions [54]; digital transformation of vocational
Moiseienko, M., Moiseienko, N., Kohut, I. and Kiv, A. Digital training [55]; use of digital technologies in
competence of pedagogical university student: definition, university training [56], [57]; digitalization of
structure and didactical conditions of formation, (2020) [56] the process of training of pedagogical person-
Hlushak, O., Semenyaka, S., Proshkin, V., Sapozhnykov, S. nel [58]; the use of digital tools by secondary
and Lytvyn, O. The usage of digital technologies in the uni- school teachers in practical activities [59].
versity training of future bachelors (having been based on
the data of mathematical subjects), (2020) [57]
Strutynska, O., Torbin, G., Umryk, M. and Vernydub, R. Dig-
italization of the educational process for the training of the
pre-service teachers, (2021) [58]
Ovcharuk, O., Gurzhii, A., Ivaniuk, I., Kartashova, L.,
Hrytsenchuk, O., Vakaliuk, T. and Shyshkina, M., 2022. The
use of digital tools by secondary school teachers for the im-
plementation of distance learning in the context of digital
transformation in Ukraine, (2022) [59]
Figure 1: Search parameters in the Scopus database.
215
Iryna V. Lovianova et al. CEUR Workshop Proceedings 209–223
Figure 2: Visualization of the keyword network.
Figure 3: Keyword distribution by clusters.
close connection of all the key words of the first cluster with all the key words of the second cluster
(figure 6). Therefore, such an analysis makes it possible to state that it is through education that the
digital competence of a specialist in any professional field is formed. And therefore there are reasons to
predict that the formation of digital competence of future specialists of socionomic professions is based
on generally recognized principles, but may have its own characteristics for certain professional groups
of this cycle.
Regarding the analysis of the period when the selected terms were spread, it should be noted here
that the years 2019–2023 were chosen for the analysis, but as we can see in figure 7, the spread of the
terms took place in 2023. And this testifies to the relevance of the study of the problem of the formation
of digital competence of a specialist in professional training.
Visualization of the density of elements is shown in figure 8.
216
Iryna V. Lovianova et al. CEUR Workshop Proceedings 209–223
Figure 4: Connections between keywords in the second cluster.
Figure 5: Connections between the first and second clusters.
4. Discussion
The relevance of the idea of forming the digital competence of specialists in the “person-to-person” type
of profession was confirmed by the existing state documents relating to the processes of digitization in
society and in education in particular [13, 15, 16, 17], as well as research [27, 5, 28, 29, 30, 31, 32, 33] in
which the authors reveal specific issues of digitalization of the professional and personal life of modern
specialists who represent certain socionomic professions.
The analysis of the study [34] confirmed our opinion about the need to systematize approaches to
the analysis of existing experience in the formation of digital competence of specialists, in particular,
217
Iryna V. Lovianova et al. CEUR Workshop Proceedings 209–223
Figure 6: Connections between clusters.
Figure 7: Term distribution period.
specialists in socionomic professions.
When starting the bibliometric analysis of sources to determine the problem field, we got acquainted
with the work [60], which allowed us to decide on the strategy of finding sources for analysis.
5. Conclusions
The relevance of the problem of the formation of digital competence of specialists in the process of
professional training is due to the fact that in the conditions of the information and technological society,
the implementation of the competence approach requires the training of specialists of various groups
of professions. Highlighting a group of socionomic professions, we note that the problem of training
competent specialists in this field is urgent, since they all cover various aspects of social relations in
society, which in turn acquire new qualities under the conditions of digitalization.
Based on the analysis of the existing regulatory documents regarding the digitization of society, as well
as taking into account the results of scientific research, we state the need to systematize approaches to
the analysis of the existing experience of forming the digital competence of specialists in the socionomic
218
Iryna V. Lovianova et al. CEUR Workshop Proceedings 209–223
Figure 8: Visualization of element density.
field.
The conducted deductive content analysis of scientific research presented in peer-reviewed journals
confirmed that the available scientific intelligence concerns certain issues of digitalization of professional
training of teachers, psychologists, law enforcement officers, social workers, etc. However, it should be
noted that there are no studies in which a system of forming the digital competence of specialists of
several related professions is developed.
A bibliometric analysis using the keywords “digital competence” and “professional training” made it
possible to single out 181 documents in which the clustering of keywords took place according to such
groups as psychological and pedagogical issues of education of different age groups and digitalization
of the educational process, the keyword through which the balance occurs “Education” determined the
connection of clusters.
The obtained results make it possible to determine some directions of further research, including
the study of the conditions of the organization of the educational process aimed at forming the digital
competence of representatives of groups of related professions.
References
[1] D. E. Super, J. O. Crites, R. C. Hummel, H. P. Moser, P. L. Overstreet, C. F. Warnath, Vocational
development: a framework for research, Teachers College, Columbia University, New York, 1957.
[2] J. L. Holland, Making vocational choices: a theory of careers, Prentice-Hall, Englewood Cliffs, N.J.,
1973.
[3] G. F. Kuder, E. E. Diamond, Occupational interest survey: general manual, 2 ed., Science Research
Associates, Chicago, 1973.
[4] S. Hvozdii, Training of future specialists of socionomic specialties to the safety of life and
professional activity as a socio-pedagogical problem, Health and Safety Pedagogy 1 (2016).
doi:10.31649/2524-1079-2016-1-1-40-47.
[5] H. Kuzan, Professional training of socionomy specialists in the dimentions of current demands
and realities, Youth and Market (2018). doi:10.24919/2308-4634.2018.147017.
[6] L. I. Mishchyk, T. M. Tiulpa, Essence foundation of socionic professions as socially directed kind of
activity, Bulletin of Oleksandr Dovzhenko Hlukhiv National Pedagogical University. Pedagogical
sciences (2017). URL: http://visn-ped.gnpu.edu.ua/index.php/uk/home1/25-2017.
219
Iryna V. Lovianova et al. CEUR Workshop Proceedings 209–223
[7] L. V. Burkova, Socioeconomic professions: innovative training of specialists in higher educational
institutions, Informsystem, Kyiv, 2010.
[8] O. Fireman, To the question of requirements for future specialists in the socionomic sphere,
Bulletin of the Alfred Nobel University. Series “Pedagogy and Psychology” (2021) 293–298. doi:10.
32342/2522-4115-2021-2-22-32.
[9] Declaration of Principles Building the Information Society: a global challenge in the new Millen-
nium, 2003. URL: https://www.itu.int/net/wsis/docs/geneva/official/dop.html.
[10] Draft UNCTAD XI negotiated text : United Nations Conference on Trade and Development, 11th
session, São Paulo, 13-18 June 2004. Draft annex, UNCTAD XI multi-stakeholder partnerships,
2004. URL: https://digitallibrary.un.org/record/521720?ln=en.
[11] R. Vuorikari, Y. Punie, S. Carretero, L. Van den Brande, DigComp 2.0: The Digital Competence
Framework for Citizens. Update Phase 1: The Conceptual Reference Model, JRC Science for Policy
Report EUR 27948 EN, Luxembourg, 2016. doi:10.2791/11517.
[12] J. Lokhoff, B. Wegewijs, K. Durkin, R. Wagenaar, J. González, A. K. Isaacs, L. F. D. dalle Rose,
M. Gobbi (Eds.), A Tuning Guide to Formulating Degree Programme Profiles: Including Programme
Competences and Programme Learning Outcomes, Competences in Education and Recognition
Project (CoRe), Publicaciones de la Universidad de Deusto, Bilbao, Groningen and The Hague,
2010. URL: https://eprints.soton.ac.uk/342498/1/Tuning_Guide_Publicada_CoRe.pdf.
[13] Digital Education Action Plan (2021-2027), 2024. URL: https://education.ec.europa.eu/focus-topics/
digital-education/action-plan.
[14] Verkhovna Rada of Ukraine, On the Basic Principles of Information Society Development in
Ukraine for 2007–2015, 2007. URL: https://zakon.rada.gov.ua/laws/show/537-16#Text.
[15] Cabinet of Ministers of Ukraine, On the approval of the Concept of Development of the Digital
Economy and Society of Ukraine for 2018–2020 and the approval of the plan of measures for its
implementation, 2018. URL: https://zakon.rada.gov.ua/laws/show/67-2018-%D1%80#Text.
[16] Digital agenda of Ukraine - 2020, 2016. URL: https://ucci.org.ua/uploads/files/58e78ee3c3922.pdf.
[17] Ukraine 2030E is a country with a developed digital economy, 2019.
URL: http://web.archive.org/web/20240324214658/https://strategy.uifuture.org/
kraina-z-rozvinutoyu-cifrovoyu-ekonomikoyu.html.
[18] President of Ukraine, National strategy for the development of education in Ukraine for the period
until 2021, 2013. URL: https://zakon.rada.gov.ua/laws/show/344/2013#Text.
[19] S. Papadakis, S. O. Semerikov, Y. V. Yechkalo, V. Y. Velychko, T. A. Vakaliuk, S. M. Amelina, A. V.
Iatsyshyn, M. V. Marienko, S. M. Hryshchenko, V. V. Tkachuk, Advancing lifelong learning
and professional development through ICT: insights from the 3L-Person 2023 workshop, in:
S. Papadakis (Ed.), Proceedings of the VIII International Workshop on Professional Retraining and
Life-Long Learning using ICT: Person-oriented Approach (3L-Person 2023), Virtual Event, Kryvyi
Rih, Ukraine, October 25, 2023, volume 3535 of CEUR Workshop Proceedings, CEUR-WS.org, 2023,
pp. 1–16. URL: https://ceur-ws.org/Vol-3535/paper00.pdf.
[20] Educational Technology Quarterly, 2024. URL: https://acnsci.org/journal/index.php/etq/.
[21] Educational Dimension, 2024. URL: https://acnsci.org/journal/index.php/ed/.
[22] CTE Workshop Proceedings, 2024. URL: https://acnsci.org/journal/index.php/cte/.
[23] T. A. Vakaliuk, D. S. Antoniuk, The use of digital technology in general secondary education
in ukraine: current state and future prospects, in: S. Papadakis (Ed.), Proceedings of the VIII
International Workshop on Professional Retraining and Life-Long Learning using ICT: Person-
oriented Approach (3L-Person 2023), Virtual Event, Kryvyi Rih, Ukraine, October 25, 2023, volume
3535 of CEUR Workshop Proceedings, CEUR-WS.org, 2023, pp. 17–31. URL: https://ceur-ws.org/
Vol-3535/paper01.pdf.
[24] O. M. Mikhailutsa, T. Melikhova, A. Pozhuyev, H. M. Kravtsov, Interactive teaching methods
with visualization for technical and economic students, in: S. Papadakis (Ed.), Proceedings of
the VIII International Workshop on Professional Retraining and Life-Long Learning using ICT:
Person-oriented Approach (3L-Person 2023), Virtual Event, Kryvyi Rih, Ukraine, October 25,
2023, volume 3535 of CEUR Workshop Proceedings, CEUR-WS.org, 2023, pp. 32–47. URL: https:
220
Iryna V. Lovianova et al. CEUR Workshop Proceedings 209–223
//ceur-ws.org/Vol-3535/paper02.pdf.
[25] O. P. Voitovych, R. M. Horbatiuk, I. S. Voitovych, M. P. Shyshkina, N. M. Shostakivska, Multilevel
continuing professional teaching for vocational education specialists, in: S. Papadakis (Ed.),
Proceedings of the VIII International Workshop on Professional Retraining and Life-Long Learning
using ICT: Person-oriented Approach (3L-Person 2023), Virtual Event, Kryvyi Rih, Ukraine, October
25, 2023, volume 3535 of CEUR Workshop Proceedings, CEUR-WS.org, 2023, pp. 169–183. URL:
https://ceur-ws.org/Vol-3535/paper10.pdf.
[26] M. Curca, Components of readiness of students-psychologists to use information technologies in
future professional activity, The Role of Digital Competence in the Educational System of the 21st
century 3 (2023) 86–92. URL: https://dj.univ-danubius.ro/index.php/DD/article/view/2525.
[27] M. B. Voloshchuk, Y. V. Toporivska, Didzhytalizatsiia osvity u dyskursi pidhotovky fakhivtsiv
sotsionomichnykh profesii: natsionalnyi ta yevropeiskyi vymir, in: M. Tripak, S. Petrukha,
A. Tymkiv (Eds.), Dominanty stanovlennia inkliuzyvnoho sotsiumu v Ukraini [Dominants of the
formation of an inclusive society in Ukraine], ZUNU, Kamianets-Podilskyi, 2022, pp. 270–280. URL:
http://dspace.tnpu.edu.ua/handle/123456789/28303.
[28] A. Leonova, M. Sliusarenko, Readiness of future specialists in the socionomic area for appli-
cation of digital technologies in professional activities as a pedagogical problem, Bulletin of
the Alfred Nobel University. Series “Pedagogy and Psychology” (2022) 191–200. doi:10.32342/
2522-4115-2022-2-24-20.
[29] O. Vasylenko, Components of readiness of students-psychologists to use information technologies
in future professional activity, Adaptive Management: Theory and Practice. Series Pedagogics 9
(2020). doi:10.33296/2707-0255-9(17)-01.
[30] L. A. Kartashova, N. V. Bakhmat, I. A. Plish, Development of teacher’s digital competency in terms
of information and educational environment of a secondary education eststablishment, Information
Technologies and Learning Tools 68 (2018) 193–205. doi:10.33407/itlt.v68i6.2543.
[31] H. V. Kozhukhova, Theoretical principles of the use of digital technologies in the profes-
sional training of future teachers, Innovative Pedagogy 2 (2019) 201–204. doi:10.32843/
2663-6085-2019-14-2-41.
[32] M. V. Moiseienko, Didactic terms of shaping pedagogical universities students’ digital competence
in the process of teaching informatics courses, The thesis for the scientific degree of the Candidate
of Pedagogical Sciences, in specialty 13.00.09 – Theory of Education, Kryvyi Rih State Pedagogical
University, Kryvyi Rih, 2021. URL: https://nrat.ukrintei.ua/searchdoc/0421U101927.
[33] Y. V. Topolnyk, Preconditions of information-and-communication technologies implementation
in the process of future pedagogists’ training, Bulletin of the Cherkasy Bohdan Khmelnytsky
National University. Series “Pedagogical sciences” (2018). URL: https://ped-ejournal.cdu.edu.ua/
article/view/2583.
[34] S. O. Semerikov, Educational Technology Quarterly: a new journal on the future of education in
the digital age, Educational Dimension 5 (2021) 179–180. doi:10.31812/ed.651.
[35] V. I. Kovalchuk, S. V. Maslich, L. H. Movchan, Digitalization of vocational education under crisis
conditions, Educational Technology Quarterly 2023 (2023) 1–17. doi:10.55056/etq.49.
[36] M. Kovtoniuk, O. Kosovets, O. Soia, L. Tyutyun, Virtual learning environments: major trends in
the use of modern digital technologies in higher education institutions, Educational Technology
Quarterly 2022 (2022) 183–202. doi:10.55056/etq.35.
[37] O. Prokhorov, V. Lisovichenko, M. Mazorchuk, O. Kuzminska, Implementation of digital technology
for student involvement based on a 3D quest game for career guidance and assessing students’
digital competences, Educational Technology Quarterly 2022 (2022) 366–387. doi:10.55056/etq.
430.
[38] T. Vakaliuk, O. Spirin, V. Kontsedailo, Formation of digital competence of CS bachelors in the use
of cloud-based learning environments, Educational Technology Quarterly 2021 (2021) 388–401.
doi:10.55056/etq.26.
[39] N. Morze, O. Buinytska, L. Varchenko-Trotsenko, S. Vasylenko, D. Nastas, A. Tiutiunnyk,
S. Lytvynova, System for digital professional development of university teachers, Educational
221
Iryna V. Lovianova et al. CEUR Workshop Proceedings 209–223
Technology Quarterly 2022 (2022) 152–168. doi:10.55056/etq.6.
[40] I. Zhorova, O. Kokhanovska, O. Khudenko, N. Osypova, O. Kuzminska, Teachers’ training for the
use of digital tools of the formative assessment in the implementation of the concept of the New
Ukrainian School, Educational Technology Quarterly 2022 (2022) 56–72. doi:10.55056/etq.11.
[41] I. Khyzhniak, K. Vlasenko, I. Viktorenko, V. Velychko, Training of future primary school teacher
for use digital educational resources in their professional activities, Educational Technology
Quarterly 2021 (2021) 103–117. doi:10.55056/etq.23.
[42] Y. Shapovalov, V. Shapovalov, B. Shapovalov, P. Antonenko, Synchronization competencies
provided by traditional educational system with real-life required competencies in conditions of
digital sociality, Educational Technology Quarterly 2022 (2022) 169–181. doi:10.55056/etq.3.
[43] O. Bondarchuk, V. Balakhtar, O. Gorova, N. Lytvynenko, N. Pinchuk, O. Shmanko, A. Kiv,
V. Oleksiuk, Features of responsibility of future specialists of the socionomic professions as
an indicator of their digital competence, Educational Technology Quarterly 2022 (2022) 35–55.
doi:10.55056/etq.12.
[44] T. Sych, Y. Khrykov, O. Ptakhina, Digital transformation as the main condition for the development
of modern higher education, Educational Technology Quarterly 2021 (2021) 293–309. doi:10.
55056/etq.27.
[45] M. Moiseienko, Didactic model of formation pedagogical universities students’ digital competence,
Educational Dimension 3 (2020) 347–357. doi:10.31812/educdim.v55i0.4379.
[46] O. Ovcharuk, I. Ivaniuk, A self-assessment tool of the level of digital competence of ukrainian
teachers in the context of lifelong learning: the results of an online survey 2021, Educational
Dimension 5 (2021) 75–88. doi:10.31812/educdim.4719.
[47] O. Pinchuk, A. Prokopenko, Actual areas of development of digital competence of officers of the
Armed Forces of Ukraine, Educational Dimension 5 (2021) 89–108. doi:10.31812/educdim.4720.
[48] T. Berezhna, S. Zaiets, S. Shybirina, Formation and Self-Development of the Students’ Digital
Competencies Within the Lifelong Learning System, in: S. Lytvynova, O. Y. Burov, N. Demeshkant,
V. Osadchyi, S. Semerikov (Eds.), Proceedings of the VI International Workshop on Professional Re-
training and Life-Long Learning using ICT: Person-oriented Approach (3L-Person 2021) co-located
with 17th International Conference on ICT in Education, Research, and Industrial Applications:
Integration, Harmonization, and Knowledge Transfer (ICTERI 2021), Kherson, Ukraine, Octo-
ber 1, 2021, volume 3104 of CEUR Workshop Proceedings, CEUR-WS.org, 2021, pp. 31–42. URL:
https://ceur-ws.org/Vol-3104/paper136.pdf.
[49] O. H. Fedorenko, O. H. Havrysh, V. Y. Velychko, Features of using Moodle tools in the training of
future social workers, Educational Dimension 7 (2022) 261–281. doi:10.31812/educdim.4714.
[50] O. V. Riezina, A. V. Puzikova, V. V. Kotyak, The experience of thesis writing in terms of the
methodological students’ digital competence development, Educational Dimension 7 (2022)
242–260. doi:10.31812/educdim.4715.
[51] T. I. Berezhna, S. V. Zaiets, S. O. Shybirina, Formation of digital competencies among students of
economic specialties, Educational Dimension 6 (2022) 149–163. doi:10.31812/educdim.4393.
[52] N. R. Balyk, G. P. Shmyger, Y. P. Vasylenko, V. P. Oleksiuk, Exploring modern trends in developing
a digital educational environment for university: A case study of Ternopil Volodymyr Hnatiuk
National Pedagogical University, CTE Workshop Proceedings 10 (2023) 45–63. doi:10.55056/
cte.545.
[53] A. O. Simakhova, A. E. Artyukhov, H. A. Shmarlouskaya, Problematic issues of digitalization of
education in Eastern Europe, CTE Workshop Proceedings 9 (2022) 1–15. doi:10.55056/cte.64.
[54] O. O. Martyniuk, O. S. Martyniuk, I. O. Muzyka, Formation of informational and digital competence
of secondary school students in laboratory work in physics, CTE Workshop Proceedings 8 (2021)
366–383. doi:10.55056/cte.294.
[55] V. Kovalchuk, S. Maslich, L. Movchan, V. Soroka, S. Lytvynova, O. Kuzminska, Digital transfor-
mation of vocational schools: problem analysis, CTE Workshop Proceedings 9 (2022) 107–123.
doi:10.55056/cte.107.
[56] M. V. Moiseienko, N. V. Moiseienko, I. V. Kohut, A. E. Kiv, Digital competence of pedagogical
222
Iryna V. Lovianova et al. CEUR Workshop Proceedings 209–223
university student: definition, structure and didactical conditions of formation, CTE Workshop
Proceedings 7 (2020) 60–70. doi:10.55056/cte.310.
[57] O. Hlushak, S. Semenyaka, V. Proshkin, S. Sapozhnykov, O. Lytvyn, The usage of digital technolo-
gies in the university training of future bachelors (having been based on the data of mathematical
subjects), CTE Workshop Proceedings 7 (2020) 210–224. doi:10.55056/cte.354.
[58] O. Strutynska, G. Torbin, M. Umryk, R. Vernydub, Digitalization of the educational process for
the training of the pre-service teachers, CTE Workshop Proceedings 8 (2021) 179–199. doi:10.
55056/cte.231.
[59] O. Ovcharuk, A. Gurzhii, I. Ivaniuk, L. Kartashova, O. Hrytsenchuk, T. Vakaliuk, M. Shyshkina,
The use of digital tools by secondary school teachers for the implementation of distance learning
in the context of digital transformation in ukraine, CTE Workshop Proceedings 9 (2022) 16–27.
doi:10.55056/cte.96.
[60] L. Fadieieva, Adaptive learning concept selection: a bibliometric review of scholarly literature
from 2011 to 2019, Educational Dimension (2023). doi:10.31812/ed.643.
223