Журнал зарегистрирован в Федеральной службе по надзору в сфере связи, информационных технологий и массовых коммуникаций (Роскомнадзор), свидетельство о регистрации ПИ №ФС77-65159 от 28 марта 2016 г. Учредитель: федеральное государственное бюджетное образовательное учреждение высшего образования «Кемеровский государственный медицинский университет» Министерства здравоохранения Российской Федерации

The article reveals the main approaches to the concept of «digitalisation» in Russian and foreign literature. It appeared in the 1970s, and since 2013, due to transferring digital business models into economy, the fifth stage of digitalisation has begun. In education that stage is characterised by using in educational processes models and technologies of digital cooperation and production of services, which leads to reformatting and updating of education. At the same time, there is a problem of understanding the essence of digitalisation and giving its definition. In accordance with the specifics of denining digitalisation, the authors consider two approaches to be applicable to digitalisation in educational sphere – application of digital resources in education (technological integration, when digitalisation is designed to optimise the educational processes with help of digital technologies); digitalisation of the curriculum and educational goals (including digital literacy in national educational standards; in that meaning digitalisation is meant to teach students to work with digital technologies and develop their digital competences). The authors of the article consider digital processes in education as necessary for transition to the digital economy and training of appropriate personnel. Digitalisation is recognised as a positive phenomenon changing the organisation of teaching processes and teacher education in accordance with the demands of time.

In a view of implementation of the concept of scientific and technological development in the Russian Federation, the problem of systemogenesis of pedagogue’s work and training is topical for modernisation of pedagogic education as an institution. Issues about origin and specifics of such values are still not quite clear in science, although they make the basis of goal-setting and updating of curriculums in pedagogic education. The digital transformation of the Russian society has generated new, "digital values" of pedagogic activities and has led to modification of traditional values in this area. Values as separate characteristics of pedagogic activities significant for a person are objective and do not depend on the person; instead, they influence people’s attitudes and actions. The values appearing and transforming due to digitalisation of the society and education require a revision of the theory and practice of organising educational activities. So it is of great importance, to identify traditional and post-traditional, the so-called "digital values" of pedagogic activities as well as mechanisms of formation and influence on the pedagogues’ training. These tasks are supposed to be solved by the scientific theory about transformation of the value content of pedagogic activities under digital modernisation of the society.

The development of digital technologies leads to increasing of their distribution and spread in various areas of everyday life. One of those areas is education. It endures impact of digitalization, while trying to develop students' competencies needed for life in a digital society, and to adapt the capabilities of digital devices to their interests and needs. Their using in pedagogical practice depends directly not only on the educational institutions, but also on the teacher himself. Universities have been interested in E-learning elements since the early 2000s, but COVID-2019 has urged many of them to step up their work, which resulted to active creation of an E-learning environment. At the same time, many teachers feel insecure in the digital educational environment, have a view of possibilities of digital media and programs, their advantages in organizing lectures, seminars, practical classes and homework. It is obvious that digitalization of education is the future of education, and therefore teachers need to be informed and enlightened. The purpose of this article is to analyze a number of didactic aspects in digital education applied to universities. The paper shows the advantages and threats of such educational technologies, and shows the features of their application in higher education using specific universal examples. The authors note that despite the abundance of theoretical works on this topic in the world, there are very few empirical studies comparing separate models of digital learning with traditional ones, and their results are very contradictory. However, although the higher effectiveness of distance learning is not clearly proven, traditional didactic practices in higher education need to be modernized, and digital concepts will be improved to overcome their shortcomings.

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