An important factor in the effective functioning of a modern person is their involvement in the digital environment. Especially valuable in our time is a propensity for creativity and self-expression. Under the conditions of quarantine caused by COVID-19 utilization of digital technologies in this process has become of great importance in the life of society. The article analyzes various points of view on the issue of digitalization of public relations and the place of a person in this process. In addition, the authors clarify the essence of the definition of digital creativity through the analysis of definitions of “creativity” and “digital environment”. The definition of “creativity” is considered in such combination of directions of application: creativity as an innovation, creativity as a process, creativity as an ability, creativity as stages of thinking, creativity as a result of action. The authors note that digital environment is formed from the technical side (computer technology) and human interaction with it – both as a creator of this environment and as an inhabitant. The study notes that currently the place of a creative person in the digital environment can be represented as two poles and a range of options between them: the first pole is denying digital technology for their work, commitment to traditional materials and techniques, or blocking creativity; the second pole – transhumanism for creative processes – the willingness and desire to merge with digital technologies to be able to take full advantage of innovations, enhancing their capabilities (physical, mental, intellectual, etc.) through biotechnology and interfaces. There is a large number of options between these two poles – the use of computer technologies accompanying creative process (communication, publication, equipment); primitive programs for leisure self-realization (for any student on the phone) supplementing the traditional spheres of art and creativity with new digital capabilities (computer graphics, programs for creating and arranging music, virtual backgrounds, mapping and lighting scenarios in theater and dance) interaction of digital and physical space (augmented reality, architectural mapping) virtual reality as an alternative or analogue of physical or as a reflection of someone's mental and imaginative reality; non-invasive neuro-interfaces. It has been determined that one of the most promising areas for the implementation of creativity in the digital space is educational activity. The authors note that one of the most effective means to incorporate creativity in the digital environment is project activities. It is important to note that these activities should be varied and involve different digital tools and technologies.

No abstract

Introduction. During the period of military aggression and military terrorism on the part of the Russian Federation on the territory of Ukraine, digital technologies play a very important role in the timely receipt of operational information for physical survival, notifications about actual changes in the infrastructure, and communication between the state and citizens. New services have been created or existing ones adapted to military needs, which are filled with official up-to-date information, providing users with opportunities to save lives and adapt to the ever-changing military conditions. The article examines digital solutions created by the state and its representatives, which can be effective tools that complement adaptive coping strategies in the conditions of hybrid warfare. Purpose of the article is to identify examples of applications, channels, chats and other digital solutions suitable as auxiliary tools for the application of various categories of adaptive coping strategies. Methodology. A scientific analysis of the stress level of Ukrainian citizens during the period of military aggression by the Russian Federation and the coping strategies used by them to reduce the stress level was conducted. It is shown that for the effective use of digital solutions that save the lives of citizens during the war, a basic or average level of digital literacy is required in accordance with the digital competence testing of Digigrams, especially in the indicator "information literacy, ability to work with data". The transformation of the city's digital service during the war was considered using the Kyiv Digital application as an example. Results. The presence of digital services available for installation on mobile devices, which are suitable for use in coping strategies focused on problem solving, and the insufficiency of the number of digital services that could become tools for supplementing coping strategies focused on emotional states were revealed. It was determined that the creation of digital services aimed at solving basic needs during the hybrid war became a forced incentive to increase the average level of digital literacy of Ukrainians. It has been found that a sufficient number of digital solutions have been developed to help citizens survive in wartime, but digital services are lacking as tools for coping strategies to balance The uniqueness of the Ukrainian experience of the use of digital technologies by the state in the period of hybrid warfare compared to the experience of other countries and recognition of the value of this experience at the Smart City 2022 World Congress is determined. An example of the introduction of digital solutions for the security and warning of citizens is given - the German national Cell Broadcast notification system. Conclusions. Based on the obtained results, the need for digital services andtechnologies aimed at reducing the stress level of Ukrainian citizens, for their mental healthand psychological assistance after psychological trauma from military operations in thecountry, is theoretically substantiated.

Актуальність. Наслідки поширення COVID-19 призвели до екстреної дигіталізації багатьох суспільних процесів, до чого середньостатистичний громадянин України не був готовий та що з'явилося стресогенним фактором для населення країни. Розвиток цифрової держави, який передбачає перенос багатьох суспільних процесів та процедур у кіберпростір, значно ускладняється недостатнім рівнем цифрової компетентності громадян, Метою статті є огляд основних напрямів визначення загальної цифрової грамотності, сформульованими та застосовуваними у світовому співтоваристві, у тому числі в Україні, для визначення рівня дигітальної компетенції. Методологія. Для перевірки сформованості цифрової компетентності оглянуті найпоширеніші у світі методології визначення медіакомпетенції, які стали основою тестування на державному рівні у багатьох країнах світу, також і в Україні. Показано, що для формування повноцінної цифрової держави та сучасного суспільства необхідна впевненність громадян у кібербезпеці, що є також підставою для розвитку цифрової грамотності. Визначено, що для сформування цифрової компетенції потрібна регулярна діагностика рівня цифрової грамотності. Результати аналізу практичного застосування сертифікації по системах самотестування рівня цифрової грамотності Цифрограм, DigComp та ICDL дає змогу визначити напрями їх використання для дослідження та підвищення загального рівня медіаграмотності громадян України. Варіант самооцінки своєї компетенції (Digital Competence Wheel) дає уявлення про наявний спектр затребуваних цифрову епоху навичок. Цифрограм є перевіркою актуального володіння операційною системою. Варіант конкретних практичних питань на знання та володіння дигітальними інструментами дає об'єктивне розуміння своїх реальних знань на даний момент та обсяг теми (ICDL Україна, DigComp AT Австрія). Визначення сильних сторін власної цифрової компетенції може бути основою освоєння громадянами нових навичок. Перспективи подальших досліджень. На основі отриманих результатів теоретично обґрунтована необхідність формування цифрової грамотності, яку потрібно починати з визначення рівня цифрової компетенції.

The article considers modern technologies for reading signals from the human brain and nervous system and selects the optimal technology to improve the efficiency of adult learning with the help of a neurocomputer interface. Existing brain-computer interfaces (BCI) technologies can be divided into invasive and non-invasive. The first, invasive BCIs, are neuroimplants in certain parts of the brain that work on the basis of electrocorticography (ECOG) or intracranial EEG (iEEG) technology and do not require deep intervention in brain structures; or another invasive BCIs, based on intracortical recording technology using implants with electrodes placed in brain closer to the signal source, and required more complicate operation. The second, non-invasive BCI, reads signals from the brain and nervous system and is based on electroencephalogram (EEG). Compared to invasive BCIs with their more accurate signal, transcranial BCIs communicate with the brain through the skull bones, muscles, and all tissues. Their use does not require intervention in the human body. To increase the effectiveness of training, there was chosen a physiotherapeutic method of transcranial electrical stimulation (TES) in combination with a braincomputer interface based on electroencephalography (EEG), as the most accessible non-invasive method of exposure and feedback due to BCI without known side effects to mental functions and personality. The use of brain-computer interfaces, in particular transcranial electrical stimulation in combination with electroencephalography, increases cognitive abilities in learning, including multitasking. This method can also be used to increase the effectiveness of human assimilation of the necessary new digital environments and is used not only for training complex professions, but also for the masses. Side effects on higher mental functions and personality have not been sufficiently studied to recommend or avoid the use of neurocomputer interfaces for widespread use in education.