The purpose of the work is to analyze the technical, methodical and psychological aspects of digitalization in education and, in particular, the methods of ensuring the effectiveness of independent work of students in the conditions of e-learning. The main attention is paid to the problem of the influence of interactive educational technologies on the formation of external and internal motivation of students of economic specialties to study mathematical disciplines. Methodology. In the conditions of e-learning continuous monitoring of the success of students in mastering mathematical methods and their application to solve economic problems was carried out. The success of each student in performing each type of work separately, as well as his overall rating among other students in the group, were determined. These results were supplemented by the results of the students' questionnaire regarding their own attitude towards interactive technologies as a tool aimed at forming motivation for learning. Results. The virtual environment for e-learning was built using Moodle LMS and contained learning digital resources of various levels of interactivity, including electronic multimedia publications. This helped to fully meet the needs of the distance educational process. To form the student's external motivation, the authors used an electronic journal in which the types of current tasks, points for their completion, the student's rating for each type of tasks, as well as for all types of tasks in general, are defined. To support internal motivation, interactive learning elements were developed and implemented. The effectiveness of the use of digital resources was confirmed during the monitoring of students' success and by the results of the survey of the participants of the experiment. Conclusions. A significant advantage of the use of interactive components in the educational process should be considered the creation of conditions for a better understanding of theoretical material and using mathematical apparatus for solving real economic problems. The use of multi-level digital resources gives the student the opportunity to build an individual educational environment that increases internal motivation to study.

The aim of the study is to optimize the structure of training to ensure the formation of professional skills. The task is the definition of e-learning tools that should be used to ensure the effectiveness of professional training and retraining. The object of the study are especially implementation of competence-based approach in higher education, the subject of study – the use of LMS tools during trainings and business games for the masters of economics. The study is experimental and was conducted in the disciplines which form a cycle of continuous mathematical training. Virtual learning environments, which are used in the educational process are Moodle and Google Classroom. It was shown the effectiveness of visual conference for the formation of professional skills not only students full-time study, but also for professionals undergoing training or retraining. Further research in this area should be associated with the development of the system of assessment of independent work of the student and his work during a visual conference.

The aim of the study is to optimize the structure of training to ensure the formation of professional skills. The task is the definition of e-learning tools that should be used to ensure the effectiveness of professional training and retraining. The object of the study are especially implementation of competence-based approach in higher education, the subject of study – the use of LMS tools during trainings and business games for the masters of economics. The study is experimental and was conducted in the disciplines which form a cycle of continuous mathematical training. Virtual learning environments, which are used in the educational process are Moodle and Google Classroom. It was shown the effectiveness of visual conference for the formation of professional skills not only students full-time study, but also for professionals undergoing training or retraining. Further research in this area should be associated with the development of the system of assessment of independent work of the student and his work during a visual conference.

Examines the opportunities that are provided through the using of interactive technologies in the teaching of disciplines of the mathematical cycle. These disciplines are basic in the training of future economists and managers. Examples of the positive impact of using the “flipped” classroom technology on the perception of new material in the context of online learning are given. And also praxis of using elements of gamification for the formation of students’ competencies related to the use of the mathematical apparatus in their future professional activities are demonstrated.

The article examines educational technologies that are used for the formation and development of human potential with the aim of improving business management in modern conditions. The dual nature of learning as a system was taken into account. On the one hand, the growth of human potential determines the development of business. On the other hand, providing quality educational services is a business in itself. In the light of the concept of “LifeLong Learning”, the analysis of the correlation between learning theories and technologies at such stages of human potential formation as Preparatory & Secondary School – Higher Education – Business Training was carried out. Particular attention was paid to the study of the role of digitalization in modern realities. The global network readiness NRI was considered as indicators of the level of digitalization of various countries. A comparative analysis of the level of development of digital technologies and its application in the education system at all stages of learning is carried out. These data were compared with the success of the economies of various countries as a consequence of the level of human potential development. Particular attention was paid to the issues of distance learning as a way to ensure the availability of education that is, the implementation of the “Education for All” policy. Examples of the use of various e-learning systems for online and offline training in the context of the COVID-19 pandemic are given.