The article highlights the issues of developing a system for digital competence of the teacher. The paper describes the research that resulted in the development and implementation of the system for digital professional development for university teachers at the Borys Grinchenko Kyiv University. The principle of system adaptation is realized in two directions: to time possibilities of testing and minicourse passing; to needs of teachers according to professional direction and disciplines taught. A model of organisation of this system based on self-assessment, self-education and micro-teaching principles has been developed. The main structural elements of the system are diagnostic test and sets of minicourses. The approaches to the formation of the diagnostic test, including ensuring its integration, variability and validity, as well as the principle of its use in order to establish the level of digital competence of teachers in accordance with the developed corporate standard of digital competence were applied in detail. Using the example of the compulsory level of digital competence Analyst-Researcher (A) the use of mini-course sets for Integrator (B1), Expert (B2), Leader (C1) and Innovator (C2) levels are described. The system allows teachers to build their own professional development trajectory as a digital footprint reflected in a personal study, and the use of embedded business intelligence tools provides a visualised holistic picture of digital professional performance. The place of the system and its further development for professional development in the digital twin of the educational institution is highlighted.

Video materials belong to the most powerful tools in educational process because they provide learners simultaneously with auditory and visual information. Thus, according to the Edgar Dale’s cone of learning they are more effective than classical classroom lectures, reading textbooks or listening to podcasts. Moreover, video as a part of a learning routine appeals better to modern students who are used to gaining knowledge from digital sources. The article presents data on video materials implementation into an electronic learning course (ELC) of a university both as a part of distant learning system and for providing information for flipped learning process. In addition, the question of using videos in the classroom is given attention. The article also deals with peculiarities of educational video design considering psychological features and studying patterns of modern students who mainly belong to z-generation. That is why microlearning is considered as a successful distant learning implementation method for the above mentioned purposes. Video materials for microlearning should not be more than 15 minutes long, should have clearly structured information and involve student into the learning process. There are different types of videos used in ELC such as introductory videos, video lectures, video instructions, additional materials videos, interactive videos. In spite of variety of the content all types of video materials undergo the same design procedure with the following steps: splitting materials into logically completed parts, defining notions, writing meaningful questions, structuring components of the video etc. Designing a video for an electronic learning course must be a carefully planned process to ensure high quality of a finished product. Preceding and following activities also have to be designed to receive maximum outcome from the course.

Abstract. Nothing in the world happens without innovations: new ideas, new products, and new solutions of the existing problems. Without science, technologies, engineering and STEM there will be no innovations. Development of STEM education has fundamental importance for development of modern information society. Even today in Ukraine the process of introduction of STEM and STEAM in education gains the increasing value. Training courses dealing with questions of Internet of things, built-in systems and other directions of modern engineering take root in higher education institutions. An example of such training course is training of students of various specialties of 3D printing technology and formation of skills of the use of these technologies for the creation of own innovative projects within their professional competences. Possibilities of the use of 3D printing in educational activity are presented in the article. The analysis of experience of STEM and STEAM education in other countries is carried out.

The article presents the results of the research on e-learning system utilization at Borys Grinchenko Kyiv University by humanities students and teachers. Digitalization of humanities pedagogy is an integral part of the educational process today and e-learning systems belong to the most powerful digital instruments used at higher education institutions. Therefore, the topic of digital humanities implementation in existing at universities e-learning systems is high on the agenda. In particular, attention should be paid to the possibility of innovative teaching methods utilization with the help of the e-learning system resources. The authors focus on the capabilities of LMS Moodle for implementation of collaboration, flipped classroom technology, peer assessment and project-based learning. Utilization of such activities as Workshop, Wiki, Google Meet for Moodle as well as instruments and settings (embedded video, group submission) for implementation of innovative teaching methods are considered. The correlation between the request of humanities teachers and students and Moodle LMS options for its implementation is shown.Increased use of the e-learning system for innovative teaching methods provision is highlighted as a development area for humanities teachers.