APPLICATION OF DIGITAL TECHNOLOGIES IN ORGANIZING SELF-DIRECTED LEARNING ACTIVITIES OF HIGHER EDUCATION STUDENTS

Abstract

The article is devoted to studying the issue of applying digital technologies in organizing self-directed learning activities of higher education students. It has been established that self-directed learning activities gain special importance in the context of globalization and digitalization of society, as well as increasing demands on the professional competence of specialists in the labor market. It has been determined that today digital technologies play a significant role in transforming the educational process, providing students with access to diverse information resources and interactive platforms to ensure personalized learning. Consequently, the role of these technologies in organizing self-directed learning activities of higher education students is significantly growing. The publication clarifies the essence of the concept of self-directed learning activities as an educational activity methodologically and organizationally guided by an educator, aimed at forming professionally necessary knowledge, skills, and competencies among students, which is independently performed by learners within the scope of in-class or extracurricular work. The possibilities of using digital technologies to organize these activities have been identified. Various types of digital technologies that are appropriate for use in selfdirected learning activities have been characterized, including mobile applications, distance learning platforms, virtual simulators, and more. Key advantages of these technologies (such as adaptability, interactivity, etc.) as tools for organizing selfdirected learning activities of higher education students have been analyzed. Major risks associated with using digital technologies in the educational process have been highlighted, including information overload, unequal access to resources among learners, the necessity for students to develop self-discipline, and others.