Keyword: «digital educational platform»

The current stage of development of pedagogical theory and practice is characterized by the transition to learning within the modern information educational environment based on digital educational platforms. The need to organize the educational process at the present stage is in conflict with the insufficient level of preparedness of teachers and students for educational activities in the new conditions. The proposed approach consists in the development and implementation in practice of the regulation of pedagogical interaction between the subjects of the pedagogical process. Based on a review of domestic and foreign studies, a system of requirements for the regulations (complexity, detail, particularity and unambiguity) is developed. The methodological basis for the design of the regulation is determined. It includes the theory of contextual learning, and the place of the regulation in it (as an element of the semiotic learning model). The pedagogical regulation based on six key provisions is described. First provision: description of the main used objects, events and activities, requirements for them, and all possible subjects of the regulated process. The second position: the orientation of each subject of interaction to achieve specific results, bringing together the overall goal of learning; complete and comprehensive designation and bringing the results to all subjects of the educational process. Third position: scheduling and synchronization of actions of the teacher and students; determination of the time frame for events and procedures planned within the course, regulation of the timing of the certain work implementation. Fourth provision: transparency and accessibility of information about the course of the educational process based on a certain format and procedure for notifying the subjects of the educational process about all significant time milestones. Fifth position: providing feedback and counseling. Sixth provision: regulation of the assessment system and transparency of the assessment system for all subjects of the educational process. In accordance with the accepted theoretical provisions, the exemplary content of the regulations for the pedagogical interaction of the subjects of the pedagogical process occurring within the framework of the information educational space is outlined. The theoretical significance of the study lies in the fact that a comprehensive approach to the construction of pedagogical regulations is proposed, which includes a methodological basis, a system of requirements and a structure. The practical significance of the proposed regulation is due to the fact that it will significantly compensate for the problem of insufficient readiness of teachers and students for educational activities (in its various aspects) within the framework of the modern information educational environment based on digital educational platforms.

The relevance of the research is due to the systemic gap between the outcomes of traditional construction personnel training and the rapidly increasing demands of the industry. Graduates often lack comprehensive integrated professional competency that synthesizes fundamental knowledge, practical skills in using modern software, and managerial and corporate competences. We see overcoming this contradiction in the strategic integration of academic and corporate university resources aimed at creating a holistic educational environment. However, the mere declaration of partnership is insufficient. Specific organizational and pedagogical mechanisms and tools are needed to ensure not episodic but systematic, manageable, and measurable interaction among all participants. Specialized project-based learning platforms are such tools, capable of becoming the digital backbone of integration. The aim is to identify and evaluate the integration potential of a digital project-based learning platform that facilitates interaction between academic and corporate components for the training of civil engineers (using the UrFU “Project Team Interaction” platform as a case study). The leading research method is an in-depth case study, implemented through a set of empirical methods including the analysis of students’ digital activity traces, a survey of three user groups (students, academic supervisors, corporate mentors), interviews, quantitative and qualitative data analysis, and statistical processing of the results. The study identified the architecture and defined the functional modules of the platform, covering the full cycle of student project management. Its application led to a significant improvement of students’ professional competences and reduced the subjective variance of final grades by making the process objective through digital activity traces. Corporate partners highly appreciated the transparency of the process and the possibility of prompt intervention, while the structured digital project portfolio increased graduates’ competitiveness in the labor market. The theoretical significance of the work lies in developing the concept of digitalization as a backbone element of integration processes in engineering education. The practical significance lies in presenting a proven model and tools that can be adapted by other technical universities to build effective industry-specific educational systems.

Improving the forms and methods of assessing the level of development of students’ professional competences during a demonstration exam, obtaining accurate, subjectivistic expert assessments and converting them into managerial decisions to adjust students' individual educational trajectories is an urgent pedagogical problem. The aim of the article is to summarize the theoretical provisions of the scientific research conducted by the authors on this issue, to evaluate the results of experimental work, including methods and algorithms for objectively assessing the level of formation and development of professional competences in students during intermediate and final attestations, and to develop management solutions to adjust the student's individual educational trajectory depending on the results shown. We solve this task based on the general principles of the competence-based education paradigm and the pedagogical concept of organizing e-learning at a university. The level of development of students’ professional competences during a demonstration exam is assessed by an expert using a variety of linguistic variables. Linguistic variables are then mapped onto quantitative scales, which makes it possible to eliminate ambiguities by converting expert estimates into precise quantitative values of the membership function using the mathematical apparatus of fuzzy sets. Having presented the student as a fuzzy set of values of the membership function and having a reference fuzzy set of values of the membership function, we compare the achieved and reference values of the development level of students’ professional competences. Based on the results obtained, a variety of management solutions are developed to correct the student's individual educational trajectory. A pilot study was conducted on the basis of the Voronezh State Pedagogical University and the Azov State Pedagogical University named after P.D. Osipenko. The results obtained have shown the high pedagogical validity and effectiveness of the proposed method, which is the basis for its practical implementation in virtual educational environments and digital platforms of educational institutions. The introduction of the methodology and algorithm proposed by the authors for an objective assessment of the level of formation and development of professional competences in students during intermediate and final attestations into the practical work of educational institutions at various levels makes it possible to increase the effectiveness of demonstration exams and the educational process as a whole, optimize the educational process, ensuring that students achieve their individual educational goals.