Keyword: «digitalization of learning»

The development of digitalization processes in education, including higher education, leads to better competitiveness of University graduates. At the same time, students have additional prospects for realizing their labor potential in the digital economy, since the digitalization of educational process allows students to adapt to the specific requirements of economic processes taking place in the digital sphere. Education in the context of digitalization is carried out using distance learning technologies, information systems and learning management systems. The need to assess the attitude of students towards them determined this study aimed at identifying problematic aspects in students’ attitude to the use of distance technologies in education and assessing their readiness to participate in educational processes in the digital environment. In this regard, the purpose of the study includes studying the attitude of students to participation in distance learning processes, implemented by means of information educational technologies and learning management systems use, as well as the introduction of distance learning elements. The study was carried out on the basis of examining the personal opinions of students, recorded and processed in a certain way. The study involved the use of an integrated approach, characterized by the use of various research methods: in particular, observation, survey based on a questionnaire, summary and generalization of the results were implemented. Graphical visualization was also used, which made it possible to visually present the results of the study of students' opinions. The article examines the opinion on the use of distance learning technologies in the implementation of the digital education system, which makes it possible to identify the impact of distance learning on the formation of students' competences. When conducting the study, all its aspects were considered on the example of KNRTU named after A. N. Tupolev (Kazan) and the distance learning processes implemented at the university to prepare students for activities in the context of the economy digitalization through the introduction of new educational technologies into the educational process.

The article examines the main approaches to understanding SMART education and clarifies its meaning in relation to creative specialties using architectural school as an example. The paper shows the difference between SMART education, digitalization of learning, e-learning, and media education. The author proposes an interpretation of SMART education as an adaptively organized, pedagogically rethought, and technologically enriched system of project-based, research-based, and studio learning that connects the student, the teacher, the professional community, and intelligent tools within a unified physical and digital environment. The structure of SMART education in architectural school is substantiated as including both core pedagogical and environmental components and modern extensions such as artificial intelligence, hybrid formats, gamification, VR/AR technologies, BIM modeling, and professionally oriented digital communication.