FORMING DIGITAL COMPETENCE OF FUTURE PRACTICAL PSYCHOLOGISTS BY MEANS OF INNOVATIVE PEDAGOGICAL TECHNOLOGIES

Abstract

In a digital society, the success of the professional activity of practical psychologists is determined by how freely they can apply advanced technological innovations (artificial intelligence tools, social networks, online programs for data collection, processing and personal data protection) to provide psychological assistance and ensure adequate social and psychological support for clients in a digital format. Future practical psychologists' professional training should contribute to forming their digital competence and involve using innovative pedagogical technologies in the educational process. The study aims to substantiate the feasibility of introducing innovative pedagogical technologies to the formation of future practical psychologists’ digital competence in the educational process of higher education institutions. Achieving the research aim required the use of theoretical analysis of scientific and pedagogical literature on the research problem and methods of generalising the research results. The theoretical analysis of the scientific pedagogical literature allowed the author to identify innovative pedagogical technologies that contribute to forming future practical psychologists' digital competence and reveal their application features. The pedagogical technologies identified by the author (problem-based learning, blended learning, Flipped Classroom, research and development activities using digital technologies, project-based learning, simulation and game-based learning) correspond to the psychological peculiarities and the ways of thinking of future practical psychologists as representatives of the digital generation and aim to form and develop future practical psychologists’ soft skills and key competencies for lifelong learning (including digital competency). It should be noted that their systematic use in the educational process makes it possible to develop both future practical psychologists’ practical skills in providing psychological assistance in person (during personal meetings) and in an online format (remote synchronous and asynchronous communication through digital tools and services). The author will aim his further research at developing and theoretically substantiating the organisational and pedagogical conditions for forming future practical psychologists' digital competence.