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DOI 10.52172/2587-6945_2022_20_2_93


The importance of the research is explained by the transition to the digital economy. This fact entails the need to train competent specialists in the system of higher education who are ready not only to fulfill effectively their professional duties and use digital technologies, but who can also efficiently carry out their social functions. The fulfillment of these functions turns out to be completely impossible unless the students possess a system of certain values that helps guide all types of activities in which they take part both during their study at university and during their professional career. This article highlights and substantiates the values included in the contents of the social maturity of technical university undergraduates, which determine the process of its formation in the conditions of digitalization of the higher education system. The abovementioned values form a system that includes three subsystems: basic, normative-state and pedagogical values, which include values-goals and values-means. Each of the subsystems performs a corresponding function: methodological, which allows us to determine the contents of students’ social maturity, regulatory, which directs students' activities to achieving socially significant results, and instrumental, which regulates pedagogical interaction in the university educational process. Digitalization values are included in the second subsystem. They are determined by the peculiarities of the modern digital society, and influenced by human, technological and economic factors. The usage of digital educational technologies as values-means characterizes the digital educational process. They possess the following didactic properties: interactivity, freedom of information search, multimediality, individuality, youth orientation, hypertextuality.


Values, social maturity of technical university undergraduates, digitalization of higher education, formation of social maturity.