STUDENTS’ DIGITAL SUBJECTIVITY AS A FACTOR IN INDEPENDENT LEARNING ACTIVITIES

Abstract

The article presents the results of an empirical, in which influence of students’ digital subjectivity is considered as a factor in their independent learning activities. The relevance of this work stems from the transition of higher education institutions to hybrid learning formats. The conducted research allowed us to theoretically substantiate and empirically confirm that digital subjectivity is a statistically significant, although not the only, factor in students’ learning activities in a modern university. The developed diagnostic tools have shown their validity and reliability by identifying specific growth areas, primarily in the field of reflexive and regulatory skills. The formation of digital subjectivity is not just a response to the challenges of digitalization, but an investment in meta – competence that will allow graduates to be flexible, self-learning and responsible subjects in any professional and life situation. The results can be used to develop methods for organizing students’ independent work, taking into account the level of digital subjectivity.