DIGITAL PROFESSIONAL COMPETENCE OF PHILOLOGY STUDENTS: APPROACHES AND DESCRIPTION OF THE PHENOMENON

Abstract

The article explores the phenomenon of digital professional competence among philology students as a response by the higher education system to the challenges of digital transformation. The expansion of the professional fields of philology graduates, as well as changing teaching standards, make the task of developing digital professional competence particularly important. The objective of the study is to theoretically describe the phenomenon of digital professional competence and substantiate approaches to its development in philology students. Based on a comparative analysis of professional standards and job functions, the work identifies an invariant set of cross-cutting technologies that form the core of digital professional competence. The proposed four-level scale is correlated with the stages of university education and the specific professional roles of philology graduates. The obtained results can be used in the design of educational programs and the development of assessment tools for philology students.