Psychological Determinants of Success in Mastering Digital Competencies in the Master's Program

Introduction. In the context of the rapid development of information technologies and their integration into the educational process, mastering digital competencies is becoming an important aspect of undergraduates' training. The article is devoted to the analysis of the psychological reasons for the lack of success in mastering digital competencies in the master's program. Factors such as internal and external motivation, self-efficacy, psychological barriers to their mastery, and others are considered. Materials and methods. The study was conducted in five stages: 1) theoretical analysis, synthesis, generalization and structuring of scientific information from literary sources; 2) analysis of regulatory documentation; 3) assessment of digital competencies using the Digital Citizen service; 4) standardized survey; 5) data analysis, formulation of conclusions and practical recommendations for psychological support of the process of mastering digital competencies. Results. The theoretical analysis allowed us to define the boundaries of the concepts of "digital competencies" and "digital competence". Digital competencies is a specific skill or ability to use a particular type of information and communication technology (ICT) to solve practical problems. Digital competence is the integral ability of a subject to confidently, effectively, critically and safely choose and apply ICT in various spheres of life, as well as his psychological readiness for such activities. That is, digital competence, in addition to the totality of digital competencies, also includes the psychological determinants of their acquisition and application. An analysis of FGOS 3++ showed that more than 50 % of them contain no mention of digital competencies or are reduced only to information literacy, which is clearly not enough. An empirical study at Gatchina State University (GSU) showed that undergraduates have a fairly good command of digital competencies. However, about 50 % of undergraduates believe that their digital competencies are not sufficiently formed in the learning process, despite the fact that they have an internal motivation to form digital competencies. Respondents also identify such psychological barriers to mastering digital competencies as: insufficient cognitive development, insecurity, anxiety, an overabundance of information, barriers related to digital communications. Discussion and conclusions. The actualization of the technical and organizational aspects of the digital transformation of education has undeservedly overshadowed the issues of psychological determinants of the success of mastering digital competencies. The psychological aspects of mastering digital competencies may not only be ignored, but may not even be monitored. In these conditions, it is necessary to keep in focus precisely the psychological causes and mechanisms of mastering digital competencies and not only focus on the level of digital competencies, but strive to form digital competence as a systemic property of a personality. Special attention should be paid to the development of cognitive abilities, internal motivation and self-effectiveness in mastering digital competencies, as well as reducing the level of personal anxiety. The article suggests the directions of psychological support for mastering digital competencies among undergraduates.