Psychological and pedagogical conditions for the formation of digital competence of higher education learners

Abstract

The article examines the significance of psychological and pedagogical conditions in the
formation of learners’ digital competence, which is one of the key aspects of modernizing the educational process in the context of the ongoing digital transformation of society. It has been determined that the essential conditions include: the effective use of interactive technologies, the creation of a favorable psychological climate, the development of critical thinking, and the individualization of the learning process. These factors collectively contribute to the improvement of the educational experience in a digital age.
Special attention is given to the role of interactive technologies (Microsoft Teams, Padlet, Kahoot), which significantly enhance student engagement in learning, stimulate their motivation, and contribute to the development of independent learning skills. Interactive technologies, as a psychological and pedagogical condition, create a dynamic space for constructive pedagogical interaction, allowing students not only to acquire new knowledge but also to apply it creatively in real-world situations.
This promotes a deeper understanding of the material and fosters critical thinking.
The article also analyzes the impact of these tools on the quality of learning, the level of
knowledge acquisition, and overall student engagement during the educational process. The results of an experimental study conducted during the first semester of the 2024/2025 academic year at Kyiv Vocational College of Tourism and Hospitality are presented, confirming the effectiveness of using digital technologies in education and their positive impact on academic outcomes.
The study demonstrates that the integration of digital tools into the educational environment not only increases learners’ motivation and improves communication between teachers and students but also fosters the development of a favorable psychological and pedagogical environment. The article concludes by outlining prospects for further research aimed at improving psychological and pedagogical approaches to implementing interactive technologies in the education system, which will ensure the high-quality training of future professionals in the digital era.