Digital Infrastructure of the Educational Environment for the Professional Training of Future Economists

The theoretical foundations of the formation of a digital infrastructure for the educational environment for training future economists are considered. The information and educational environment of a higher education institution is defined as a system of means of information transfer, software and methodological support, which is aimed at providing information services and resources of an educational nature. The digital educational environment is considered as an integrative system that combines information and communication technologies, digital resources, technical means, platforms, services and methodological support in order to ensure high-quality and accessible education. Contradictions that need to be overcome for the effective functioning of the information and educational environment of a higher education institution are identified, namely between: the use of traditional forms of teaching by older teachers and the use of information resources; the potential and real possibilities of digitalisation of the educational process in a higher education institution; traditional methodological support and digitalisation of the educational process. The essence and features of building a digital infrastructure for the educational environment for the professional training of future economists are revealed; the components of the information educational environment (computers, multimedia devices, interactive whiteboards, the Internet, StarLink, video conferencing, electronic platforms, cloud services, social networks, artificial intelligence, virtual and augmented reality, etc.) are identified; the components of the digital educational space infrastructure (digital resources, modern pedagogical technologies, forms of information interaction between participants in the educational process, technological means of information computer technologies, equipment, databases) are identified; a nomenclature of digital tools and resources for the educational process is created; the main objects of digital information in economic activity are identified. The components of the information and educational environment and the components of the digital infrastructure have been identified, in particular artificial intelligence, cloud technologies, multimedia devices, video services, adaptive digital platforms, augmented and virtual reality. The feasibility of using parsers, digital ecosystems, personalised educational profiles and recommendation mechanisms for individualising learning and increasing its effectiveness is justified. A list of relevant digital tools that ensure continuous interaction between participants in the educational process is provided. It is concluded that the creation of digital infrastructure not only contributes to improving the quality of training for future economists, but also ensures the formation of a digital culture and readiness to work in conditions of rapid change and challenges of the digital economy.