Video Content as a Tool for Transferring Professional Experience in Digital Logistics

It has been proven that multimedia is a tool that can stimulate the assimilation of new material, providing information on a variety of topics and allowing for the realistic reproduction of complex phenomena. It is emphasised that these technologies can be used at all levels of education, from primary school to higher education and professional training courses. The purpose of this article is to investigate the effectiveness of video content as a tool for sharing professional experience in digital logistics, and to determine its impact on learning and improving specialist competence. Methodology. The methodological basis of the study is the methods of analysis, generalisation and systematisation of scientific sources on the use of multimedia technologies and video content in the educational process. Moreover, the analysis of open empirical data was employed to ascertain the impact of video materials on the effectiveness of training and the formation of professional competencies in the field of digital logistics. Results. During the study, it was confirmed that using video expands access to educational resources, enables the organisation of educational activities regardless of time constraints, and creates conditions for the individualisation of the educational process. It was also found that using video as a learning tool promotes active learning and memorisation. Provided that training is carried out using video materials that combine images and audio, the information is stored in memory for longer than if it were obtained separately from audio or visual materials. Practical implications. It has been determined that using video in the educational process requires certain demonstration platforms. In distance learning, it is customary to use a universal platform, typically provided by a higher education institution. In other cases, any other available platforms and digital services may be used. Value/Originality. When open empirical data was analysed, it was found that perception of video materials depends on individual learning styles – particularly visual, auditory and kinaesthetic – highlighting the need for a differentiated approach to designing educational video content.