Students’ Readiness for Activities in the Information and Educational Environment

The article presents a theoretical and empirical study of students’ readiness for activity in the information-and-educational environment (IEE) under the conditions of the digital transformation of higher education. The study's relevance stems from the growing role of digital technologies in academic practice, which requires learners to possess not only technical skills but also motivational, cognitive, and social adaptability. Readiness for activity in the IEE is conceptualized as an integrative construct encompassing motivational, cognitive, technological, socio-communicative components. A component-based model of readiness was developed and empirically tested through a descriptive questionnaire survey of students from Ukrainian higher education institutions. The results indicate a moderate overall level of readiness, accompanied by significant internal imbalances, particularly insufficient development of the technological component alongside a high level of motivational engagement. The study identified a substantial discrepancy between self-assessed readiness and objective indicators of its actual formation. This factor-and-criterion model provides a quantitative diagnostic tool for assessing readiness for activity in the IEE and can be used to monitor its components, identify illusory competence, and support targeted pedagogical decisions aimed at developing digital and socio-communicative competences in higher education. The findings indicate a high level of motivational engagement among students and the development of communication skills. However, the technological component was found to be the least developed. The data obtained provided the foundation for the formulation of a factor-criterion model for the assessment of student readiness. This model facilitates the qualitative monitoring of students' ability to interact effectively with the information and educational environment, thereby enabling the determination of vectors of pedagogical influence in the context of the digitalization of higher education.