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Social progress is largely determined by the degree to which digital reality is mastered by society as well as by the development and implementation of innovative technologies related to the use of artificial intelligence. Of particular relevance are issues related to the training of a new generation of specialists, who will be able not only to harmoniously fit into the current digital contexts of social life but also purposefully improve, develop and transform their professional digital tools. It is required to set and solve the tasks of developing students’ competences at a high-quality level, which implies pedagogical specification of the modern educational content. The aim of the study is to elaborate a didactic apparatus for revising the modern educational content for students majoring in the humanities and social sciences, taking into account the current contexts of professional activity in digital reality. The authors have formulated a hypothesis that, in order to prepare humanities students to solve the ever more complex tasks of professional activity and communication in digital reality, it is necessary to update the educational content on an interdisciplinary basis, bringing it into line with the digital contexts of professional activity in this field and introducing a new content outline. This can be done if the following tasks are solved: (1) to define the current areas of work of a specialist in the humanities and social sciences in digital reality and, on this basis, create a digital profile for such a specialist, i.e., an invariant set of tasks relevant in the context of digitalization as well as the corresponding competences; (2) to determine a set of disciplines that have the greatest potential for implementing the digital profile of such a specialist; (3) to substantiate the project of changes in the educational content for students majoring in the humanities and social sciences; and (4) to conduct an experimental test of the draft changes in this educational content. The nominal data comparison method, namely the McNemar test, was used. The solution of the above tasks allowed us: in theoretical terms, to lay the conceptual foundations for selecting the actual educational content for students majoring in the humanities and social sciences in digital reality and, in practical terms, to propose specific tools for updating the subject content. The obtained results confirmed the hypothesis of the study and ways to update the educational content on an interdisciplinary basis, taking into account the current contexts of the professional activity in the social and humanitarian sphere in digital reality.
Yarotskaya et al. (Thu,) studied this question.