FORMATION OF TEAMWORK SKILLS IN FUTURE EDUCATION PROFESSIONALS IN A PERSONALIZED DIGITAL EDUCATIONAL ENVIRONMENT OF HIGHER EDUCATION INSTITUTIONS

Abstract

In the current context of higher education transformation, the issue of training competitive graduates who possess not only a high level of professional competence, but also the ability for constructive interaction, effective communication, and collaborative problem-solving, is becoming increasingly relevant.
The purpose of the article is to reveal the peculiarities of forming teamwork interaction among future specialists in the educational sphere during their studies at higher education institutions within a personalized digital educational environment. To achieve this purpose, an analysis of scientific literature on the problem of forming teamwork interaction among higher education students in an online environment was conducted; the psychological and pedagogical features of developing students’ online teamwork interaction skills were generalized and systematized.
It is emphasized that teamwork interaction in educational activities is based on unity and contributes to the development of students’ value orientations, stimulates their educational and cognitive activity, enhances the personal status of each group member, and improves interpersonal relationships. The study outlines the problems arising during remote teamwork interaction, including a decrease in students’ creativity of ideas and decision-making due to the predominant use of conflict-avoidance strategies, insufficient motivation, increased levels of anxiety, and lack of confidence among members of online teams.
It was found that distance teamwork interaction skills are developed through the use of active learning methods, including case studies, trainings, projects, role-playing and game-based activities, and other interactive approaches. Particular attention is paid to digital tools and pedagogical conditions for the development of students’ teamwork interaction skills. A personalized learning environment makes it possible to adapt the content, methods, pace, and forms of learning to the individual characteristics of students, optimize group dynamics, and take into account students’ individual needs for social support and exchange of experience.
Further research should focus on deepening the study of digital teamwork, improving pedagogical technologies, and developing assessment tools for evaluating teamwork interaction skills.