Development of a pedagogical model for developing students' digital maturity in computer science

Abstract

In the context of the widespread digitalization of professional activity and everyday life, the traditional understanding of digital literacy as a set of technical skills is proving insufficient for the successful adaptation of university graduates to the realities of the mid- 2020s. This concept is being replaced by a more comprehensive category—"digital maturity," which includes not only proficiency in tools but also a critical attitude toward digital technologies, ethical reflection, the ability to continuously learn in a changing technological environment, and the conscious management of one's own digital identity. The goal of this study is to develop a pedagogical model for developing students' digital maturity in the process of studying information science disciplines. The study utilizes methods of system analysis, pedagogical modeling, and a comparative analysis of domestic and international concepts of digital competence. The structure of digital maturity, including five interrelated components, is revealed: instrumental- technological, cognitive- critical, communicative- network, ethical- reflective, and adaptive- developmental. The study substantiates the didactic principles for designing an educational process focused on developing digital maturity: the principle of integration, the principle of problematization, the principle of reflexivity, the principle of ethical complexity, and the principle of adaptability. A model for the step- by- step development of digital maturity has been developed, covering four levels—from basic to creative. A system of criteria and indicators for digital maturity development is proposed, taking into account both quantitative and qualitative indicators. The research results can be used in designing educational programs, developing computer science courses and information science disciplines, and in assessing the digital competencies of university graduates.