Digital literacy and digital didactics for the development of new learning models

• Prasolov Valeriy Ivanovich Department of Risk Analysis and Economic Security, Financial University under the Government of the Russian Federation, 49 Leningradsky Avenue, Moscow, Russia.
• Kabanov Oleg Vladimirovich Republic of Mordovia, Saransk, 430005, bolshevitskaya street 68, Ogarev Mordovia State University, Russia.
• Grigoryev Andrey Anatolievich Higher school of physics and materials technology, Institute of mechanical engineering, materials, and transport, Peter the Great Saint Petersburg Polytechnic University, Russia.
• Govorkov Aleksey Sergeevich Department of Aircraft Engineering and Aircraft Engineering of the Federal State Budget Education Institution of Higher Education «Irkutsk National Research Technical University» 83, Lermontov street, 664074 Irkutsk, Russia.
• Shevtsov Vladimir Ivanovich Department of life safety of extreme and radiation medicine of the Institute of additional professional education "Extreme medicine" in techniques Nikiforov Russian Center of Emergency and Radiation Medicine of EMERCOM of Russia 4/2, Academic Lebedeva Street, St. Petersburg, Russia.
• Minsabirova Venera Nashatovna Department of Theory and Methodology of Vocational Education, Candidate of Pedagogical Sciences, FGAOU of HE ‗Kazan (Volga region) Federal University' 18, Kremlin street, Kazan, Russia.
• Yakovenko Nataliya Vladimirovna Department of Social and Economic Geography and Regional Studies, Faculty of Geography, Geoecology, and Tourism, Voronezh State University. Voronezh, Kholzunova street, 40, Voronezh, Russia.

Abstract

The study aims to investigate digital literacy and digital didactics as the basis for the development of new learning models via comparative qualitative research methods. As a result, the principle of personalization implies the ability of a student to independently determine the purpose of training, choose a strategy for the educational process, the pace and level of development of the educational program. In conclusion, to determine digital literacy, an index was developed which shows how prepared the teacher is for learning online and through innovation.