DEVELOPMENT OF LEADERSHIP COMPETENCE OF HIGHER EDUCATION STUDENTS IN THE PROCESS OF PROFESSIONAL TRAINING UNDER DIGITALIZATION AND BLENDED LEARNING

Abstract

The article examines the features of developing leadership competence among higher education students in the process of professional training under conditions of digitalization and blended learning. The aim of the study is to analyze the peculiarities of forming leadership competence in higher education students within the context of professional training in a digitally enhanced and blended learning environment. The study analyzes contemporary socio-political transformations, globalization challenges, and wartime conditions, which highlight the need for specialists capable of making responsible decisions, effectively collaborating in teams, initiating changes, and implementing collective tasks. Various interpretations of the concept of "leadership competence," encompassing cognitive, activity-based, communicative, personal, and digital components, are examined, and the necessity of integrating digital technologies into the professional training of higher education students is substantiated.

Particular attention is given to digital platforms and services that support the development of professional knowledge and skills, communication abilities, digital leadership, self-organization, and reflection. These include Moodle, Google Classroom, Canvas, Trello, Asana, ClickUp, Zoom, Microsoft Teams, Google Meet, Padlet, Miro, Jamboard, Canva, Mentimeter, Kahoot, and Loom. The study demonstrates that the integration of blended learning and interactive methods, such as case studies, role-playing games, virtual simulations, and online debates, ensures the comprehensive development of higher education students, fostering their initiative and responsibility in both educational and team activities.

A classification of digital tools is presented, allowing a systematic combination of traditional classroom and digital activities. It is shown that such comprehensive use of tools contributes to the development of cognitive, activity-based, communicative, personal, and digital components of leadership competence. Prospects for further research include the development of criteria and indicators for assessing leadership competence among higher education students under conditions of digitalization and blended learning.