Digital Paradigm in Educational Management: The Case of Construction Education Based on Emerging Technologies

Abstract

The effective use of emerging technologies demands the training of highly quali-fied personnel with digital literacy professional skills. The aim of the study is to characterize the virtual construction site as a digital resource for pedagogical man-agement of the educational process in the construction university. The principles of tradition and innovation have become the methodological basis for linking best practices in pedagogical management of the learning process with qualitative changes based on modern digital technologies. A virtual construction site entails a digital resource imitating professional activities and providing integration of sci-ence, technology, pedagogical management of educational process on the basis of common standards of data description. The content of the virtual construction site represents a complex multi-level menu corresponding to the construction stages. Efficiency criteria (metaproject, activity, digital, relevant, complex) allow to find out the level of formation of ability to work with digital technologies. The princi-ples of selection and structuring of content ensure its validity and updating. The practical significance of the research is provided by the didactic functions of the virtual construction site, providing for the involvement of students in design and construction activities, establishment of interdisciplinary relations. The social sig-nificance consists in personalisation of the educational process and formation of the students' professional individuality. The originality of the study lies in the jus-tification of the digital paradigm of higher education, which forms a pedagogical community that promotes and actively integrates digital content into the educa-tional process.