Digital educational environment: concept and structure

The scientific and technological breakthrough of the country is nowadays one of the main national priorities of the Russian Federation. Being important at all times, knowledge, technology and innovation are currently becoming economic growth and well-being factors. These issues are considered in the works of Russian academic economists: V.V. Ivanter, V.L. Makarov, V.A. Mau, L.E. Mindeli,I.V. Soboleva and others. Strategic documents aimed at creating conditions for the development of knowledge society and the accumulation of human capital have been developed. The program “Digital Economy of the Russian Federation” approved in July 2017 by the Government of the Russian Federation sets a task to annually graduate more than 800 thousand specialists with basic competencies in the field of digital economy by 2024. The Decree of the President of the Russian Federation No. 204 dated 7 May 2018 “On national goals and strategic objectives of the development of the Russian Federation for the period up to 2024” sets the task of ensuring a breakthrough in the field of economy and social sphere. In this regard, special importance is attached to the accelerated creation and use of modern domestic technologies including those in education. The article deals with the content and approaches to the definition of such notions as “educational environment”, “digital educational environment”, and studies the structure of digital educational environment. The experience of a digital educational environment in the case of the Research Educational Centre of the Vologda Research Center of the Russian Academy of Sciences is presented, its development trends in the context of digital economy are revealed. The author uses the methods of comparative analysis, generalization, synthesis. The results of the work can be used by institutions of general and higher education in the development of digital educational environment tools and their implementation in the educational process.