Formation of students’ readiness for refl exive project activity in the digital environment: theoretical and methodological aspect

The article reveals the relevance of the problem of reflexive project activity of students in a digital environment. The purpose of the researchis to present the theoretical and methodological foundations of the problem of forming students’ readiness for reflexive project activity in the digital space. The key concepts of the study are being clarified; The works devoted to design, reflexivedesign, reflexive-evaluation activities, digitalization, the digital environment, the principles of subjectoriented, reflexive-activity, competence and cultural-technological approaches are analyzed. The system of reflexive project activity of students in a digital environment is presented, consisting of motivational-creative, theoretical-methodological, technological and evaluative-effective blocks. The pedagogical conditions of the functioning of the system of formation of students’ readiness for reflexive and design activities in the digital space are revealed: the creation and humanization of a valuereflective environment; the implementation of innovative psychological and pedagogical technologies in project activities; the creation of electronic pedagogical support in the reflexive and design activities of students. The semantic characteristics of the personality — the subject of digital consumption are defined, the features of digital self-organization practices are highlighted. The necessity and importance of reflection in the process of activities that contribute to improving the quality and effectiveness of students’ education and fostering the personal qualities of a future specialist are noted. The scientific signifi- cance of the work lies in the development of a system for forming students’ readiness for reflexive design activities in the digital space based on the identified methodological approaches. The theoretical significance of the work lies in defining the theoretical foundations of the problem under study, clarifying the concepts (“reflexive project activity”, “readiness for reflexive project activity of students in the digital space”), defining the structural components of the key concept of research. The practical significance lies in the implementation of a system and a set of pedagogical conditions, the preparation of a portfolio of socially significant projects.