126-128 126 A journal of the AMERICAN Journal of Engineering, Mechanics and Architecture www. grnjournal.us AMERICAN Journal of Engineering, Mechanics and Architecture Volume 01, Issue 09, 2023 ISSN (E): 2993-2637 Formation and Development Factors in the Digital Education Process Shodmonqulov M.T. PhD, associate professor, Samarkand State University of Architecture and Civil Engineering named after Mirzo Ulugbek Abstract In this essay, we will discuss how the transition to digital education will drastically alter the professional activities of educators and service workers in the higher education and training system. Pedagogical technologies that emerged throughout the digitalization process create new circumstances for student activity and competency creation; today, digitalization of the education system is one of the most pressing challenges. Keywords: Digital education, educational system, transformation, didactics, digital didactics, information technologies. Introduction The relevance and importance of digitalizing higher education now originate from the need to adapt professional education and the educational system to the demands of the digital economy and society. This is a worldwide issue that dates back to the time of the educational system's founding. Even while our country is now modernizing its higher education institutions and education system as a whole, the education system still has to be adjusted to meet the demands of the digital economy. Two significant elements of the digitization of education must be considered when organizing the procedures for reaching the objectives listed in the legal documents that the Republic of Uzbekistan's government has adopted: The first goal is to create a digital learning environment through the use of online courses, digital educational tools, and other electronic educational resources. The second goal is to deeply modernize the educational process in order to guarantee that students are prepared for life in the digital society and for professional activity in the digital economy. Therefore, the digitalization of education entails both a radical transformation of the educational process and all of its components as well as the use of digital tools and technology in education. Creating a flexible and adaptable educational system that satisfies the demands of the digital economy and guarantees optimal utilization of the didactic potential of digital technologies is the aim of the educational process transformation. The aim of digital technology transformation is to modify them to promptly and efficiently address educational issues. Education is and has always been one of the fundamental tenets of human existence, which by definition gives rise to "eternal problems" that get worse with age. Furthermore, we are forced to approach the processes occurring in this sphere from a fundamentally different perspective with every new phase of human civilization's growth. 127 A journal of the AMERICAN Journal of Engineering, Mechanics and Architecture www. grnjournal.us Prior to discussing the changes that have occurred in the education system, it is important to discuss the causes of these changes. The first component is the emergence of a new, entirely distinct economic structure, along with another industrial revolution. Naturally, talents are becoming more and more important in addition to knowledge. The second issue, which has an impact on the internal component of school instruction, is the quick advancement of information and communication technology. Transformation entails altering all facets and domains of social life as well as significant societal components. Transformations can be either progressive or regressive; they do not always indicate a vector of change. The primary focus of the transformation is the alteration of the institutional framework, norms, values, mindset, and other socio-cultural facets of society, as well as the forms and substance of social life. Ø The discovery and optimal utilization of digital technology opportunities are critical educational and educational outcomes anticipated from the digitalization of education. Among these outcomes are: Ø Complete customization of the learning process through the creation of unique learning paths and ongoing individual observation of students' academic progress as well as their personal and professional growth; Ø Increasing the potential applications of many types of individual and group learning activities; Ø to guarantee that all students participate actively in the lesson, to speed up the educational activities, and to make sensible use of the allotted time for the activities; Ø preserving consistent learning motivation in various student groups throughout the whole learning process, particularly by repeatedly presenting learning success scenarios; Ø ensuring that the acquired educational outcomes are fully assimilated, including the personal traits, professional knowledge, abilities, and competencies needed to get a professional certification; Ø Automation and expediting the process of developing the requisite professional abilities; Ø The establishment and growth of a long-term interest in the selected field of work; Ø ensuring that educational programs have a project-based approach and include both academic and practical training; Ø to guarantee group pupils' concurrent activity; Ø Developing new avenues for professional education and training, as well as expanding current ones, in order to effectively socialize individuals with disabilities via education; Ø giving prompt feedback to the learner, evaluating the learning outcomes in a timely and objective manner while the student is working on educational assignments; Ø The process of registering and tracking, or evaluating, academic performance using a combination of evaluation systems; Ø to drastically shorten the time needed for higher education programs' creation, placement, and mastery—a fundamental requirement of contemporary businesses; Ø Providing educational programs to those residing in challenging environments; Ø Relieving teachers of routine manual labor, hence reducing their overall working hours; In order to improve the transparency and openness of the educational system, feedback mechanisms pertaining to education systems and methodologies should be made available to all external parties. These techniques and strategies are employed to accomplish objectives, produce excellent outcomes, and foster trust. The main purposes of these systems are performance evaluation, customer and employee interactions, service quality improvement, and new product or service development. involves obtaining and assessing development-related thoughts and 128 A journal of the AMERICAN Journal of Engineering, Mechanics and Architecture www. grnjournal.us proposals. (These methods facilitate enhanced performance and communication.) provides parents with information and involves them in the educational process through a feedback loop mechanism that increases the impact of little disturbances. gives. Building a digital educational process is a demanding endeavor that requires scientific support based on a new pedagogical approach called digital didactics. In order to organize the educational process in the digital educational environment, digital didactics is a branch of pedagogy. As a science of learning, digital didactics constantly draws on the fundamental ideas and precepts of traditional didactics and enhances them in light of the unique demands of the digital environment. and modifications. One may classify the scientific discipline of digital didactics as transfer-integrative. The foundation for creating activities and interactions between students and teachers during the process of studying certain specialized domains, disciplines, and modular courses is provided by digital didactics. Because human action (teachers and students) rather than the functioning of digital educational instruments is the focus of digital didactics, the word "digital didactics" is conditional and should not be used literally. Likewise, the phrase "digital learning process" fits here. One area of study within the field of digital didactics is the digital didactics of professional education and training. The problematic nature of the situation that has arisen with the digitization of education in Uzbekistan—in which the rapid development of digital tools and technologies disrupts the educational process and educational technologies—can be overcome by creating a digital educational process of higher education and teaching based on new didactics. This is in addition to maintaining traditional (digital) forms of organization. To put it briefly, our nation is developing a digitalized educational system that is in line with the new global information and learning landscape. The introduction of contemporary information technology into the sphere of education allows for the qualitative facilitation and modification of educational approaches and the forms in which the teaching process is organized around a new concept. References 1. Neal L. The basics of e-learning an excerpt from handbook of human factors in web design / L. Neal, D. Miller // eLearn Magazine, 2005 [Электронный ресурс] : URL- http://www.elearnmag (дата обращения 07.05.2018). 2. Neal L. Learning From E-Learning // eLearn Magazine, 10/02/2001, URL- http://www.elearnmag (дата обращения 17.09.2017). 3. Ricardo Nemirovsky and Alvaro Galvis. Facilitating Grounded Online In-teractions in Video-Case-Based Teacher Professional Development//Journal of Science Education and Technology, Vol. 13, No. 1, March 2004. – pp. 67–79.