Baltic Journal of Economic Studies

Vol. 9 No. 1, 2023

This is an Open Access article, distributed under the terms
of the Creative Commons Attribution CC BY 4.0

1 Engineering Educational and Scientific Institute named after Yu.M. Potebnia
of Zaporizhzhia National University, Ukraine
E-mail: asti09@ukr.net
ORCID: https://orcid.org/0000-0001-7687-5119
2 Engineering Educational and Scientific Institute named after Yu.M. Potebnia
of Zaporizhzhia National University, Ukraine (corresponding author)
E-mail: vitalina2006@ukr.net
ORCID: https://orcid.org/0000-0001-9588-7836
3 Engineering Educational and Scientific Institute named after Yu.M. Potebnia
of Zaporizhzhia National University, Ukraine
E-mail: valentinavoronkova236@gmail.com
ORCID: https://orcid.org/0000-0002-0719-1546

DOI: https://doi.org/10.30525/2256-0742/2023-9-1-53-60

FORMATION OF A DIGITAL EDUCATION MODEL
IN TERMS OF THE DIGITAL ECONOMY

(BASED ON THE EXAMPLE OF EU COUNTRIES)
Oksana Buhaichuk1, Vitalina Nikitenko2, Valentyna Voronkova3

Abstract. The relevance of the study is that the digital challenge is important and stimulating, requiring the
formation of digital education in the digital economy. The purpose of the article is to develop a model of digital
education as a factor of improving the efficiency of digital competencies that contribute to the development
of the digital economy. The object of research is the formation of a digital education model as a factor in the
implementation of digital literacy. The subject of the study is the impact of the digital education model on the
development of the digital economy. The methodology for researching digital education, which cultivates
a smart economy, smart governance and smart people, is represented by the Agile methodology (flexible
adaptive), based on the use of the values of artificial intelligence and deep learning, which can create effective
tools for education, increasing their effectiveness through rapid change. The results of the study: 1) analyzes the
formation of digital competencies in the context of the European educational paradigm that contribute to the
development of the digital economy; 2) identifies the directions of implementation of digital competencies in the
context of the European educational paradigm; 3) reveals digital tools and educational platforms that contribute
to the formation of digital education; 4) formulates the concept of quality, inclusive, accessible digital education
as a factor in improving digital competencies and adapting education to the digital age; 5) traces the impact of
digital education and digital competencies on the development of the digital economy. The concept of digital
education contains both its potential and its risks, which can have serious consequences for the future of the
educational process if digital literacy is not developed. The combination of four factors – cultural change,
technological innovation, national policy leadership and internal development of the digital education system –
stimulates the digital transformation of society.

Key words: digital education, digital competencies, digital education model, European paradigm, digital
skills areas.

JEL Classification: A10, B10, O10, P10, P10

1. Introduction
The relevance of the topic is that the digital

challenge is important and stimulating, as it changes
not only access to knowledge, but also knowledge
itself, which contributes to the development of the
digital economy. The goal of digital education is
to promote the success of all students and prepare
them to be educated citizens. The basis of the digital
education model in the digital economy is the

formation of digital literacy, which requires the
selection of digital tools, the development of
professional digital skills, control of the digital work
environment, the use of ICT and its use in digital
education will contribute to the development of
digital literacy, which will make the formation and
development of the digital economy impossible. The
formation of the digital education model in the digital
economy is a trend in the development of future

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Vol. 9 No. 1, 2023
educational innovation and transformation; a process
that emphasizes technology to promote educational
innovation and transformation, as well as its impact
on the development of a digital society. Now, in
the process of building the new ecology of the
digital economy, under the background of building
a high-quality education system and the catalyst of
theexternal pressure of COVID-19, the digital
transformation of education is facing a growth
opportunity. However, there is still a certain gap
between the current practice of digital transformation
of education and the expected value orientation,
so it is necessary to develop a model of digital
education in the digital economy. Therefore, it is
necessary to pay attention to the relevant research
on the digital transformation of education, and
take a more proactive position to meet the wave of
education reform in the world in the digital economy.

2. Literature analysis and problem statement
The article analyzes the formation of digital

competencies necessary for the implementation of
the tasks of the digital economy. The basis of the
model of digital education in the digital economy is
the formation of digital competencies. The works of
Andriukaitiene Regina, Voronkova Valentyna and
Nikitenko Vitalina played an important role in the
analysis of these problems. "The concept of digital
transformation of e-education in the European Union:
European experience" (2021); Afanasieva Lyudmyla,
Oleksenko Roman. "Interculturality as a successful
model for the development of a multicultural urban
community " (2018); Voronkova Valentina, Nikitenko
Vitalina. "Smart education in the digital age: from
smart education to smart business" (2022), where
digital education is presented as the education of an
intelligent society that cultivates a smart economy,
smart governance, and a smart person, as well as in the
work of Oleksenko Roman; Molydychenko Valentin
and Sherbakova Nina (2018) "Neoliberalism in Higher
Education as a Challenge for Future Civilization".
To clarify the directions of digital literacy in the
digital economy, the works of Valentyna Voronkova,
Vitalina Nikitenko, Vlada Bilohur, Roman Oleksenko,
Taras Butchenko were used. "The conceptualization
of smart-philosophy as a post-modern project of non-
linear pattern development of the XXI century " (2022)
by Voronkova Valentina, Kyvliuk Olga. "Philosophical
reflection of smart-society as a new model of the
information society and its impact on the education
of the XXI century. Future Human Image. Future
Human Image" by Buhaychuk Oksana, Nikitenko
Vitalina, Voronkova Valentyna, Andriukaitiene
Regina, Malysh Myroslava. Interaction of the
digital person and society in the context of political
philosophy ("Interacción persona digital y sociedad

en el contexto de la filosofía política. Cuestiones
políticas" (2022)), in which the digital economy
is presented as one that cultivates digital literacy.
In other words, digital education is the use of
digital tools to enhance or change the educational
experience. To analyze the formation of a digital
model of education as a factor in improving the
effectiveness of digital competencies, the work of
Oleg Panchenko was used. "Formation of sustainable
digital economic concept: challenges, threats,
priorities" (2019); Nikitenko Vitalina, Voronkova
Valentyna, Andriukaitiene Regina, Oleksenko
Roman. "The crisis of the metaphysical foundations
of human existence as a global problem of post-
modernity and the ways of managerial solutions"
(2021); Nikitenko Vitalina, Voronkova Valentyna,
Oleksenko Roman, Andriukaitiene Regina, Liudmyla
Holovii (2022). "Education as a factor of cognitive
society development in the conditions of digital
transformation" (2022). In order to reveal the digital
tools and educational platforms that contribute to
the formation of digital education, it was necessary
to turn to the analysis of the works of Nesterenko
Olena, Oleksenko Roman (2020), "Social
philosophical reflection of the individual legal
еducation philosophy as a basis for the democratic
society functioning" (2020) by Oleksenko Roman.
"Human in the Information Society as an Object of
Socio-Economic Reflection" (2017). The concept
of quality, inclusive, accessible digital education as
a factor of improving digital literacy and adapting
education to the digital age was formed by analyzing
the work of Cherep A., Voronkova V., Cherep O.
(2022). "Humanocracy as a factor of improving
human resources management in organizations"
(2022). Based on the current state of research, digital
technologies can revolutionize the implementation
of digital education tasks. These include digital
learning, IoT and cloud computing for decision-
making, data-driven optimization, and the adoption
of digital education at all levels of the digital society
and economy.

3. Purpose and objectives of the study
The purpose of the article is to develop a model

of digital education as a factor in improving the
efficiency of digital skills that contribute to the
development of the digital economy. Objectives
of the study: 1) to analyze the formation of digital
competencies in the context of the European
educational paradigm that contribute to the
development of the digital economy; 2) to find out
the directions of implementation of digital
competencies in the context of the European
educational paradigm; 3) to reveal digital tools and
educational platforms that contribute to the formation

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Vol. 9 No. 1, 2023
of smart education; 4) to formulate the concept of
quality, inclusive, accessible digital education as a
factor in improving digital competencies and adapting
education to the digital age; 5) to trace the impact
of digital education and digital competencies on the
development of the digital economy. The object of
the study is the formation of a digital education
model as a factor in the introduction of digital
literacy. The subject of the study is the impact
of the digital education model on the development
of the digital economy.

4. Research materials and methods
To develop a model of digital education as

a factor of increasing the effectiveness of digital skills
that contribute to the development of the digital
economy, the Agile method and philosophy are
used to analyze the digital transformation of
education, based on the use of artificial intelligence
and deep learning values that can create effective tools
for education, increasing its effectiveness through
the rapid changes. Digital education is based on
Data Fabric methods that ensure flexible and
sustainable data integration between platforms
and business users; on the value of cloud platforms
and autonomous systems; on the value of
Decision Intelligence that combines data, social and
management sciences for effective decision making
in the context of the formation and development
of the digital economy. The study is based on an
axiological method that allowed to analyze the
values of applications that expand the possibilities
of adaptability; the values of hyper-automation that
ensure accelerated growth and sustainability of the
digital economy through the rapid identification,
verification and automation of a large number of
processes using BIG DATA; the values of computing
that increase confidentiality, protect information at
the level of data, software or hardware; the values
of cybersecurity networks that ensure security. The
leading approach in the study is a systems approach,
which allows to show the development of digital
education as a system consisting of interconnected
subsystems that function as a whole, as well as to
model the processes of digital education for the
future. The system dynamics methodology and
modern computing capabilities developed by the
authors of the Club of Rome have contributed
to the creation of high-quality, inclusive, and
accessible digital education as a factor in improving
digital literacy and adapting education to the digital
age that will bring prosperity to all. To do this,
it is necessary to rethink the way of understanding
the world, behavioral and political models, to
develop new trends and to model new development
scenarios.

5. Research result
1. Digital literacy as a factor in the development of

the digital economy in EU countries
Teaching through the integration of digital

technologies is a stimulating challenge to draw the
attention of governments and the public to the
main problem of the modern digital world – the
formation of digital education. Digital literacy is an
important element of learning, professional integration
and civic life in a society whose technological
environment is constantly changing. The Digital
Skills Reference Framework (DSRF) defines digital
skills and levels of progressive mastery throughout
the learning process, which are constantly changing
over time. The digital skills defined in basic education
in advanced European countries are the subject of
national certification issued through the Pix online
platform. The Pix certification allows the certification
of a digital skills profile certified and recognized
by the State and through the registration in
the inventory of the National Commission for
Professional Certification (CNCP). The platform
provides students with a digital skills certificate
at the end of the cycle. The Pix platform allows
students to evaluate their progress through tests.
Starting in 5th grade, students register on the free
Pix platform where they can track their progress.
Contracted public and private schools have a Pix
Orga space where teams of teachers can create
test paths for different digital skills, track students'
results, and support them in acquiring skills
until they receive a certificate. The Ministries of
National Education, Youth and Sport and Higher
Education, Research and Innovation have developed
a Digital Skills Core Framework (CRCN) that applies
from primary school to university.

Five Domains of Digital Skills. The Digital Literacy
Framework consists of five domains and sixteen
digital literacies. Eight levels of progressive mastery
of these skills are proposed for students in school,
for students in higher education, and for adult
learners. Levels 1 to 5 are offered specifically for
primary, middle and high school students. These
digital skills are the subject of a certificate issued
by the Pix platform at the end of the fourth cycle
of middle school and the last cycle of high school.
PE – College of Morcenx is implemented in school,
college and high school. Digital literacy is taught
and assessed in lessons that are linked to programs
and a common base of knowledge, skills, and
culture according to a standardized digital literacy
framework. Levels of digital literacy are assessed on
a scale defined by the reference system. Calendar
of milestones. In Cycle 3, the digital skills achieved
by students are recorded in the periodic assessment
of the unified school system. At the end of Cycle

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4, all students receive a digital literacy certificate.
The certificate is recorded in the student's school
record. An accompanying document introduces the
Digital Skills Reference Framework, with appendices
describing the levels of proficiency and suggesting
ways to implement it.

All levels and courses of digital education mobilize
digital tools and resources that contribute to the
development of digital literacy. The development
of digital literacies is part of a long-term process
that requires consideration of prior knowledge,
progression through cycles and levels, and integration
of the use and creation of digital literacies into
learning approaches. Various bodies are mobilized
to develop a course of study that is integrated into
the project of a school, institution or network.
Educational institutions rely on an accompanying
document with relevant content and the formation
of a digital culture in schools or institutions. Teams
of Regional Academic Delegations for Digital
Education (DRANE) and Academic Delegations for
Digital Education (DANE), digital consultants (1st
degree digital reference teachers, 2nd degree digital
reference teachers) can be mobilized to support
this work. Special attention is given to the activities
carried out in Cycle 3, especially in the context
of school-college links. Starting from Cycle 4, Pix
Orga tools can be used to develop a skills-based
approach to work and a learning pathway. At the
academic level, local authorities and various partners
are involved in creating a working environment
conducive to the acquisition of these skills.

In Cycles 2 and 3, progress is monitored by
mobilizing the tools available in the institutions
(single school document, digital workspace, skills
management software, portfolios). Particular attention
will be paid to the accessibility of these services.
The level of digital literacy mastery achieved by
students in each of the five areas of the Digital
Literacy Framework is recorded in a periodic school
report card. The purpose of tracking digital literacy
proficiency is to keep students and parents informed
of the level of proficiency achieved. In addition,
these elements allow teachers to build a learning
path based on previous learning. It is important
that assessment encourages and supports learning.
Teachers are encouraged to take note of the most
recent CM2 periodic report to determine student
performance and identify the most appropriate
instructional strategies. In secondary schools, this
part of the Unified School Record (USR) can be
completed a priori by any member of the teaching
staff for each student. The school director will ensure
that the educational council appoints a teacher to
coordinate this task.

In the 4th Cycle and in secondary school from the
5th grade, students can register on the Pix platform

where their progress is regularly monitored. They
train individually or in campaigns defined by teachers.
The platform offers teachers a Pix Orga space for each
institution, created as a dashboard for monitoring
education, in order to: 1) choose test routes adapted
to learning objectives through campaigns organized
by skills; 2) assess students' digital skills with real-time
monitoring of their participation; 3) analyze results
by viewing them through the dashboard (success
and failure rates for each question, for each skill, on
an individual or collective scale, etc.); 4) prioritize
learning needs, both individual and collective. Public
and private colleges and schools certify students in
the fourth and final Cycle (Resolution of August
30, 2019). All colleges and schools are considered
accredited institutions for certification. Students
must have previously created their digital skills profile
on the Pix platform by obtaining at least level 1
(maximum level = level 8) of the five skills in the
reference framework (maximum number = 16 skills).
No other prior certification, diploma or training is
required. It is important that all students create a Pix
account. The certification test is customized for each
candidate. Its purpose is to test the Pix skill profile
by performing positioning tests on your Pix account
for free. The official certification test takes 2 hours.
Schools organize the certification according to the
information circular and Pix certification centers.
The Pix certification is recorded in the Unified School
Record (at the end of the 4th Cycle) or in the High
School Record (at the end of the last Cycle) to
certify the level of proficiency achieved by the
student. It does not affect the acquisition of a
national diploma or a bachelor's degree. The National
Curriculum is part of the Master Plan for Professional
Development. Its strategic mission is to carry out
training activities, in close collaboration with
academic training services, to ensure the formation
of digital competencies (skills) that are a factor in the
development of the digital economy.

2. Digital literacy programs for digital education
The development of a digital education model

as a factor in improving the effectiveness of digital
literacy contributes to the development of the digital
economy. Therefore, a model of effective professional
development of teachers using digital technologies
should be developed to improve teaching practice.
Various international organizations have developed
programs for the implementation of digital literacy of
digital education:

1. Digital Technologies for Teaching (T4T) is a World
Bank program that helps countries implement effective
teacher professional development programs that use
technology solutions to train and support teachers.

2. Refugee Education Development Program. The
UNHCR Refugee Education Report 2022, based
on data from more than 40 countries, provides

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a clear picture of the state of refugee education. The
document shows how refugee children and youth
lag behind their peers in access to inclusive, quality
education.

3. Learning Management Systems for Education.
The World Bank has developed guides on specific
EdTech topics aimed at providing digital education
knowledge to improve digital learning skills. The
Learning Management Systems (LMS) program is
designed to serve as a starting point in the decision-
making process to determine the best course of
action for selecting and implementing an online
learning platform. ProFuturo was highlighted as an
example of good practice in the selection process for
a new digital educational resource platform, including
design, development, piloting and information
gathering to ensure appropriate selection. The
knowledge package includes teacher competencies
and competency frameworks for distance and blended
learning. ProFuturo was selected as an example
of a framework that details what teachers need to
know and do to improve their roles and develop their
digital skills.

4. The Global Coalition for Education's trans-
formative innovation program in action. This
document, published by UNESCO as part of the
Digital Education Transformation Summit, presents
a new global collaborative model promoted by the
Global Coalition for Education (GCE). The program
is based on a methodology that mobilizes actors and
resources needed to develop proactive responses,
coordinates actions to maximize impact and ensure
efficiency, and provides opportunities for distance
learning through a variety of high-tech, low-tech,
and non-tech solutions. ProFuturo is mentioned as
a partner of the Global Education Coalition (GEC)
through its collaboration with the Global Learning
House (GLH), which provides free supplemental
educational resources for recovery programs to
reduce learning gaps created during COVID-19,
and provides teachers with resources to improve
their pedagogical knowledge and practices using
information and communication technologies (ICT).

5. Consultation programs on digital technologies
and digital education in the 2023 GEM report
іn June, the International Teachers' Task Force on
Education 2030 and the Global Education Monitor
(GEM) team held a consultation meeting to gather
feedback and input on the proposed research areas
for the 2023 Education Technology Report. The
consultation focused on how education systems can
help teachers effectively use and manage digital
technologies, as well as the barriers they face.

6. The UN Summit on Education Transformation
collected examples of good practices in education
that contribute to the achievement of the SDGs,
discussing the challenges of digital education and

digital skills and the process of their implementation.
ProFuturo was selected as an example of good
practice for its innovative approach to digital
education, which defines the digital environment
in education as a space structured by different
technological tools that allow users to access
digital resources and services, the digitization of
knowledge, artificial intelligence technologies and
their application to education.

Digital technologies are seen as tools that help
build digital literacy, create knowledge using digital
technologies, and contribute to the development
of digital education. Digital education is about the
approach to these tools, the thoughtful use of digital
tools, and the impact of digital tools on learning.
These "digital tools" can range from a PowerPoint
presentation to full MOOCs, including flipped
classrooms. It can include blogging assignments, using
social media in the classroom, creating curriculum,
and using digital tools to test ideas. It is an attempt
to transform teaching and learning through the
thoughtful use of digital technologies. As such, it is
primarily a critical pedagogical approach that uses
digital tools in the classroom and explores their
impact on education.

Digital education encourages teachers to give
students the space they need to work independently
and creatively, inviting them to create products that
demonstrate "their own learning" as well as products
that demonstrate knowledge. This emphasis on
critical and independent thinking links digital
education to the ideas of constructivism: students
learn best when they are active participants rather
than passive recipients of knowledge. Learning
is a social process, and the goal of teaching and
learning is to provide students with a series of
experiences that facilitate their connections and
knowledge construction. The process of digital
education itself revolves around three main ideas:
collaborative learning, free will, and transformative
learning.

3. Educational platforms as factors in the formation
of digital education and digital literacy

The following can be distinguished between
educational platforms as factors in the formation of
digital education and digital literacy. Educational
platforms as factors in the formation of digital
education consider the content, including concepts
and skills, methods that they can use to achieve
content goals. Educators decide which technology
can support content and instruction by asking three
important questions: What will students learn, or
what knowledge can they gain? What method(s) will
help students achieve these goals? What tools and
resources will students need to be successful? The use
of technology can force teachers to see knowledge as
dynamic and to rethink their role as interactive rather

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Vol. 9 No. 1, 2023
than prescriptive, finding opportunities for students
to drive learning:

1. Kahoot is an educational platform that offers
question-based games. With this educational tool,
teachers can create quizzes, discussions, or polls to
supplement classroom instruction. The material is
projected in the classroom, and students answer
questions as they play and learn, promoting game-
based learning, increasing student engagement,
and creating a dynamic, social, and fun learning
environment.

2. ClassDojo is a digital classroom tool that
improves student behavior by giving teachers instant
feedback to their students and rewarding good
classroom behavior with points. The program
provides students with real-time notifications such as
"Bravo, David!" and "+1" for collaborative work. The
collected information on student behavior can later
be shared with parents and administrators via the
Internet.

3. Edmodo is an educational tool that brings
teachers and students together and is similar to a
social network. It allows teachers to create online
groups for collaboration, distribute educational
materials, measure student performance, and
communicate with parents.

4. Project is a digital tool that allows users to
create multimedia presentations. It also has dynamic
slides where students can include interactive maps,
links, online quizzes, Twitter graphs, and videos,
among others. During class, teachers can share
academic presentations with students that are visually
customized for different devices.

5. Padlet is a digital bulletin board that allows
participants (students and teachers) to post by
attaching various images, videos, text files, links, etc.

6. Padlet software tools motivate students to
collaborate and think as a team, so customize the
background and control who has access to the table.
The biggest benefit of all these changes is that today 's
students are going into the future with open minds
and unlimited possibilities.

4. High quality, inclusive and accessible digital
education as a factor of adaptation to the digital age

The word "digital" is both a noun and a polysemous
adjective with multiple meanings. The Larousse
dictionary states that digital is the representation
of information or physical quantities by means of
symbols, such as numbers, or by means of signals
with discrete values. It refers to systems, devices, or
processes that use this form of discrete representation,
as opposed to analog. The term has become
established in technical and scientific literature.
Digital refers to all programs that classify, sort,
and distribute data. This term includes interfaces,
smartphones, tablets, computers, televisions, and
networks that transmit data. Digital technology
is a whole that includes tools, content, and use.

Digital practice is a specific human activity in socio-
technical environments based on information and
communication technologies. As digital information
becomes more accessible, students are confronted
with a mass of data whose relevance is difficult to
assess. They learn to critically analyze information
from the media. The blog helps build social cohesion
in the group and encourages authors to create and
share. Studies have evaluated three educational uses
of a blog: 1) teaching students project management;
2) written expression in a foreign language;
3) peer support and assistance for new teachers.

The Digital Agenda for Education (2021–2027)
is an updated policy initiative of the European Union
(EU) that sets out a common vision for high quality,
inclusive and accessible digital education in Europe
and aims to support the adaptation of Member
States' education and training systems to the digital
age. The action plan, adopted on September 30,
2020, is a call for greater cooperation at the European
level in the field of digital education to overcome
the challenges and opportunities of the
COVID-19 pandemic, to present opportunities
for the educational and professional community
(teachers, students) at the national, European and
international levels. The Digital Education Framework
(2021-2027) promotes the development of digital
education and digital literacy for the next generation,
with the aim of creating a more sustainable, digital
and resilient European Union (Nikitenko, Voronkova,
Andriukaitiene, et al., 2021).

The concept of digital education is a key factor
in the realization of the European Education Area
by 2027. It contributes to the objectives of the
European Skills Plan, the European Social Action
Plan and the Digital Compass 2030: The European
Way for the Digital Decade. The Commission has
established the European Digital Education Center,
which has strengthened cooperation and exchange in
the field of digital education at EU level. The digital
transformation has transformed society and the
economy, having a deeper impact on everyday life,
and has demonstrated the need for higher levels of
digital literacy in education and training systems and
institutions. The COVID-19 pandemic has
accelerated the trend towards online and hybrid
learning, opening up new and innovative ways for
students and teachers to organize their teaching
and learning activities and to interact more flexibly
online. These changes have required a determined and
coordinated effort at the EU level to support education
and training systems in addressing the challenges
identified and exacerbated by the COVID-19
pandemic, while at the same time providing a long-
term vision for the European digital education pathway
(Nikitenko, Voronkova, Oleksenko, et al., 2022).

A 2018 study by the Organization for Economic
Cooperation and Development (OECD) found that,

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Vol. 9 No. 1, 2023
on average, less than 40% of educators across the
EU feel ready to use digital technologies in learning,
with differences between EU Member States; more
than a third of 13- and 14-year-olds participating in
the 2018 International Computer and Information
Literacy Study (ICILS) lacked basic digital skills;
a quarter of low-income households do not have
access to computers and broadband, with differences
across the EU affected by household income
(Eurostat, 2019); 95% of respondents to the open
public consultation on the Digital Education Action
Plan believe that the COVID-19 pandemic marks
a turning point in the use of technology in education
and training. The concept of digital education
encompasses both its potential and its risks, which
have serious implications for teachers, researchers,
educational staff and students. To ensure that these
risks are taken into account, it is necessary to
define a legal and regulatory framework for digital
technologies that guarantees transparency, non-
discrimination, accountability, data protection,
intellectual property, cybersecurity, democracy, and
freedom of action and choice. Such an approach
is essential to facilitate the development of the full
potential of digital education in the digital age
(Nesterenko, Oleksenko, 2020).

5. The impact of digital education and digital literacy
on the development of the digital economy

With the deepening of the Fourth Industrial
Revolution, new generation digital technologies
such as big data, artificial intelligence and blockchain
have been vigorously developed and applied, and the
development of human society has comprehensively
entered the digital era. The programs of EU countries
have developed a comprehensive digital development
deployment to accelerate the pace of building
a digital society, adapting to the new trend of digital
technologies integrated into the digital society.
Digital transformation has become a revolutionary
force for countries to promote the modernization
process and achieve effective governance. The share
of digital transformation in global GDP is growing,
and it has become a stabilizer of the economic
downturn in the post-epidemic era. Although
digital transformation has given a new impetus to
global economic digital development, it requires
joint construction, education management. Digital
transformation has safeguarded the continued
growth of the global economy, but the huge
difference in the speed of transformation has also
created new development challenges. To promote the
coordinated development of the digital society, it is
necessary to strengthen coordination and cooperation
among different countries, governments and markets
to achieve higher quality, more equitable and
sustainable development based on digital innovation,
so that the results of digital transformation can truly
benefit ordinary people. The digital divide creates

new inequalities as it becomes a barrier to digital use
due to insufficient digital access opportunities, such
as the Internet (Oleksenko, 2017). All this can lead
to a new digital divide. For example, the lack of
digital skills among the elderly, the lack of digital
education in remote rural areas, the problem of
teenagers addicted to the Internet, the income gap
caused by the level of digital literacy. The grand
design of the digital society is gradually becoming
a reality. The digital era has brought new meaning to
people and the environment. Digital transformation
is the innovation of production methods, which
has led to digital operations can be organized and
managed through "one-stop shopping", "digital twin
city " and "digital earth model". Big Data is a new
stage in the development of informatization, the full
realization of a new concept of progress. Information
technologies and their application in all aspects of
economic and social development contribute to
data (information) becoming an important strategic
resource after material and energy resources. Digital
education lays the foundation for realizing the
acquisition and accumulation of data resources;
the network construction platform facilitates the
circulation and aggregation of data resources; the
possibilities of intelligent display through data
integration and analysis represent digital intelligence.
The digital economy refers to a set of economic
activities with digital knowledge and information
as key production factors, a modern information
network as an important carrier, and the effective use
of information and communication technology as
an important driving force to improve efficiency and
optimize economic structure. Large data resources
and advanced big data technologies are necessary
conditions for promoting the development of the
digital economy in the new stage of informatization
(Cherep, Voronkova, et al., 2022).

6. Conclusions
Digital education in Europe promotes public-

private partnerships and integrates digital skills into
the overall mission of education and teaching
methods. At the same time, digital literacy is far
from being able to secure the digital economy, as it is
only one component of a complex ecosystem aimed
at ensuring the proper use of digital technologies
and quality education for all. Despite the desire to
innovate in their teaching methods, including
through digital technologies, appropriate training
opportunities for teachers and researchers remain
insufficient. Initial teacher training programs are often
outdated and do not provide teachers with the digital
skills that should be integrated into their teaching
methods. Digital literacy can serve as a comple-
mentary learning tool and should not be seen as a
cheap alternative to high-quality initial teacher

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Vol. 9 No. 1, 2023
education and professional development. Digital
educational tools should be designed and used
in the best way to meet the specific professional
and educational needs of students, teachers and
researchers, while respecting professional autonomy
and academic freedom of teaching, so that teachers
and students, especially those from the most
vulnerable groups, have equitable access to digital
technologies and ICT tools. To achieve this goal,
national governments need to plan sustainable public
investments that have an impact and are effective
enough to meet the pedagogical needs of teachers,
researchers, educational staff and students. significant

contribution to digital tools and software. In order to
achieve this goal, national governments need to plan
sustainable public investments that have an impact
and are effective enough to meet the pedagogical
needs of teachers, researchers, educational staff and
students. significant contribution to digital tools
and software. The availability of digital technologies
creates a common set of services and architectures
to host complementary products, including digital
artifacts, digital platforms help generate ideas,
identify and allocate resources, exploit digital
market opportunities, gather information, and create
innovations to meet the growing needs of users.

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Received on: 17th of January, 2023
Accepted on: 20th of February, 2023
Published on: 31th of March, 2023