Smart Education Form under Digital Transformation in Education:Key Features and Generating Ways

The high-quality development of education and a strong education system must be materialized through digital transformation in education.Smart education is the significant measure of this transformation that enjoys key features like cultivating students foremost,scenario perception,data-driven approach,and man-machine collaboration.Amid digital transformation in education,smart education can be generated in two approaches.One involves creating a smart learning environment through constructing an education private network,an education big data center,an integrated education cloud platform,and a smart campus.The other one is to empower core application scenarios like constructing educational resources,innovating teaching modes,reforming the educational evaluation system,improving the information competence of educators and students,and enabling intelligent education governance,which constitutes a basis for redesigning the educational process to support a high-quality education system.

Using Social Interaction to Invert the Professional Competencies of Future Architects

The article analyzes the results of a sociological study of the role of public and interdisciplinary communications for formation and inversion of architect’s competences.The study was carried out in 2021-2022 among students of architecture departments in Russia.About 3,000 students of the Moscow Architectural Institute(State Academy)and the Orel State University took part in the study.As a result of processing the data of the written questionnaire with correlation relationships,the potential of“external”educational communications was identified for acquisition of new professional knowledge and competencies in architecture;popularization of socially important ideas in architecture and spatial development;raising a sense of pride and respect for urban historical and cultural heritage;enhancing the prestige of the architectural profession and the status of architectural education;understanding social expectations of architectural activities and factors limiting implementation of projects;identifying factors influencing formation of strategies for the development of architectural education.Four stages of formation and inversion of professional competences in the educational process were singled out:1st-2nd years of training-an“orientation period”;3rd-4th years-the level of Bachelor of Science in Architecture,at which the groundwork of the professional thinking basics is laid-a stage of mastering the basic system-design skills;5th year(diploma thesis)-a stage of entry into creative practice;training at the level of Master of Science in Architecture-scientific-design practice in architecture.Issues concerning underrating the importance of future architects’involvement in joint activities with community and engineering professions representatives to realize the goals of sustainable development were identified;late awareness of the value of participation in volunteer programs.