Abstract:

The need for education digitalization is the driving force for all ongoing reforms in the state. There are different concepts of the term "digitalization". In this study, we adhere to the following understanding: digitalization is interpreted as the use of online opportunities and innovative digital technologies by all participants in the economic system from individuals to large companies and states. That is, digitalization is a necessary condition for maintaining the competitiveness of the whole country.

The objective is to study the methodological foundations of public administration for the development of education digitalization in Russia and abroad. State management models of education digitalization in Russia, the USA, as well as Eastern countries such as China and Japan are studied. The use of comparative and historical-pedagogical methods allowed us to identify the features of models and problems in their management.

In the carried-out analysis of the theoretical sources we found out that under the digital education it is necessary to understand the organizational process of interaction between the trainers and trainees during the movement from target to result in a digital educational environment, the major means of which are digital technologies, digital tools and digital traces as the results of educational and professional activities in digital format. The United States has the most progressive policy in this area. All initiatives in the development of digital educational technologies have already been reflected in the development programs of socio-economic spheres. A personality-oriented ecosystem of higher education is planned to create.

China, realizing the importance to contribute to human potential from the earliest years, has been reforming the education system for more than 30 years. It is interesting to note that innovations in teaching practice in China, in addition to the study of basic subjects, include the development of children's skills of emotional intelligence through play forms, the ability to think systematically, the ability to present themselves and the results of their work, as well as self-reflection. Such skills help Chinese specialists continue to be in demand not only in the domestic labor market, but also in the international labor markets. Japan is noted to have advanced information technology; the introduction of electronic textbooks is already a reality for Japanese students. Japan has moved to a new level, where one of the most important values is to protect students and teachers against negative consequences in the information education environment.

In Russia, for example, the Ural Federal University has a mentoring system, online resource systems for students and teachers, as well as platforms for interaction with teachers online. The peculiarity of our University is the combination of technical and humanitarian orientation in the educational environment and, as a result, its integration into the educational process.

In conclusion we can point out that states are making efforts to develop the education digitalization, taking into account national and socio-economic conditions.

Keywords:

Development, education digitalization, teaching practice, values, educational environment.