CONCEPTUAL APPROACHES TO MODELING ALTERNATIVE FORMS OF THE DEVELOPMENT OF PERSONAL COMPETENCIES IN THE CONDITIONS OF EDUCATIONAL TRANSFORMATIONS

The article substantiates approaches to modeling alternative forms of the development of personal competencies in the context of educational transformations. The article analyses studies that emphasize the importance of developing a digital-age school since digital technologies help to choose a learning path for each student. It is noted that this is possible with the transition to the use of modern digital educational and methodological complexes that will allow students to create individual programmes, select the best methods and formats for learning the material, the introduction of games and simulations into the educational process, which will engage children in learning and help develop the skills of the 21st century, including teamwork, critical and creative thinking. The growing demand for 21st century competencies in the context of global transformations in work and lifestyles means an increasing demand for new individual and collective competencies. Attention is being focused on competencies and knowledge that help to ensure the fundamental variability, uncertainty, complexity, and ambiguity of the future (cooperation, creativity, entrepreneurship, ability to understand); strengthen the growing complexity of civilization (systemic thinking, ability to solve problems and find new opportunities; help to live in a world of information and communication technologies, in particular, basic programming skills, information search, processing and analysis skills, etc. It has been determined that as an alternative in education, it is necessary to create tools and processes that support personal and collective learning and development throughout life and that contribute to the definition of goals, the development of various aspects of personal and collective activity through holistic educational research, including play and collaborative creativity, integrated into educational trajectories; measurement of learning outcomes, support of personal and collective education processes (virtual personal assistants and various educational resources); integration of personal and collective educational trajectories that match individual educational needs with the needs of groups and communities.