THE CONCEPT OF DIGITAL MATURITY IN TRAINING OF SPECIALISTS FOR ADDITIONAL PROFESSIONAL EDUCATION

The article examines the problem of improving programs for advanced training and retraining of managers and specialists of the nuclear power industry in the focus of digital transformation processes and bringing the educational process in line with the target indicator of digital maturity. The article presents different interpretations of the concept and focuses on the definition of digital maturity as the willingness to consciously improve the existing operating models and production practices, to think in the categories of strategy and business, reflecting the understanding of digital transformation in the methodology of change management in a corporation. The author emphasizes that the final methodological justification and model of digital maturity in Russian practice has not developed and it is necessary to continue the study of the conceptual apparatus of digital transformation. The article notes a variety of instrumental practice for measuring the target indicator, methods for calculating it, and nominating criteria. This approach, according to the author, reflects the understanding of digital maturity in the logic of absolute values, as a complete automation of most processes and maximum use of the potential of digital technologies. The author believes that the approach of interdisciplinary interaction, synergy of machine, process, technological and human resources in the development of the concept of digital maturity, assessment of the state of organizational culture, “digital spirit” is more fruitful. The article notes the important role of the formulation of the concept in the training of specialists in additional professional education and offers its author’s interpretation in conjunction with the substantiation of the organizational and methodological conditions for the formation of digital maturity. An important place in the development is occupied by methodological approaches to the formationof the innovative quality of the digital educational environment, which correspond to the principles of “Industry 4.0”. The author proposes to consider a complex project for diversification of training programs based on the potential of corporate resources, verified educational content, Internet, Data Mining technologies as a tool for setting up the educational environment of retraining and advanced training programs; VR and AR technologies (virtual and augmented reality), open educational resources (Massive online courses) and others at the Technical Academy.

advanced training and retraining of personnel, digital transformation, digital maturity, diversification of training programs, digital educational environment, principles of “Industry 4.0”, digital competencies, “digital spirit” of the organization, criteria for assessing the readiness of a specialist, synthesis of technological and behavioral solutions.

Gordeev M. A. The concept of digital maturity in training of specialists for additional professional education. Business. Education. Law, 2021, no. 2, pp. 373—379. DOI: 10.25683/VOLBI.2021.55.224.