Training future specialists in the socio-psychological sphere for digital interaction: the experience of the university “Ukraine”

Abstract

The article addresses a pressing issue of training future specialists in the social and psychological fields for digital interaction in the context of rapid digitalization of society and the transformation of higher education. The increasing role of digital technologies in the professional activities of social workers and psychologists necessitates the development of new competencies that ensure effective interaction with clients, colleagues, and institutions in online environments. At the same time, higher education systems do not always respond adequately to these challenges, which creates a need for innovative pedagogical approaches and their implementation in professional training.

The authors review key scholarly works that outline the theoretical foundations of digital transformation in education and the development of digital competencies, particularly in the context of inclusive education, as well as the challenges of digital interaction in social and psychological practice. Effective training is shown to require the integration of digital technologies into the educational process, adaptation of teaching methods, and consideration of ethical, legal, and psychological aspects of technology use.

The practical experience of a leading inclusive higher education institution in Ukraine is analysed, highlighting the specific features of organizing professional training for future social workers and psychologists with a focus on digital interaction. The educational process is based on the use of adapted electronic platforms, blended learning, interactive seminars, and specialized courses: ‘Internet Support in Professional Activities’ and ‘Information Systems and Technologies in Psychology’. These courses aim to develop practical skills in using digital tools, including online counselling, digital documentation, work with information platforms and chatbots, as well as fostering ethical responsibility in the digital environment.

Particular attention is paid to pedagogical technologies such as project-based learning, modelling of professional situations, digital workshops, the flipped classroom approach, mentoring support, and gamification. Their application contributes to the development of digital literacy, social responsibility, interdisciplinary interaction, and professional identity. Training cases involve the use of various digital platforms (Google Workspace, Trello, Moodle, Telegram chatbots), enabling the integration of theoretical knowledge with practical skills in real social projects, including support for internally displaced persons and vulnerable populations.

At the same time, the analysis of implementation challenges reveals differences in students’ initial digital skills, technical limitations, a lack of Ukrainian-language adapted materials, and the need to strengthen interdisciplinary integration and teaching capacity. Addressing these issues requires further optimization of educational programs and resource support.

Overall, the described experience represents a valuable example of integrating digital tools into the training of future professionals in the social and psychological fields, taking into account principles of inclusion and current educational trends. The proposed approaches may be useful for other higher education institutions seeking to enhance the quality and relevance of professional training in the context of digital transformation.