Abstract

Digital transformation of the society, boosted by the COVID-19 pandemic, has determined new processes in the socio-economic sphere. Foreign and domestic researchers are unanimous in their opinion that digitalization is the main trend of global development, and the need for digital transformation of education is preconditioned by organizational, technological, managerial, economic, and other changes taking place in various spheres of society, economy and production. Object of the study: the digital transformation process. Subject: general education. Goal: to identify the essence and characteristics of the implementation of digital transformation processes in general education. Objectives: to analyze the essence and semantic understanding of the "digital transformation" category; to describe the types and structure of the main processes of digital transformation in general education. Methods: methodological approaches: systemic approach; research methods: theoretical (analysis of information sources; comparative study; content analysis; generalization, systematization). Conclusions: there is no unity in the scientific attribution of the concepts of "digitalization of education", "digital transformation of education"; analysis of the prospects of digital transformation of general education indicates that its main positive effects may be as follows: ensuring equality of educational opportunities and continuity of education; updating the goals and content of education; optimizing forms, methods, teaching and methodological support of the educational process and the students’ learning and cognitive activities; creating conditions for personalized learning; increasing the effectiveness of quality control and monitoring; reducing the amount of routine work for management and teaching staff, etc.; based on the analysis of scientific research, the problem of information security of electronic educational resources used in general education has been identified; an analysis of the current situation on the software market is presented, and general recommendations on the protection of data recorded in electronic educational resources are given