摘要：The article substantiates the need for informatization of education in general, and higher professional education in particular, requiring the modernization of forms, methods and content of information training of students in the light of the implementation of the program “Digital Economy of the Russian Federation”. The article presents the ways of improving the informational training of university students. The research methods are as follows: analysis of literature, documents, and electronic resources; observation, questioning of participants in the educational process, methods of mathematical statistics. The analysis shows that the project-based method of training, monitoring and control of the content of electronic resources, the integrated use of distant learning systems, online software for collaborative work, the implementation of artificial intelligence technology in education will allow to form the media literacy of future specialists that meets the modern requirements of the economy and society.The study was conducted on the basis of S.A. Yesenin Ryazan State University in various areas and profiles of education. One of the types of project activities based on modern digital technologies is a hackathon. The goal of such a project is to develop and create a media product in a given professional field. This can be a website, an application, or an interactive software. A team of students is working on a socially significant task. Preparing students for the project-based work by using modern digital technologies has shown its effectiveness for being included in the “Startup as a Degree” Program. The final qualification work prepared in this format may represent a project that is in demand in the field of professional activity. The experimental work of the study was carried out by dividing students into a control group and an experimental group. The range, difference, and significance of changes in the level of informational training in the control and experimental groups were evaluated by the Fischer – Yates criterion. The analysis of individual and collective projects developed by the students, the qualitative analysis of the students’ answers from the both groups to the questions of questionnaires and tests showed that the students of the experimental group revealed a higher level of readiness for professional activity, self-study, self-education, which indicates the effectiveness of the proposed approach.
