**4. Conclusion**

By means of a multivariate analysis of the results, we point out the differences in the influence of the investigated parameters depending on the individual degrees of study - all years from the bachelor's degree to the master's degree. The influence of the current year of study on the perception of digital education was manifested in the parameters assessing the fun and speed of the education process, the quality of communication, the ability to work with text, time management, and the adequacy of software equipment. Almost half of the student sample has a negative perception of social communication and internet connection in the context of distance digital education.

In the study, we identified three clusters, where the first one consists of all the studied skills, the second one is connected to the teacher's activities, and the third one is related to the student's activities. Based on the results, it can be concluded that in

digital education, just as in the case of the classical model of education, the teacher is the primary activating source of the flow of information. But its role is expanded by activating the student in the digital environment so that the student develops not only his skills and knowledge in the given field of study but also develops his digital skills. Thus, the role of the teacher is not only to educate but also to manage the entire teaching process in a digital environment, using information flows within a structured multimedia educational system.

On the basis of the above, it is necessary to expand the education of teachers to include digital skills and work management (didactics in a digital environment). By managing the quality of digital education, we aim to increase student interaction and also improve the digital skills of all stakeholders.

On the based on the above results, we recommend:

