Problems of forming digital competence and digital culture of future teachers

Abstract

The article provides a theoretical analysis of the problems of forming digital competence and digital culture of future teachers in the context of digital transformation of education. The relevance of the study is due to the active introduction of digital technologies into the educational process, the spread of distance and blended learning, as well as the need to train competitive pedagogical personnel capable of effectively carrying out professional activities in a digital environment. The peculiarities of the impact of digitalization on the higher education system are revealed and the main challenges associated with the formation of digital competences of future specialists are identified. Modern scientific approaches to the interpretation of the concepts of “digital competence”, “digital culture” and “digital literacy”, presented in domestic and foreign studies, are analyzed. It is established that digital competence is an integrative characteristic of a person, which combines knowledge, skills, abilities, value orientations and experience in using digital technologies for learning, professional activity, communication and social interaction. It is determined that its structural components are information literacy, digital communication, digital content creation, critical thinking, cybersecurity and the ability to continuous professional development. The relationship between digital competence, digital culture and digital literacy is substantiated. It is found that digital culture is a component of the general culture of the individual and encompasses a system of values, norms of behavior, ethical principles, models of interaction and responsible use of digital technologies. Particular attention is paid to the role of digital literacy as a fundamental basis for the formation of digital competence of future teachers. The importance of a digitally oriented educational environment, electronic educational resources and modern digital tools in the professional training of candidates for teacher education is characterized. The need to form in future teachers the skills of critical evaluation of information, adherence to the principles of academic integrity, digital ethics and safe behavior on the network is emphasized. It is concluded that the development of digital competence and digital culture is an important condition for the professional development of a modern teacher, his successful self-realization and effective activity in the conditions of a digital society. Prospects for further research are related to the development and implementation of pedagogical models and conditions for the formation of digital competence of future teachers in higher education institutions.