Digital literacy of teachers and students: strategies and methods of development

• Volodymyr Mykolaiko Pavlo Tychyna Uman State Pedagogical University, Uman, Ukraine. https://orcid.org/0000-0002-0515-1241
• Viktoriia Soloshchenko Sumy State Pedagogical University named after A.S. Makarenko, Sumy, Ukraine. https://orcid.org/0000-0002-5888-3796
• Tetiana Korshevniuk Institute of Pedagogy of the National Academy of Educational Sciences of Ukraine, Kyiv, Ukraine. https://orcid.org/0000-0003-0430-5808
• Ganna Tara Kyiv National University of Construction and Architecture, Kyiv, Ukraine. https://orcid.org/0000-0003-3311-0321
• Yurii Pavlov Taras Shevchenko National University of Kyiv, Kyiv, Ukraine. https://orcid.org/0000-0002-8390-785X

DOI: https://doi.org/10.5281/zenodo.11154605

Keywords: educational system, pedagogical conditions, pedagogical competence, ICT competence

Abstract

This article focuses on the study and development of a model for the formation of general pedagogical ICT competence among future teachers, taking into account the current trends of digitization and informatization of education. The research reveals the essence and structure of this competence, as well as discusses the effective pedagogical conditions and methodical support necessary for its formation. First, the theoretical aspects of ICT competence are analyzed, including its key components and  significance in the modern educational paradigm. The main attention is paid to the development of the model, which is based on the system-activity approach, and is defined as an effective tool for achieving the set goals in the process of forming ICT competence. Next, the article describes the developed methodological approaches and pedagogical conditions that contribute to the effective formation of ICT competence among future teachers. The authors provide a detailed description of the developed methodology, as well as describe its practical application in higher educational institutions. The last section of the article is devoted to the experimental verification of the effectiveness of the proposed model. This part presents the results of an experimental study that was conducted in the educational environment of a higher school, and discusses how the implementation of a system-activity approach affects the formation of ICT competence of future teachers. This article will make a significant contribution to the understanding of the process of forming ICT competence in the educational environment and will offer practical recommendations for teachers and educational institutions.

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