Analysis of Requirements for the Digital Competence of a Future Teacher

Abstract

<p style="text-align: justify;">The article discusses the topical issue of a model of digital competencies for a future teacher. The analysis of the composition and structure of the most relevant models of digital competencies of a citizen and a modern teacher is carried out. In addition, the article reveals approaches to the formation of the content of digital competence, and provides the results of an empirical study, which consists in analyzing the results of a survey of practicing teachers and teacher-training students in order to identify the most demanded digital competencies of a future teacher. The article substantiates the authors’ content of the competence of a future teacher, a university student. The purpose of this article is to develop a theoretical model of digital competence of a future teacher, taking into account the dynamic technologisation of the modern world and the peculiarities of Russian education, based on an analysis of approaches to determining the content of its digital competencies. According to the analysis of studies, the issue of teachers’ digital competence is not sufficiently disclosed. Numerous studies on digital competencies of a person, teacher, etc. do not fully solve the problem of assessing the digital competence of future teachers.</p>

Exploring the Role of Artificial Intelligence-Powered Facilitator in Enhancing Digital Competencies of Primary School Teachers

“…It is clear that technology, competence, and skill are among the emerging keywords that have been the subject of extensive research in recent years. As part of this reform, many schools are investing in technology infrastructure and providing training programs for teachers to develop their digital competencies (Galimullina et al, 2022;Ilomäki et al, 2016). However, the success of these programs is largely dependent on the willingness and ability of teachers to adopt new teaching methods and integrate technology effectively into their teaching practice (Herawati et al, 2022; V. T. Nguyen & C. T. H. Nguyen, 2022).…”

“…While many teachers recognize the potential benefits of technology in education, there are often barriers to its effective implementation, such as a lack of digital skills, limited access to technology, and resistance to change (Galimullina et al, 2022;Salim et al, 2023). As such, it is essential to provide teachers with the necessary training and support to ensure they can effectively integrate technology into their teaching practice.…”

“…As such, it is essential to provide teachers with the necessary training and support to ensure they can effectively integrate technology into their teaching practice. This may involve providing professional development opportunities, access to technology and resources, and ongoing support and guidance (Galimullina et al, 2022;Haug & Mork, 2021;Salim et al, 2023). By empowering teachers to effectively integrate technology into their teaching practice, we can ensure that students are receiving the highest quality education possible and are better prepared for success in an increasingly digital world.…”

Perspectives on Digital Competencies in University: What’s Ahead for Education?

“…Digital competences nowadays is an educational model that needs a teacher for the future and not only the teacher but the whole society to be able to interact, and to achieve this interaction an education from the initial level with digital competences is needed (Galimullina et al,2022). These digital competencies and innovations are related to ICT and whose pillar is the daily use to communicate in society with approaches that are achieving significant effects in all universities due to the importance of improving the educational quality of the new generations (Gómez-Poyato et al, 2022).…”