The thesis is a theoretical and experimental research into the training of future teachers of humanities to use digital technologies in their professional activity. We have built the educational framework content: updating the subjects that are a part of the most humanities curricula and are basic for student training; developing and introducing the elective course called Digital technologies in
education; students’ afterschool activity (a movie club, TED-conferences, seminars); choosing the forms (lectures (information and problem-based, a press- conference lecture, a visualization lecture, a binary lecture, debates, a multimedia lecture); running seminars, trainings, workshops (sharing educational experience), project lessons; round-table discussions, blended learning; webinars, videoconferences, virtual consultations), methods (brainstorm, mobile educational interaction, case studies, problem-solving, “flipped” learning, scribing, interactive, gaming projects, portfolio, web quests), learning techniques (digital manuals, equipment, tools, software, digital resources). We have identified three stages of implementing the educational framework into the universities’ educational practice: motivational, practical, adaptive- reflective. We utilized various forms and methods of working with students majoring in the humanities to build their readiness to use digital technologies while studying in a higher education institution, which can be suitable for distance learning. We focused on educational content modernization in the following areas: updating the content of the subject that are common for teachers of all humanities: Philosophy, The History of Ukraine, Teacher Training, Psychology, Life Security, Information Technologies, adding the topics that expand students’ mind and show a comprehensive impact digital technologies have on numerous aspects of social life as a whole and on each separate human being, and build a positive attitude to the practical use of modern technologies in education; introducing an elective course called Digital technologies in education, creating an appropriate website for making teacher’s own digital portfolio, a collection of trainers, educational projects, situation-based exercises seeking to shape the readiness of future teachers of the humanities to use digital technologies in their professional activity; adapting the set of diagnostic tools to assess the level of the readiness of future teachers of the humanities to use digital technologies in their professional activity; developing the afterschool curriculum (a movie club, TED-conferences, seminars). The results of the educational experiment showed that most of the respondents from the experimental group had reached the medium (46,3%) and high (38,4%) levels of readiness to use digital technologies in their professional activity. The statistical analysis (the -Kolmogorov-Smirnov test) proved that the changes that had taken place in both the control, and the experimental group after the formative stage are statistically significant. When comparing pre- and post- experimental results for the control group, we did not obtain any big variance. This confirms that the educational framework for training future teachers of the humanities to use digital technology in their professional activity is efficient.
The results of the research can be used for further improvement in the theory and practice of professional and education, in teachers retraining as well as in an independent activities of teachers and higher education institutions instructors.
