The goal of the study is as follows: to define, substantiate, and verify, through a pedagogical experiment, the pedagogical conditions for the development of digital competence of educators in the conditions of continuous education.
To achieve this goal, the following objectives have been formulated: 1) analyze the state of development of the problem of developing a teacher’s digital competence in pedagogical theory and practice; clarify the essence and content of the key concepts of the research; 2) clarify the content and structure of a teacher’s digital competence in the conditions of continuous education, develop criteria and indicators of the levels of formation of a teacher’s digital competence in the conditions of continuous education; 3) develop a model for the development of a teacher’s digital competence in the conditions of continuous education; 4) determine, substantiate, and experimentally verify the pedagogical conditions that ensure the effective development of a teacher’s digital competence in the conditions of continuous education; 5) develop methodological recommendations for ensuring the development of teachers’ digital competence in the system of continuous education.
The professional development of educators in the conditions of continuous education is the object of the study. The content and set of pedagogical conditions for the development of digital competence of educators in the conditions of continuous education are the subject of the study.
Methods: systematization, analysis, comparison, concretization, deduction and induction, generalization and modeling, direct and indirect observation, survey, questionnaire, testing, diagnostic methods, pedagogical experiment, mathematical statistics method, graphic method.
The scientific novelty of the obtained results lies in the fact that for the first time, the pedagogical conditions for the development of a teacher’s digital competence in the conditions of continuous education have been substantiated, determined, and experimentally verified (ensuring the teacher’s motivation for the development of digital competence; continuity in the system of the teacher's digital self-development as interaction between students and practicing teachers; development of models for advanced education in the development of a teacher’s digital competence; a digital environment that promotes the development of a teacher’s digital competence; the use of artificial intelligence for the teacher’s professional development); a model for the development of a teacher’s digital competence in the conditions of continuous education has been developed, consisting of four blocks (target, content, organizational, and diagnostic); the essence of the key concepts of the research has been clarified (“digitalization”, “digitalization of education”, “digital technologies”, “teacher’s digital competence”, “digital environment”, “continuous education”); the components of a teacher’s digital competence in the conditions of continuous education have been clarified and specified, namely motivational, communicative, content-related, technological, reflective, environmental, ethical, innovative; criteria (technical use of digital technologies and artificial intelligence; pedagogical integration of digital technologies and artificial intelligence; ethical and responsible use of digital technologies and artificial intelligence; professional development and collaboration) and indicators of the levels of formation of a teacher’s digital competence (low, medium, high); the content filling and methodological support of the process of developing a teacher’s digital competence in the conditions of continuous education have been improved; the theoretical-methodical and technological aspects of the development of educators’ digital competence in the conditions of continuous education and digitalization of education based on the competence approach have received further development.
