INFORMATION AND DIGITAL COMPETENCE OF THE MODERN TEACHER

Abstract

The article raises pressing issues regarding the information and digital competence of teachers in general educational institutions to ensure the educational process. The rapid development of information technologies and their integration into teaching and educational processes necessitate a reevaluation of traditional approaches to the professional competencies of modern educators and their adaptation to the new challenges of the information society. The article examines the components of information and digital competence required for contemporary pedagogical workers, considering the structure and content of information technologies that should be effectively utilized in the teacher's professional activities. The key components of information and digital competence are identified through the analysis of modern national and international research in the field of applying digital technologies in the educational process. The study is based on existing frameworks of digital competence and conceptual foundations, including the Conceptual Foundations for Secondary School Reform (New Ukrainian School), the "Digital Competence Framework for Citizens of Ukraine" (DigComp 2.1), the "European Framework for the Digital Competence of Educators" (DigCompEdu), and the "Professional Standard for Teachers" in Ukraine. Information and digital competence consists of four interrelated components: knowledge, skills and abilities, communication, and responsibility and autonomy. The article provides a detailed examination of each component, taking into account the specific features of using information technologies in the educational process. A thorough analysis of the structure and content of each component of information and digital competence is conducted, with a particular focus on the necessary knowledge, skills, and abilities in the field of information technologies, as well as increasing demands for digital literacy and ethical responsibility in academic integrity. The article concludes with an assertion of the importance of information and digital competence for the successful fulfillment of teachers' professional duties.