Methodological Foundations for the Development of Digital Competence of Educational Institution Teachers: Practical Guidelines and Tools

Abstract

Abstract Purpose. The article aims to substantiate the methodological foundations for the development of digital competence of educational institution teachers, taking into account contemporary trends in digitalization and the needs of the educational environment. The scholarly relevance is determined by the necessity to address the gaps identified in previous research, including the absence of a holistic system of practical tools, the insufficient integration of European framework models, and the limited attention to managerial and methodological guidelines for enhancing teachers’ digital competence. Methods. A set of general scientific and specialized methods was applied: analysis and synthesis of scholarly sources, comparison of international and national approaches, system-structural analysis of digital competence frameworks, and generalization of empirical research findings in the field of teacher professional training. The application of these methods made it possible to identify both the strengths of prior approaches and the unresolved issues. Results. It is substantiated that teachers’ digital competence represents a multidimensional construct encompassing cognitive, technological, and organizational-managerial components. Based on critical analysis, it was revealed that prior studies predominantly focused on identifying levels of digital literacy while paying insufficient attention to methodological support for teachers in their daily practice. Practical guidelines are proposed, including the use of modern digital tools, mechanisms of international certification, integration of the DigCompEdu framework, and adaptation of its provisions to the needs of Ukrainian education. The importance of digital competence development is demonstrated in the context of wartime and post-war challenges, when digital technologies ensure the continuity of the educational process. Conclusions. The developed methodological foundations and practical tools are aimed at ensuring the sustainable development of teachers’ digital competence. They enhance the quality of the educational process, optimize managerial decision-making, and contribute to the formation of a digital culture within the educational environment. The scientific novelty of the article lies in the combination of international approaches and the national context, which opens prospects for the creation of a comprehensive system of methodological support for teachers in the digital transformation of education. Keywords: digital competence, teachers, methodological foundations, digital technologies, professional development