Formation of digital competence of future educators in the context of European educational standards

Abstract

The purpose of the study is to determine the theoretical foundations, methodological approaches and practical tools for the formation of digital competence of future educators in the context of European educational standards, which involves comparing national approaches to the digitalization of education with European practices and identifying effective strategies for training education and science workers in Ukraine. The methodological basis of the study is a systemic, comparative and competency-based approach. The analysis and synthesis of scientific literature and regulatory documents from the European Union in the field of education, as well as methods of comparison and generalization of international and national experience, were employed. Additionally, content analysis of educational programs at Ukrainian higher education institutions was conducted. Special attention was paid to the analysis of documents of the European Commission (DigCompEdu, European Digital Education Action Plan) and national strategic guidelines for the digital transformation of education.Results. It was established that the formation of digital competence in future teachers and educators requires the integration of several key components: mastery of basic digital skills, the ability to use digital technologies in the educational process, critical thinking, and the ability to engage in continuous professional development. A gradual approximation of national educational programs to European standards has been identified; however, problems associated with the uneven level of technical support for educational institutions, an insufficient number of adapted methodological materials, and a lack of systematic teacher training remain. The analysis revealed that the most effective tools for developing digital competence are the integration of interdisciplinary courses, the implementation of practice-oriented training that utilizes digital technologies, and the adoption of blended and distance learning models that align with the recommendations of the European Higher Education Area. Conclusions. A comprehensive approach to the formation of digital competence of future teachers, which combines theoretical training, practical application of digital technologies and orientation towards European standards, will allow adapting the Ukrainian system of teacher training to European requirements, ensuring an increase in the quality of education, competitiveness of graduates and integration into a single European scientific and educational space. Further research should be directed toward the development of tools for assessing the level of digital competence among teachers and the creation of methodological recommendations for higher education institutions on implementing innovative educational technologies.