Developing Digital Competencies Among Teachers in the Post-War Period in Ukraine

Abstract

The transformational processes in Ukraine’s educational system are accompanied by the active implementation of digital technologies in the professional activities of teaching staff. In the post-war period, the need to restore and modernize the educational environment is growing in response to the demands of the digital society. Under these conditions, the development of digital competencies as a component of teachers’ professional readiness acquires particular relevance.

The purpose of the study is to substantiate the theoretical foundations and practical conditions for developing digital competencies among teachers during the post-war recovery of Ukraine’s educational system, and to identify directions for improving the effectiveness of their professional development.

Methods. The study employed systems analysis, comparative method, synthesis of scholarly sources, structural-functional approach, and elements of content analysis. The applied methods made it possible to examine digital competency as a multicomponent construct encompassing the cognitive, operational, and motivational dimensions of professional activity.

Results. It was established that the digitalization of education in Ukraine is uneven, manifesting in differences in the level of digital tool proficiency among teaching staff. A gap was identified between the technical capabilities of the educational environment and the actual practice of their use in the instructional process. The necessity of continuous professional learning that integrates formal education, non-formal training, and self-directed learning was substantiated. It was demonstrated that effective digital skills development is facilitated through the use of adaptive educational platforms, blended learning, and practice-oriented professional development formats.

Conclusions. The formation of digital competencies among teaching staff is identified as a key factor in the modernization of education during the post-war recovery period. The implementation of a comprehensive approach contributes to enhanced professional mobility, improved quality of the educational process, and the integration of the national education system into the European and global digital space. Further advancement in this area requires institutional support and coordinated changes in the system of teachers’ professional development.