COMMUNICATIVE-DIGITAL COMPETENCE OF THE TEACHER: EVOLUTION OF CONCEPTS AND TRENDS OF CONVERGENCE IN TEACHER EDUCATION

Abstract

The purpose of the article is to conduct a theoretical analysis of the evolution of the concepts of communicative and digital competencies in the system of pedagogical education, to identify trends in their convergence, and to substantiate the essence of the communicative-digital competence of a modern teacher, particularly a future primary school teacher. Methods. The study is based on a comprehensive historical-genetic, comparative, and theoretical-analytical approach. A systematic analysis of scientific works by domestic and foreign authors, international framework documents (DigComp, DigCompEdu, UNESCO ICT-CFT, UNESCO AI Competency Framework for Teachers), the TPACK model and its updated versions was carried out. Methods of conceptual synthesis, content analysis, and structural-functional modeling were used to substantiate the process of convergence of competencies in the context of digitalization of education, the implementation of artificial intelligence, and the «New Ukrainian School» reform. Results. The genesis of the concepts of «communicative competence» (from D. Hymes, M. Canale, L. Bachman to I. Ziaziun) and «digital competence» (from computer literacy to digital citizenship and AI literacy) has been traced. The key stages of evolution have been identified: from a technocratic to a critical-social understanding, from individual skills to networked multimodal interaction. The process of convergence of both competencies into a qualitatively new integrated construct – the communicative-digital competence of a teacher – has been substantiated. Its structural components have been identified: technological, communicative-multimodal, critical-reflexive, ethical-legal, and AI-oriented. The influence of international frameworks (particularly the «Communication and Collaboration» area in DigComp and DigCompEdu) and the TPACK model on the modern training of teachers has been demonstrated. The leading trends in the development of these competencies in the conditions of generative artificial intelligence and the «New Ukrainian School» reform have been established. Conclusions. In modern conditions, the formation of communicative-digital competence as a core professional characteristic of a teacher is taking place. This competence ensures effective pedagogical interaction in the digital environment, the creation of multimodal educational materials, critical evaluation of AI-generated content, and the development of digital citizenship among learners. Promising areas include the adaptation of international frameworks to the national context, the development of dynamic level-based assessment models, and the integration of the communicative-digital component into educational programs for training future primary school teachers. The research results confirm the need for a holistic approach to the formation of this integrated competence as a prerequisite for the qualitative transformation of pedagogical education.