FORMATION OF INFORMATION SECURITY CULTURE IN FUTURE PRIMARY SCHOOL TEACHERS BY MEANS OF DIGITAL TECHNOLOGIES

Abstract

Objective. The article theoretically substantiates the content, structure and pedagogical conditions for forming an information security culture in future primary school teachers by means of digital technologies. Methods. The study is based on the analysis of regulatory documents and scholarly publications on digital competence, media literacy, cyber hygiene and safe educational environment, as well as on theoretical analysis, synthesis, systematisation, generalisation and pedagogical modelling. Results. The essence of information security culture of a future primary school teacher is clarified as an integrative professional quality that combines a value-based attitude to safe digital behaviour, knowledge of information risks, the ability to critically evaluate information, protect personal data, select safe digital resources and organise primary pupils' learning according to the principles of cyber hygiene and media literacy. The motivational-value, cognitive, operational, communicative-ethical, methodological and reflective components of this culture are identified; a stage-based model of its formation and criteria for evaluating results are proposed. Conclusions. It is substantiated that the systematic and practice-oriented use of digital technologies in the professional training of future primary school teachers contributes to their readiness to protect pupils from information risks and to create a safe digital educational environment.