PROFESSIONAL GUIDELINES AND PRACTICAL NEEDS FOR THE DEVELOPMENT OF A TEACHER’S INFORMATION AND DIGITAL COMPETENCE

Abstract

Abstract. The article examines the information and digital competence of a general secondary education teacher as a component of professional competence shaped by current regulatory requirements and the actual conditions of pedagogical practice. The study aimed to clarify the essence of this competence, specify the professional activities through which it is manifested, and identify current practices, difficulties, and teachers’ needs for its further development. To achieve this aim, Ukrainian regulatory documents, the European Framework for the Digital Competence of Educators (DigCompEdu), the UNESCO ICT Competency Framework for Teachers, and the UNESCO AI Competency Framework for Teachers were analysed. The theoretical analysis was supplemented by aggregated results of an empirical online survey of general secondary education teachers. It was established that information and digital competence encompasses the critical use of information and data, the selection, adaptation, and creation of digital educational resources, the application of technologies in teaching, communication, and assessment, compliance with legal, ethical, and safety requirements, the responsible use of artificial intelligence, professional collaboration, and the reflective improvement of teaching practice. The survey results showed that teachers recognise the importance of digital technologies in their professional activities, although their confidence in performing specific digital tasks varies. The greatest difficulties were associated with creating original digital content. Self-directed learning and non-formal online courses were identified as the main sources of professional development, while lack of time was reported as the most common barrier. The preferred forms of support included short practice-oriented workshops, asynchronous courses, and consultations with a mentor. The study substantiates the need for differentiated and practice-oriented support related to specific pedagogical tasks, the creation or adaptation of a digital product, its practical implementation, feedback, and reflection. It is emphasised that the development of information and digital competence depends not only on teachers’ personal initiative but also on the organisational, methodological, and technical conditions provided by the educational institution.