Digital Competence of Compulsory General Education Teachers in the Present-Day Conditions

Abstract

The purpose of the research was to analyse the digital competence of compulsory general education teachers and to create a model for improving functional literacy of all parties in educational relations. The paper covers the major steps of an experimental study aimed at diagnosing the initial level of digital literacy of teachers specialised in life and human sciences. The framework of the research involved four steps. Step one was to analyse the results of the scientific and methodological search for the components of the competence. Step two was to list the indicators to diagnose the relevant competencies. Step three was to process the data received from respondents, to visualise and to define the digital skills level. As the final step, the main conclusions were made based on the results of the study, and the ways to improve the efficiency of the teachers' digital competence were suggested. The main conclusions include: 1) the following digital skills of digital competence were defined: reproductive, active and interactive; 2) information and communication technologies are the basis for the digital competence formation, but these concepts are not identical; 3) the level of digital skills mastery does not depend on the subject taught; 4) the methodology for achieving the subject learning outcomes requires the development of key principles of digital didactic tools mastery.