DEVELOPING DIGITAL COMPETENCE IN STUDENTS AT TEACHER TRAINING UNIVERSITIES

Abstract

The process of digitalization is radically changing society, placing new demands on ensuring that graduates are adequately prepared for work, particularly in teaching. For educational institutions, one of the most pressing issues is the transformation of the management of the educational process, infrastructure, and educational provision in line with the requirements of digitalization. The purpose of the study is to define the content and structural components of digital competencies, as well as to identify and analyze the essence of digital literacy of participants in the educational process in the context of higher education, and to determine which skills underlie the concept. During the study, the level of digital competencies among 3rd and 4th year students of philological specialties was tested using the European Digital Competence Framework, The Digital Competence Wheel. The analysis revealed an average level of digital skills, abilities, and knowledge, as well as attitudes and ethical assessment of the term. The result demonstrates that a common understanding of what digital literacy entails is problematic for both students and teachers as they seek to expand and improve their own digital capabilities. The average weighted result of the interactive survey is 63% for fourth-year students, 57% for third-year students, and 67% for teachers. A shared and functional understanding of digital literacy is important for developing graduate learning outcomes in digital skills and knowledge, enabling the development of digital literacy through the curriculum. This article proposes a model that provides a framework for transforming curricula aimed at developing the digital capabilities of graduates.