Development of digital competence of teachers in vocational education institutions

Abstract

Teachers’ digital competence is key to preparing students for the digital age. It is not only computer skills, but also the creation of interactive learning, assessment and collaboration. The aim of the study was to assess the level of information and communication competence of vocational teachers. A comparative analysis of tools for assessing teachers’ media literacy is made. An overview of global and national trends in the development of digital competence of teachers, as well as the development and implementation of digital literacy programmes, is provided. Attention is paid to the role of the teacher as a facilitator, the problems of network security and the use of artificial intelligence (AI) in education. According to the results, the level of digital competence among teachers varied: 43.3% have a high level, 50% have an average level, and 6.7% have a low level. The main problems identified were insufficient knowledge of specialized software, lack of systematic training and technical support, and low motivation due to workload and stress. As part of the development of a programme to improve digital competence, the need to introduce compulsory courses in digital literacy, provide the necessary equipment and technical support, reduce the workload of teachers, and monitor successful international experience, such as regular courses and trainings, online courses, practical classes, project work, technical support and mentoring programmes; create communities for sharing experiences and a reward system to motivate teachers; organize effective feedback; and develop a system of teacher training and mentoring. The implementation of these recommendations is intended to help improve digital literacy and enhance the quality of education. The findings of the study can be used by the management of educational institutions to develop and implement programmes to improve the digital competence of teachers, which will improve the quality of the educational process and prepare students for the requirements of the modern digital society. These results may also be useful for state educational authorities in developing national standards and policies on digital literacy of teachers