Criteria and indicators of the development of digital competence of research and teaching staff

Abstract

Currently, in pedagogy, the concept of digital competence of a teacher is considered under the conditions of education transformation. The relevance of this problem is related to the need of the modern education system for research and teaching staff who are able and ready to use digital technologies and develop digital pedagogy for further improvement and transformation of the educational process. This requires the definition of criteria, indicators, and levels of manifestation of their digital competence. The analysis and generalization of normative documents regulating the activities of research and teaching staff and scientific publications of domestic and foreign scientists regarding the state of the investigated problem were used, summarizing one's own experience of using open educational and scientific systems. Based on the analysis of scientific and pedagogical research, regulatory documents (Framework of digital competence for citizens of Ukraine, the project of the Framework of digital competence for research and teaching staff and DigComp 2.0, DigComp 2.1, DigComp 2.2), professional experience, the criteria for the development of digital competence of research and teaching staff, which reflect its components: educational-digital, methodical-digital, research-digital, organizational-digital and integral-digital. To clarify their content, relevant indicators in digital content creation have been singled out: communication and cooperation, security in the digital environment, information literacy, the ability to work with data, and the field of technological solutions to professional tasks using digital tools. Three levels of digital competence development are defined and substantiated: basic, sufficient, and high. A well-founded conclusion was made regarding the need for research and teaching staff to acquire a high level of digital competence.