DIGITAL COMPETENCE OF A SPEECH THERAPIST AS AN INDICATOR OF PROFESSIONAL IDENTITY IN MODERN EDUCATIONAL CHALLENGES

Abstract

With the development of society, the demands on educators are increasing, and a key aspect of training a new generation of specialists is their ability to quickly adapt to change, demonstrate mobility, creativity, and offer a fresh perspective on traditional approaches. In modern realities, digital technologies have become an integral part of the educational process, ensuring its continuity and accessibility. In this regard, the ability of specialists, particularly speech therapists, to effectively navigate pedagogical challenges in a digital educational environment has become a priority. The set of knowledge, skills, abilities, and attitudes that enable a professional to successfully utilize digital technologies and resources in their work is reflected in the concept of "digital competence."

This article analyzes psychological and pedagogical literature, regulatory documents, and contemporary information sources, which has made it possible to clarify the essence of digital competence and define its role in the professional activities of a speech therapist.

In this study, digital competence is considered a criterion of a specialist’s professional identity, as it reflects a speech therapist’s readiness to work effectively within a digital educational environment, meet modern demands and technological advancements, promote continuous self-development, and adopt an active stance toward innovation in the teaching process. A specialist’s professional growth is determined by their ability to successfully fulfill professional tasks and derive satisfaction from their achievements.

The authors present and characterize key areas of digital competence for speech therapists, including information and resource literacy, communication and digital ethics, content development and adaptation, security and integrity, digital management, and organization.