DIGITAL LEARNING IN SCHOOLS: READINESS OF FUTURE TEACHERS

Abstract

This article examines the preparation of future teachers for organizing digital learning. The aim of the article is to describe the unique aspects of training future teachers to implement digital learning in schools. Digital learning is an emerging concept that involves conducting lessons with various technologies, and it supports different types of instruction (traditional, blended, distance, online, etc.), allowing flexibility in lesson delivery.

Digital technologies in education have become essential and can significantly impact the quality of students’ learning. The authors propose a framework for developing digital readiness among future educators. The essence of digital learning is presented as a systemic pedagogical and technical approach that has a broad impact on education. The multidimensional nature of digital learning is highlighted, as the integration of infrastructural, pedagogical, and psychological components contributes to effective lesson delivery.

This study offers an in-depth review of psychological and pedagogical literature, identifying trends in digital learning development. A distinctive feature of the proposed framework is the introduction of the course “Digital Learning in Schools” into the university curriculum, aimed at equipping future teachers with essential skills for digital education.

The distinctive feature of this course is its practice-oriented approach, with classes conducted as master classes. Pedagogical university students participated in the experiment. The monitoring process included two stages: diagnostic and formative that were based on three main criteria which define the essential characteristics of a future teacher’s readiness, assessed through twelve indicators. The study utilized the traditional pedagogical research method of comparing learning outcomes between control and experimental groups for validation.