THEORETICAL FOUNDATIONS OF DIGITAL LITERACY DEVELOPMENT FOR LECTURERS IN HIGHER EDUCATION INSTITUTIONS

Abstract

This article presents a scholarly investigation into the pertinent issue of fostering digital literacy among educators in higher education institutions, a topic that has gained particular significance in the context of the rapid advancement of information and communication technologies and their integration into all spheres of public life. The fundamental importance of digital competencies as the cornerstone for the effective integration of modern technologies into the educational process is elucidated, emphasizing the objective necessity for their continuous enhancement in response to the current challenges of the digital era. The author cogently underscores that the process of developing digital literacy encompasses not only the acquisition of theoretical knowledge regarding diverse digital tools and platforms but also the active cultivation of practical skills for their efficient application, as well as the formation of adaptive capacities for swift adjustment to the dynamic changes of the digital environment.

Particular attention in the article is devoted to the analysis of international experience, which convincingly demonstrates the critical role of clearly defined standards and evidence-based methodological recommendations in the systematic development of digital competencies among pedagogical personnel. The conducted analysis confirms that the presence of clear framework guidelines and consistent methodological approaches enables the organization of teacher professional development processes more effectively and systematically, which, in turn, contributes not only to the qualitative improvement of their professional skills but also to the successful adaptation of the educational process to the contemporary demands of the digital age.

In the concluding section of the article, it is argued that the digitalization of the educational process is a continuous and multi-layered strategic task that necessitates constant attention and systemic efforts. Prospects for further scholarly research in this crucial area include the development of effective mechanisms for monitoring and objectively assessing the level of digital literacy among pedagogical personnel, an in-depth study of the impact of digital technologies on the quality of teaching and the educational outcomes of students, as well as the adaptation of existing educational strategies to the conditions of the rapidly changing digital environment.