Organizational and Pedagogical Conditions for Preparing Future Informatics Teachers to Form Digital Competence in Senior High School Students
DOI:
https://doi.org/10.63437/3083-6425-2026-2(101)-05Keywords:
digital competence, future computer science teachers, senior high school students, teacher education, organizational and pedagogical conditions, digital technologiesAbstract
The article examines the organizational and pedagogical conditions for preparing future computer science teachers to develop digital competence in senior high school students, which is a fundamental component of modern education in the context of rapid digital transformation. The study analyzes recent international and Ukrainian research (2023–2025) addressing methodologies, strategies, and models for developing digital competence in pre-service teachers. Particular attention is paid to the structural components of digital competence, including technical skills, pedagogical and methodological abilities, the capacity to integrate digital tools into teaching practice, lesson modeling, and the development of students’ critical thinking and information literacy in digital environments.
The research identifies key challenges in existing teacher education programs. Among them are insufficient integration of theoretical knowledge with practical application, differences in initial digital competence levels among students, limited access to up-to-date digital infrastructure, and the lack of systematic mentorship and methodological support during teaching practice in partner schools. These limitations reduce the effectiveness of professional training and hinder the development of sustainable digital teaching skills.
International best practices in teacher education are considered, including the implementation of Project-Based Learning (PBL), Inquiry-Based Science Education (IBSE), educational robotics, gamification, interactive simulations, and modular micro-courses. The article emphasizes the importance of integrating digital competence development across all academic disciplines rather than isolating it within specific courses.
Based on the analysis, practical recommendations are proposed for higher education institutions and partner schools. These include embedding digital competence components into curricula, promoting demonstration-based lesson modeling with digital technologies, ensuring access to modern digital infrastructure, organizing structured mentorship programs, and applying project-based and interactive learning approaches in teacher preparation. The conclusions underline that establishing comprehensive organizational and pedagogical conditions for training future computer science teachers is a key factor in effectively fostering digital competence among senior high school students, enhancing their critical thinking, safe digital behavior, adaptability, and readiness to function successfully in contemporary digital society.
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References
Використані літературні джерела
1. DigCompEdu: European Framework for the Digital Competence of Educators. European Commission. Luxembourg: Publications Office of the European Union, 2021. 72 p. URL: https://joint-research-centre.ec.europa.eu/digcompedu_en.
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10. Aleksieva L. Preparing pre-service teachers for the digital transformation of education. Education Sciences. 2025. Vol. 15, № 4. Art. 404. DOI: https://doi.org/10.3390/educsci15040404.
11. Morze N. V. Advancing educational robotics: competence development in pre-service teacher training. Contemporary Educational Technology. 2023. Vol. 15, № 2. P. 112–129. DOI: https://doi.org/10.55056/cte.549.
References
1. (2021). DigCompEdu: European Framework for the Digital Competence of Educators. European Commission. Luxembourg, 72 p. Retrieved from: https://joint-research-centre.ec.europa.eu/digcompedu_en.
2. Zeng, M., Abdullah, Z., & Cheah, K. S. L. (2025). Pre-service Teachers’ Digital Competence: A Systematic Review of Factors, Frameworks, and Global Patterns. International Journal of Learning, Teaching and Educational Research, 24(8), 24-40. DOI: https://doi.org/10.26803/ijlter.24.8.10.
3. Hrytsenchuk, O. O., Ivaniuk, I. V., Kravchyna, O. Y., Malytska, I. D., Ovcharuk, O. V., & Soroko, N. V. (2018). Yevropeiskyi dosvid rozvytku tsyfrovoi kompetentnosti vchyteliv u konteksti suchasnykh osvitnikh reform [European experience of the teachers’ digital competence development in the context of modern educational reforms]. Informatsiini tekhnolohii i zasoby navchannia – Information Technologies and Learning Tools, 65(3), 316-336.. DOI: https://doi.org/10.33407/itlt.v65i3.2387 [in Ukrainian].
4. Dolezal, D., Motschnig, R., & Ambros, R. (2025). Pre-Service Teachers’ Digital Competence: A Call for Action. Education Sciences, 15(2), Art. 160, 18 p. DOI: https://doi.org/10.3390/educsci15020160.
5. Getenet, S., Haeusler, C., Redmond, P., et al. (2024). First-year preservice teachers’ understanding of digital technologies and their digital literacy, efficacy, attitude, and online learning engagement: implication for course design. Education and Information Technologies, 29, 1359-1383. DOI: https://doi.org/10.1007/s10758-023-09724-z.
6. Hirsch, A.-K., & Rubach, C. (2024). Exploring the interplay between teaching strategies and digital competencies beliefs among pre-service teachers: a longitudinal study. Education Sciences, 14(12), Art. 1342, 22 p. DOI: https://doi.org/10.3390/educsci14121342.
7. Lu, C., Lee, J. C. K., & Gu, M. M. (2025). Integrating digital technologies into teaching: a study on pre-service language teachers’ perceptions and practice. Education and Information Technologies, 30, 19537-19557. DOI: https://doi.org/10.1007/s10639-025-13511-x.
8. Trujillo-Juárez, S. I., Chaparro-Sánchez, R., Morita-Alexander, A., et al. (2025). Strengthening teacher digital competence in higher education through micro-courses: a systematic literature review. Discover Education, 4, Art. 247, 15 p. DOI: https://doi.org/10.1007/s44217-025-00687-0.
9. Momdjian, L., Manegre, M., & Gutiérrez-Colón, M. (2025). A study of preservice teachers’ digital competence development: exploring the role of direct instruction, integrated practice, and modeling. Evaluation and Program Planning, 109, Art. 102538, 12 p. DOI: https://doi.org/10.1016/j.evalprogplan.2025.102538.
10. Aleksieva, L. (2025). Preparing pre-service teachers for the digital transformation of education. Education Sciences, 15(4), Art. 404, 14 p. DOI: https://doi.org/10.3390/educsci15040404.
11. Morze, N. V. (2023). Advancing educational robotics: competence development in pre-service teacher training. Contemporary Educational Technology, 15(2), 112-129. DOI: https://doi.org/10.55056/cte.549.
