Abstract
This article addresses the issues of developing software and designing professional development courses for teachers in the field of their ICT competencies. It highlights the importance of enhancing teachers' potential in organizing distance learning as a response to the challenges posed by the COVID-19 pandemic. The article presents the results of an analysis of professional development programs related to ICT competencies for teachers within the framework of the requirements set by "ICT CFT. UNESCO Recommendations". The professional development courses are tentatively divided into three groups, with a cross- subject module "Computerization of the Educational Process" being identified as the most widely studied module by teachers, regardless of their subject. The author suggests revising the content of this module to align it with the UNESCO Recommendations, while increasing the allocated hours for this module. A methodology for determining the list and content of professional development courses related to teachers' ICT competencies is also presented.
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