Developing a model for digital competence оf a foreign language teacher

Abstract

This article explores the significance of digital competence in the context of Ukrainian higher education. It emphasizes the importance of integrating digital tools into teaching, offers insights into existing frameworks for digital competence, and highlights the challenges teachers may face in this regard. The article presents a comprehensive model for the development of digital competence among foreign language teachers. This model focuses on principles such as purposefulness, integration with the educational process, continuous learning and self-development, collaboration and experience sharing, and individualization. It also underscores the importance of clear assessment and feedback mechanisms to help teachers gauge their progress. Furthermore, the article provides insights into various information and communication technologies (ICT) tools used by foreign language teachers in Ukrainian higher education. It discusses how electronic textbooks, interactive whiteboards, virtual tours, video conferencing, and other digital resources can enhance language learning and improve student engagement. The article acknowledges challenges in developing digital competence among teachers, such as time constraints, limited technical knowledge, lack of confidence, and resource scarcity. To address these challenges, it emphasizes the importance of administrative support, training, and technical assistance for educators.