THE DEVELOPMENT OF DIGITAL COMPETENCIES AMONG TEACHERS IN THE CONTEXT OF TRANSITION TO THE «UNIVERSITY 4.0»

Abstract

The article is devoted to describing the digital skills required of pedagogical employees to function in the contemporary educational environment. Also, the article discusses potential methods for developing prospective teachers’ digital capabilities in a university setting through the creation of contemporary, pertinent, and in-depth content as well as instructional, methodological, and informational assistance. The most popular methods for structuring the competency model of job candidates for Industry 4.0, including behavioral and digital skills, are covered in the article. On the basis of an analysis of the likelihood of achieving particular performance indicators in the sphere of vocational education, the limitations in the growth of graduates’ digital capabilities were demonstrated. Different interpretations of the traits of digital competences in Kazakhstan and other countries are offered to create a cohesive approach. The degree of digital literacy of contemporary future teachers was evaluated to examine the viability of developing a digital learning environment at universities. The influence of the digital economy on the development of a set of key abilities and the education of experts in demand in contemporary society is what gives this piece its relevance. The majority of models and frameworks are concerned with evaluating university teachers’ level of digital competences, which are a collection of knowledge, abilities, and attitudes required for a teacher to use technology effectively. The impact of the digital economy on the development of a set of core competences and the education of experts in demand in the contemporary world. Keywords: digital competencies, successful pedagogical activity, modern educational space, ICT competencies.