STRUCTURAL COMPONENTS OF DIGITAL COMPETENCE OF FUTURE TEACHERS OF PROFESSIONAL HIGHER EDUCATION

Abstract

Introduction. In the modern educational context, the rapid digital transformation of society has significantly reshaped the requirements for the professional training of teachers, especially within the framework of professional pre-higher education. Digital competence is increasingly recognized as a cornerstone of pedagogical effectiveness, encompassing not only technical skills but also ethical, communicative, and pedagogical dimensions. However, despite the existence of numerous European and international frameworks such as DigComp, DigCompEdu, and ISTE Standards, the structural components of digital competence tailored specifically to future teachers of professional higher education remain underexplored. This study addresses this gap by analyzing existing theoretical approaches, identifying contradictions in their interpretation, and proposing an integrative model suitable for the Ukrainian educational context. The purpose of the article is to determine, justify, and systematize the structural components of digital competence that are essential for the preparation of future teachers in professional pre-higher education. The study seeks to contribute both theoretically and practically to the design of effective educational strategies aimed at enhancing teacher readiness for digital-age challenges. The methodological basis of the research includes a theoretical analysis of domestic and international scientific literature, a comparative examination of leading frameworks (DigComp, DigCompEdu, ISTE Standards), and the conceptual synthesis of pedagogical, psychological, and technological perspectives. The study applies methods of critical analysis, generalization, and modeling, which made it possible to propose a coherent structure of digital competence components relevant to future teachers’ professional activity. The results highlight five key interrelated components of digital competence: informational-digital, communication-network, content-pedagogical, technical-instrumental, and ethical-legal. Each component is described in terms of its role in ensuring the effectiveness of teaching practice. The informational-digital component develops skills of critical information evaluation and data management; the communication-network component ensures effective collaboration and interaction in digital environments; the content-pedagogical component emphasizes the integration of digital resources into teaching and learning; the technical-instrumental component covers operational skills with devices and software; the ethical-legal component addresses cyber security, copyright, and responsible digital citizenship. These elements form a holistic system, reinforcing one another and collectively shaping the professional readiness of future teachers. The study also emphasizes practical applications, such as the use of learning management systems, digital content creation, online collaboration tools, and modern assessment platforms, which collectively enhance the personalization and efficiency of the educational process. The originality of the study lies in the development and substantiation of a structural model of digital competence specifically adapted to future teachers of professional higher education in Ukraine. Unlike general digital literacy models, this framework integrates pedagogical, technological, and ethical-legal dimensions into a coherent system, thereby addressing the specific requirements of pre-higher education and the challenges posed by contemporary educational transformations. The model offers practical guidelines for teacher educators, curriculum developers, and policymakers aiming to foster digital readiness among new generations of teachers. In conclusion, the study substantiates that the systematic development of digital competence must be integrated into all stages of teacher training within professional pre-higher education. It requires not only the introduction of specialized digital pedagogy courses but also the embedding of digital tools and practices into all academic disciplines, as well as the professional development of teaching staff. The proposed model provides a scientific and methodological basis for enhancing educational programs, improving assessment criteria, and ensuring that future teachers acquire the digital skills and values necessary for their professional success. Further research is recommended to elaborate methods for evaluating and monitoring the formation of each component of digital competence in practice.