Building foundational digital competencies of teachers in general and inclusive education

Abstract

The article discusses some approaches to developing conceptually new cognitive models and algorithms of forming and evaluating key and digital competencies of teachers in inclusive education, aimed at constructing management decisions when organizing additional professional education in conditions of the digitalization of general education. The significance of the research is in the need to identify the level of and to improve the foundational digital competencies of teachers in conditions of digital transformation of education. Nowadays, due to a mass shift towards online education internet users, especially children with disabilities or with special needs, find themselves in the risk zone, and urgently need to be immersed into the field of digital technologies. The results of research on identifying digital competencies in this situation show that the problem is in the contradiction between the indicators of use of electronic teaching and distant education technologies in general education organizations and the level of development of digital competencies among teachers who work with such children. The authors identified approaches to building and evaluating key and digital competencies among teachers and analysed the issues of organizing and implementing advanced training programmes for teachers, including those who work with children with disabilities or with special needs. The results of the research will contribute to updating the content of additional professional education system; creating a modern digital educational environment, where the development of key and digital competencies among teachers will promote a systemic introduction of a wide range of modern methods and foundational technologies of digital education.

Digital Teaching Competence and Educational Inclusion in Higher Education. A Systematic Review

“…Cabero-Almenara et al (2022) and Medina-García et al (2021) conclude that teachers, particularly in Higher Education, show medium to low digital competence with functional diversity, with variations by gender, education stage, and age. Deficiencies in teacher training, especially in content creation for diverse students, pose a priority (Belenkova, Skudnyakova and Bosov, 2022;Bong and Chua, 2023;Coker and Mercieca, 2023;Chorosova et al, 2021;Jiménez-Hernández et al, 2020;Masalimova et al, 2022).…”

Educación inclusiva digital: Superando las barreras para el aprendizaje

“…esto brinda a los alumnos de educación especial el respaldo necesario y les permite permanecer en un ambiente menos restrictivo. Así, todos los discentes se benefician de los recursos adicionales y las técnicas de apoyo utilizadas (Hamburg El proceso educativo debe proporcionar un entorno accesible para enseñar a los estudiantes con discapacidades y necesidades especiales de forma individual o con otros compañeros; este enfoque se basa en los principios de proteger la vida y la salud de los estudiantes, así como crear condiciones óptimas y cómodas que les permitan estudiar con éxito (Chorosova et al, 2021). Sin embargo, muchas instituciones educativas no ofrecen igualdad de condiciones para todos los estudiantes, lo que resulta en la exclusión de ciertos grupos.…”

Use of Competencies in Digital Learning Objects Among Teachers in the Basic Education Stage in the Asir Region

“…As a consequence of the changes and technological advancements of the 20th century, the term competencies came to be used to describe the qualities, skills, and characteristics required to execute a job [14]. The direct reliance on the principle of competencies for preparing and training teachers during the teaching process and their use of educational means and methods, particularly modern techniques and technology, is intended to develop the curriculum and raise the teaching level for both students and teachers [15].…”