Article

Received 08.09.2025

Revised 03.11.2025

Accepted 23.12.2025

Published 02.01.2026

Retrieved from Vol. 28, No. 2, 2025

Pages 49 -59

Blyznyuk, M. (2025). Methodological aspects of improving the information and digital competence of technology teachers in general secondary education institutions. Pedagogical Sciences, 28(2), 49-59. https://doi.org/10.33989/2524-2474.2025.2.49

Methodological aspects of improving the information and digital competence of technology teachers in general secondary education institutions

Mykola Blyznyuk

The purpose of the study was to provide a comprehensive analysis of the level of information-digital competence formation among technology teachers in general secondary education institutions and to substantiate methodological approaches to its improvement. The study employed content analysis of scientific sources, regulatory and legal documents, as well as a synthesis of findings from Ukrainian and international monitoring studies. The study identified key barriers hindering the development of information-digital competence among technology teachers in general secondary education institutions. These included outdated technical infrastructure, limited access to modern digital equipment and resources, fragmented and unsystematic professional development, as well as the lack of adapted methods for assessing digital skills. These factors complicated the integration of digital technologies into the educational process, reduce the effectiveness of teaching practices, and impede teachers’ professional growth. To address the identified challenges, a multi-level model for enhancing digital competence was proposed. At the institutional level, it involved developing a digital strategy for the educational institution, strengthening internal support for digital initiatives, fostering digital culture, and ensuring access to digital resources. The individual level included personalised professional development trajectories, consideration of motivational factors, initial competence levels, access to resources, as well as the implementation of mentoring programs and digital coaching. The methodological level encompassed the systematic integration of tools into the educational process, adaptation of learning materials to online formats, development of professional communities of practice, formation of digital pedagogy, and support for innovative educational solutions. The practical significance of the research lies in formulating specific recommendations for the administration of general secondary education institutions, methodological services, and teachers themselves regarding the creation of a supportive learning environment that promotes sustainable development of digital skills. The proposed approaches can be integrated into professional development programs, internal evaluation systems, and strategic planning for the digital transformation of educational institutions 

DigCompEdu; methodological approaches; professional development; digital transformation
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https://doi.org/10.33989/2524-2474.2025.2.49