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THE PROBLEM OF DEVELOPING DIGITAL COMPETENCE OF FUTURE
TEACHERS IN THE CONTEXT OF DIGITALIZATION OF SCHOOLS
Ruzmetova Hilola Abdushoripovna
Candidate of Pedagogical Sciences, Associate Professor,
Tashkent State Pedagogical University
Ruzmetova Nargiza Axmedovna.
Kimyo lnternational University in Tashkent,
Senior Lecturer. Tashkent Uzbekistan.
Abstract:
The digitalization of schools necessitates the development of digital competence
among future teachers to enhance teaching effectiveness and student engagement. However,
inadequate teacher training programs, limited access to digital resources, and resistance to
technological change hinder this process. This paper explores the challenges and solutions
associated with equipping future educators with digital skills. It highlights the need for
curriculum reforms, institutional support, and continuous professional development to ensure
teachers can integrate technology effectively. Ethical considerations and digital citizenship
education are also crucial components of teacher preparation. Addressing these challenges will
enable a smoother transition towards digitalized education, ultimately improving learning
outcomes and preparing students for a technology-driven world.
Keywords:
digital competence, teacher training, school digitalization, educational technology,
professional development
The digitalization of education is an inevitable and necessary step in the modern era, particularly
as technology continues to reshape various aspects of human life. Schools, as the fundamental
institutions of learning, must integrate digital tools and methodologies to provide students with
relevant skills and knowledge suited for the 21st century. However, the successful digitalization
of schools largely depends on the digital competence of teachers, who serve as the primary
facilitators of education. The problem of developing digital competence among future teachers is,
therefore, one of the most pressing challenges in the modern education system. This issue
requires a comprehensive analysis, as it involves multiple factors, including teacher training
programs, access to digital resources, institutional support, and the overall readiness of
educational systems to embrace technology.
Digital competence refers to the ability to use digital technologies effectively, safely, and
responsibly. It includes technical skills such as operating educational software and platforms, as
well as broader competencies like digital pedagogy, online communication, and ethical
considerations regarding digital content. In the context of teaching, digital competence is not
merely about using digital devices but about incorporating them effectively into pedagogical
practices to enhance student engagement, learning outcomes, and critical thinking skills. Despite
the increasing emphasis on digital education, many future teachers still struggle to acquire
adequate digital competence due to gaps in teacher training programs, limited exposure to
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modern technologies, and resistance to change.
One of the fundamental challenges in developing digital competence among future teachers is
the inadequacy of teacher education programs in preparing them for the digital age. Traditional
teacher training curricula often focus on theoretical aspects of education while paying limited
attention to practical digital skills. Many teacher training institutions still emphasize
conventional teaching methods, leaving future educators underprepared to integrate technology
into their classrooms. As a result, when these teachers enter the workforce, they face difficulties
in adopting digital tools effectively, which can hinder the digitalization process of schools. To
address this issue, teacher education programs must undergo significant reform by incorporating
comprehensive digital literacy training that equips educators with the necessary skills to navigate
the modern educational landscape.
Moreover, access to digital resources and infrastructure plays a crucial role in shaping the digital
competence of future teachers. In many regions, particularly in developing countries, teacher
training institutions lack the necessary digital tools, such as interactive whiteboards, e-learning
platforms, and high-speed internet. This digital divide creates an uneven playing field, where
some future teachers receive extensive digital exposure while others struggle with outdated
teaching methods. Without sufficient access to digital resources during their training, many
teachers develop a reluctance or fear towards technology, which ultimately affects their ability to
integrate digital tools into their teaching practices later on. To overcome this issue, governments
and educational institutions must invest in digital infrastructure for teacher training programs,
ensuring that all educators, regardless of their geographical location, have access to the necessary
tools and experiences to develop strong digital competencies.
Another significant barrier to digital competence development is the resistance to change that
many educators exhibit. The introduction of digital tools in schools often requires teachers to
modify their traditional teaching approaches and adopt new pedagogical strategies. However,
some future teachers may be hesitant to embrace these changes due to a lack of confidence, fear
of failure, or the belief that traditional methods are more effective. This resistance is often rooted
in inadequate training, which leads to a lack of familiarity with digital technologies. To address
this challenge, teacher education programs should incorporate hands-on training sessions,
workshops, and real-life simulations that allow future educators to experiment with digital tools
in a low-risk environment. By fostering a culture of adaptability and continuous learning, future
teachers can develop the confidence needed to integrate digital solutions into their classrooms
effectively.
Institutional support is also a key factor in the development of digital competence among future
teachers. Even if individual educators possess digital skills, the success of digitalization in
schools depends on the support systems in place, including school policies, administrative
backing, and professional development opportunities. Many schools do not provide adequate
support for teachers who are trying to integrate technology into their classrooms. Without
institutional encouragement, teachers may struggle to implement digital solutions effectively,
leading to frustration and disengagement. Therefore, educational institutions must create
supportive environments where teachers feel empowered to use digital tools without the fear of
being penalized for mistakes. Continuous professional development programs, mentorship
opportunities, and collaborative learning communities can help sustain and enhance teachers'
digital competencies throughout their careers.
In addition to technical skills, digital competence also encompasses ethical considerations,
digital citizenship, and online safety. Future teachers must be trained not only in using
technology but also in guiding students to become responsible digital citizens. Issues such as
cyberbullying, digital privacy, misinformation, and online security are becoming increasingly
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relevant in educational settings. Teachers need to be equipped with the knowledge and skills to
address these challenges effectively, ensuring that students develop a responsible and ethical
approach to digital interactions. Teacher training programs should include modules on digital
ethics, helping educators understand the broader implications of technology use in education and
society.
Another important aspect of digital competence development is the role of collaboration and
knowledge-sharing among educators. In the rapidly evolving digital landscape, no single teacher
can master all digital tools and strategies alone. Therefore, fostering a culture of collaboration,
where teachers exchange best practices, share digital resources, and support each other in
overcoming technological challenges, is essential. Online forums, professional learning networks,
and digital workshops can serve as platforms for educators to learn from one another and stay
updated on the latest developments in educational technology. By encouraging collaborative
learning, future teachers can develop a more dynamic and adaptable approach to digitalization.
Despite the challenges, the digitalization of schools presents numerous opportunities for
improving the quality of education and making learning more interactive, personalized, and
engaging. Digital tools enable teachers to adopt student-centered approaches, providing learners
with tailored educational experiences that suit their individual needs and preferences. Virtual
classrooms, gamified learning, adaptive assessments, and artificial intelligence-powered tutoring
systems are just some of the innovations that can revolutionize education. However, to fully
harness these opportunities, future teachers must be adequately prepared to leverage digital tools
effectively.
In conclusion, the problem of developing digital competence among future teachers in the
context of school digitalization is a multifaceted issue that requires urgent attention. The success
of digital education depends on well-prepared educators who possess the necessary skills,
confidence, and adaptability to integrate technology into their teaching practices. Addressing this
challenge requires comprehensive reforms in teacher training programs, improved access to
digital resources, institutional support, and the promotion of a culture of continuous learning and
collaboration. Furthermore, educators must be equipped with ethical knowledge and digital
citizenship skills to guide students in navigating the digital world responsibly. By prioritizing the
digital competence of future teachers, educational institutions can ensure a smooth transition
towards the digitalization of schools, ultimately enhancing the quality of education and preparing
students for a technology-driven future.
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