INFLUENCE OF DIGITAL EDUCATIONAL PLATFORMS ON THE TRANSFORMATION OF PEDAGOGICAL IDENTITY AND THE ROLE OF A TEACHER

The article examines the influence of digital educational platforms on the transformation of pedagogical identity and the changing role of a teacher in the digital economy. The relevance of the study in the context of systemic digitalization of education and the introduction of new technological solutions into pedagogical practice is substantiated. A theoretical and methodological analysis of key concepts was conducted: pedagogical identity, digital educational platform, digital transformation. Based on empirical data, the main areas of change in the professional self-identification of teachers were identified, including a rethinking of values, expansion of the functional role, and the development of digital and media competencies. It was found that digital platforms contribute to the transition from the traditional translational model of teaching to a facilitating, analytical and mentoring one. Barriers and risks accompanying this process were also identified: lack of digital literacy, technical and institutional limitations, psychological resistance to change.