DIGITAL DIDACTIC CULTURE OF THE TEACHER: CONCEPTUAL AND TERMINOLOGICAL APPARATUS

In the context of the rapid digitalization of the educational process, there is a need to form a new digital didactic culture of teachers. The article is devoted to the analysis of the conceptual and terminological apparatus associated with digital didactics, which allows for a deeper understanding of changes in pedagogical practice and prepares teachers for the challenges of our time. The scientific basis for the formation of a new didactic culture of teachers is the praxeological approach, which focuses primarily on practical activities and experience. To achieve these goals, the article uses methods of comparative analysis and research of existing scientific publications, practical recommendations, as well as monitoring the work of teachers in a digital environment. Special attention is paid to the praxeological approach, which is the basis for building the methodology of digital didactic culture of teachers. As a result of the comparative analysis, key terms and concepts characterizing digital didactic culture have been identified: “human culture”, “professional and pedagogical culture”, “didactic culture”, “digital culture”. The main components of this culture are identified, such as digital lite­racy, the use of educational technologies and techniques, as well as the role of the teacher as a facilitator of the educational process. Recommendations on the use of the praxeological approach, which is fundamental for the formation of the digi­tal didactic culture of teachers, are also presented. The article highlights the importance of understanding and introducing new concepts and terms into educational practice for teachers to successfully adapt to the demands of the digital age. The development of a clear conceptual framework contributes not only to improving the quality of education, but also to improving the professional competence of teachers in a rapidly changing world. The formation of a digital didactic culture is an important task for the higher education system. The praxeological approach can be an effective tool for solving it.