The Teacher's Digital Competence Self-Assessment Tool in the Context of Professional Development: The Ukrainian Perspective

The article outlines the development and implementation of a self-assessment tool for evaluating teachers’ digital competence, drawing on the experiences of domestic specialists from 2020 to 2023. It includes an analysis of various approaches used in the international educational community to create such tools. The rationale for constructing a survey questionnaire based on the Digital Competence Framework for Educators (DigComp 2.1) is provided. The stages involved in developing a self-assessment tool for teachers’ digital competence are outlined, including the phases of development, enhancement, and implementation. The process for surveying over four years is also described. A block diagram illustrating the creation and implementation of the teacher’s digital competence self-assessment tool is provided. The principles that ensure the reliability of the data obtained during the self-assessment of teachers’ digital competence are expained. It is demonstrated that the self-assessment tool must include elements that identify the degree of teachers’ and educational institutions’ readiness to use ICT. This information contributes to the development of recommendations and the identification of solutions to existing challenges. Furthermore, the concept of teachers’ readiness to utilise the tools of the information and educational environment for carrying out educational activities during quarantine conditions is defined. The main indicators from the all-Ukrainian survey of teachers in the general secondary education system were analysed, revealing the dynamics of teachers’ digital competence development. This study presents the core content of methodological recommendations for postgraduate education, developed based on the evaluation of a self-assessment tool. The scientific novelty of this research lies in the identification of new approaches and the development of principles and methods for assessing teachers’ digital competence, particularly in light of the challenges posed by prolonged quarantine and wartime conditions in the country. Conclusions are drawn regarding the continued use of the self-assessment tool for teachers’ digital competence within the postgraduate pedagogical education system. Additionally, the prospects for further research are outlined.