Цифрова компетентність педагога як імператив системи неперервної професійної освіти: Слабко В. М., Шпильовий Ю. В.

This article addresses the issue of transforming the professional identity of the contemporary educator amidst global digitalization and the transition to Industry 4.0. The aim of the research is to theoretically substantiate the essence, structure, and pathways for developing a teacher's digital competence as a fundamental condition for the effectiveness of the educational process. The author analyzes the shift in educational paradigms, wherein the educator transitions from the role of a knowledge transmitter to that of a «digital mentor» and architect of a high-tech educational environment. The study presents a systematization of scientific approaches to the definition of «digital competence», conceptualized as an integrative personality characteristic that encompasses not only instrumental skills (cognitive and operational components) but also the motivational-axiological sphere (values, responsibility, and ethics). A structural-functional model of competence is substantiated, encompassing four key spheres of activity: information-media, communicative, technical-technological, and consumer. Special attention is paid to the didactic potential of digital technologies. The study explores the mechanisms by which multimodality, immersiveness (VR/AR), and gamification influence the cognitive processes, motivation, and engagement of learners. It is demonstrated that the use of digital tools facilitates the implementation of constructivist principles and the personalization of learning. From a practical perspective, the article examines strategies for competence development within the system of continuous education through the implementation of Mobile Learning and Smart e-Learning methodologies, as well as the BYOD (Bring Your Own Device) concept. The author concludes that higher pedagogical education programs require modernization through the institutionalization of specialized disciplines in digital literacy. The research results confirm that digital competence is a strategic imperative that must be developed in synergy with psycho-pedagogical and methodological training, shifting the focus of scientific inquiry toward the anthropological dimension of digitalization.