Features of the use of digital technologies in the professional activities of future educational psychologists

Abstract

The article is related to the need to study the issue of developing digital competence among future teacher-psychologists. Therefore, the main goal of using digital technologies in the professional activities of future teacher-psychologists is considered. At present, the main reason for the various changes in the education system lies in the vast flow of information. To adapt to the rapid changes in society, it is necessary to continuously develop one’s digital competence as an integral part of lifelong learning. Considering the task of modern professional education to train specialists who are ready to work, improve, and develop in a digital environment, the article reveals the essence of the concept of “digital competence.”

In our opinion, digital competence is the formation of a set of competencies of future teacher-psychologists related to working in a digital environment (digital skills, digital literacy, algorithmic thinking, data analysis) and the ability to apply them in solving professional tasks. To achieve this goal, educational institutions must also be ready for change. In addition, future teacher-psychologists should be effective, responsible, active, and competent in the use of digital technologies in their professional activities.

Digital technologies represent a modern living environment that opens up new opportunities for learning, self-development, and building an individual educational trajectory regardless of location. Systematic and strategic use of digital technologies by future teacher-psychologists helps them to search for information efficiently, develop discipline, and quickly master digital knowledge.

The study considers the professional development of digital competence among future teacher-psychologists as a process implemented through the use of digital technologies. The article presents a theoretical analysis of the research problem and provides the results of an empirical study aimed at identifying the conditions for developing digital competence in future teacher-psychologists. The presented findings contribute to enhancing the digital competence of future teacher-psychologists in their professional activities.