Characteristics of Digital Competences of Modern Russian School Teachers

Active digitalization of education has contributed to the identification of digital competences as an independent group of skills for school teachers. These competences are fundamentally important for the quality of the educational process and the knowledge acquired by students. Therefore, this study, based on existing classifications of digital competencies and approaches to determining the levels of their development, is aimed at identifying the current level of digital competence of school teachers. The study involved 594 teachers aged 18-76 ( M = 41.25, SD = 14.29), of whom 93% were women. The data were collected using the Digital Competence Self-Assessment Questionnaire (by S.V. Gaisina and I.P. Davydova), which had previously successfully passed the psychometric testing. According to the results obtained, the participants’ communication, cooperation and online interaction skills received the highest marks, whereas their competencies in the responsible use of Internet resources, in organizing training in a digital environment and information literacy skills were expressed moderately. The least expressed skills were in creating digital content. The least expressed skills among the participants were those in creating digital content.

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