Digital literacy as a necessary competency for educators

the theoretical aspects of digital literacy in the economic and pedagogical context are considered, as well as the criteria used to determine the level of this competence. The article analyzes in detail the essential characteristics of digital literacy of teachers of vocational education, its development levels and the process of formation in the context of professional development of pedagogical staff engaged in vocational education in secondary and higher educational institutions. The possibilities of using modern digital technologies in the educational process of professional educational institutions are also studied. On the basis of the analysis of the requirements to the level of digital literacy of teachers of vocational education, as well as the criteria that determine the formation of digital literacy, the model of teacher's competencies that are necessary for the implementation of professional activities at a high level is presented. The areas of such competencies as: information literacy, communication and collaboration, digital content creation, safety and problem solving in the field of competencies are studied. The possibilities of using digital learning resources not only in professional activities but also in the educational process are presented. The research presents the results of a survey conducted among teachers of vocational education in the Lugansk People's Republic (professional experience of 10 years and more). The results of the questionnaire survey made it possible to determine the actual level of professional experience in the field of digital learning resources. The classification of digital competencies is presented, which is divided into derivative digital skills and specialized digital knowledge, which is necessary to adapt the work with digital skills of teachers. The necessity and relevance of the problem of professional development of teachers in the use of information and telecommunication technologies in the implementation of professional activities is proved.

professional education, teacher, digital skills, competencies, digital literacy, digital resources, digital technologies, education system, professional development, information technologies