The motivational component of a teacher's digital competence in the context of the transformation of the educational process

the widespread use of digital technologies in various fields of knowledge determines the importance and importance of their application in the education system, implemented with the direct participation of teachers. This places high demands on the level of professional training of university teachers, who need to be able to realize the existing potential of digital technologies for the design and implementation of the educational process. The purpose of the study is to determine the content of the motivational component of a teacher's digital competence. A systematic approach was used as the methodological basis of the study. In this study, methods of studying the formation of teacher competence were used: the inductive method, the method of theoretical analysis, the method of generalization and systematization. In the course of the work, a three-component structure of teachers' digital skills was identified: cognitive-value, operational-implementation, and motivational-developmental components. This approach involves the integration of various fields of scientific knowledge and will serve as the basis for future research aimed at developing effective methods to increase motivation and understanding of a teacher's professional activities. As a result of the research, the structure and motivational component of the digital competence of a university teacher was determined.

digital competence, educational activity, motivational component, digital technologies, professional activity of an educator, university teacher