EDUCATIONAL FUNCTION OF A TEACHER IN THE CONDITIONS OF DIGITALIZATION OF SOCIETY

ABSTRACT

The article examines the educational function of teachers in the context of the increasing digitalization of society. With the rapid development of information and communication technologies, the education sector is encountering both unprecedented challenges and opportunities. This transformation requires a rethinking of the skills and competencies teachers need, as traditional pedagogical methods may no longer be sufficient in a digitalized environment. The article explores the impact of digitalization on the role of educators, highlighting the importance of continuous professional development and training to equip teachers with the tools necessary to succeed in a technology-driven educational landscape.

Keywords: digitalization of education, teacher’s role, distance learning, information technology, teacher competencies, professional development, social transformation, digital educational environment, educational innovation.

Introduction. The rapid changes affecting various spheres of life, driven by advancements in both material and digital technologies, have led to the widespread integration of digital tools into everyday practices. These developments not only require professionals to explore and actively utilize these tools in their work but also underscore the importance of ongoing professional growth. The proliferation of the Internet has given rise to numerous applications in education, transforming traditional teaching and learning processes. Among the most significant innovations is the use of computers and Internet-based tools in distance learning, which has become an integral part of modern education.

PRESENTATION OF THE MAIN INFORMATION. The 21st century, often referred to as the information age, has made communication an essential aspect of human life. E-learning has proven to be highly effective for organizing distance education and supporting educational processes in university branches. However, its greatest potential is realized in blended learning models, where traditional face-to-face instruction is enhanced by digital technologies.

In a digitalized environment, the role of the teacher has shifted from being the primary source of knowledge to acting as a facilitator of learning. Unlike in the past, when educators were the main providers of information, today’s students have access to an almost limitless amount of online resources. This change requires teachers to adopt a more student-centered approach, guiding learners in navigating information, developing critical thinking skills, and fostering a deeper understanding of subject matter.

In the digital age, promoting digital literacy among students has become a critical responsibility for educators. As technology becomes increasingly embedded in daily life, it is essential for individuals to learn how to use digital tools effectively and ethically. Teachers must educate students on cybersecurity, ethical information use, and responsible engagement with digital media. By integrating digital literacy into their curricula, educators empower students to navigate the digital world confidently and leverage technology for both academic and personal growth.

However, digitalization also risks widening existing inequalities in education. While some students benefit from access to cutting-edge technological tools, others may face resource limitations, leading to a digital divide. In this context, teachers must also act as advocates for equitable access to digital resources, ensuring that all students have the opportunity to thrive in a digitalized educational environment.

To effectively incorporate technology into their teaching practices, educators must stay abreast of emerging trends and advancements in educational technology. Professional development opportunities, such as workshops, online courses, and collaborative learning communities, enable teachers to refine their skills and adapt to new tools and methodologies.

In the digital era, the teacher’s role has evolved into that of a knowledge curator. Educators help students navigate the vast amount of information available online by teaching them critical thinking skills and guiding them in distinguishing credible sources from unreliable ones. This empowers students to become independent learners capable of analyzing multiple perspectives and synthesizing information in a complex digital landscape. Additionally, with tools such as virtual meeting platforms, collaborative document editing, and online discussion forums, teachers can facilitate collaboration among students, regardless of geographical barriers. In this capacity, educators must design activities that promote teamwork and guide students in effective communication and cooperation.

A key priority is ensuring that teacher training in the digital environment is interactive, mirroring the principles of effective digital educational content. Training programs that engage participants and encourage active involvement are more likely to equip teachers with the skills they need—and will need in the future.

The COVID-19 pandemic accelerated the adoption of distance learning, which was previously seen as a supplementary or alternative form of education. Educational institutions worldwide rapidly transitioned to this model, often without adequate preparation. This sudden shift has likely resulted in numerous challenges and disruptions to traditional educational practices.

Digitalization demands that teachers acquire new and diverse skills essential for managing education within a digital learning environment. This includes the ability to select advanced training or retraining programs tailored to their professional needs and personal interests, while also integrating resources from both formal and informal learning opportunities.

CONCLUSION. The rapid advancement of information and communication technologies has profoundly impacted education, particularly with the rise of the Internet and the development of various digital tools. As technology continues to evolve, educators must adapt by engaging in continuous professional development to effectively integrate new ICT tools into their teaching practices. By doing so, they can ensure that they remain equipped to meet the demands of a rapidly changing educational landscape and provide students with the skills necessary to succeed in a digitalized world.

References:

1. Gevorkyan, E.N., Ioffe, A.N., & Shalashova, M.M. (2018). Teacher Training Approaches and Emphasis of Effectiveness. Russian Education and Society, 6, 70-76. (In Russ.).
2. Gracheva, L.Yu. Bagramyan, E.R., Tsygankova, М.N., Dugarova, Т.T., & Sheveleva, N.N. (2020). Teacher Professional Development Models and Practices in Foreign Educational Systems. The Education and science journal, 22(6), 176-200. (In Russ.). (In Russ.). https://doi.org/10.17853/1994-5639-2020-6-176-200
3. Guskey, T.R. (2002). Professional development and teacher change. Teachers and teaching, 8(3), 381-391. https://doi.org/10.1080/135406002100000512
4. Lam, B.H. (2015). Teacher professional development in Hong Kong compared to anglosphere: the role of Confucian philosophy. Psychology, Society and Education, 7(3), 295-310. https://doi.org/10.25115/psye.v7i3.521
5. Lepshokova E.A. Nekotorye konceptual'nye polozheniya organizacii distancionnogo obucheniya inostrannomu yazyku na baze komp'yuternyh telekommunikacij / E.A. Lepshokova. // Tradicii i innovacii v sisteme obrazovaniya. / Sbornik nauchnyh statej. – Karachaevsk, 2020. – S. 109-114. (In Russ.)
6. Lepshokova E.A. Znachimost' distancionnogo obucheniya v usloviyah samoizolyacii / E.A. Lepshokova //Klychevskie chteniya: materialy nauchno-prakticheskoj konferencii s mezhdunarodnym uchastiem. – Izd-vo: Karachaevo-Cherkesskij gosudarstvennyj universitet im. U.D. Alieva, 2020. – S. 143-147. (In Russ.)
7. Sheveleva, N.N., & Chernobay, E.V.  (2018). The Development of the Teacher is Potential. Russian Education and Society, 10, 95-103. (In Russ.).
8. Sheveleva, N.N. (2017). Modern technologies and forms of professional development of the teacher. Pedagogicheskoe obrazovanie i nauka, (4), 79-81. (In Russ.).
9. Smirnova, S. V. (2017). Novye podkhody k organizatsii adresnogo professional'nogo razvitiya rabotnikov obrazovaniya Novosibirskoi oblasti. In Tendentsii razvitiya obrazovaniya: kto i chemu uchit uchitelei (pp. 135-145). (In Russ.).
10. Speck, M., & Knipe, C. (Eds.). (2005). Why Can′ t We Get It Right?: Designing High-Quality Professional Development for Standards-Based Schools. Corwin Press.