IMPROVING THE INFORMATION-PEDAGOGICAL COMPETENCE OF TEACHERS IN THE CONTEXT OF THE DIGITAL TRANSFORMATION OF EDUCATION

Abstract. This thesis examines the theoretical and methodological foundations for improving the information-pedagogical competence of teachers in the context of the digital transformation of education. It explores the content of this competence, including its technological, didactic, communicative, analytical, ethical, and reflective components. The necessity of transitioning from the episodic mastery of digital tools to a systemic model of professional development—comprising diagnostics, modular training, practice-oriented assignments, mentoring, professional communities, and reflection—is substantiated. Special attention is given to the quality of digital educational content, data protection, academic integrity, and the pedagogically appropriate application of modern technologies.