Digital Skills, Digital Teaching Competencies, and Online Learning: Legislative and Regulatory Environment

Abstract

Purpose: The introduction of distance learning technologies that was urgently adopted on a large scale in the spring of 2020 again resumed discussions about the digital competence of teachers. The necessity of improvement of content components of educational process is shown. Design/Methodology/Approach: The article substantiates the methodological basis for changing approaches to the staffing of pedagogical workers in the field of digitalization of education. The thesis is considered on the need to institutionalize educational activities in the digital environment, first of all, in solving issues of a regulatory and economic nature. Findings: The requirements for the teacher are reflected in scientifically based concepts and legal regulation. The used competence-based approach led to allocation of such key significant properties of the teacher as value orientation, general culture, educational and informative, info-communicative, social and labor. Originality/Value: The authors found that the process of digitalization of education is quite regulated, but the issues of quality control of knowledge are not fully regulated by law. In this regard, it is proposed to form ideas about the developing regulation of the model of digital competencies of a teacher, the development of distance education in general education, about systemic organizational measures, and support infrastructure that can regulate this area, supporting the direction of personification of education. The need to create the concept of additional professional education of pedagogical personnel as a set of provisions and ideas, taking into account the formation of new professional competencies, is methodologically justified; identify trends, patterns, principles, methods, and forms in the formation of the teacher's retraining process.