DEVELOPING DIGITAL COMPETENCIES IN FUTURE TEACHERS IN AN INCLUSIVE EDUCATION ENVIRONMENT

Abstract

This article examines current issues in developing digital competencies in future teachers in an inclusive education environment. Particular attention is paid to the DigCompEdu (Digital Competence Framework for Educators) and UDL (Universal Design for Learning) models, as well as the issue of considering digital competencies in future teachers in an inclusive education environment as a system of interconnected components.

The relevance of this research lies in the intersection of two global issues: inclusive education and digital competence. The results of this research demonstrate the need to abandon the fragmented training model, where digital technologies are studied as a separate technical unit. A more promising approach is a comprehensive format in which digital competencies are developed in conjunction with teaching methods, practice, assessment, and reflection.

The purpose of this research is to identify areas for developing digital competencies in future teachers in an inclusive education environment by analyzing modern approaches and reviewing the works of Russian and international authors. It concludes that teacher education needs to be updated to enable a transition from "platform proficiency" to the professionally meaningful use of the digital environment.