Список литературы

2313-8971

Research result. Pedagogy and Psychology of Education

2313-8971

10.18413/2313-8971-2025-11-4-0-1

3969

PEDAGOGICS

<strong>Digital self-determination of the future teacher: a structural-content model and determinants of development</strong>

Kormakova

Valentina Nikolaevna

Kormakova

Valentina Nikolaevna

kormakova@bsuedu.ru

Satler

Olga Nikolaevna

Satler

Olga Nikolaevna

satler@bsuedu.ru

Belgorod State National Research University

2025

11400

Introduction. The profound transformation of modern professional education, driven by digitalization, poses systemic challenges for teachers: the risk of losing professional autonomy, identity fragmentation, a motivational-semantic gap, and ethical uncertainty Overcoming these challenges requires the development of a holistic, reflective and value-based approach, which addresses the issue of future teachers' digital autonomy. Theoretical understanding of this phenomenon in pedagogical science remains fragmented and is often reduced to technical skills. This study aims to provide a theoretical basis for a structural-content model of future teachers' digital self-determination and the factors that influence its development. Methodology and methods. The study is based on a set of theoretical methods, including phenomenological analysis of philosophical, psychological, and pedagogical literature, synthesis of scientific approaches, and comparative analysis of conceptual frameworks. The central research method was theoretical modeling, which allowed for the development of a structural-content model of the future teacher's digital self-determination. The methodological basis of the research was the principle of determinism and the systems approach. Results. An author's definition of the concept of “digital self-determination” is formulated as a process of conscious choice and the result of this choice − a stable professional position in the digital environment. A four-component structural-content model of the future teacher's digital self-determination was developed, including cognitive-activity, value-ethical, communicative-collaborative, and reflective-personal components, with the latter performing a system-forming function. The stages of the genesis of this phenomenon were characterized, and a complex of interrelated determinants of its development was identified. It was shown that the effective digital self-determination of a future teacher occurs when the external and internal determinants of its development are congruent. Conclusion. The theoretical significance of the work lies in overcoming reductionist interpretations and developing a holistic model of the future teacher's digital self-determination. The practical significance lies in establishing a theoretical basis for designing university educational programmes and developing diagnostic tools to assess the level of development of this phenomenon. The research's future prospects lie in empirically verifying the proposed model of the future teacher's digital self-determination and developing pedagogical technologies to facilitate this process.

future teacher's digital self-determinationstructural-content modelgenesis of digital self-determinationprofessional identityfuture teacher's digital competencedigital self-determinationteacher's self-determination

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