Conceptual foundations of the digital transformation of professional training for future computer science teachers

Abstract

The relevance of the study was conditioned by the need for a systematic rethinking of the professional training of future computer science teachers in the context of the spread of generative artificial intelligence, educational analytics, and digital educational ecosystems. The purpose of the study was to substantiate the conceptual foundations of digital transformation of professional training of future computer science teachers and determine the logic of interaction of its key components. Critical and comparative analysis of scientific sources and international framework documents, system analysis, conceptualisation, structural and functional modelling, pedagogical design, and forecasting were used. As a result, the difference between digitalisation and digital transformation of professional training was clarified and the author’s definition of the studied phenomenon as a systematic modernisation of goals, content, methodology, environment, pedagogical interaction, and assessment was proposed. The interdependence of technological and pedagogical development, the need for continuous updating of digital competencies, integration of digital pedagogy and information technologies, personalisation and advanced updating of professional training were established. The system of principles of consistency, advanced development, innovation, pedagogical expediency, adaptability, openness, academic integrity, digital security, human-centredness, and continuous professional development was substantiated. A conceptual structure was developed in which the target, methodological, content and technological, organisational and environmental, activity-based and practical, and evaluation and effective components were combined with the influence of external and internal factors. Comparison with previous studies determined the scientific contribution of the concept as a transition from fragmented use of digital tools to a holistic model of transformation of computer science teacher training. The practical significance of the results lay in the possibility of their use by higher education institutions in updating the curricula, designing a digital educational environment, and methodological support for the training of future computer science teachers