Digital Literacy of Future Teachers-Psychologists as a Resource for Improving the Educational System

Abstract

The article presents a theoretical analysis of approaches to the concept of digital literacy within the context of higher professional development. It substantiates the necessity of updating the regional system of professional development for future teacher-psychologists in response to large-scale transformations in the education system due to the integration of digital technologies. The study identifies key issues hindering the development of digital competence among teacher-psychologists and the implementation of digital educational technologies in the learning process. The research involved 150 teacher-psychologist students from higher education institutions in Almaty. In modern higher education, computers and portable devices have become essential working tools. Therefore, future specialists require not only IT skills but also the ability to effectively communicate their ideas through various media channels to build and manage their digital reputation. The article reveals the structure and main components of digital literacy based on views of English-speaking scholars and demonstrates that digital literacy is a crucial factor in the professional formation of future teacher-psychologists.

Key words: digital literacy, digital resources, digital content, digital competencies, digital skills, improvement of the education system, digital transformation of educational processes, digital educational environment.