Digital literacy of future teachers in the realities of large-scale military aggression (Ukrainian experience)

Abstract

The Russian aggression in Ukraine, which has been gradually unfolding since 2014, has revealed the problem of digital literacy among the population. Addressing this issue in 2022 took new forms and relevance, as the Russian regime began a full-scale war, an element of which was the distribution of huge amounts of misinformation. The article aims to analyze the Ukrainian experience of teaching digital literacy to future teachers of higher education. Realization of the goal was ensured by using methods of analysis and synthesis, abstraction, comparison, processing of syllabuses of academic disciplines, and other documentation and practices of educational activity. The results reflect the general state of digital literacy in Ukrainian society, it was determined that the most prepared in this regard are representatives of the age group of students. Based on the consideration of methodological materials, it was found that the university educational and educational-scientific programs (primarily pedagogical) form a sufficient level of media literacy. Additionally, these effects are enhanced by the motivation of the teacher education applicants themselves and by government support. In particular, the government has offered several platforms for students to improve their digital literacy on their own, which the latter have already taken advantage of. The conclusion notes that in the future the trend of growth of digital literacy of the population will be intensive, and especially - among representatives of applicants for higher education (including pedagogical direction). The practical significance of the work lies in proving the effectiveness of distance learning, online educational platforms, and their combination with university disciplines aimed at increasing the level of digital literacy mastery.