Digital Literacy of Pedagogical Students: Prerequisites, Essence, Structure

The article is devoted to the problem of digital literacy formation of the future teacher in the context of his personal and social responsibility. The purpose of the study is to determine the essence and structure of digital literacy of students-teachers. Research methods are the following: comparative analysis, generalization, systematization, questionnaire. 180 students of the pedagogical direction of the Far Eastern Federal University answered the questions of an online questionnaire using Google Forms during 2023. The average ageof the respondents is 28.2 years (SD=9.8). It is proved that digital literacy is the integration of competencies and attitudes closely related to the individual’s individual psychological characteristics, his value-semantic attitudes, social and personal identity, critical thinking. Ideally, the development and justification of approaches to teaching digital literacy begins with studying the life of students in the digital space, analyzing their communication practices, needs and aspirations. It is proved that digital literacy is necessary for ethical, safe and productive functioning in various environments created by digital technologies. In this regard, a conceptual framework is needed for the development of educational models and the development of curricula for the systematic formation of digital literacy as a vital ability. It is substantiated that the formation of digital literacy of students of the pedagogical direction involves the formation of a subject of the digital educational space while preserving its civic identity, taking into account cultural traditions. In this regard, a purposeful, carefully thought-out state educational policy in the field of the development of the information educational space is necessary.