CONTENT, STRUCTURE AND DEVELOPMENT LEVELS OF TEACHERS’ READINESS TO USE SMART TECHNOLOGIES

Abstract

The increasing digital transformation of education requires teachers to possess a high level of readiness to use smart technologies in their professional activities. The purpose of this article is to theoretically substantiate the content, structure and development levels of teachers’ readiness to apply smart technologies. The methodological basis of the study includes the analysis of scientific literature and conceptual approaches to the study of teacher competence in the context of digitalization. As a result, the main components of readiness are identified: cognitive, operational-activity, motivational-value, and reflexive-evaluative. Three development levels of readiness are described: low, medium, and high. The scientific novelty lies in clarifying the structure and criteria for assessing teachers’ readiness to use smart technologies. The practical significance of the findings consists in their application in the design of professional development programs for teachers.