The article analyzes the key components of developing digital competencies essential for the professional activities of future teachers. The scientific and theoretical foundations of digital competence, its structural components, and the possibilities for their development in the educational process are discussed. The study employs international models — DigCompEdu, TPACK, and the conceptual approaches of SAMR — as well as the recommendations of UNESCO and OECD.
| Mualliflar | Kholmatova, Makhliyo, Холматова, Махлиё, Xolmatova, Maxliyo |
|---|---|
| Jurnal | Жамият ва инновациялар / Общество и инновации / Society and innovations |
| Nashr sanasi | 2025-07-25 |
| Jild | 6 |
| Son | 7/S |
| Betlar | 278-287 |
| Til | O‘zbek |
| DOI | 10.47689/2181-1415-vol6-iss7/s-pp278-287 |
DOI: 10.47689/2181-1415-vol6-iss7/s-pp278-287 · Maqolaning asl sahifasi
будущий педагог, цифровая компетенция, компонент, профессиональная деятельность, международные модели, future educator, digital competence, component, professional activity, international models, bo‘lajak pedagog, raqamli kompetensiya, komponent, kasbiy faoliyat, xalqaro modellar
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