Galina I. Alekseeva

The importance of digital literacy research stems from the rapid digital transformation of all aspects of life, requiring individuals not only to possess technical skills but also the ability to critically analyze information, adhere to ethical standards, and adjust to constantly evolving technologies. In the context of globalization and increasing volume of digital data, the development of digital literacy becomes the basis for successful socialization and professional agency. However, the lack of a unified approach to the definition and structure of digital literacy complicates the development of effective pedagogical strategies and methods for its assessment, which makes the systematization of existing concepts an important scientific and practical task. The aim of the article is to analyze existing approaches to defining digital literacy, identifying its structural components and levels of development, as well as substantiating its role as a basis for the development of digital competency. The leading approaches to the study of the problem are theoretical analysis of scientific concepts, a comparative method for identifying common and distinctive features in the structure of digital literacy, as well as a structural and functional approach in identifying its key components. The main results of the study include the author's original definition of digital literacy as an integrative dynamic quality of the individual, revealed as a high level of motivation, readiness and ability to effectively and responsibly use digital technologies to work with information, communicate and solve problems in professional and everyday life based on the acquired knowledge and the ability to determine the achieved level based on reflection. Based on the analysis of domestic and foreign studies, a structure of digital literacy is proposed, consisting of five interrelated components: motivational, information-cognitive, technological, communicative and reflective-evaluative. A three-level system for assessing the development of digital literacy (low, medium, high levels) has been developed, which can serve as a basis for diagnostics and further development of digital competences. The theoretical significance of the article lies in the systematization of modern approaches to understanding digital literacy and clarifying its structural components, which contributes to the development of pedagogical theory. The practical value of the study is related to the possibility of using the obtained results in developing educational programs, methods of developing digital literacy, taking into account the age and professional characteristics of a person. A promising direction for further research seems to be the adaptation of the proposed model to the regional characteristics of educational systems.

The relevance of the study is due to the rapid introduction of artificial intelligence (AI) technologies in the educational sphere. At the same time, the issue of using AI in rural schools remains insufficiently studied. This problem is of particular importance in the context of the Republic of Sakha (Yakutia), where geographical remoteness and digital inequality create additional barriers to technological modernization of education. The issue of rural teachers' readiness to use these technologies remains unresolved despite the recognized potential of AI for personalizing learning and automating routine tasks. The aim of the study is to identify the level of readiness of teachers in rural schools of the Republic of Sakha (Yakutia) to use AI technologies in their professional activities. The work uses a combination of methods: analysis of theoretical sources, a survey of 345 teachers from 52 rural schools, testing the level of knowledge about neural networks, as well as methods of mathematical statistics for data processing. The main results of the study revealed a contradictory situation: 78% of teachers do not use AI in their work, while 36% express their interest in courses on neural networks. The survey results show a split in opinion about the usefulness of AI, with 47% in favor and 53% opposed. Additionally, there is a cautious attitude towards its use by students (40% strongly against). At the same time, teachers see the practical benefits of AI for drawing up lesson plans (32%), creating assignments (27%) and assessing (18%). Testing revealed a knowledge deficit: 89% of teachers are not familiar enough with neural network technologies. Based on the data obtained, a four-module advanced training program was developed, including: 1) AI basics, 2) application for lesson preparation, 3) assessment tools, 4) professional development of teachers. The program is implemented remotely with a practice-oriented approach and provides for the creation of a bank of methodological recommendations. The theoretical significance of the work lies in the systematization of knowledge about the capabilities and limitations of AI use in rural schools, as well as in the development of conceptual approaches to teacher training. The practical value of the study is manifested in the creation of an adapted advanced training program that can be adapted and expanded to other regions, taking into account local specifics. Prospects for further research include monitoring the effectiveness of the program implementation, studying the long-term impact of AI on the quality of education, and developing methodological recommendations for the use of AI technologies in the teaching practice of rural teachers.

The relevance of this study lies in the changing role of the teacher in modern conditions, in the fact that his/her functions and responsibilities as a teacher must constantly be adapted to the changing requirements of digitalization and globalization. In this regard, teachers need to reassess values and reconsider their attitude towards professional pedagogical activities. In accordance with the modern paradigm of education, a teacher must be mobile, creative, have high creative potential, analytical and communication abilities, he/she must be ready for self-education, self-improvement, must be able to formulate paths for his/her continuous professional development, self-development and self-education. The aim of this study is to analyze and consider the content of the basic concepts of work and professional pedagogical activity of a teacher in the aspect of positive pedagogy. To achieve the goal of the study, we are faced with the task of clarifying and defining the essential characteristics of the professional pedagogical activity of a modern teacher, identifying its component structure in the aspect of positive pedagogy. The study used the method of analyzing psychological and pedagogical literature, aimed at clarifying the essential concepts of “positive pedagogy”, “positive attitude”, “positive personality”, “professional pedagogical activity”. The methods of survey, testing, theoretical and empirical analysis were used. To determine the dynamics of the development of the professional and pedagogical activity of teachers, we used the “feedback” method, as well as the method of statistical data processing on a 5-point scale to determine the motivational, personal, cognitive components, which includes formative and the final stages of assessment. The scientific novelty of this study is the presentation of the analytical concept of “formation of professional pedagogical activity of a teacher” in the research of positive pedagogy, determination of its level and components. The theoretical significance of the study lies in clarifying the components of the formation of positive professional pedagogical activity and the levels of their formation. The practical significance of the study is in the analysis and review of the problem of forming the professional pedagogical activity of a teacher in the aspect of positive pedagogy. These conclusions can become the basis for conducting research on this topic. The main results of the study allow us to conclude that considering the problem of forming a teacher’s professional and pedagogical activity from the point of view of positive pedagogy is relevant in modern conditions