Aleksei Fetisov

The relevance of the study is due to the need for the continuous development of teachers' information culture in the context of the digital transformation of education, the rapid growth of information flows, and the introduction of artificial intelligence technologies. The traditional system of professional development, being episodic in nature, cannot keep pace with the dynamics of change, which necessitates the search for new in-school mechanisms for professional growth. The aim of the article is to provide a theoretical substantiation and develop a model for the continuous improvement of teachers' information culture in a school operating as a learning organization. The methodological framework is based on a synthesis of competence-based, personal-activity, socio-cultural, synergetic, and contextual approaches, as well as an analysis of the concepts of a learning organization (P. Senge, M. Pedler). During the research, the concept of "information culture of a modern teacher" was clarified, and its six components were identified and substantiated: value-meaning, professional-cognitive (including knowledge of AI fundamentals), professional activity-oriented, professional-communicative, socio-legal, and professional-reflexive. The main results are presented in the form of a structural-functional model, including target, content, organizational activity-oriented (methods and technologies for implementing this concept: "Hansei", benchmarking, action learning, context-network technology, personal-developmental technology) and result-evaluation blocks. The organizational and pedagogical conditions for the effective implementation of the model have been determined, including: managerial will, developed health-preserving information and educational environment, and the transformation of methodological work into a corporate learning system. The theoretical significance lies in the integration of the concept of a learning organization into pedagogical science in relation to the task of developing information culture. The practical significance is that the proposed model creates a foundation for restructuring in-school methodological work, ensuring the continuous professional growth of teachers directly in their workplace.