Anna G. Knentonen

The digital transformation of society generates numerous new opportunities for professional development, contributing to the solution of socio-economic problems, promoting new forms of labor, and increasing their productivity. The implementation of digital strategies particularly emphasizes professional training of personnel, including teachers who transform from knowledge transmitters into motivators, navigators, mentors, and architects of a digital educational environment, becoming experts in the field of EdTech. The formation of new directions in pedagogical activities depends on the level of personal digital intelligence, which is determined by the combination of social, communicative, emotional, cognitive, and technical abilities required for adaptation to digital learning, information security, and work with artificial intelligence. The aim of this study is to scientifically and pedagogically substantiate and develop a model for fostering digital intelligence among educators within the system of professional staff training under conditions of the digital economy. The theoretical and methodological basis of the research consists of scientific works dedicated to issues related to cognition theory and personal self-development, fundamental provisions and requirements concerning competency-based and systemic activity approaches in education, as well as project-based learning using artificial intelligence technologies. As results of the study, we present a model for developing digital intelligence among educators during their professional training. This model includes several blocks: a target block that meets the requirements of national digitization projects, Federal State Educational Standards (FSES), and professional standards; a conceptual-methodological block based on approaches such as continuity of learning, awareness, activity, synergy, adaptability, and immersion principles; an organizational-content block encompassing motivational-cognitive, formative, and reflective stages aimed at creating a psychologically safe digital educational environment through synchronous, asynchronous, hybrid, micro-, and nano-learning formats, indirect, horizontal, and traditional methods of instruction; an evaluative-outcome block represented by criteria, indicators, and levels of developed digital intelligence. The significance of the study lies in its theoretical and methodological justification and the development of a model for shaping digital intelligence among educators, focused on their self-development and continuous learning in the IT sphere, acquiring new digital skills.