PEDAGOGICAL CONDITIONS FOR THE FORMATION OF DIGITAL LITERACY OF FUTURE FOREIGN LANGUAGE TEACHERS

Abstract

This article explores the pedagogical conditions necessary for developing digital literacy among future foreign language teachers in the context of the digital transformation of education. Digitalization, as a hallmark of the modern information society, reshapes educational processes and requires both students and educators to adapt to new technological realities. The study highlights the role of open educational resources, digital tools, and virtual learning environments in enhancing the quality of higher education. Emphasis is placed on redefining teacher training to include digital competencies such as information literacy, critical thinking, and the use of digital platforms for instruction. The article identifies theoretical foundations, key conceptual frameworks, and practical strategies for integrating digital literacy into teacher education programs. It also addresses the levels of digital literacy development and the need for personalized, flexible, and innovation-oriented approaches to learning. Ultimately, the study underscores the importance of equipping future educators with digital skills to navigate the demands of a rapidly evolving digital world and contribute effectively to the education system.