TEACHERS’ PROFESSIONAL DEVELOPMENT AND DIGITAL READINESS: GLOBAL TRENDS AND UKRAINIAN CONTEXT

Abstract

The article analyses teachers’ readiness to use digital self-assessment tools and their impact on teachers' motivation for professional development. International experience and research results on the use of digital tools by teachers are presented. The text discusses various frameworks and documents related to teachers' digital competence, including DigCompEdu: the European Framework for the Digital Competence of Educators; the UNESCO ICT Competency Framework for Teachers; and the AI Competency Framework for Teachers. It also presents international approaches to utilising digital self-assessment tools for motivation and professional development. Additionally, the text highlights Ukrainian teachers' perspectives on using digital tools for self-improvement. In addition, it presents valuable insights into Ukrainian teachers' perspectives on integrating digital tools into their self-development. Limitations in the use of self-assessment tools by domestic teachers are highlighted. The role of such tools in the modern educational environment and in teachers’ working conditions is emphasised. The interrelationships among self-assessment methods, expected results, and their impact on teacher motivation and professional development are summarised and presented, which is a novelty of the study. For this generalisation, the results of surveys conducted in 2023-2025, with the author’s participation, by the scientists of the National Academy of Educational Sciences of Ukraine, were used. Further study of international experience and best foreign and domestic practices of using digital tools for self-assessment and motivation of teachers has the potential to improve existing methods and standards for the professional development of teachers. The results of the study can be used to update professional development programs for teaching staff.