Keywords
digital transformation of education
digital competence
computational thinking
teacher professional training
artificial intelligence
How to Cite
Abstract
Abstract. The article addresses the problem of the development of the informatics educational field in the context of the digital transformation of education and the rapid spread of artificial intelligence technologies. The aim of the study is to provide a theoretical substantiation and to develop an integrated conceptual model for the development of informatics education that ensures the alignment of international educational approaches with the national specificities of the educational system. The methodology is based on a combination of theoretical analysis, a comparative approach, and empirical research within the logic of design-oriented research.
As a result of a comparative analysis of the approaches implemented in Ukraine, the EU, and the USA, the key trends in the development of informatics education were identified, including the shift toward a competence-based paradigm, the integration of computational thinking and AI literacy, and the strengthening of interdisciplinarity and personalized learning. An integrated conceptual model is proposed, covering the following interrelated components: the socio-technological context, educational goals, the competence core, learning content, pedagogical approaches, the digital educational environment, assessment, and educational outcomes, all united by a feedback mechanism.
An empirical study involving 1,210 teachers, 1,195 students, and 1,195 parents confirmed the practical significance of the model: 86.2% of teachers positively assessed the quality of the learning content, 73.9% of parents noted an increase in students’ interest, and more than 80% of respondents recommended the use of the developed platform, IT Studio. The model was piloted through IT Studios, integrated digital learning environments that combine content, pedagogical approaches, and assessment tools into a single system. At the same time, organizational, technological, and pedagogical barriers to its implementation were identified.
The scientific novelty of the study lies in the development of an integrated model that combines competence-based, disciplinary, and integrative approaches, as well as in its empirical substantiation. The practical significance lies in the possibility of using the model for designing educational programs and developing digital educational environments.
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