Модель формування інформаційно-цифрової компетентності учнів основної школи у процесі вивчення української мови і літератури
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Дата
2026
Назва журналу
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Анотація
У статті представлено модель формування інформаційно-цифрової компетентності учнів основної школи засобами української мови і літератури. Обґрунтовано актуальність дослідження у зв’язку з цифровізацією освіти та інтеграцією України в європейський освітній простір. Розроблено структурнофункціональну модель, яка включає цільовий, теоретико-методологічний, змістово-процесуальний та результативний компоненти. Виділено інформаційний, комунікативний, операційно-технологічний та ціннісно-етичний складники компетентності. Запропоновано методи, форми та конкретні приклади навчальної діяльності, що реалізують кожен компонент. Визначено педагогічні умови ефективного формування компетентності. Обґрунтовано критерії, показники та рівні сформованості інформаційно-цифрової компетентності. Модель сприяє інтеграції цифрових технологій у мовнолітературну освіту. Підкреслено важливість поєднання розвитку мовних умінь із цифровою грамотністю.
This article presents a comprehensive model for developing information and digital competence among lower secondary school students through the study of Ukrainian language and literature. The study addresses the urgent need to integrate digital literacy into school education in response to societal digital transformation and Педагогічні науки: теорія, історія, інноваційні технології, Ukraine’s alignment with the European educational space. The proposed model is structured as a structural-functional framework, comprising goal-oriented, theoreticalmethodological, content-process, and resultative components, which together ensure a holistic approach to competence formation. The model identifies four key components of digital competence: informational, communicative, operational-technological, and value-ethical. The informational component emphasizes students’ ability to search for, select, critically analyze, and systematize information from various sources, fostering effective information literacy and problemsolving skills. The communicative component focuses on students’ capacity to exchange information, engage in collaborative work, participate in discussions, and adhere to ethical norms in both oral, written, and digital communication. The operational-technological component develops practical skills in using digital tools and creating educational and multimedia products, including presentations, interactive maps, and digital dictionaries. The value-ethical component cultivates students’ motivation, responsibility, critical reflection, and ethical awareness in information activities. The study proposes specific methods and forms of learning that implement each component, including research-based learning, project activities, analysis of information sources, debates, presentations, and creative digital tasks. Pedagogical conditions that support effective competence formation are also outlined: integration of digital technologies into the language and literature curriculum, teacher preparedness, creation of a safe and motivating digital environment, activity- and project-based learning, interdisciplinary integration, and systematic monitoring and reflection. The model also provides criteria, indicators, and three levels of competence formation (high, medium, low) to evaluate students’ achievements and adjust the learning process accordingly. By integrating digital tools meaningfully, the approach transforms traditional language lessons into active, research-oriented, and productive learning experiences, enhancing students’ critical thinking, media literacy, and ability to apply knowledge in real-life contexts. Overall, the proposed model represents a systematic and culturally grounded framework for forming information and digital competence in lower secondary school students. It demonstrates the potential of Ukrainian language and literature lessons as a platform for developing digital skills while fostering personal growth, ethical awareness, and a deeper understanding of national cultural values. The findings have practical implications for teachers, curriculum developers, and policymakers seeking to modernize education in the era of digital society and prepare students for active, responsible participation in digital learning environments.
This article presents a comprehensive model for developing information and digital competence among lower secondary school students through the study of Ukrainian language and literature. The study addresses the urgent need to integrate digital literacy into school education in response to societal digital transformation and Педагогічні науки: теорія, історія, інноваційні технології, Ukraine’s alignment with the European educational space. The proposed model is structured as a structural-functional framework, comprising goal-oriented, theoreticalmethodological, content-process, and resultative components, which together ensure a holistic approach to competence formation. The model identifies four key components of digital competence: informational, communicative, operational-technological, and value-ethical. The informational component emphasizes students’ ability to search for, select, critically analyze, and systematize information from various sources, fostering effective information literacy and problemsolving skills. The communicative component focuses on students’ capacity to exchange information, engage in collaborative work, participate in discussions, and adhere to ethical norms in both oral, written, and digital communication. The operational-technological component develops practical skills in using digital tools and creating educational and multimedia products, including presentations, interactive maps, and digital dictionaries. The value-ethical component cultivates students’ motivation, responsibility, critical reflection, and ethical awareness in information activities. The study proposes specific methods and forms of learning that implement each component, including research-based learning, project activities, analysis of information sources, debates, presentations, and creative digital tasks. Pedagogical conditions that support effective competence formation are also outlined: integration of digital technologies into the language and literature curriculum, teacher preparedness, creation of a safe and motivating digital environment, activity- and project-based learning, interdisciplinary integration, and systematic monitoring and reflection. The model also provides criteria, indicators, and three levels of competence formation (high, medium, low) to evaluate students’ achievements and adjust the learning process accordingly. By integrating digital tools meaningfully, the approach transforms traditional language lessons into active, research-oriented, and productive learning experiences, enhancing students’ critical thinking, media literacy, and ability to apply knowledge in real-life contexts. Overall, the proposed model represents a systematic and culturally grounded framework for forming information and digital competence in lower secondary school students. It demonstrates the potential of Ukrainian language and literature lessons as a platform for developing digital skills while fostering personal growth, ethical awareness, and a deeper understanding of national cultural values. The findings have practical implications for teachers, curriculum developers, and policymakers seeking to modernize education in the era of digital society and prepare students for active, responsible participation in digital learning environments.
Опис
Ключові слова
модель, компетентність, інформаційно-цифрова компетентність, формування інформаційно-цифрової компетентності, учні основної школи, засоби навчання, українська мова і література, model, competence, information and digital competence, formation of information and digital competence, lower secondary school students, instructional tools, Ukrainian language and literature
Бібліографічний опис
Бабінець Л. Модель формування інформаційно-цифрової компетентності учнів основної школи у процесі вивчення української мови і літератури [Текст] / Л. Бабінець, І. Чистякова // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2026. – № 1 (147). – С. 42–50. – DOI: 10.24139/2312-5993/2026.01/042-050