Digital competence of primary school teachers as a factor of innovative educational environment

Abstract

This article examines the evolution of digital competence in contemporary education, shifting from basic technical skills to a meta-professional quality foundational to the New Ukrainian School (NUS). The study highlights the alignment of the Ukrainian teacher's digital competence architecture with European standards, specifically the DigComp framework, which covers information literacy, communication, content creation, safety, and problem-solving. The author analyzes the impact of "forced digitalization" caused by the pandemic and war, which accelerated tool mastery but revealed systemic challenges in balancing the benefits and risks of technology. To address these issues, the text proposes a systematic approach to professional development involving continuous learning ecosystems, mentorship, and the integration of artificial intelligence (AI) to optimize routine tasks. The article concludes that bridging the gap between regulatory goals and practical application requires a shift toward deep pedagogical design thinking to create safe, effective, and student-centered digital learning environments.