Analysis of the structure and key components of digital competencies of a modern teacher in the context of the transition to online learning and the integration of artificial intelligence into the educational process

Abstract

In the context of accelerated digitalization of education, the shift to online learning and the integration of artificial intelligence challenge teachers to master new competencies, including skills in working with adaptive platforms, data analysis, and ethical aspects of Al. Traditional approaches do not take into account the specifics of the digital environment, which leads to reduced learning efficiency, methodological mistakes, and psychological barriers among teachers. The study focuses on analyzing the structure of digital competencies, identifying key components, and developing recommendations for their formation, emphasizing their relevance in the context of global challenges such as pandemics and technological progress. The methodology combines theoretical analysis of scientific literature on digital pedagogy and Al, as well as empirical methods: surveys, focus groups, and expert interviews involving 250 teachers. The collected data were processed using content analysis, thematic coding, and statistical software to identify correlations between the level of competencies and factors such as experience with online interaction and technical resources. The results showed significant variation in digital competencies: 62% of teachers face difficulties interpreting Al outputs, 45% note insufficient skills in algorithmic thinking, while in institutions with systemic support, the level of competencies is 28% higher. Key components identified include technical literacy, methodological adaptation, and ethical awareness. The discussion highlights the need for a comprehensive support ecosystem, including retraining programs and regional centers, to overcome barriers and enhance motivation. Al integration contributes to the personalization of learning, but requires a balance between technology and the human factor, offering pathways toward innovative pedagogical practice.