PEDAGOGICAL CONDITIONS FOR DEVELOPING COMPUTER LITERACY COMPETENCE OF PROSPECTIVE BIOLOGY TEACHERS
The article provides a theoretical and experimental substantiation of the pedagogical conditions required for developing computer literacy competence in prospective biology teachers. In the context of digital transformation, the professional competence of a biology teacher is shown to extend beyond the ability to operate computers and standard software. It involves selecting and designing digital educational resources, processing and visualising biological data, using virtual laboratories and simulations, applying artificial intelligence tools to create learning materials, implementing digital assessment, and complying with information security, academic integrity, and ethical principles. The structure of computer literacy competence is represented through information-digital operational, digital-pedagogical, AI-instrumental, and information-security reflexive-ethical components.
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