UDC 37.018.4

Sinagatullin I.M.¹ (Birsk, Russian Federation) – msi9845@mail.ru; Aitov V.F.² (Ufa, Russian Federation) – valerie.aitov@mail.ru; Ipaeva O.V.¹ (Birsk, Russian Federation) – аkchermusheva1999@gmail.com; Kalashnikova O.G.¹ (Birsk, Russian Federation) – olesya.new2018@yandex.ru; Shugaepov D.R.¹ (Neftekamsk, Russian Federation) – shugaepov@mail.ru

¹Ufa University of Science and Technologies

²Bashkir State Pedagogical University named after M. Akmulla

Abstract.  Teacher digital competence is one of the key factors determining their   successful   professional activity in the epoch of the digitalization of the system of education. Teachers’ mastery of the subject and the ability to methodically and correctly use   digital technologies have a positive impact on the education and upbringing of the younger generation. Digital competence must meet the demands of the modern professional era. As is known, a teacher’s digital competence includes a corresponding set of specific digital competencies. This article attempts to theoretically substantiate and identify teachers’ attitudes toward the phenomenon of digitalization of education, as well as toward the digital competencies they must possess for effective pedagogical interaction    with students. The research methods: a theoretical analysis of relevant psychological and pedagogical literature; the empirical methods, such as questionnaires and online interviews. The study was conducted with primary school teachers in the northern regions of the Republic of Bashkortostan during the 2025-2026 academic year, and 29 teachers participated. The study suggests that respondents generally have accurate assumptions about the impact of digitalization on their professional activities and are quite critical of their level of digital competencies. This suggests that modern teachers must be able to use various digital tools in their teaching, develop students’ information and communication skills, foster creative thinking in using digital tools in the classroom and during independent work, and teach students the basics of information security. The study’s findings can be used in the practical work of primary school teachers, who frequently encounter digital technologies and address related issues in their educational activities.

Keywords: digitalization, digital competence, teacher, survey, professional activity, student.

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For citation: Sinagatullin, I. M., Aitov, V. F., Ipaeva, O. V., Kalashnikova, O. G., & Shugaepov, D. R. (2026). Digital competence of the teacher as the basis of his successful interaction with students. CITISE, 1, 16–27. (In Russian).