THE STRUCTURAL AND FUNCTIONAL MODEL FOR THE FORMATION OF EDUCATORS’ READINESS IN AFTER-SCHOOL EDUCATION INSTITUTIONS TO IMPLEMENT INFORMATION AND COMMUNICATION TECHNOLOGIES

Abstract

The article presents the results of a study aimed at the scientifically grounded development of the content, structure, and format of a professional development program for teachers of after-school education institutions. The program is designed to foster educators’ readiness to integrate information and communication technologies (ICT) into their professional practice. The study highlights the relevance of the digital transformation of education and the need for educators to adapt to these changes-particularly in the after-school education sector, which is often overlooked in academic research. The methodological framework of the study is based on systemic, competency-based, and activity-oriented approaches. A theoretical analysis of academic literature, regulatory documents, and international frameworks for teachers’ digital competence (including UNESCO ICT-CFT, ISTE Standards, and DigCompEdu) enabled the identification of the structural components of digital readiness. The program was designed using pedagogical design methodology guided by the principles of modularity, flexibility, adaptability, and practical orientation. The results of targeted observations of a pilot advanced training course for educators of after- school education institutions specializing in tourism and local history were taken into account as well as feedback from instructors and participants. This made it possible to refine the content and format of the program’s implementation. As a result, a structural and functional model of the professional development program was developed, comprising five modules: organizational and motivational, informational and competence-based, methodological, project-based, and supportive. These modules address the technical, methodological, and psychological components of educators’ readiness to use ICT. The program can be implemented either as a comprehensive course or as standalone thematic modules or seminars, which ensures its adaptability to the diverse needs and conditions of after-school education institutions and individual educators. The findings confirm the feasibility and practical relevance of the proposed model, which may serve as a basis for modernizing the system of teacher professional development within the context of educational digital transformation.