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У статті представлені результати впровадження курсу «Міжкультурна комунікація в освіті» в професійну підготовку майбутніх учителів. Проведено аналіз структури міжкультурної комунікативної компетентності, на основі якої було розроблено зміст курсу міжкультурної комунікації. У статті висвітлюються сім основних тем курсу, спрямованих на здобуття знань про культуру та розвиток міжкультурних навичок, формування здатності до відповідних стратегій поведінки. Упровадження курсу включало три етапи: вступний, реалізаційний та етап оцінювання та розповсюдження. Діяльність, спрямована на досягнення цілей курсу, ґрунтується на засадах компетентісного навчання. Ефективність упровадження курсу доводиться шляхом вимірювання рівня мовних навичок, оцінених стандартизованим тестом Cambridge English First, та здатності до відповідних стратегій поведінки, оцінених низкою прямих та непрямих методів.

The issue of designing the learning environment, which opens the access to modern educational resources and contributes to developing a new level of interaction between teachers and students, is extremely relevant for national system of higher education. The development of digital technologies makes it possible to design qualitative, hi-tech learning environment for training specialists of different professions. The signing the Association Agreement between Ukraine and EU accelerates the process of digitalizing national education that is proved by a number of legislative initiatives and strategic documents, Digital Agenda of Ukraine – 2020 (2016), Law of Ukraine On Education (2017), Concept “New Ukrainian School”, Regulation on Electronic Textbooks, and Regulation on National Educational Electronic Platform are among them. The purpose of the article is to analyse and generalize national and foreign experience about designing open electronic learning environment that gives an opportunity to model digital learning environment for training primary school teachers, as well as to describe the structure and content of this pedagogical phenomenon. The principles of open education and regulations of competence-based approach constitute the theoretical justification of research. The author analyse the national experience of designing innovative e-environment: the model of electronic educational platform – Universal educational environment – ACCENT ( http://ac-cent.com/ ) and electronic platform mobiSchool which are designed by Ukrainian scientists and implemented into the practice as web-tools of electronic learning in secondary schools. It is noted that foreign countries have more experience of creating electronic learning resources, including open digital learning tools, courses, and textbooks. Among widespread information and communication environments there are Open Educational Resources (OER, https://www.oercommons.org/ ), Coursera ( http://www.coursera.org ), Academic Earth ( http://academicearth.org ), and online platforms of repositories of educational resources of Harvard and Preston Universities, Massachusetts Technological Institution and others. It is set out that in foreign pedagogy studies more modern generation of learning resources, Next Generation of Digital Learning Environment (NGDLE). NGDLE is designed as a universal digital learning platform for school teachers and students, university teachers and students, locating and providing software, learning services and tools for learning management. The authors describe the project of digital learning environment for training primary school teachers, designed by the teachers of SHEI “Donbas State Pedagogical University”. The educational resource corresponds to the principles of open education and contains the following subsections: digital learning resources, web-conferences, webinars, scientific and methodological repository, methodological portal, distance courses for matriculants, forum and news.

The mass implementation of digital technology in professional activity and everyday life causes increasing demands for training future teachers who are responsible for preparing the young generation to participate efficiently in modern society. Thus, the article reveals the relevant issue of future teachers’ professional development through implementing digital competence framework. The development of teachers’ digital competence is a target of a number of foreign and Ukrainian researchers. The theoretical determination of the concept “digital competence” and “digital literacy” are represented in works by D. Belshaw, P. Gilster, N. Hockly, N. Sonck, S. Livingstone, E. Kuiper and others. Terminological clarification of these concepts are highlighted in the researches of Ukrainian scientists (V. Bykov, L. Havrilova, O. Danylchuk, M. Zhaldak, A. Kolomiiets, O. Sysoieva, I. Smyrnov, O. Spirin and others).The purpose of the paper is to present the theoretical justification of the digital competence framework for future teachers and in such a way to contribute to their professional development.In this paper, the author proves that digital competence is a constituent part of professional competence. The structure of digital competence is characterized and visualized. It contains the following elements: ICT fluency; data, information and media literacy; digital self-development; communication, networking, participating; digital innovation and creation. The detailed analysis of European Framework for Digital Competence of Educators shows the elements of the competence, such as professional engagement, digital resources, teaching and learning, assessment, empowering learners, and facilitating learners’ digital competence. The author emphasizes on the necessity to include the following element to the framework: motivation and positive self-perception, new methodologies for digital competence development. As they are essentioal for implementing digital technologies in educational process, as well as allows to establish indicators for evaluating the level of its development.It is concluded that regarding to the different aspects of future teachers’ digital competence, which we have expounded on in this paper, clearly reflects all the demands, which should be taken into consideration, while designing digital competence framework for educators in Ukraine according to educational reforming and upgrading process, as well as the relationship that must be established between the major components of teachers’ digital competence.