The problem of researching information and communicative competence of a teacher

The article reviews scientific approaches to the definition and structure of teachers’ information and communication competence. It summarizes domestic and international studies, highlights different interpretations of the concept, and identifies its cognitive, operational, personalmotivational, and reflexive components. The paper emphasizes the relevance of developing teachers’ ICT competence in the context of education digitalization. Special attention is paid to international models (UNESCO, DigCompEdu) and current digital competence standards. It is concluded that information and communication competence is an interdisciplinary phenomenon requiring further research.