Information and communication technology competence as a component of the professional formation of future educational psychologists
DOI:
https://doi.org/10.33910/3034-4255-2025-2-2-119-123Keywords:
ICT competence, psychological practice, information and communication technologies, professional training of psychologists, computer anxiety, psychological assessmentAbstract
In the context of contemporary scientific and technological achievements, psychologists working in the education system increasingly integrate information and communication technologies (ICT) into their professional practice. This trend is driven by the need for effective analysis and interpretation of large volumes of data, which significantly enhances the quality and accuracy of psychological assessment and research procedures. For educational psychologists, ICT competence is a key element of professional competence. It encompasses not only the ability to apply modern digital tools across various areas of professional activity (including psychological assessment, counseling, intervention, and prevention), but also the capacity to develop and implement innovative methods based on data-driven approaches. Within a high-technology information environment, educational psychologists must be able to critically evaluate and interpret relevant information, as well as ensure information and psychological security both for themselves and for participants in the educational process. Particular attention should be given to the protection of personal data and the prevention of potential risks associated with the use of ICT. ICT competence is a fundamental factor determining the effectiveness of educational psychologists’ professional activity. In the context of globalization and digitalization, the targeted development of ICT competence among educational psychologists is therefore of particular importance.
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Литература
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