The category of digital self-identity in pedagogy and the challenges of its conceptualization

The article explores the essence of the category of digital self-identity within the context of pedagogical science. It examines the evolution of the concept of identity, its transformation under the influence of digitalization, and the connection between digital self-identity and the processes of professional teacher training. The study identifies key theoretical and methodological challenges related to the conceptualization and practical application of this category. It highlights the prospects for integrating digital self-identity into educational programs and suggests directions for future research aimed at adapting pedagogical science to the challenges of digital transformation in education. The article emphasizes the need for a comprehensive approach to studying digital self-identity, its methodological justification, and its integration into the practical training of educators.