Development of teachers' digital literacy as a condition for successful online learning

The study is devoted to the systematic analysis of teachers' digital literacy development as a key condition for improving the quality of online learning in the context of digital transformation of education. Based on the methodological synthesis of technological, didactic and institutional aspects, the authors develop a multilevel model of professional digital competence integrating operational-technical, methodological-pedagogical and reflective-evaluative components. A non-linear relationship between the level of digital literacy of a teacher and the effectiveness of hybrid learning, due to the ability to transform technological tools into pedagogical advantages, is revealed. Special attention is paid to institutional mechanisms, including modernization of VET programs, creation of intra-university ecosystems and synchronization with the state strategy of digitalization until 2030. The scientific novelty lies in the substantiation of the transition from the instrumental approach to the formation of digital pedagogical reflection, which ensures the humanistic orientation of educational transformations. The practical significance of the study is related to the development of criteria for assessing the digital maturity of teachers and recommendations for the integration of artificial intelligence in the educational process.