The essence of digital identity: theoretical foundations and pedagogical context

The digital identity of educators is becoming an important aspect of their professional self-determination, readiness to use artificial intelligence and digital technologies in educational practice. The purpose of the article is to theoretically reflect on digital identity, its key characteristics, factors of formation, and challenges. Methods of theoretical analysis, critical assessment of scientific literature, and a comparative approach have allowed for the systematization of research on digital identity, clarifying its connection to educators' adaptation to the modern conditions of professional activity. The research results indicate that educators' digital identity is formed as a complex and multilayered process, dependent on personal, professional, and technological factors. Further empirical research is necessary for a deeper understanding of this process, aimed at clarifying the patterns, mechanisms of digital identity formation, and its interrelation with professional reflection, which will subsequently enable the development of effective tools for conscious management of digital identity.