DIGITALLY ORIENTED REFLECTIVE EDUCATIONAL ENVIRONMENT AS A CONDITION FOR FORMING FUTURE TEACHERS’ ABILITY TO FORECAST IN EDUCATIONAL ACTIVITIES

Abstract

The article emphasizes that modern education operates in conditions of uncertainty, complexity and multivariate educational trajectories, it is transitioning to a project-prognostic model of training future teachers who act as analysts of educational data, moderators of digital interaction, facilitators of individual development and strategists of the educational process. That is why the ability to forecast becomes an integrative professional quality of a future teacher, combining pedagogical thinking, reflection, analytical skills and digital competence. It is proven that the environmental approach is an effective tool for solving these problems. Relying on the provisions of the theory of the educational environment, the concept of digitalization of higher education, and the idea of reflective pedagogy made it possible to position the digitally oriented reflective educational environment of a higher education institution as a multidimensional pedagogical system that integrates technological, content, organizational, and personal-reflective components of the professional training of future teachers. Its functional characteristics are revealed through prognostic, analytical, reflective, modeling-design and adaptive functions. It is proven that at the micro level, the creation of such an environment within the framework of teaching the educational component in order to form the ability to forecast is implemented through the reorientation of educational tasks to forecasting, the systematic use of digital tools for recording and analyzing thinking, the introduction of scenario modeling as a cognitive technology for the development of pedagogical anticipation, the essence of which lies in the purposeful design of multiple options for the development of the educational situation with the subsequent analysis of their likely consequences; the organization of structured reflection, the formation of a culture of variability of pedagogical decisions. It is argued that the systematic implementation of scenario modeling contributes to the formation of predictive flexibility, strategic vision, the ability to take into account the context, the ability to prevent pedagogical risks, and the readiness to work in conditions of uncertainty. As a result, a digitally oriented reflective environment acquires the function of a “simulator of the future”, where future teachers practice pedagogical actions and predict their possible consequences.