MASTERY OF PEDAGOGICAL COMMUNICATION IN THE CONTEXT OF THE CURRENT DIGITALIZATION OF THE GLOBAL EDUCATIONAL ENVIRONMENT

Abstract

The article is dedicated to investigating the mastery of pedagogical communication in the context of digitalization of the global educational environment. The authors argue that modern digital technologies radically transform the nature of pedagogical interaction, leading to a reduction in the nonverbal component, the emergence of new communication codes, and the necessity to compensate for emotional deficits. The relevance of the topic is determined by the risks of decreased motivation among learners, deterioration in the quality of feedback, weakening of emotional connection, and the formation of ineffective educational relationships in cases of insufficient adaptation of educators to digital formats. Based on a theoretical analysis of Ukrainian and international sources, it has been established that most studies focus on the technical aspects of digital competence, while psychological, ethical, and deeply communicative factors remain insufficiently addressed. Key gaps have been identified: the absence of comprehensive methodologies for developing mastery in digital communication, a lack of empirical assessments of the impact on motivation and learning outcomes, and limited integration of interpersonal communication with technological strategies. The article substantiates that the communicative mastery of an educator in a digital environment is an integrative professional quality based on six core competencies: digital communicative literacy, verbaltextual and multimodal competence, digital empathy, strategic use of feedback, ethical-communicative competence, and facilitative communicative competence. These components are aligned with the European DigCompEdu framework and national standards of digital competence for educators. A set of recommendations is proposed to enhance communicative effectiveness, covering individual, methodological, and organizational-institutional levels: systematic improvement of digital literacy, optimization of multimodal communication, development of digital empathy, personalization of feedback, strengthening of facilitation skills, adherence to digital ethics, and institutional support. The conclusions emphasize that the mastery of pedagogical communication under digitalization is a dynamic integrative phenomenon that requires not only technical adaptation but also a profound psychological-pedagogical and ethical restructuring of professional activity. Prospects for further research are associated with empirical verification of the proposed competencies and recommendations, the development of validated tools for assessing digital communicative mastery, and the creation of specialized programs for the professional training and professional development of educators.