The use of digital learning tools in the teachers’ professional activities to ensure sustainable development and democratization of education in European countries

Abstract

The article deals with the revealing and analysis of the experience of the teachers’ use of the digital tools in their professional activities in the European countries (Germany, Italy, Netherland, Denmark, Estonia, Croatia, Sweden, Finland, Macedonia, Norway and others). The online recourses ensuring the creation of the sustainable environment for teachers and students including key competencies areas: entrepreneurship, citizenship, civic education and STEM are revealed in the article. The presented recourses allow to creative use of digital technologies, identify teachers’ and students’ needs and finding technological answers, solve technical problems, identifying gaps in digital competence. Using the analysed resources teachers become aware of the need to improve and update their digital competence; ability to support others in developing their digital competence; search for opportunities for self-development and awareness of digital evolution that is proclaimed by the UN ‘2030 Agenda for Sustainable Development’ adopted in 2015. The objective is to present the examples of the use of digital tools by European teachers, which are aimed at building the digital environment, developing the digital competence, and introducing innovations in the learning process. The critical use of presented experience in the comparative perspective can improve domestic teaching practice and teachers’ professional development.