Methodological foundations of the meta-digital competence system: a case study in language education
M. M. Konkol, Ekaterina D. MAR'INA
Abstract
Introduction. The rapid advancement of generative artificial intelligence necessitates a methodological foundation for new theoretical constructs in pedagogy. The contemporary educational system requires an updated theoretical and methodological framework that extends beyond digital literacy to integrate the metacognitive, ethical, and sociocultural aspects of human-machine collaboration. Aim . The aim of this research is to elucidate the methodological foundations and system architecture of meta-digital competence as a theoretical framework for developing teachers’ professional competencies in the context of the proliferation of artificial intelligence. Methodology and research methods. The study is based on a systematic analysis of the theoretical foundations of meta-digital competence, integrating the principles of cognitive psychology, the theory of distributed cognition, and the competence approach. The methods employed include conceptual analysis, structural-functional modelling, and theoretical synthesis within the context of AI proliferation. Results. The epistemological foundations of meta-digital competence are elucidated, encompassing the transition from classical cognition to metacognition. Four methodological principles are established that underpin the structure and functioning of meta-digital competence: distributed cognitive activity, metacognitive reflection, ethical responsibility, and adaptive development. A six-component architecture of meta-digital competence is delineated, accompanied by a description of the mechanisms for integrating its elements. Scientific novelty. For the first time, the methodological foundations of the meta-digital competence system, regarded as a qualitatively new phenomenon in pedagogy, have been developed. A new type of human-machine interaction, conceptualised as an extended cognitive system, has been proposed. The principles governing the structural organisation and functioning of the meta-digital competence system within the educational context are substantiated. Practical significance. A theoretical framework has been established for the design of educational programmes in the era of artificial intelligence, alongside a conceptual foundation for the transformation of pedagogical practices across various subject areas in this new reality.