BACHELOR OF EDUCATION STUDENTS’ SKILLS IN MANAGING IN THE E-LEARNING EDUCATIONAL PROCESS: ESSENCE AND STRUCTURE

Abstract

The article substantiates the need to purposefully develop bachelor of education students’ (teachers’) skills for managing the e-learning educational process. The relevance of the study is determined by the expansion of teachers’ professional functions caused by the widespread use of digital platforms, synchronous and asynchronous learning formats, learning analytics, and artificial intelligence. A teacher is expected not only to use digital tools but also to design the learning structure, organize interactions, coordinate learners’ activities, monitor their progress, and adjust the educational process in a timely manner. The purpose of the article is to provide a theoretical justification for the development of these skills, clarify the meaning of educational process management in e-learning, and determine their structure. The study is theoretical and employs the analysis of scholarly literature, comparison, generalization, systematization, and abstraction. Educational process management in e-learning is a purposeful teacher activity aimed at designing, organizing, coordinating, monitoring, and adjusting learners’ activities in a digital environment. It is argued that this activity is not limited to the administration of a digital platform. It requires aligning learning objectives, content, digital resources, forms of interaction, assessment, and learner support. The structure of future teachers’ skills has been identified. It includes design and organizational skills, communication and coordination skills, monitoring and analytical skills, assessment and regulation skills, ethical and safety-related skills, and reflective skills. The interrelationship between these groups and their cyclical manifestation in teachers’ professional activity has been substantiated. The findings indicate that digital competence is a necessary but insufficient condition for effective e-learning management. The results may be used to update bachelor-level teacher education programs, develop diagnostic tools, and conduct further empirical research on the formation of the identified skills.