METHODOLOGICAL MODEL AND DIAGNOSTIC CRITERIA FOR DEVELOPING SCHOOL TEACHERS’ PEDAGOGICAL TOLERANCE COMPETENCIES UNDER DIGITALIZATION OF EDUCATION

Abstract

The digitalization of education changes the professional content of pedagogical tolerance because teacher-learner interaction increasingly occurs through learning management systems, electronic assessment tools, messaging platforms, video conferencing environments and algorithmically mediated information flows. In this context, tolerance cannot be reduced to general benevolence or passive acceptance of differences. It becomes an integrated professional competence that combines ethical digital communication, respect for learner diversity, conflict-sensitive online interaction, media literacy, reflective regulation and inclusive instructional decision-making. The purpose of this article is to substantiate a methodological model and a diagnostic framework for developing school teachers’ pedagogical tolerance competencies in digitally mediated education. The study is based on theoretical modelling, competence-based analysis, structural-functional interpretation and diagnostic design. The proposed model contains target, conceptual, content, process-technological, organizational-pedagogical, diagnostic and result blocks. The diagnostic system includes four criteria: cognitive, value-motivational, communicative-behavioural and reflective-regulatory. Each criterion is operationalized through indicators that can be assessed by questionnaires, observation protocols, analysis of digital communication, reflective tasks and case-based performance assignments. The article argues that digital tools produce an educational effect only when they are integrated into a humanistic pedagogical logic. The model can be used in professional development courses, school-based methodological work and empirical studies aimed at increasing teachers’ readiness to create tolerant, safe and dialogic digital learning environments.