THEORETICAL AND METHODOLOGICAL MODEL FOR DEVELOPING ICT COMPETENCE IN ADOLESCENTS WITH SPECIFIC EMOTIONAL DEVELOPMENT

Abstract

The article is devoted to a comprehensive solution of an urgent psychological and pedagogical problem – the substantiation and development of a theoretical and methodological model for the formation of information and communication technology (ICT) competence in adolescents with emotional intelligence disorders.

The relevance of the study is substantiated by the contradiction between the rapid digitalization of social space and the limited capabilities of adolescents with emotional disorders for constructive interaction within it. The author emphasizes that for this category of children, the digital environment often becomes a source of additional maladaptation due to difficulties in interpreting non-verbal signals, the lack of immediate emotional feedback, and a tendency toward impulsive reactions online.

Theoretical analysis of the problem allowed for clarifying the content of the concept of "ICT competence of an adolescent with emotional development disorders," which is viewed as an integrative formation that includes not only technical literacy but also the capacity for emotional self-regulation during media consumption and digital communication. It is determined that emotional intelligence acts as the internal psychological foundation upon which successful and safe socialization in cyberspace is built.

Central to the work is the author's theoretical and methodological model, built on the principles of systemic, competence-based, and personality-oriented approaches. The model is presented as an open system that integrates three interconnected components: the cognitive component, the activity-based component, and the emotional-reflexive component.

Research results indicate that the targeted development of emotional intelligence components (self-control and empathy) is a critical factor in increasing the level of ICT competence. Data from the model's testing show positive dynamics in the experimental group: adolescents demonstrated an ability to reduce conflict in social networks, increased their level of critical thinking toward content, and improved their self-presentation skills.

The conclusions summarize that the proposed model has high correctional and developmental potential and can be integrated into the educational process of special schools and inclusive classrooms. Prospects for further research related to the development of specialized software for training the emotional resilience of adolescents in a virtual environment are outlined.