CYBER-SOCIAL IDENTITY OF FUTURE EDUCATORS: THE NEED FOR FORMATION AND THE CONTENT OF TRANSFORMATION IN DIGITAL SPACE

Abstract

The rapid integration of digital technologies into education has transformed the professional and social environment of future teachers, necessitating the development of a cyber-social identity. This identity encompasses the ability to communicate effectively, collaborate responsibly, and maintain ethical conduct in online and blended learning environments. Developing a strong cyber-social identity is critical for pre-service teachers to navigate the challenges of digital pedagogy and to engage in professional practices that foster meaningful interaction and learning outcomes. This study examines the need for the formation of cyber-social identity among future educators and explores the content and dynamics of its transformation within digital educational contexts. The research highlights how online platforms, social networks, and collaborative digital tools influence the professional self-concept, communication skills, and social responsibility of pre-service teachers. Findings indicate that while digital environments offer opportunities for interaction, knowledge co-construction, and reflective practice, challenges such as superficial engagement, ethical dilemmas, and uneven digital readiness remain significant.