Digital competence of higher education teachers: structure and development pathways

Abstract

The article presents a theoretical analysis of the problem of digital competence of higher education teachers in the context of the digital transformation of contemporary education. The relevance of developing digital competence is substantiated as one of the key components of a teacher’s professional competence under the conditions of widespread digital technologies, distance and blended learning, as well as the active implementation of artificial intelligence technologies in higher education. Contemporary scientific approaches to interpreting the concept of “digital competence of a higher education teacher” are analyzed, and the main trends in its development are identified. It is established that most researchers consider digital competence as a complex integrative construct that combines technological, pedagogical, communicative, ethical, cognitive, and reflective components of a teacher’s professional activity. A comparative analysis of the concepts “ICT competence” and “digital competence” is carried out, and their similarities and differences are defined. It is demonstrated that digital competence is a significantly broader concept, as it encompasses not only technical skills in using digital technologies, but also the ability for critical thinking, digital communication, digital content creation, safe and ethical use of digital resources, adaptation to technological change, and continuous professional development. Based on the analysis of contemporary international studies, the structural components of digital competence of higher education teachers are characterized, and the main pathways for its development are identified. It is noted that the development of digital competence of higher education teachers should be understood as a strategic direction of modernization of higher education, which contributes to improving the quality of education, promoting pedagogical innovations and preparing both teachers and students for successful participation in the digital society. It is also established that the effective development of digital competence requires continuous professional training, institutional support, participation in professional communities, cooperation and active implementation of digital technologies and artificial intelligence in the educational process.