- Василенко, С.В. (orcid.org/0000-0002-5790-572X) (2025) Methodology for Development of University Teachers’ Digital Competence in the Context of European Integration Diploma thesis, Київський столичний університет імені Бориса Грінченка.
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Abstract
Vasylenko S.V. Methodology for Development of University Teachers’ Digital Competence in the Context of European Integration. — Qualification scientific work in the form of a manuscript. Dissertation for the degree of candidate of pedagogical sciences in the specialty 13.00.10 — information and communication technologies in education. — Borys Grinchenko Kyiv Metropolitan University — Kyiv, 2025. Abstract content The rapid development of digital technologies, which is certainly a positive phenomenon of progress, at one time created a contradiction between a certain inertia of adults regarding changes in the level of digital competence and the hopes and expectations of higher education students. Progressive and far-sighted scientists insisted on the spread of information and communication technologies in education to reduce the gap in the level of digital awareness of education students and teachers, which put them at a disadvantage. Changing requirements for modern teachers involve constant improvement of professional competencies, especially digital ones. The pandemic (COVID-19) has caused high activity of teachers in mastering the skills of using digital instruments. The need for an emergency transition to a distance form of organizing the educational process revealed the insufficient preparedness of teachers to conduct classes online, to constructive distance interaction, to create high-quality educational content in the form of resources posted on e-learning platforms, such as educational videos, presentation materials, documents, easy to read and assimilate, etc. An even greater problem was access to classrooms during martial law in Ukraine, forced relocation of education seekers, relocation of higher education institutions, and the need for rapid development of University Teachers’ Digital Competence (UTDC), which cannot be achieved without a systematic approach and support from university leaders. Currently, it is important to maintain multilateral communication of all participants in the educational process, provide teachers with tools for continuity of learning, and provide the opportunity to master the latest technologies at a high level, especially at the faculties of the humanities, social sciences, and arts. Due to the forced pause and time for adaptation, there have undoubtedly been educational losses, which may negatively affect the quality of training specialists for the restoration of Ukraine in the post-war period in the future. Therefore, the need to study the ways and means of developing UTDC is relevant in the context of European integration. The concept of the European University Association “Universities without Walls: A Vision for 2030” describes sustainable and effective universities as those that serve European societies in a better future. The role of UTDC in modern universities experiencing digital transformation is very important. While leaving the physical presence in classrooms as a priority, for further digitalization, the need to integrate constantly improving digital technologies into university education is recognized, the model of which is undergoing significant changes towards openness and accessibility 24/7/365, as a result of which it requires the teacher to develop digital competence throughout life. The study supports the relevance of developing UTDC, the irreversibility of changing the role of a teacher from a knowledge relayer to the roles of an advisor, mentor, tutor, coach, mentor, facilitator of the educational process, educator, pedagogical design specialist, etc. These roles require a modern teacher to significantly expand his functionality and strengthen the technological approach in pedagogical activities. UTDC is a complex, integrated and multi-vector phenomenon in the education system, which accordingly requires a scientifically based description of the requirements and levels of digital competence, the development of a methodology for assessing, developing and monitoring progress, motivating teachers and creating a proven, methodically verified methodology for implementing a digital competence development system. As a result of the foreign experience analysis (Cyprus, Spain, Portugal, Poland, Finland), of practical and theoretical concepts of Ukrainian researchers in the study of digital competence and ways of its development it is revealed a number of objective contradictions between the needs of society, business, the labor market, raising a generation with a set of competencies of a successful person of the 21st century and the ability of current educators to conduct appropriate high-quality and effective pedagogical activities; the achieved level of digital competence and the requirements of European and Ukrainian standards, documents related to digital literacy / competence; the expectations of applicants and the degree of use of digital technologies by teachers during classes of various formats; the level of development of digital technologies and the use of digitalization achievements in the educational process to ensure the quality of education. Therefore, the problem of scientific and theoretical justification and design of a system for the development of digital competence is not fully resolved and requires scientific and methodological justification, the development of an appropriate pedagogical model, and the study "Methodology for development of University Teachers’ Digital Competence in the context of European integration" is relevant and in demand by educators - teachers of higher education institutions. To solve this problem, the author developed criteria for assessing the levels of formation of the UTDC, the process of implementing the UTDC development model, assessing the quality of digital content, the effectiveness of the introduction of digital technologies into the educational process, and carried out an expert assessment of the corporate standard of digital competence of teachers of higher education institutions. During the study, a number of models were developed for the first time that describe the levels of digital competence, the process of determining the current directions of digital competence development, the process of developing university teachers’ digital competence, namely: a model of university teachers’ digital competence levels, an organizational and pedagogical model of developing university teachers’ digital competence. The pedagogical prerequisite for implementing these models is the need to ensure a high-quality educational process in times of crisis, motivating teachers to their own professional development. The consistency of designing a model for developing university teachers’ digital competence was ensured through substantiation of the model of university teachers’ digital competence levels, a structural model of the corporate standard and the implementation of the stages of the organizational and pedagogical model for developing the UTDC. The following were important for this: diagnostics of the level of formation of digital competence; monitoring of European experience in the development of UTDC; dynamic selection of digital technologies; determining the structure of digital competence; satisfying the requests of teachers / applicants for the use of UTDC; meeting the social demand for digitalization — the digital transformation of society. To support teachers in the process of forming the methodology for the development of the UTDC, websites and electronic training courses were created, which provided communication and electronic support for the development of the UTDC. The author’s model for the development of the UTDC reflects a comprehensive approach to the formation and development of the UTDC and includes the following blocks: target, scientific and methodological, organizational, diagnostic and prognostic. Interconnection and logic ensure the systematic development of university teachers’ digital competence, taking into account various aspects of this process. To implement the model, the author organized and conducted events in the form of informal education: training, scientific and practical seminars, webinars, online consultations, training under qualification improvement programs, creation of electronic training courses for the implementation of an individual trajectory for the development of the university teachers’ digital competence. The purpose of the events is to develop the teachers’ digital competence. The formats of teacher training were not limited, distance learning, live training in the form of trainings, blended learning (based on the principle of a flipped classroom, mixing online and live) were used. Various forms of training were included: individual consultations, group work, pair work, project learning, master classes, workshops, master classes, individual training, practical training, P2P training, training forms - live / online. The content of the proposed activities in the conditions of quarantine and war corresponds to the goal, that is, it is focused on supporting the teacher in his individual progress towards the development of digital competence. Electronic support was provided in the form of user registration and authentication, support for the process of mastering mini-courses, motivation through the "Leader of the Year" competition, recognition of successful completion of the MOOC as a digital module in the system of advanced training. The reliability of the results obtained was confirmed by the Fisher criterion. During the study, all tasks were completed, the set goal was achieved, and the effectiveness of the university teachers’ digital competence development model was practically proven, which will allow to increase its level among university teachers. The scientific novelty of the obtained results obtained is that on the basis of analytical and scientific-experimental research in the dissertation − for the first time: a model of the development of University Teachers’ Digital Competence in the context of European integration has been substantiated and developed, the structure of the levels of the UTDC has been clarified and described, the algorithm for building an individual trajectory, organizational approaches to the formation of the content of the UTDC, criteria and indicators for the development of university teachers’ digital competence; the features of the development of the UTDC were substantiated, approaches to the development of university teachers’ digital competence, the design of a corporate standard for the digital competence of a university teacher, monitoring and determining the level of digital competence of a university teacher; a methodology for the development of of university teachers’ digital competence was substantiated and developed; − the concept of university teachers’ digital competence in the context of European integration was clarified; − the methodological principles of the use of information and communication technologies in the educational practice of university teachers and the development of their digital competence were further developed. Practical significance of the results obtained: development of training programs for advanced training on the digital module (Digital competence of a teacher, Use of immersive technologies in the educational process, Digital hub of innovative solutions, Methodology for creating tests for organizing online testing, Integration of immersive technologies in the educational process, Canva as a means of visualizing educational materials); methodological recommendations for the use of electronic training courses, instructions and educational materials on the use of digital tools in the practice of pedagogical education institutions, universities; creation of a metacourse for the development of the Central Digital Competence Center; the structure of the website "Increasing Digital Competence" (https://cikt.kubg.edu.ua/) and methodological recommendations containing instructions for using corporate account applications, electronic support of the educational process; creation of a description and implementation of the project Public Budget of the City of Kyiv-2021 "Digital Hub of Grinchenko University".
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