- Непийпа, Н.Д. (orcid.org/0000-0001-5347-4574) (2026) Tutoring Competence Development of University Teachers in the Context of Open Education Doctoral thesis, ДЗВО «Університет менеджменту освіти».
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Abstract
Nepyipa N. D. Tutoring Competence Development of University Teachers in the Context of Open Education. – On the rights of manuscript. Dissertation to achieve the scientific level of Doctor of Philosophy for a specialty 011 – Educational, Pedagogical Sciences. – State institution of higher education “University of Education Management”, Kyiv, 2026. Abstract content The dissertation research provides a theoretical substantiation, development, and experimental verification of the author’s technology for the development of tutoring competence of university teachers in the context of open education. The relevance of the research is determined by modern transformational processes in the system of higher education in Ukraine associated with digitalization, globalization, the open education development, the student-centered approach implementation, and the need for the educational process individualization. In the modern university environment, the role of the teacher is changing from a traditional transmitter of knowledge to a facilitator, mentor, consultant, and organizer of the student’s individual educational trajectory. In this context, the tutoring competence development of university teachers acquires particular importance as an integrative professional characteristic ensuring effective pedagogical support for students, assistance in their professional and personal development, and the principles implementation of open education. The analysis of modern pedagogical theory and practice made it possible to establish that the problem of developing tutoring competence of university teachers remains insufficiently studied in theoretical and methodological aspects. Contradictions were identified between the need of higher education institutions for teachers capable of providing tutoring support to students and the insufficient level of development of their tutoring competence; between the growing role of open education, digitalization, and learning individualization and the insufficient development of theoretical and methodological foundations for the development of tutoring competence of university teachers; between the need to implement modern pedagogical technologies for teachers’ professional development and the insufficient scientific and methodological support of this process. The study purpose is the theoretical substantiation, development, and experimental verification of the technology for developing tutoring competence of university teachers in the context of open education. The object of the study is the professional development of university teachers in the context of open education. The study subject is the technology for developing tutoring competence of university teachers in the context of open education. The methodological basis of the research includes competency-based, personality-oriented, activity-based, systemic, and andragogical approaches; conceptual provisions of open education, student-centered learning, partnership pedagogy, theories of teachers’ professional development, and tutoring support. To achieve the purpose and objectives of the study, a complex of interconnected research methods was used: theoretical methods – analysis, synthesis, comparison, systematization, generalization of scientific sources, pedagogical modeling; empirical methods – questionnaires, observation, interviews, self-assessment, expert evaluation, pedagogical experiment; statistical methods – quantitative and qualitative analysis of research results. The first chapter also identifies the structural components of university teachers’ tutoring competence: pedagogical, communicative, psychological-pedagogical, organizational, and emotional competences. The criteria and indicators for assessing the formation of tutoring competence are characterized, and the levels of its development are determined as high, medium, and low. During the research, the essence of the concept “tutoring competence of a university teacher” was clarified and defined as an integrative professional characteristic ensuring the ability to organize individualized educational support for students, support their educational trajectory, and promote their subjectivity, independence, and professional development in the context of open education. Foreign and domestic experience in the tutoring development in higher education was analyzed. It was established that in foreign educational practice tutoring is considered an important tool for the personalization of learning, support of students’ academic success, and development of their autonomy. The generalization of Ukrainian experience demonstrated the gradual introduction of tutoring support elements into the activities of higher education institutions, although it also revealed an insufficient level of systematic methodological support for the tutoring competence development of teachers. It was established that effective tutoring competence development of university teachers is possible under conditions of implementing the principles of open education, using digital technologies, interactive forms of learning, partnership pedagogy, and creating conditions for teachers’ professional reflection. The second chapter, “Modeling the Development of Tutoring Competence of University Teachers in the Context of Open Education,” presents the development and theoretical substantiation of the author’s technology for developing tutoring competence of university teachers. The study established that the tutoring competence development requires purposeful organization of teachers’ professional development based on the integration of tutoring, facilitation, reflective, and digital approaches. On the basis of pedagogical modeling, a structural-functional model for the tutoring competence development of university teachers in the context of open education was developed. The model includes interconnected components: target, theoretical-methodological, content-technological, organizational-activity, diagnostic, and result-oriented. Within the second chapter, pedagogical conditions for effective tutoring competence development of university teachers were identified: formation of positive motivation for tutoring activities; creation of an open educational environment; use of interactive, digital, and facilitation learning technologies; ensuring professional reflection and support of teachers’ individual educational trajectories. The developed author’s technology is implemented through a sequence of interconnected stages: diagnostic, design, practical-activity, and reflective-evaluative. The third chapter, “Experimental Verification of the Technology for Developing Tutoring Competence of University Teachers in the Context of Open Education,” presents the organization, content, and results of the pedagogical experiment. The experimental work was aimed at verifying the effectiveness of the author’s technology for developing tutoring competence of university teachers. Teachers of higher education institutions participated in the formative stage of the pedagogical experiment. Within the diagnostic (ascertaining) stage of the experiment, an assessment of the levels of university teachers’ tutoring competence development was conducted. The results revealed the predominance of medium and low levels in the development of pedagogical, communicative, psychological-pedagogical, organizational, and emotional competence components. The formative stage of the pedagogical experiment involved implementing the author’s technology for developing tutoring competence of university teachers. During the implementation, interactive forms of learning, digital educational resources, facilitation methods, pedagogical reflection practices, consulting, and mentoring support were used. During the study, the author’s course “Building a Democratic Society” was implemented. The course was aimed at developing democratic culture, facilitative interaction, critical thinking, partnership communication, and skills for organizing an open educational environment. The results of the experimental study confirmed the effectiveness of the proposed technology. Positive changes were observed in the development of the pedagogical, communicative, psychological-pedagogical, organizational, and emotional components of university teachers’ tutoring competence were established. Increased readiness of teachers to implement students’ individual educational trajectories, use open education technologies, facilitation practices, and digital resources in professional activities was proven. The analysis of the results of the pedagogical experiment confirmed the expediency of integrating tutoring, facilitation, reflective, and democratic approaches into the system of professional development of university teachers. It was established that the implementation of the author’s technology contributes to improving the quality of the educational process, intensifying teachers’ professional reflection, developing partnership interaction between participants in the educational process, and implementing the open education principles. The most significant scientific results of the dissertation are as follows: for the first time: – the essence of the concept “tutoring competence of a university teacher” as an integrative professional characteristic including pedagogical, communicative, psychological-pedagogical, organizational, and emotional components and ensuring individualized educational support for students in the context of open education was defined and theoretically substantiated; – the author’s technology for developing tutoring competence of university teachers in the context of open education, based on the integration of tutoring, facilitation, reflective, and digital approaches to teachers’ professional activity, was developed and theoretically substantiated; – a structural-functional model for the tutoring competence development of university teachers was developed based on competency-based, personality-oriented, andragogical, and activity-based approaches, implemented according to the open education principles, partnership, and democratic interaction, and including interconnected target, theoretical-methodological, content-technological, organizational-activity, and result-oriented components. has been improved: – scientific and methodological approaches to professional development of university teachers in the context of open education and individualized learning; – diagnostic tools for assessing the levels of tutoring competence formation of university teachers through clarification of criteria, indicators, and levels of its formation. further development has taken place: – theoretical provisions concerning tutoring support for higher education students; – methods and technologies for the tutoring competence development of university teachers in conditions of digitalization and open education. The practical significance of the obtained results lies in the development, approbation, and implementation of the author’s technology for developing tutoring competence of university teachers in the context of open education, a structural-functional model of its implementation, diagnostic tools for assessing tutoring competence levels, as well as educational and methodological materials and practical recommendations for organizing tutoring support for students. The practical results of the study may be used: – in higher education institutions – to improve teachers’ professional activities and organize individualized learning; – in postgraduate education systems – to develop professional development, advanced training, and teacher preparation programs for tutoring activities; – in scientific and methodological work – for preparing methodological recommendations, trainings, special courses, and educational-methodological support for teachers’ professional development; – in further scientific research – as a theoretical and methodological basis for the tutoring competence development of university teachers in conditions of open education and digitalization. The results of the experimental work demonstrated the effectiveness of the proposed technology for developing tutoring competence of university teachers in the context of open education. Positive dynamics in the formation of of the pedagogical, communicative, psychological-pedagogical, organizational, and emotional components of university teachers’ tutoring competence components were established, along with increased readiness of teachers to organize individualized learning, implement tutoring support, and use digital technologies in professional activities. The analysis of the results of the pedagogical experiment confirmed the expediency of integrating tutoring, facilitation, reflective, and democratic approaches into the professional development system of university teachers. It was proven that the implementation of the author’s technology contributes to improving the quality of the educational process, developing partnership interaction between participants in the educational process, intensifying teachers’ professional reflection, and effectively implementing the open education principles in the modern university environment. The study confirmed that the tutoring competence development of university teachers ensures an increase in professional mobility, readiness for pedagogical interaction in conditions of educational digitalization, and the ability to organize individual educational trajectories for students. The obtained results demonstrated that the application of the author’s technology creates conditions for teachers’ professional self-development, improvement of their pedagogical activity, and enhancement of the effectiveness of the educational process in the context of open education. The implementation of the research results will contribute to improving the quality of the educational process, developing individualized learning, increasing the professional mobility of university teachers, and effectively implementing the principles of open education.
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