Цифровая компетентность педагога как средство управления образовательным процессом в высшей школе

Abstract

The era of the digital revolution is characterized by a fundamental transformation of the economy and society. Digitalization, acting as a trend in the development of the entire education system, has not bypassed the practice of university management, which, in the face of modern challenges, is forced to search for resources and ways to improve the quality of education of a university and its competitiveness. The Federal State Educational Standard of Higher Education and the professional standard of the teacher declare that the driver of the transformation of managerial actions is the transition from traditional to innovative approaches associated with the digitalization of the educational environment. The use of digital technologies in the training of future teachers acquires a personal meaning for each teacher, and competence in this area becomes an important condition for optimizing the performance of his managerial functions: planning, organization and control. Despite the existing scientific work on the management of the educational process in higher education and the digital competence of the teacher, their analysis indicates the lack of proper justification and characteristics of the system of connections of these significant components in the professional activities of teachers. The study of the effectiveness of the model for increasing the digital competence of university teachers was the purpose of the study on the basis of the Arzamas branch of the National Research Nizhny Novgorod State University named after N.I. Lobachevsky. The experiment was carried out from 2020 to 2021, the total number of participants was 282. Approbation of the model included: participation of the teachers of the experimental group, both in digital competence improvement programs offered by other universities, and in those implemented by the university itself; mastering digital technologies in close cooperation with mentors involved in corporate training. The effectiveness of the experimental model was assessed based on the results of monitoring the levels of digital competence of teachers.