The formation of digital competencies of citizens is currently a strategic goal for the Russian education system from the perspective of realization of sustainable development goals. The article considers the level model of digital competencies within higher education programmes at the SPbPU, the key feature of which is a universal core that allows to facilitate sequential growth of competencies and implement flexible educational trajectories of students within the “2+2+2” model.
In the digital age, a modern university is becoming a driver for the development of complex multi-agent ecosystems and a supplier of a new type of human resources, characterized not only by intellectual potential and high qualifications but also by such qualities in demand in the labor market as creativity, critical thinking, the need for continuous learning and “agency”, which is understood as the ability to self-organize and proactivity [1]. The education system and universities themselves face challenges that force us to turn to the once-actual ideas of integration and convergence, which can fulfill the increased need to achieve synergy effects and multiplier indicators that contribute to achieving high ratings in a short time. It is convergent processes that lie at the heart of the developing communicative space of the university today, whose activities are based on the intersection of the interests and expectations of various actors, which are implemented on multi-agent platforms. At the same time, the opportunities that are opening up due to the rapid introduction of digital technologies require restructuring the space of interactions between subjects towards the formation of flexible forms, network models, alliances, virtual corporations, connecting clusters built on the principles of active cooperation, exchange of best practices and developments.
This article substantiates the need to form a comprehensive system of professional development and assessment of teachers’ competencies in order to ensure quality education in the interests of sustainable development of society. The main goals and objectives are formulated and the methodological tools developed by the authors for the formation of this system are described. The features of the implementation of the system in the practice of conducting the educational process at Peter the Great St. Petersburg Polytechnic University (St. Petersburg, Russia) are revealed. The risks are identified and recommendations for their minimization are given for other educational organizations of higher education that implement a comprehensive system of professional development and assessment of the competencies of teachers using digital services.
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