Digital competence as the basis of a lecturer’s readiness for innovative pedagogical activity

Abstract

The paper considers the problem of developing a lecturer’s readiness for innovative pedagogical activity. The authors determined its main components–axiological, neological, and praxeological ones and outline some specific features of their content in the context of digitalization of education. Motivational-and-axiological, cognitive and activity-based components have been distinguished in the structure of digital competence. The paper shows the role of readiness for innovative activities in the transprofessionalization of a modern lecturer. Digital competence is seen as one of the fundamental features of a transprofessional. The authors present study results of the level of digital competence development in lecturers of Russian State Agrarian University–Moscow Timiryazev Agricultural Academy. The study has shown that all the components of the digital competence of a lecturer were not sufficiently formed. To compensate for these shortcomings, advanced training was organized for university lecturers under the program "Electronic Information-and-Educational Environment of the University". Taking into account the results obtained, the authors have offered the main ways of improving the digital competence of lecturers: digital transformation of the educational environment in the university, improving the content of further professional education programs by including the development of the digital competence of lecturers as an invariant component, organizing further professional training programs in an electronic information-and-educational environment, and providing methodological and coaching support for the innovative activities of lecturers.

Axiological potential development model and its implementation in digital educational environment of a technical university

“…The axiological potential of students of a technical university is manifested in the value attitude to educational and research activities, awareness of needs and opportunities, the development of abilities to the level of productive activity, implementation of abilities and self-fulfillment (Kubrushko et al, 2020).…”

The implementation of distance learning during the pandemic: the experience of the Timiryazev Academy

“…For the Timiryazev Academy, on the contrary, the transition did not come as an unpleasant surprise due to the fact that this university, even before the onset of the pandemic, took a course towards digitalization of the educational process. In 2019, the "Electronic information and educational environment of the University" [1] was created at the Russian State Agrarian University -Moscow Agricultural Academy (RSAU-MAA). Moreover, all teachers during January-February 2020 completed the relevant advanced training courses in the amount of 72 hours.…”

Development trends in practical training of college students in the context of digital transformation of education

“…If you do not pay special attention to the selection and coordination of practiceoriented programs and teaching methods, college graduates have an insufficient level of professional knowledge, abilities, skills, and competencies [5,6]. Therefore, highly relevant are studies aimed at finding effective training technologies and ways to optimize them in accordance with the requirements of scientific and technological progress, the level of development of modern technologies, including the digital ones [7][8][9][10].…”