DIRECTIONS OF PROFESSIONAL SELF-DEVELOPMENT OF LECTURERS OF PROFESSIONAL PRE-HIGHER EDUCATION INSTITUTIONS IN A DIGITAL EDUCATIONAL ENVIRONMENT
Abstract
In the review article, the contemporary directions of professional self-development for teachers in institutions of professional pre-higher education through digital technologies within the framework of lifelong learning are examined. The synthesis of the analytical findings demonstrates that digital tools constitute a decisive factor in advancing educators’ digital literacy and expanding opportunities for professional growth. The article outlines key directions of professional self-development, including the development of digital literacy, the effective use of digital educational resources, the promotion of digital security and ethical interaction, and the use of digital platforms for communication. Particular attention is paid to the DigCompEdu conceptual model, which provides a holistic understanding of the structure of a lecturer’s digital competence and creates conditions for building individual self-development trajectories. It has been established that the integration of digital technologies into lecturer’ professional self-development involves the integration of technological training, critical thinking and adherence to the principles of academic integrity. Certain attention is paid to the role of continuing education and professional communities in the digital environment, which facilitates the development of competences and the exchange of experience. It has been established that the DigCompEdu model provides a holistic understanding of lecturers’ digital competences and creates conditions for reflective analysis of professional practice. It is argued that the modern teacher acts as a facilitator, tutor, coordinator of digital learning environments, designer of personalised learning pathways, and organiser of project-based learning. The strategic role of digital technologies in modernising the national education system and training competent, innovation-oriented lecturers is emphasised. Prospects for further research relate to the development of adaptive and authentic digital learning environments that will stimulate the professional self-development of lecturers of professional pre-higher education institutions.
Key words: lecturer; competency-based approach; continuous education; professional self-development; digital literacy; digital technologies.
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References
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