Justification of priorities for the development of digital competence of teachers
DOI: 10.23951/1609-624X-2026-5-56-65
In the context of large-scale digital transformation of education, the issue of substantiating priorities for the development of digital competence of teachers is becoming especially relevant. A modern teacher faces a variety of professional tasks that require not only basic digital skills, but also the formation of a systemic set of skills, including cognitive, activity, motivational and reflexive components. At the same time, most existing approaches to the development of digital competence are based on universal models, without taking into account the specifics of the professional activity of a teacher in specific educational contexts. This study aims to overcome this gap and offers an empirically substantiated approach to determining priorities for the development of digital competence based on the analysis of real professional tasks. The paper presents the results of a survey of 435 teachers from two municipal systems of the Krasnoyarsk Territory – Achinsk and Yemelyanovsky districts. Data was collected using a mixed methodology: quantitative questionnaires and qualitative content analysis of open-ended responses. Data processing included descriptive statistics methods and inductive text coding. As a result, five groups of professional tasks of teachers were identified: organizational and methodological, communicative, informational and analytical, educational and professional development tasks. The analysis showed that digital technologies are most actively used in solving informational and analytical (92 %) and organizational and methodological (78 %) tasks, while their use in the educational (34%) and communicative (45 %) spheres remains limited. Based on the analysis of teachers’ needs, four key priority areas for the development of digital competence were identified: creating interactive digital content (73 %), using educational platforms (67 %), ensuring digital security (56 %) and developing digital communication skills (52 %). The scientific novelty of the study lies in the transition from universal models of digital competence to a context-oriented approach based on an empirical analysis of professional practice. The theoretical significance lies in expanding the understanding of digital competence as a multicomponent, differentiated professional quality. The practical value lies in the possibility of using the obtained data to design differentiated programs of additional professional education adapted to the real needs of teachers and the specifics of municipal educational systems.
Keywords: digital transformation of education, digital competence of the teacher, digital skills, digital abilities, professional tasks, municipal education systems, Krasnoyarsk Krai, survey, content analysis, development priorities
References:
1. Vorontsov A.B., Makhnovets N.G. Tsifrovyye tekhnologii v obrazovatel’nom protsesse [Digital technologies in educational process]. Pedagogika, 2021, no. 3, pp. 45–52 (in Russian).
2. Rebko O.V. Integratsiya tsifrovykh tekhnologiy v pedagogicheskuyu deyatel’nost’ [Integration of digital technologies in teaching activities]. Innovatsii v obrazovanii – Innovations in Education, 2021, no. 5, pp. 89–96 (in Russian).
3. Polat E.S. Sovremennyye pedagogicheskiye i informatsionnyye tekhnologii v sisteme obrazovaniya [Modern pedagogical and information technologies in education system]. Moscow, Akademiya Publ., 2018. 368 p. (in Russian).
4. Aymaletdinov T.A., Baymuratova L.R., Zaytseva O.A. Tsifrovaya gramotnost’ rossiyskikh pedagogov. Gotovnost’ k ispol’zovaniyu tsifrovykh tekhnologiy v uchebnom protsesse [Digital literacy of Russian educators. Readiness to use digital technologies in the learning process]. Moscow, NAFI Publ., 2019. 84 p. (in Russian).
5. Shamshovich V.F., Fatkullin N.Yu., Sakharova L.A., Glushkova L.M. Tsifrovaya transformatsiya obrazovaniya [Digital transformation of education]. Vestnik UGNTU. Nauka, obrazovaniye, ekonomika. Seriya: Ekonomika – Bulletin Ufa State Petroleum Technological University. Science, Education, Economy. Series: Economics, 2020, no. 1 (31), pp. 136–146 (in Russian). doi: 10.17122/2541-8904-2020-1-31-136-146
6. Naumchenko S.A. Tsifrovaya kompetentnost’ pedagoga [Teacher’s digital competency]. Moscow, Akademiya Publ., 2020. 184 p. (in Russian).
7. Korshunova V.V., Abramov A.N., Shnaider Yu.V. Model’ formirovaniya tsifrovoy kompetentnosti pedagogov shkoly na osnove nauchno-metodicheskogo soprovozhdeniya [Formation model of school teachers’ digital competence based on scientific and methodological support]. Pedagogika. Voprosy teorii i praktiki – Pedagogy. Theory and Practice, 2024, vol. 9, iss. 8, pp. 696-702 (in Russian). doi: 10.30853/ped20240088
8. Pecha A.V. Model’ razvitiya tsifrovykh kompetentsiy [Development model of digital competencies]. Vestnik obrazovaniya – Educational Herald, 2021, no. 8, pp. 67–74 (in Russian).
9. Igonina Ye.V., Povalyayeva O.N., Kotlyarova O.A. Tsifrovaya kompetentnost’ rossiyskikh uchiteley (rezul’taty empiricheskogo issledovaniya na primere Lipetskoy oblasti) [Digital competence of Russian teachers (results of an empirical study using the example of the Lipetsk region)]. Perspektivy nauki i obrazovaniya – Perspectives of science and education, 2022, no. 6 (60), pp. 625–643 (in Russian). doi: 10.32744/pse.2022.6.38
10. Khadzhimuradova A.V. Professional’nyye funktsii uchitelya v usloviyakh tsifrovoy obrazovatel’noy sredy [Professional functions of a teacher in a digital educational environment]. Nauka i obrazovaniye segodnya – Science and Education Today, 2022, no. 12 (73), pp. 45–54 (in Russian).
11. Il’ina N.F., Il’in A.S., Khokhlova E.E. Professional’noye razvitiye pedagoga v usloviyakh tsifrovoy transformatsii: vektor izmeneniy [Professional development of a teacher under digital transformation: change vector]. Professional’noye obrazovaniye v Rossii i za rubezhom – Professional Education in Russia and Overseas, 2020, no. 3 (39), pp. 69–73 (in Russian).
12. Shulga I.V. Osobennosti professional’noy deyatel’nosti uchitelya v usloviyakh tsifrovoy transformatsii obrazovaniya [Features of a teacher’s professional activity in the context of digital transformation of education]. Vestnik Kemerovskogo gosudarstvennogo universiteta. Seriya: Gumanitarnyye i obshchestvennyye nauki – Bulletin of Kemerovo State University. Humanities and Social Sciences Series, 2022, vol. 6, no. 3, pp. 216–221 (in Russian). DOI: 10.21603/2542-1840-2022-6-3-216-221
13. Korshunova V.V., Abramov A.N., Bortnovsky S.V. Stanovleniye pedagogicheskoy praktiki v usloviyakh tsifrovoy obrazovatel’noy sredy v Krasnoyarskom kraye [Formation of pedagogical practice in the digital educational environment in the Krasnoyarsk Territory]. Problemy sovremennogo pedagogicheskogo obrazovaniya – Problems of Modern Pedagogical Education, 2024, pp. 199–202 (in Russian).
14. Plotnikova S.N. Distantsionnoye obucheniye: teoriya i praktika [Distance Learning: Theory and Practice]. Moscow, Prosveshcheniye Publ., 2020. 256 p. (in Russian).
15. Petrishchev I.O. Obucheniye na osnove sredstv tsifrovoy pedagogiki kak faktor povysheniya kachestva obrazovatel’nykh uslug i modernizatsii obrazovaniya [Learning based on digital pedagogy as a factor in improving the quality of educational services and modernizing education]. Vestnik Chuvashskogo gosudarstvennogo pedagogicheskogo universiteta im. I.Ya. Yakovleva – Bulletin of the Chuvash State Pedagogical University named after I.Ya. Yakovlev, 2021, no. 1 (110), pp. 183–190.
16. Zufarova A.S. Informatsionnaya bezopasnost’ v obrazovatel’nom protsesse [Information security in education]. Upravleniye obrazovaniyem: teoriya i praktika – Education Management: Theory and Practice, 2022, no. 2, vol. 12, pp. 236–241 (in Russian).
17. Shirshova E.Yu. FGOS i tsifrovaya gramotnost’ [FGOS and digital literacy]. Standarty i monitoring v obrazovanii – Standards and Monitoring in Education, 2019, no. 3, pp. 15–21 (in Russian).
18. Grinshkun V.V., Suvorova T.N. Osobennosti podgotovki pedagogov v usloviyakh tsifrovoy transformatsii sistemy obrazovaniya [Specific features of preparing teachers in the context of digital transformation of the education system]. Vestnik Moskovskogo universiteta. Seriya 20. Pedagogicheskoye obrazovaniye – Bulletin of Moscow University. Series 20. Pedagogical Education, 2024, no. 1 (22), pp. 95–110 (in Russian). doi: 10.55959/LPEJ-24-05
19. Bortnovsky S.V., Abramov A.N., Korshunova D.S. Tsifrovaya transformatsiya obschego obrazovaniya v Krasnoyarskom kraye: rezultaty, vyzovy i perspektivy razvitiya [Digital transformation of general education in the Krasnoyarsk Region: results, challenges and perspectives]. Pedagogika. Voprosy teorii i praktiki – Pedagogy. Questions of Theory and Practice, 2025, vol. 10, iss. 5, pp. 655–663 (in Russian). DOI: 10.30853/ped20250079
20. Burns E., Silvennoinen E., Kopnov V.A., Shchipanova D.E., Papić-Blagojević N., Tomašević S. Supporting the development of digitally competent vet teachers in Serbia and Russia. Education and science journal, 2020, vol. 22, no. 9, pp. 174–203.
21. Ferrari A. DIGCOMP: A framework for developing and understanding digital competence in Europe. Luxembourg: Publications Office of the European Union, 2013. 47 p.
( 441.11 kB ) 
( 436.94 kB )
Issue: 5, 2026
Series of issue: Issue 5
Rubric: THEORY AND METHODS OF TEACHING AND EDUCATION
Pages: 56 — 65
Downloads: 1