Competitive Higher Education Teacher for the Digital World

Svetlana N. Vachkova; Elena Y. Petryaeva; Marina G. Tsyrenova; Liudmila V. Shukshina; Natalia A. Krasheninnikova; Mikhail G. Leontev

doi:10.30935/cedtech/12553

Svetlana N. Vachkova ¹, Elena Y. Petryaeva ¹ ^* , Marina G. Tsyrenova ², Liudmila V. Shukshina ³, Natalia A. Krasheninnikova ⁴, Mikhail G. Leontev ⁵

More Detail

CONT ED TECHNOLOGY, Volume 14, Issue 4, Article No: ep391

https://doi.org/10.30935/cedtech/12553

Submitted: 15 July 2022, Published Online: 19 October 2022

OPEN ACCESS 1670 Views 1191 Downloads

Download Full Text (PDF)

Abstract

The world we live in today holds some uncertainties. The processes of automation, big data, the digital environment, global crises, and the interconnectedness of international society are changing common technological patterns and the educational system. Among the essential features of competitiveness of teachers in higher education are mobility, digital competencies, adaptability, participation in scientific networks and projects, and continuous acquisition of new technological skills. For this reason, teachers must continuously develop their professional skills to remain competitive and create professionals in higher education. Current conditions are fostering global demand for teachers who produce pedagogical and scientific developments.
This article aims to solve the problem of defining the structure, content, and requirements of scientific and methodological support for higher education teachers’ competitiveness in a digital world in the context of global challenges and risks. Theoretically, the problem is defined by the need for new approaches to explaining the concept of teacher competitiveness and the need to develop a psychological and teaching methodology for training and developing teacher competitiveness. In practice, we conclude that researchers must develop personal, professional, procedural, and technological enhancements to support higher education faculty competitiveness in a digital world.

Keywords: higher education, competitive teacher, digital economics, global risks & challenges, network-based education, social profile, digital transformation, competencies, digital world

References

Aagaard, T., & Lund, A. (2020). Digital agency in higher education: Transforming teaching and learning. Routledge. https://doi.org/10.4324/9780429020629
Backfisch, I., Scherer, R., Siddiq, F., Lachner, A., & Scheiter K. (2021). Teachers’ technology use for teaching: Comparing two explanatory mechanisms. Teaching and Teacher Education, 104, 103390. https://doi.org/10.1016/j.tate.2021.103390
Barrera, A., Hilario, F., Rodriguez, C., & Figueroa, J. (2021). Use of the virtual teaching campus in the competencies of university teachers. 3C TIC. Cuadernos de Desarrollo Aplicados a las TIC [Development Notebooks Applied to ICT], 10(3), 103-119. https://doi.org/10.17993/3ctic.2021.103.103-119
Basilotta-Gómez-Pablos, V., Matarranz, M., Casado-Aranda, L. A., & Otto, A. (2022). Teachers’ digital competencies in higher education: A systematic literature review. International Journal of Educational Technology in Higher Education, 19(1), 1-16. https://doi.org/10.1186/s41239-021-00312-8
Bayanova, A. R. (2019). To the question of the essence of the competitiveness of a higher school teacher in modern conditions. Kazan Pedagogical Journal, 6(137), 24-30.
Bayanova, A. R. (2020). Organizational and pedagogical conditions for the development of the competitiveness of a higher school teacher. Bulletin of the Chuvash State Pedagogical University named after I.Y. Yakovlev, 3(122), 159-164. https://doi.org/10.37972/chgpu.2020.108.3.018
Bayanova, A. R., & Zakirova V. G. (2020). Diagnostic tools for assessing the competitiveness of higher school teachers. Personality Education, 3(4), 12-20.
Belonovskaya, I. D., & Nevolina, V. V. (2017). Professional self-development of personality as a problem of modern education. In Proceedings of the Processes of the All-Russian Scientific and Methodological Conference (pp. 2759-2765). Orenburg State University.
Bibik, I. A. (2010). Organizational and pedagogical conditions for the formation of a competitive university teacher [PhD thesis, Blagoveshchensk State Pedagogical University].
Cattaneo, A. A. P., Antonietti, C., & Rauseо, M. (2022). How digitalized are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors. Computers & Education, 176, 104358. https://doi.org/10.1016/j.compedu.2021.104358
Cherdymova, E. I., Masalimova, A. R., Khairullina, E. R., Vasbieva, D. G., Ismailova, N. P., Kurbanov, R. A., & Tyazhelnikov A. A. (2020). Peculiarities of math students adaptation to temporary forced isolation or quarantine. EURASIA Journal of Mathematics, Science and Technology Education, 16(11), em.1892. https://doi.org/10.29333/ejmste/8531
Chuprova, O. F. (2004). Formation of the competitiveness of the personality of the future teacher in the process of expert and analytical activities [PhD thesis, Irkutsk State Linguistic University].
Damsa, C., Langford, M., Uehara, D., & Scherer, R. (2021). Teachers’ agency and online education in times of crisis. Computers in Human Behavior, 121, 106793. https://doi.org/10.1016/j.chb.2021.106793
Decree of the President of the Russian Federation. (2018). Decree dated May 7, 2018, No. 204 “On national goals and strategic objectives of the development of the Russian Federation for the period up to 2024.” http://www.kremlin.ru/acts/bank/43027
Decree of the President of the Russian Federation. (2020). Decree dated July 21, 2020, No 474 “On the national objectives of the development of the Russian Federation by 2030.” http://publication.pravo.gov.ru/Document/View/0001202007210012
Demyanchuk, R. V. (2020). Personal and professional development of teachers and its psychological guidance [PhD thesis, Saint Petersburg State University].
Evplova, E. V., & Zareeva, T. V. (2017). Personal (individual) and corporate competitiveness of the future specialist: similarities and differences. VEGU Bulletin, 4(90), 32-40.
Federal Program. (2017). “Digital economy of the Russian Federation”, approved by the order of the Government of the Russian Federation No. 1632-r dated July 28, 2017. http://government.ru/docs/28653/
Gebhardt, E., Thomson, S., Ainley, J., & Hillman, K. (2019). Gender differences in computer and information literacy. Springer. https://doi.org/10.1007/978-3-030-26203-7
Ghomi, M., & Redecker, C. (2019). Digital competence of educators (DigCompEdu): Development and evaluation of a self-assessment instrument for teachers’ digital competence. In Proceedings of the 11^th International Conference on Computer Supported Education (pp. 541-548). https://doi.org/10.5220/0007679005410548
Gilmeyeva, R. K. (2020). Clip thinking and social and communicative interaction of educational subjects in the context of digitalization. Bulletin of Kazan State University of Culture and Arts, 2, 131-135.
Giovannella, C., & Passarelli, M. (2020). The effects of the COVID-19 pandemic seen through the lens of the Italian university teachers and the comparison with school teachers’ perspective. Interaction Design and Architecture(s) Journal, 46, 120-136. https://doi.org/10.55612/s-5002-046-006
Howard, S. K., Tondeur, J., Ma, J., & Yang, J. (2021). What to teach? Strategies for developing digital competency in preservice teacher training. Computers and Education, 165, 4001-4009. https://doi.org/10.1016/j.compedu.2021.104149
Kalinina, N. V. (2021). Adaptation resources of novice specialists and directions of their development in the university. In Proceedings of the International Scientific and Technical Symposium of the III International Kosyginsky Forum “Modern Problems of Engineering” (pp. 135-139).
Katane, I., & Troškova, M. (2021). Competitiveness of university teachers in the multilevel environment of higher education. In Proceedings of the International Scientific Conference (pp. 216-234). https://doi.org/10.17770/sie2021vol1.6387
Kilbrink, N., Enochsson, A.-B., & Soderlind, L. (2020). Digital technology as boundary objects: Teachers’ experiences in Swedish vocational education. In C. Aprea, V. Sappa, & R. Tenberg (Eds.), Konnektivitat und lernortintegrierte Kompetenzentwicklung in der beruflichen Bildung [Connectivity and integrative competence development in vocational and professional education and training] (pp. 233-251). Franz Steiner Verlag.
Lachner, A., Backfisch, I., & Stürmer, K. (2019). A test-based approach of modeling and measuring technological pedagogical knowledge. Computers & Education, 142, 103645. https://doi.org/10.1016/j.compedu.2019.103645
Lachner, A., Scheiter, K., & Stürmer, K. (2020). Digitalisierung und Lernen mit digitalen Medien als Gegenstand der Lehrerbildung [Digitization and learning with digital media as a subject of teacher training]. In C. Cramer, M. Drahmann, J. König, M. Rothland, & S. Blömeke (Eds.), Handbuch lehrerbildung [Teacher education handbook] (pp. 67-75). Klinkhardt/UTB. https://doi.org/10.35468/hblb2020-007
Lebedev, M. S. (2012). Development of the competitiveness of future teachers in the educational process of the university [PhD thesis, Togliatti State University].
Lucas, M., Bem-Haja, P., Siddiq, F., Moreira, A., & Redecker, C. (2020). The relation between in-service teachers’ digital competence and personal and contextual factors: What matters most? Computers & Education, 160, 104052. https://doi.org/10.1016/j.compedu.2020.104052
Močinić, S., Lazarić, L., & Gortan-Carlin, I. P. (2022). Competencies of university teachers and changes for working in the knowledge society. Interdisciplinary Description of Complex Systems: INDECS, 20(4), 429-453.
Muñoz Carril, P., González Sanmamed, M., & Hernández Sellés, N. (2013). Pedagogical roles and competencies of university teachers practicing in the e-learning environment. International Review of Research in Open and Distributed Learning, 14(3), 462-487. https://doi.org/10.19173/irrodl.v14i3.1477
Nambiar, D. (2020). The impact of online learning during COVID-19: Students’ and teachers’ perspective. The International Journal of Indian Psychology, 8(2), 783-793.
Novella-García, C., & Cloquell-Lozano, A. (2021). The ethical dimension of digital competence in teacher training. Education and Information Technologies, 26, 3529-3541. https://doi.org/10.1007/s10639-021-10436-z
Novianti, N., & Nurlaelawati, I. (2019). Pedagogical competence development of university teachers with non-education background: The case of a large university of education in Indonesia. International Journal of Education, 11(2), 169-177. https://doi.org/10.17509/ije.v11i2.15711
Qarkaxhja, Y., Kryukova, N. I., Cherezova, Y. A., Rozhnov, S. N., Khairullina, E. R., & Bayanova, A. R. (2021). Digital transformation in education: Teacher candidate views on mobile learning. International Journal of Emerging Technologies in Learning, 16(19), 81-93. https://doi.org/10.3991/ijet.v16i19.26033
Ranellucci, J., Rosenberg, J. M., & Poitras, E. G. (2020). Exploring pre‐service teachers’ use of technology: The technology acceptance model and expectancy-value theory. Journal of Computer Assisted Learning, 36(6), 810-824. https://doi.org/10.1111/jcal.12459
Ryabinina, E. V., Evplova, E. V., Yakupov, V. R., Fedoseev A. V., & Murygina, L. S. (2021). The psychology of competitive struggle. Azimuth of Scientific Research: Pedagogy and Psychology, 3(36), 367-370.
Saifullina, N. A., & Valeeva, R. A. (2019). Prognostic competence of future teachers: An overview of the current state of the problem. Education and Self-Development, 3(14), 140-149. https://doi.org/10.26907/esd14.3.13
Shipunova, O., Pozdeyeva, E., Evseyeva, L., Evseeva, L., & Mureyko, V. (2021). Young students’ attitude toward expert knowledge. Lecture Notes in Networks and Systems, 184, 391-400. https://doi.org/10.1007/978-3-030-65857-1_33
Sillat, L.H., Tammets, K., & Laanpere, M. (2021). Digital competence assessment methods in higher education: A systematic literature review. Education Sciences, 11(8), 402-409. https://doi.org/10.3390/educsci11080402
Sinyagina, N. Y., & Artamonova, E. G. (2019). Digitalization of education: Foreseeing one’s own success. Personality Education, 1, 10.
Tartavulea, C. V., Albu, C. N., Albu, N., Dieaconescu, R. I., & Petre, S. (2020). Online teaching practices and the effectiveness of the educational process in the wake of the COVID-19 pandemic. Amfiteatru Economic, 22(55), 920-936. https://doi.org/10.24818/EA/2020/55/920
Troskova, M., & Katane, I. (2020). Theoretical substantiation of the competitiveness of academic staff from the perspective of educational sciences. Research for Rural Development, 35, 274-281. https://doi.org/10.22616/rrd.26.2020.040
Tugun, V., Bayanova, A. R., Erdyneeva, K. G., Mashkin, N. A., Sakhipova, Z. M., & Zasova, L. V. (2020). The opinions of technology supported education of university students. International Journal of Emerging Technologies in Learning, 15(23), 4-14. https://doi.org/10.3991/ijet.v15i23.18779
Valeyeva, R. A. (2019). Development of teacher professional competencies: Main problems and values. In Proceedings of the V International Forum on Teacher Education. Kazan Federal University. https://doi.org/10.3897/ap.proceeding.e2782
Weigold, A., & Weigold, I. K. (2021a). Measuring confidence engaging in computer activities at different skill levels: Development and validation of the brief inventory of technology self-efficacy (BITS). Computers & Education, 169, 104210. https://doi.org/10.1016/j.compedu.2021.104210
Weigold, A., & Weigold, I. K. (2021b). Traditional and modern convenience samples: An investigation of college student, Mechanical Turk, and Mechanical Turk College student samples. Social Science Computer Review, 40(5). https://doi.org/10.1177/08944393211006847
Weigold, A., Weigold, I. K., Dykema, S. A., Drakeford, N. M., & Martin-Wagar, C. A. (2021). Computerized device equivalence: A comparison of surveys completed using a smartphone, tablet, desktop computer, and paper-and-pencil. International Journal of Human-Computer Interaction, 37(8), 803-814. https://doi.org/10.1080/10447318.2020.1848159

Citation

Vachkova, S. N., Petryaeva, E. Y., Tsyrenova, M. G., Shukshina, L. V., Krasheninnikova, N. A., & Leontev, M. G. (2022). Competitive Higher Education Teacher for the Digital World. Contemporary Educational Technology, 14(4), ep391. https://doi.org/10.30935/cedtech/12553

Vachkova, S. N., Petryaeva, E. Y., Tsyrenova, M. G., Shukshina, L. V., Krasheninnikova, N. A., and Leontev, M. G. (2022). Competitive Higher Education Teacher for the Digital World. Contemporary Educational Technology, 14(4), ep391. https://doi.org/10.30935/cedtech/12553

Vachkova SN, Petryaeva EY, Tsyrenova MG, Shukshina LV, Krasheninnikova NA, Leontev MG. Competitive Higher Education Teacher for the Digital World. CONT ED TECHNOLOGY. 2022;14(4), ep391. https://doi.org/10.30935/cedtech/12553

Vachkova, Svetlana N., Elena Y. Petryaeva, Marina G. Tsyrenova, Liudmila V. Shukshina, Natalia A. Krasheninnikova, and Mikhail G. Leontev. "Competitive Higher Education Teacher for the Digital World". Contemporary Educational Technology 2022 14 no. 4 (2022): ep391. https://doi.org/10.30935/cedtech/12553

Vachkova, Svetlana N. et al. "Competitive Higher Education Teacher for the Digital World". Contemporary Educational Technology, vol. 14, no. 4, 2022, ep391. https://doi.org/10.30935/cedtech/12553

Vachkova SN, Petryaeva EY, Tsyrenova MG, Shukshina LV, Krasheninnikova NA, Leontev MG. Competitive Higher Education Teacher for the Digital World. CONT ED TECHNOLOGY. 2022;14(4):ep391. https://doi.org/10.30935/cedtech/12553