Professional development of higher education teachers through the formation of digital skills for adaptive learning

Abstract

In the context of global digital transformation of education, the issue of preparing higher education teachers for effective functioning in the new educational reality is becoming increasingly relevant. Changes in the technological, social, and educational environments place new demands on educators, from digital literacy to the ability to apply adaptive teaching strategies and engage in pedagogical reflection. The development of digital skills is viewed as a strategic resource for professional growth and as a tool for ensuring the quality of higher education. The оbjective of this study is to provide a theoretical justification and to develop a model for the professional development of higher education teachers through the formation of digital competence necessary for implementing adaptive learning. Methods. The study employs a combination of complementary methods, including logical and analytical approaches, a system-structural method, modeling, and content analysis of academic sources. Results. The research generalizes methodological approaches to the digital transformation of education, classifies digital skills into functional categories (technical, analytical, interactive, and creative), and proposes an algorithm for the development of digital competence. The author presents a structural and logical model of professional development within a digital educational environment, visualizing a formula for an effective digital educator. Particular attention is paid to the relationship between digital skills, pedagogical reflection, and adaptive teaching strategies. At the core of the study is the figure of the next-generation teacher as an integrator of technology, flexible methodology, and a personalized approach to educational interaction. Conclusions. The conducted research substantiates the feasibility of a systematic approach to developing teachers’ digital skills as a key factor in implementing adaptive learning in higher education. This approach combines institutional support for teachers within the educational environment, individualization of their digital development trajectories, and continuous improvement of professional and pedagogical competencies. The proposed model of professional development through the formation of digital skills for adaptive teaching has practical value for designing teacher training programs and provides a basis for further empirical studies in digital pedagogy.