Development of digital skills of teachers as a prerequisite for the effective implementation of innovative technologies in higher education in Ukraine

Abstract

The article examines the development of digital skills among academic staff in higher education institutions as a crucial prerequisite for the effective implementation of innovative technologies and the modernization of the educational process. The purpose of the study is to provide a theoretical justification for the significance of digital competence of academic and teaching staff and to determine its impact on the quality of educational organization in Ukrainian higher education institutions. The methodological framework is based on systemic, competence-based, and activity-oriented approaches. The study employs methods of analysis, synthesis, comparison, and generalization of data from scholarly sources. Results. The findings identify the structural components of teachers’ digital skills: the informational-digital component, which involves searching for and critically evaluating data; the didactic-digital component, focused on designing electronic learning content; the communicative-digital component, associated with online interaction; and the reflective-analytical component, which ensures self-assessment and continuous professional improvement. It has been substantiated that educators with a high level of digital competence actively implement blended and distance learning, use digital course management platforms, apply formative and summative assessment tools, and promote the individualization of the educational process. At the same time, several barriers to the development of digital skills have been identified, including fragmented professional development systems, insufficient technical infrastructure, limited methodological support, and unequal access to modern digital resources. The study substantiates the organizational and pedagogical conditions for the effective development of digital competence, including continuous professional development, integration of formal and non-formal education, mentoring practices, and the creation of an innovative digital environment within higher education institutions. The conclusionsemphasize that a systematic policy to enhance educators’ digital skills is a necessary condition for improving the quality of higher education, strengthening institutional competitiveness, and ensuring adaptation to the challenges of the digital society.