The role of digital technologies in the professional self-development of teachers in higher education institutions

Abstract

The purpose of the article is to study the role of digital technologies and online platforms in the professional self-development of teachers of higher education institutions, as well as to determine effective approaches to their integration in the context of digital transformation of the educational process. Special attention is paid to the analysis of the capabilities of modern digital tools, massive open online courses and distance learning platforms for the formation of individual trajectories of teachers' professional development. The study used methods of comparative analysis of scientific publications on the problem under study; systematization to substantiate the capabilities of digital technologies and online platforms for the professional self-development of teachers of higher education institutions. Results. The study systematized the forms of professional self-development of teachers, identified their advantages. The potential of online platforms for improving qualifications and developing digital, pedagogical, research and intercultural competencies was analysed. It was found that digital technologies provide accessibility, flexibility and personalization of learning, promote active interaction in professional communities and the development of reflective practices. The feasibility of using blended learning and microlearning as effective models of teacher professional development is substantiated. A phased trajectory of professional self-development is developed, which includes the formation of digital competence, the development of pedagogical skills, scientific activity and leadership qualities. Key challenges associated with uneven access to digital resources, insufficient institutional support and different levels of digital competence of teachers are identified. Conclusions. It is proven that digital technologies are an important factor in the professional self-development of teachers and contribute to the formation of a continuous educational trajectory. The effectiveness of their use depends on the combination of technological innovations, pedagogical design and strategic support from higher education institutions.