Formation of digital competencies of higher education educators in Ukraine in the context of globalization of the educational space

Abstract

In a globalized cosmos, where informational-digital technologies have become an intrinsic facet of quotidian existence, education undergoes profound transmutations. The quandary of cultivating digital competence among pedagogues emerges as a pivotal determinant of efficacious educational praxis. This disquisition aims to scrutinize contemporary paradigms for defining and fostering digital competence in educators, evaluate the role of innovative technologies in augmenting educational efficacy, and delineate the prospects and impediments of their integration within Ukrainian higher education. Methods. The inquiry is predicated on a synthesis of literary sources pertaining to educators’ digital competence and pedagogical innovations, coupled with a comparative analysis of the efficacy of sundry digital platforms and technologies. Results. The analysis elucidates that digital competence in educators is a multifaceted construct, encompassing critical components such as informational literacy, digital pedagogy, critical ratiocination, proficiency in crafting digital content, and safeguarding security within digital milieus. The adept employment of modern digital implements profoundly influences the caliber of the educational process and the professional maturation of pedagogues. Notably, the application of artificial intelligence facilitates bespoke learning, enabling the tailoring of materials to students’ idiosyncratic needs. Nonetheless, constraints persist, particularly in evaluating creative tasks and adhering to ethical precepts. Technologies of virtual and augmented reality unveil novel avenues for simulating real-world scenarios, thereby enhancing students’ practical preparedness. Yet, their widespread adoption is hampered by deficient digital infrastructure, especially in Ukraine’s hinterlands. Gamification platforms (e.g., Kahoot, Quizizz, Moodle) evince remarkable efficacy in heightening student motivation and engagement, though they necessitate pedagogical reconceptualization and ample resources for full fruition. Online platforms for remote and hybrid learning have proven indispensable amid wartime exigencies, ensuring the continuity of education despite curtailed physical access to academic institutions. Conclusions.Digital competence constitutes an inalienable cornerstone of the professional ethos of contemporary educators, determining their competitiveness within a globalized educational arena. In Ukraine, the advancement of educators’ digital competencies can be realized through national professional development initiatives, international collaboration, and the establishment of ethical benchmarks.