Technology of Development of Digital Pedagogical Competencies of University Teachers: a Case Study of the Ural Federal University

The relevance of the topic stems from the shifting role of higher education instructors in the context of a digital society. The authors present their own case study addressing the challenge of digitally transforming pedagogical competencies to meet the evolving needs of new generations, adapt to «alternative didactics,» and manage the increasing workload on university educators. The article aims to test a technology for developing digital pedagogical competencies among university teachers, using the case of Ural Federal University (UrFU). The theoretical framework of the study integrates a broad range of concepts, from classical theories to constructivism, blended learning, and heutagogy, supported by references to relevant sources. The analysis substantiates the necessity of redefining teaching methodologies and the instructor’s role as both a bearer of digital and pedagogical competencies and a collaborative partner equipped with socially relevant qualities for contemporary student cohorts.
The practical significance lies in the proposed methodology for training higher education teachers based on a modern didactic model. This methodology is embedded within a technology for developing digital pedagogical competencies, which the authors argue should involve three key stages: (1) assessing the current level of mastery of pedagogical theory and practice (breadth and depth) and identifying gaps in digital pedagogical competencies; (2) designing and approving a continuing professional education (CPE) program informed by empirical research findings; and (3) evaluating learning outcomes among the target audience before and after training.
The empirical component includes results from measuring digital and pedagogical competencies of early-career teachers through interviews and surveys. Findings from the initial empirical phase informed the development of a professional development program, Professional Mastery of University Teachers: Modern Approaches and Practices, designed using backward design. The program aims to integrate subject-specific knowledge with digital and didactic tools through innovative teaching methods. Comparative analysis of pre— and post-training surveys revealed significant progress in trainees’ digital pedagogical competencies.
The article contributes to the methodology and practice of «digital didactics» within rapidly evolving information-educational environments.

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