Abstract:

The purpose of the study is to evaluate the digital educational environment as an uncertainty that has arisen in pedagogical practice and requires digital didactics to ensure its functioning and obtain a high-quality educational result.

Our objectives are: to investigate the readiness of higher school teachers to work in a digital educational environment and, and to identify teachers’ psychological and pedagogical reaction to the uncertainties arising in pedagogical practice in the digitalization of education.

Research methods are: interviewing high school teachers on the topic of readiness to work in digital education; questioning of high school teachers to identify psychological and pedagogical reactions to pedagogical practice in new conditions; analysis of the emotional component of high school teachers as a reaction to the uncertainty arising from the digitalization of education. The study was conducted in 2021 at the Ural Federal University named after the first President of Russia B.N. Yeltsin. The random sampling consisted of 97 people aged from 31 to 70 years.

The results of interviewing higher school teachers showed that not all teachers are ready to replace traditional education with digital education, noting that some teachers have an insufficient level of digital competence. During the survey, respondents pointed out the need for a theoretical justification of digital didactics as an important psychological and pedagogical component of the educational process. The analysis of the emotional component of higher school teachers when working in a digital educational environment has shown that feedback, in which power, emotions and discourse prompt action, is transformed.

Keywords:

Digitalization of education, higher school, higher school teachers, uncertainty in pedagogical practice.