Abstract:

The purpose of the article is to study the information, communication and digital competencies of teachers in Russian universities. Currently, the Russian Federation uses both a European interpretation of competence and a European approach to develop professional standards. The use of the competence-based approach allows the authors of the article to highlight the communicative and digital competencies that teachers need to perform professional functions. The authors of the article reveal the essence of the competencies in demand in the context of the digitalization of the economy and the digital transformation of higher education. To assess the level of competence of teachers, two universities were selected - the Ural State Medical University and the Ural Federal University. Their organizational structures, experience in introducing new educational technologies into the educational process, the functioning of electronic services, e-learning portals based on educational platforms have been studied. The study used methods of comparative analysis, analysis of state documents of the Russian Federation on the digital educational environment, websites, electronic services, polls. According to the results of a survey of 200 teachers from two Russian universities, it was revealed that teachers are very active users of Internet resources. Statistical processing of the survey results was carried out using standard programs Excel and Statistica 6.0. It has been proven that there is a direct connection between the content of informational and communicational, digital competencies, their application in specific industries (medicine, management, economics, etc.), and the labor functions of teachers. The necessary conditions that must be created in Russian universities for the development of the analyzed competencies are identified. It was found that in the process of forced online education in 2020, there was an increase in the level of digital knowledge and skills of all subjects of the educational process, and above all, teachers. The studied universities recorded an increase in the informational and communicational competencies of teachers. They actively use both offline learning and Blended Learning technologies. These forms are supported by the educational information environment of the university, synchronous and asynchronous forms of work, and a learning management system. There are educational platforms and information services such as Mirapolis, Microsoft Teams, Moodle, Hypermethod and others, in which educational resources are located. The growth of professional competencies also occurs through the use of new forms of interaction between teachers and students. Cross-functional skills of teachers are represented by categories such as knowledge of innovative technologies, adaptability and learning. The direct possession of digital competencies is manifested in the fact that teachers began to consider he digital transformation of the educational process, learn to use Big data technology, and master the skills of visualizing analytical data. Overall, the digital maturity of universities and teachers has improved.

Keywords:

competence-based approach, informational-communicational, digital competencies, competence, teachers, Russian universities