Abstract:

Currently, university teachers from different countries have become participants in the development of digitalization, which processes affect all spheres of life. The digital competencies that teachers master undoubtedly enrich the content of the human resources potential of universities. The article discusses the human resources potential of teachers in Russian universities and such an element of human resources potential as digital competencies. The authors analyze the experience of some Russian universities in human resources management in the context of innovative changes. They prove that one of the types of changes is the introduction of digitalization in the educational and research activities of teachers. They justify the need to use indicators to assess the digital competencies of teachers in Russian universities, formulate tasks for the development of such competencies.

The authors used a comprehensive and competency-based approach in the study of human resources potential of teachers. A model of teachers' competencies is proposed, which is represented by the following blocks of knowledge, skills and abilities: digital resources, the use of digital sources and platforms in the learning process, interaction and its types (digital collective and individual, feedback), assessment of the use of information technologies.
Research methods:
1) scientific literature analysis: the authors of the article studied the theoretical aspects of the personnel potential of the university and the methodological problems of assessing its state.
2) statistical analysis is used in the processing of applied research data.
3) sociological method (survey): the study was conducted on the basis of two universities, the Ural Federal University and the Ural State Medical University.

The authors interviewed 200 students, created questionnaires and determined the procedure for processing the results of the questionnaire, since the system of indicators of personnel potential of teachers contains both quantitative and qualitative characteristics. The survey was conducted in 2020. The sample set ensured the reliability of the results in at least 95% of cases with a maximum sampling error of no more than ± 3%. The results of the study showed that the demand for digital competencies increased during the Covid19 period.

The practical significance of the study lies in the fact that the main provisions presented in the article can serve as a theoretical basis for further developments in human resources issues, as well as to create conditions for the development of digital competencies of teachers at Russian universities and distinguishing certain ways to improve the effectiveness of HR-management mechanisms. The results of assessing the competencies of teachers in conditions of forced remote work with students made it possible to conclude that teachers actively used and mastered such educational platforms as Zoom, Microsoft Teams, Moodle. However, the level of competence interaction-related (digital collective and individual, feedback) is assessed by the respondents as insufficient (24% of the respondents). As a result, students are forced to prepare for classes on their own (36%) or with the help of students from their group (32%), which undoubtedly reduces the effectiveness of the learning process.

Keywords:

human resources, digital competencies, teachers, universities