Development of digital competencies in the context of digitalization of the education system: The experience of Mari State University

Abstract

At the moment, the question of a unified model of digital competencies for teachers remains open both in our country and globally. There are many different approaches to the definition of the concept of “digital competence” and the content of such models. However, the analysis of several models allows us to identify common components and build a single model based on them. This article presents the experience of Mari State University on the creation and implementation of a teachers’ digital competencies model and the development of diagnostic tools for their assessment. The expediency of applying this model of digital competencies in the training of students of pedagogical specialties is established. The problems and challenges associated with the digital transformation of science and education are noted. The description of the magistracy program “Digital pedagogy” is given. This program is based on the model of digital competencies adopted at Mari State University. It provides continuous professional training of teachers capable of working in the conditions of digital transformation, which meets the challenges and needs of both the national program “Digital economy of the Russian Federation” and the “Strategy of digital transformation of economic sectors, social sphere, and public administration of the Mari El Republic”.