DIGITAL TECHNOLOGIES IN THE PROFESSIONAL DEVELOPMENT OF LECTURERS PROFESSIONAL PRE-HIGHER EDUCATION INSTITUTIONS

Abstract

This review article demonstrates the relevance of enhancing the effectiveness of self-directed learningamong academic and teaching staff. The purpose of the article is to provide a theoretical analysis and overviewof digital technologies in the professional self-development of teachers at pre-higher vocational educationinstitutions. Methods: theoretical analysis of academic sources, systematisation and synthesis of materials.Results. Identification of the potential of digital resources as a tool for developing teachers’ professionalcompetences and stimulating innovative activity in educational institutions. The relevance of the study isjustified by the need to improve the effectiveness of self-education activities of scientific, pedagogicaland teaching staff. The potential of digital resources as a tool for developing the professional competenciesof lecturers and stimulating innovative activities in educational institutions has been identified. It has beenestablished that digital technologies play a key role in ensuring the accessibility, flexibility and personalisationof professional self-development processes for lecturers in today’s educational and digital environment. The level of digital literacy and proficiency in digital tools is a determining factor in the effective professionalgrowth and increased competitiveness of lecturers professional pre-higher education institutions. It isproposed to create author online communities as an innovative means of professional self-development forlecturers, combining digital platforms and traditional methods of professional development, and ensuringeffective exchange of experience, ongoing professional support and sustainable development of lecturers’competencies. It has been established that the most effective approach to enhancing the professional selfdevelopmentof lecturers is to integrate existing methods into a new alternative model capable of improvingthe effectiveness or partially replacing traditional professional development systems. Emphasis is placed onthe ethical and legal risks of using digital technologies in the professional activities of lecturers, in particularwith regard to the protection of personal data, ensuring privacy, informed consent and transparency of the dataobtained. It is justified that the preservation of digital inequality associated with limited access to technicalresources and stable Internet connection in conditions of martial law creates risks of deepening educationalimbalance in conditions of mandatory implementation of digital practices in the professional activitiesof lecturers. Conclusions. A theoretical synthesis of the scientific basis for the informed forecasting of trendsin the professional self-development of teachers at pre-higher vocational education institutions.