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|title=Professional development of teachers in conditions of digital transformation of postgraduate pedagogical education
|pdfUrl=https://ceur-ws.org/Vol-3771/paper04.pdf
|volume=Vol-3771
|authors=Iryna P. Vorotnykova
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==Professional development of teachers in conditions of digital transformation of postgraduate pedagogical education==
https://ceur-ws.org/Vol-3771/paper04.pdf
Professional development of teachers in conditions of
digital transformation of postgraduate pedagogical
education
Iryna P. Vorotnykova
Borys Grinchenko Kyiv Metropolitan University, 18/2 Bulvarno-Kudriavska Str., Kyiv, 04053, Ukraine
Abstract
The digital transformation of society promotes changes in all spheres of life, including education. Digital and
remote technologies for professional development are essential for those who combine study with work and already
have professional experience. The critical aspects of the continuity of the educational process during crises and
the creation of strategies for the effective implementation of digital tools in postgraduate pedagogical education
are understanding the general strategy of the digital transformation of education in general and postgraduate
pedagogical education in particular. To ensure the continuous professional development of teachers in today’s
conditions, it is necessary to consider the possibilities of digital transformation of postgraduate pedagogical
education. The digital transformation strategy of postgraduate education is impossible without analysing
the needs and requests of teachers in professional development using digital technologies and possibilities
of postgraduate education, taking into account international experience. To determine teachers’ professional
development possibilities, the article presented the results of a survey of 1472 teachers of various specialities and
different professional experiences and conducted interviews with focus groups of 72 teachers with a high level of
digital competence and professional experience.
Keywords
digital transformation, postgraduate pedagogical education, teacher’s professional development, information and
educational environment.
1. Introduction
The modern world, particularly in the use of AI, is changing rapidly, and to be competitive, education
systems must adapt to these changes. Digital transformation is necessary for updating education,
which should ensure lifelong learning and teachers’ adaptation to the changing conditions of the labour
market according to the requirements of time and the conditions of the modern economy. Digital
transformation should reduce or remove barriers to access to quality, flexible postgraduate education
and ensure continuous professional development of teachers because of the ability to choose various
training programs and use adaptive learning platforms from anywhere in the world at a convenient
time and at your own pace. Researchers emphasise the development of Education 4.0 and Education
5.0. [1] conducted a systematic review of the concept of “Education 4.0” as a new educational system
based on experience, which uses technology and meets the expectations of the modern world within
the framework of personalised educational needs and concluded that compared to previous social
constructs, we are talking about a digital society that is being formed, defined by a completely new
perception of time and place and virtually unlimited access to information [2]. Education 5.0 refers to
the fifth industrial revolution in education through the use of digital technologies to remove barriers
to learning, improve learning methods and promote overall well-being. The critical requirements of
Education 5.0 [3] are advanced technologies that make it possible and necessary to create a learner-
centred environment that uses the latest technologies and learning methods, in particular, artificial
intelligence, blockchain, virtual and augmented reality, which can enhance personalisation, engagement
DigiTransfEd 2024: 3rd Workshop on Digital Transformation of Education, co-located with the 19th International Conference on
ICT in Education, Research, and Industrial Applications (ICTERI 2024, September 23-27, 2024, Lviv, Ukraine
$ i.vorotnykova@kubg.edu.ua (I. P. Vorotnykova)
https://kpmot.ipo.kubg.edu.ua/12-2/ (I. P. Vorotnykova)
0000-0003-1211-8885 (I. P. Vorotnykova)
© 2024 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
ceur-ws.org
Workshop ISSN 1613-0073
Proceedings
36
and to provide more comprehensive access to education, taking into account ethical aspects cite.
The digital transformation of postgraduate education is a complex and multifaceted process that
requires a comprehensive approach and consideration of many factors. Essential aspects are prepar-
ing teachers to use the latest technologies, supporting continuous learning in crisis conditions, and
developing strategies for effectively integrating digital tools into the educational process.
2. Literature review
Mergel et al. [4] conducted research based on interviews with experts, developing a detailed definition
of digital transformation, highlighting its importance for educational institutions and determining how
information systems can be integrated into educational institutions to support digital transformation.
The study of leadership in the conditions of digital transformation, organisational flexibility and
digital transformation itself made it possible to determine that the training of educational leaders should
ensure successful changes and adaptation of new technologies in educational institutions [5]. The
intersection between teachers and artificial intelligence in education is another opportunity to improve
the quality of teaching and reduce the burden on teachers. Still, it should become a mandatory condition
for such cooperation and ethical training for educators and technologists to ensure the responsible use
of AI in the educational process.
The European Digital Strategy aims to give Europe a leadership position in digital technologies,
the development of the digital economy, the protection of citizens’ data, and the support of digital
infrastructure.
The main factors can determine the adoption of new technologies in education: to what extent
users believe that the new technology will improve their work (Perceived Usefulness), to what extent
ease their use of new technology (Perceived Ease of Use), general attitude towards using technology
(Attitude Towards Using), intention to use technology in the future (Behavioural Intention to Use), social
influences, organisational support and individual characteristics of users (External Variables). Scientists
[6]investigated developing teachers’ knowledge in integrating content, pedagogy and technology. They
created the TRACK model, which is critical to understanding how teachers can effectively use technology
in learning. Kaufmann [7] compared the adoption of artificial intelligence models by experienced and
novice teachers and explored the factors influencing teachers’ willingness to use new technologies in
their work. In their bibliometric analysis, Phuong et al. [8] considered digital tools for distance learning,
emphasising the importance of modern technologies to ensure the quality of learning in the distance
format. Training and support of teachers and providing access to modern technologies are essential for
quality teaching [9].
Ukraine has adopted several documents that regulate and regulate the processes of digital transfor-
mation: Concept for Developing the Digital Economy and Society of Ukraine for 2018-2020, Strategy
for the Development of Digital Skills and Digital Rights of Citizens until 2025, Law of Ukraine on the
Basic Principles of Cybersecurity in Ukraine (2017), Concept for the Development of E-Governance in
Ukraine (2017), Law of Ukraine on Electronic Trust Services (2017), National Informatization Program
(2008, updated in 2020), Law of Ukraine on Open Data (2015, updated in 2020).
Ukrainian researchers emphasise the importance of digital transformation of education in crisis
conditions and the importance of digital skills during crises [10]. The experience of digital transformation
of secondary education in Ukraine during the war showed [11] that in crisis conditions, it is very
important to adapt digital tools to support continuous learning. It has been proven that the quality
of teaching in natural and mathematical disciplines depends on teachers’ attitudes toward digital
transformation and the level of digital transformation in educational institutions. Morse et al. [12]
reviewed the effectiveness of training managers in e-learning, emphasising the importance of designing
training programs and evaluating their effectiveness in supporting digital transformation.
Researchers point to obstacles to the digital transformation of education: resistance to change, digital
skills gap, unstructured data and lack of an implementation strategy. It is crucial to have a plan for the
digital transformation of this or that educational link as a whole and each institution [2] and consider
37
critical success factors for the effective implementation of the “Education 4.0” strategy and provide
recommendations on the integration of technologies into the educational process to ensure quality
education. Most of the research concerns the digital transformation of higher education [13, 1], which
is essential in the context of the development of higher pedagogical education because this is where the
research activity of future teachers is formed in the conditions of digitalisation, teachers are trained
for professional activities, practical recommendations are provided for the successful integration of
technologies into the educational process [14]. We must emphasise that higher education prepares a
competitive specialist for several years, and postgraduate pedagogical education should be anticipatory
and ensure the teacher’s professional development under the development of society and science
throughout his professional life (almost 30 years).
Researchers have not paid attention to the digital transformation of postgraduate education and its
opportunities for teacher professional development, particularly the study of the digital transformation
strategy of postgraduate education.
Research questions or hypothesis: digital transformation of postgraduate pedagogical education will
ensure an individual trajectory of professional development of teachers The purpose of the study: to
reveal the possibilities of professional development of teachers in the conditions of digital transformation
of postgraduate education
Objectives of the study.
• To analyse the needs and requests of teachers in professional development using digital technolo-
gies and attitudes towards the digital transformation of postgraduate education;
• To build a strategy for the digital transformation of postgraduate pedagogical education for the
professional development of teachers. settings.
3. Methodology
To collect data, a survey was conducted among 1472 teachers of various specialities and interviews with
72 teachers with much experience and a high level of digital competence. The survey was conducted
online with the anonymity of participants and content questions about the qualification levels of
teachers and their competencies, determined by views on effective methods in postgraduate education.
The data were analysed using statistical methods to assess the main trends and challenges and build
a strategy for the digital transformation of postgraduate education for the continuous professional
development of teachers. The focus group of teachers with experience using digital technologies and a
high level of digital competence was formed by speciality based on the analysis of their pedagogical
activities and the desire to contribute to the digital transformation of education. Participants of focus
groups (up to 9 participants in one group) expressed their forecasts regarding the digital transformation
of education and substantiated their opinions. The participants’ opinions were summarised, and critical
forecasts were highlighted, with which each focus group became familiar. Forecasts were built based on
previous ones until there were no changes in individual forecasts. The results of the survey of different
groups of teachers were processed using statistical methods.
Description of research plan and methods This study used theoretical methods: literature analysis
for building hypotheses and developing the study’s theoretical basis, defining the problem to be solved,
and empirical methods, a qualitative approach using interviews and focus groups as data collection
methods and statistical methods for processing the results. The study was conducted based on a sample
of teachers.
3.1. Data collection process
They took part in the survey 1472 teachers of various specialities: natural sciences (20.97%), mathematics
(12.3%), foreign language (6.3%), computer science (6.03%), technology (2.7%), Ukrainian language and
literature (4.79%), history (3%) of primary school teachers (6.7%) and 37.21% of teachers (physical
education, art, teacher organisers, etc.), which emphasises the consideration thoughts teachers of
38
various specialities regarding their professional development. The largest share of participants (56.1%)
has the highest qualification level, of which 19.4% are Methodology teachers and 21.4% are senior
teachers. Teachers of the first category are 11.2%, teachers of the second category are 11.2%, and
specialists are 7.1%. Teachers with different teaching experiences took part in the survey: more than
20 years – 47.50%, from 10 to 20 years – 28.64%, up to 10 years – 22.03%, up to 1 year – 1.83%, which
allowed to take into account different teachers’ experience.
Data were collected through interviews, focus groups, and online teacher surveys. Each teacher was
interviewed individually, allowing for detailed information.
4. Results
4.1. The needs and requests of teachers in professional development with the use of
digital technologies and attitudes towards the digital transformation of
postgraduate education
Digital technologies allow educators to quickly update educational materials with the latest advances
in science and technology, guaranteeing teachers the opportunity to obtain up-to-date knowledge that
meets the modern requirements of the labour market and the needs of society.
Let us consider teachers’ requests regarding the digital transformation of postgraduate teacher’s
education, ensuring continuous professional development, based on a survey of 1,472 teachers in 2024.
Almost half of the participants have extensive teaching experience (over 20 years— 47.50%, from 10
to 20 years: 28.64%; up to 10 years—22.03%, up to 1 year—1.83%), which emphasises the importance
of further professional development for teachers with different levels of experience. To the question
“What motivated you to increase the level of professionalism in the chosen topic?” most of the answers
related to the relevance of the topic (58.31%), interest in learning new things (48.72%), the possibility
of choosing the desired distance form of professional development (37.92%), free courses (34.0%), the
availability of experience and this topic (33.10%), recommendations colleagues (18.43%), authority of
the teacher (6.31%).
Face-to-face education is the most effective and desirable (average score of 4.43). Still, teachers also
chose the mixed form of education (average score of 4.41) and the distance form of education (average
score of 4.23), which indicates a generally positive assessment of all forms of education (figure 1).
The answer is, “Is it necessary to use coaching, including electronic coaching, in professional de-
velopment?” 43.4% of teachers answered positively, 1.7% determined that yes, but 37.2% hesitated to
answer under certain conditions, and only 17.7% said that it was unnecessary. Instead, in 2017, the
percentage of positive responses regarding using e-coaching was 10% [15].
It can be concluded that the digital transformation of society and education is increasing teachers’
desire to receive personalised postgraduate education with consulting and coaching. Surveys showed a
medium to high level of digital competence among teachers (67.45%), their desire to master new digital
tools for professional development, including AI technologies (74.23%) and motivation for continuous
professional development using digital technologies (89.35%).
Most participants (almost 70%) give distance learning the highest rating (5), and 24.78% of participants
gave a rating of 4, indicating that many participants consider this form of learning very effective.
When evaluating the disadvantages and advantages of remote advanced training synchronously and
asynchronously with active and passive participation, the participants determined the effectiveness of
the synchronous training form in webinars (figure 2). Seventy-two teachers who have a high level of
digital competence (64.7% of participants have scores of 9 and 10 on a 10-point scale) and significant
work experience (88.24% – more than 20 years, from 10 to 20 years) participated in the focus group
survey – 5.88%) and a high level of qualification (teacher of the highest category – 47.06%, title of
“methodology teacher” – 29.41%, teacher of the highest category, title of “senior teacher” – 23.53%) and
motivated to digital transformation of education.
Their survey results showed that the main functions of the information and educational environment
in postgraduate education are to provide access to current professional development programs in digital
39
Figure 1: Choice of an effective form of professional education development by survey participants.
Figure 2: Choice of an effective activity for professional education development by survey participants.
format and to create professional online networks and communities to support and develop teachers.
The respondents highlighted the following main perspectives on development information and the
educational environment of post-graduate teacher education: providing access to current professional
development programs (17.65%), monitoring teacher requests and creating adaptive professional de-
velopment programs (11.76%), developing professional online communities and networks (11.76%).
Simultaneously, the quality of content, interactivity of learning and availability of resources remain
critical factors in the effectiveness of using the information and educational environment (41.17%). To
further improve the informational and academic environment of postgraduate pedagogical education,
according to teachers, it is necessary to focus on improving their support (tutoring), which was indicated
by 29.35% of respondents, improving qualifications and supporting professional networks (11.76% of
40
responses), attracting experienced teachers as authors of professional development courses (17.65% of
reactions).
4.2. Model of educational policy of digital transformation of postgraduate
pedagogical education
The results of the survey of the focus groups of teachers made it possible to identify the necessary
directions for the digital transformation of postgraduate pedagogical education: in the management of
postgraduate education and organisation of the educational process, teaching and learning, professional
development of postgraduate education teachers and teachers, resource provision.
To develop the educational policy of digital transformation of post-graduate teacher education, the
results of teacher surveys, literature analysis, and tools and Intel, which consists of materials arranged
according to the educational policy development process model, were used [16].
Components of such tools.
• Forecasting the future. Formation of a common vision ;
• Develop a strategic plan to create a roadmap for realising the vision, focused on the next five
years. Select some strategic levers that can be used to implement change. Plan to use these levers
to join the efforts of interested participants to implement transformational changes;
• Management plan and resource provision;
• Evaluation and adjustment of phase 1 “Prediction of the future”;
The first phase. Let us consider forecasting the future and forming a common vision. At the
state level, it is possible to single out trends regarding the vision of strategies related to the development
of postgraduate education to ensure the professional development of teachers: anti-corruption reform,
provision of services in electronic form to citizens, decentralisation and reform of public administration,
promotion of Ukraine’s interests in the global information space, digital transformation for economic
and social development within the framework of public-private partnership, reducing the gap in digital
technologies and increasing their availability, reforming the education sector, the need to eliminate
inequality between rural and urban communities in providing quality education. The strategy is based
on the vision of the future landmarks to which we strive: the economy is built on the use of our
resources and engagement with the latest technologies, work under martial law and post-war recovery,
education has a proactive nature, a high percentage of middle-class people (60%) a single information
space, e-government, e-services, e-democracy.
Implementation of national vision strategies at the level of the Institute of Postgraduate Pedagog-
ical Education: digital transformation, individualisation of continuous professional development of
teachers, creation of an information and educational environment for professional development of
teachers, internship, personalised training, preservation of the mission, development of corporate
culture, traditions, improvement of communication between participants of the educational process,
using AI.
Development of education: increasing the availability of quality, competitive education for citizens
of Ukraine by the requirements of innovative sustainable development of society, economy, and every
citizen; ensuring the personal development of a person according to his abilities and needs based on
lifelong learning. Critical areas of educational policy: modernisation of the structure, content and
organisation of the educational process based on the competence approach, personalised training,
reorientation of the content of education for sustainable development; creation and provision of
opportunities for the implementation of various educational models and methods for teachers working
in educational institutions of different types and forms of ownership, multiple forms and means of
obtaining an education; cooperation with educational institutions, training centres on the creation of a
joint informational and educational environment for the professional development of teachers; ensuring
availability and continuity of education throughout life; ensuring monitoring of the education system,
raising the social status of teachers; development of human resources (personnel) and the creation of a
knowledge society.
41
Among the tasks of postgraduate pedagogical education which must be resolved, the main ones are the
formation of the content of training based on the target direction and job duties of specialists, professional
standards, previously acquired education, work experience, individual interests and needs; the use of
modern technologies, which provide for differentiation, individualisation, the introduction of various
forms of professional development, including without leaving work; development and continuous
improvement of the content of postgraduate education, and at the state level – decentralisation of
management bodies and autonomous institutions, which will be able (forced) to make decisions and
bear responsibility for them to ensure continuous professional development of the teacher or lose him
as a customer of services in connection with the development of competition among institutions of
postgraduate pedagogical education and various organisations, training centres. A digital transformation
policy for teacher professional development is impossible without considering teachers’ motivation
and educational institutions’ needs, which school leaders determine, the possibilities of postgraduate
pedagogical education, and the availability of consulting and coaching assistance for educators.
The second phase – “Strategic plan development” , includes directions organised to support step-
by-step implementation, namely: the creation of a long-term plan, search for levers of influence,
coordination of interested participants, and development of strategies. Combining the results of changes
in various system components is necessary for the digital transformation of postgraduate pedagogical
education. This should be done by institutes of post-graduate pedagogical education, which have
gained various experiences in ICT policy and professional development of teachers in conditions of
digitalisation, and all interested participants. Considering the above, we will develop a strategic plan
for the digital transformation of postgraduate education, which will encourage the implementation of
educational policy in the next five years.
Strategic plan of digital transformation of postgraduate pedagogical education.
Leadership management of postgraduate education and organisation of the educational process:
• distribution and expansion of the network of digital educational platforms for the professional
development of teachers using constantly updated content ;
• development of a national platform for management postgraduate pedagogical education with AI
integration to analyse data and predict training needs for optimisation processes and to increase
their efficiency;
• implementation of a system of individual online registration for courses and placement of e-
portfolios of teachers on the platform for the creation of data banks and improving the exchange
of information between teachers and administration;
• the use of AI to analyse and monitor the effectiveness of courses and the individual progress of
teachers and determine their training needs, which helps in data-based decision-making, which
improves the management and planning of educational processes;
Professional development of postgraduate teachers and teachers
• soft skills and hard skills, development of critical thinking, analytical, technical communication
skills of teachers, project management skills [17];
• development of digital competencies of teachers [18];
• personalised professional development and learning: using AI to create individual professional
development trajectories based on learning data analysis, using AI-based adaptive learning
systems to improve motivation and learning outcomes [19]; introducing virtual assistants to
support teachers in training and professional development. AI assistants can provide round-the-
clock support and consulting, which positively affects the effectiveness of training;
• involvement of teachers in international projects and internship programs organised both in a
face-to-face format and using AI platforms to improve teaching quality and develop professional
skills [20];
Teaching and learning:
42
• Use of AI to monitor professional development needs and adapt training programs to respond to
changes on time and ensure the relevance of training programs;
• using various forms of professional development, mobile immersive technologies, micro-learning
and ensuring synchronisation of data between different devices such as phones, tablets and
computers for convenience and continuity of learning, allowing teachers to have constant access
to the necessary materials [20] regardless of their location using cloud-based services;
• introduction of electronic coaching and mentoring using AI to support and advise teachers to
increase the effectiveness of teaching and support of teachers [15, 11];
• individual and group programs: development of individual and group educational and professional
programs for various forms of education, including creating and supporting massive open online
courses (MOOC) using AI technologies for adaptive learning. Studies confirm that MOOCs with
the integration of AI contribute to improving access to quality education and increasing the level
of knowledge among teachers;
• creation of digital etiquette of cooperation and communication and use of cloud technologies to
share experiences and create joint online learning programs based on connectivist theory;
• with the creation of adaptive training programs and improvement of the assessment system using
AI and implementation of formative assessment and self-assessment; implementing adaptive
programs using AI to analyse teachers’ needs and progress. Studies confirm that adaptive learning
systems increase student motivation and success;
• for constant monitoring of the quality of education and the effectiveness of educational programs:
AI can ensure high quality of education and timely correction of programs, using AI for formative
assessment, self-assessment and expert assessment of professional development programs for
objectivity and transparency of assessment ;
• introduction of a teacher certification system with automatic monitoring and evaluation to
promote changes in the content of postgraduate pedagogical education;
• peer review: evaluation of professional development programs by teachers on platforms and sites
and improving the quality of education through research and evaluation using AI;
• for automatic assessment of achievement results, which contributes to the objectivity and effi-
ciency of knowledge assessment [21];
• to research changes in the system of postgraduate pedagogical education and the introduction
of innovative technologies. Data analytics based on AI helps to make informed decisions and
implement innovations;
• ensuring data security and content quality (plagiarism check), safety and efficiency of management
of educational resources;
Resource support:
• development of digital infrastructure of educational institutions;
• availability of e-education managers;
• providing access to educational resources;
• development of repositories in educational institutions, libraries, open electronic educational
resources and electronic textbooks;
• use of cloud services, individual educational e-offices, and e-methodical centres.
The third phase is “Management Plan + Resource Support”. In the management plan, we must
define the areas of activity and responsibility for implementing the programs that introduce the imple-
mentation of the educational policy on the digital transformation of postgraduate pedagogical education.
The budget should include the following categories of costs: initial costs, which include ensuring the de-
velopment of digital infrastructure (hardware and software), teacher training, maintenance (installation
of hardware, payment of IT specialists, etc.); costs for the provision of services, that will be provided
by third parties (outsourcing). To set up the digital infrastructure, educational institutions should also
decide what tools can be used free of charge and which need funding.
43
The fourth phase. Evaluation and adjustment. The materials of the “Assessment and Adjustment”
phase are intended to help in the development of a monitoring and evaluation plan; determination
of progress measurement criteria; drawing up a schedule of periodic inspections to track success and
identify problems that can be measured quantitatively: based on the analysis of documents (work plan
of post-graduate pedagogical education institutes, programs and forms of teacher training); the results
of a questionnaire regarding teachers’ satisfaction with professional development courses; introduction
of ICT by teachers in their professional activities; teacher training courses in ICT; availability of each
teacher’s individual professional development route; openness and accessibility platform for professional
development; the availability of individual and group educational and professional programs and their
variability for different groups of teachers (by speciality, seniority, needs); measurement of digital and
AI competence of teachers, monitoring general secondary education.
The main problems and limitations of the developed strategy are the presence of restrictions on
financial support for the development of the digital infrastructure of educational institutions in wartime
conditions, including post-graduate pedagogical education institutions; different level of training, digital
competence and motivation of teachers of postgraduate pedagogical education and teachers for the
digital transformation of education; lack of electricity, access to high-speed Internet in martial law
conditions [22]; lack of recommendations on the digital transformation of education at the state level
(including on the use of AI).
5. Conclusions
Digital technologies contribute to automating many educational institutions’ processes, allowing for
more effective management, reduced costs, and increased decision-making efficiency. Thanks to data
analysis and the use of adaptive learning systems, it is possible to create individual learning trajectories
for each teacher, considering their needs and training level. Digital platforms allow the creation of
communities of interest, which promotes social integration and the exchange of experiences between
teachers and professionals from different fields.
The survey showed that teachers are highly motivated to use digital technologies for professional
development. The digital transformation of postgraduate education is critical for ensuring the com-
petitiveness and adaptability of educational institutions in today’s world. This strategy aims to create
conditions for integrating digital technologies in all aspects of postgraduate education, improve the
quality of education, and train specialists to work in the digital economy. The strategy’s primary goal is
to create an innovative and effective post-graduate education system that meets modern society’s and
the economy’s needs, ensuring access to quality education and developing digital competencies among
students and teachers. The main directions of the digital transformation of postgraduate pedagogical
education for the professional development of teachers, which were confirmed by teachers’ surveys:
• Infrastructural support for digital transformation: development of modern digital infrastructure
in educational institutions, provision of access to high-speed Internet and modern digital tools
for learning, implementation of cloud services for data storage and processing.
• Personalised and adaptive learning: the use of adaptive learning platforms to individualise the
learning process, the development of training programs that consider the individual needs and
capabilities of teachers, and the use of data analytics to monitor progress and adapt learning
trajectories.
• Professional development of teachers: organisation of training and courses for teachers on using
modern digital technologies, support of teachers in developing digital skills and implementing
innovative teaching methods, and creation of communities for sharing experiences and best
practices.
• Innovations in educational programs and teaching methods: integration of modern technologies,
such as artificial intelligence, machine learning, and virtual and augmented reality, into the
educational process, development of interactive and gamified educational materials, use of
simulations and virtual laboratories for practical training.
44
The digital transformation strategy of postgraduate education will contribute to improving its
quality, continuous professional development of teachers, developing digital competencies among the
educational process participants, and ensuring the competitiveness of educational institutions in the
modern digital world. Implementing digital technologies in all aspects of the educational process will
help create an innovative and effective learning environment that meets the requirements of the times.
Further research is required for the introduction of management plans and resource provision for the
introduction of the educational policy of digital transformation of postgraduate pedagogical education
for the professional development of teachers based on the integration of resources of institutes of
postgraduate pedagogical education, the development of educational and professional training programs
for teachers who work with teachers, the creation of single information and educational environment
for professional development teachers.
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