UDC 378.046.4:378.147:004.9

Etuev Kh.Kh.¹ (Moscow, Russian Federation) – kkehtuev@fa.ru; Vayndorf-Sysoeva M.E.² (Moscow, Russian Federation) – vs.me@mpgu.su

¹Financial University under the Government of the Russian Federation

²Moscow Pedagogical State University

Abstract. The article addresses the problem of theoretically substantiating a technology for developing the competencies of higher education teaching staff in the context of digitalization. The relevance of the study is determined by the contradiction between increasing requirements for teachers’ professional and pedagogical activity in a digital educational environment and the insufficient coherence of existing professional development practices, in which competency diagnostics, individual learning routes, digital support and assessment of competency growth are often designed separately. The purpose of the article is to substantiate the didactic-convergent approach as an authorial methodological basis for designing a technology for developing the competencies of higher education teaching staff. The research methodology includes theoretical analysis, comparison of Russian and international scholarly sources, categorical analysis of the concepts of digital competence, professional and pedagogical competence, professional deficit and digital trace, as well as functional modelling of pedagogical technology. The novelty of the study lies in introducing and explaining the concept of the didactic-convergent approach, which makes it possible to consider digital technologies not as an external technical addition to the educational process but as a didactically subordinated component of professional development technology that connects competency diagnostics, individual learning route design, learning support, digital trace recording and assessment of competency growth. As a result, the article identifies limitations of instrumental, framework-based, platform-oriented and assessment-oriented approaches; clarifies professional deficit; substantiates the diagnostic and design contour of the technology; and determines conditions for theoretical consistency and further empirical verification.

Keywords: higher education teaching staff, professional and pedagogical competencies, didactic-convergent approach, professional deficit, individual learning route, digital trace, learning analytics, continuing professional education.

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For citation: Etuev, H. H., & Weindorf‑Sysoeva, M. E. (2026). Didactic-convergent approach to designing a technology for developing competencies of higher education teaching staff in the context of digitalization. CITISE, 3, 28-42. (In Russian).