UDC 378.046.4

Salikov D.A.¹ (Ryazan, Russian Federation) – sda44@ya.ru; Petrenko A.A.² (Ryazan, Russian Federation) – a.petrenko1@yandex.ru

¹Ryazan Institute for Educational Development

²Ryazan State University named after S.A. Yesenin

Abstract. In the context of the digitalization of education, the problem of developing the readiness of further professional education teachers to manage digitalization projects is becoming increasingly relevant. An analysis of theoretical sources reveals a high demand for scientific and methodological substantiation of the leading concept of this article, its essential and structural characteristics, taking into account the specifics of the further professional education system. The aim of the article is to determine the leading methodological approaches and the essence of a teacher’s readiness to manage digitalization projects in the educational process. The undoubted value of this research lies in the articulation of the authors’ conceptual approaches to the research process. For example, the significance of the systemic, competency-based, activity-based, project-based, and andragogical approaches is specified, which allow for identifying the essence and structure of the concept of “readiness of a further professional education teacher to manage digitalization projects in the educational process at school”; systematically and holistically describing the interaction of the motivational, cognitive, activity-based, and reflexive components of this concept; identifying the necessary competencies of learners based on interdisciplinary scientific fields; determining a set of managerial actions in the educational process with an emphasis on the existing features of a project (problem, goal, resources, time) and taking into account the age-related, professional, and personal characteristics of adult learners. Methodological recommendations for improving the professional training of teachers for managing digitalization projects can be used in the development of further professional education programs, their content, and the technologies for organizing the educational process. Research methods: theoretical (analysis of pedagogical and psychological literature, systematization, generalization, modeling). The scientific novelty lies in refining the readiness under study as a set of components (motivational, cognitive, activity-based, reflexive); in the scientific substantiation of their content and in identifying the features of methodological approaches in the authors’ interpretation. The practical significance of the research results lies in the possibility of their use in professional development programs, the development of assessment tools to identify the levels of formation of a further professional education teacher’s readiness to manage digitalization projects in the educational process at school, and the development of methodological recommendations for its enhancement.

Keywords: readiness to manage digitalization projects in the educational process at school, digitalization of education, project management, further professional education, systemic approach, competency-based approach, activity-based approach, project-based approach, andragogical approach.

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For citation: Salikov, D. A., & Petrenko, A. A. (2026). The importance of preparing teachers in additional professional education to manage digitalization projects in school educational processes. CITISE, 3, 195-208. (In Russian).