UDC 37.013

Sergienko M.A.¹ ( Belgorod, Russian Federation) – sergienko@bsuedu.ru; Galushko I.G.¹ ( Belgorod, Russian Federation) – galushko@bsuedu.ru; Polovtseva L.S.¹ ( Belgorod, Russian Federation) – lpolovneva@bsuedu.ru; Vokhmenova E.V.¹ ( Belgorod, Russian Federation) – vokhmenova@bsuedu.ru

¹Belgorod National Research University

Abstract.This article analyzes the transformation of the professional functions, competencies, and identities of university faculty amidst Russia’s transition from the two-tier Bologna model to a national system of basic and specialized higher education. The topic’s relevance stems from the large-scale structural overhaul of higher education initiated by the Presidential Decree of May 12, 2023 (No. 343), and the subsequent expansion of the pilot project. The research employed methods such as systems analysis, the synthesis and generalization of scholarly literature, a review of federal regulations, and an analysis of empirical data from sociological surveys of faculty members. Drawing on a comprehensive review of Russian and international studies from 2020–2026, the article examines the reform’s timeline, emerging faculty roles (educational program designer, facilitator, mentor, digital designer), the state of digital competencies, the evolution of professional identity, and empirical data regarding faculty attitudes toward the reform. A gap was identified between the institutional vision and the readiness of the academic community: 63.4% of faculty view the reform negatively, a sentiment compounded by a critical shortage of young academic staff. The study notes an uneven development of digital competencies: while basic information-handling skills are relatively well-established, creating digital educational content and designing blended learning environments present significant challenges. It is demonstrated that 55% of faculty are not involved in mentoring communities, and institutional recognition of teaching remains low due to the dominance of scientometric indicators. The article substantiates the need for systemic support for faculty as co-designers of the reform. The key conditions identified are: the creation of continuous, personalized professional development pathways; the institutionalization of pedagogical innovations (SoTL); the revision of incentive systems to recognize teaching contributions; and the development of a dedicated strategy for faculty renewal in higher education aimed at attracting and retaining young professionals. International experience confirms that reforms ignoring the agency and professional identity of faculty members consistently fail to achieve their stated goals.

Keywords: higher education, university teacher, teacher role transformation, Bologna Process, national education system, digital competencies, professional identity, mentoring.

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For citation: Sergienko, M. A., Galushko, I. G., Polovtseva, L. S., & Vokhmenova, E. V. (2026). Transformation of the university teacher’s role in the transition to the national system of basic and specialized higher education. CITISE, 3, 137-148. (In Russian).