Keywords
higher education institution
innovative teaching methods
leadership qualities
professional competence
digital transformation
How to Cite
Abstract
This paper highlights the role of the university in developing the professional competence of future educators in the context of the digital transformation of society. It explores the influence of the educational environment on the development of postgraduate students' self-esteem, motivation, leadership skills, and independence. The necessity of creating favorable conditions for the personal and professional growth of learners is emphasized, particularly through a system of interconnected psychological and pedagogical activities such as training sessions, workshops, web-quests, and more.
Special attention is given to the development of postgraduate students' leadership qualities, which is a key factor in the successful implementation of innovative teaching methods and scientific research in the digitalized educational environment. The paper discusses the efforts of higher education institutions to foster methodological culture in future educators, including the cultivation of motivation, self-assessment, and leadership skills. The university provides favorable conditions that stimulate the personal activity of postgraduate students and promote effective interaction between them and the educational environment, shaping their capacity for critical thinking and scientific inquiry.
The educational environment should not only serve as a place for learning but also as a space for interaction aimed at developing leadership skills. Implementing innovative teaching methods in the context of digital transformation is essential, as it enables the creative use of modern technologies to foster professional independence, critical thinking, creativity, and self-development. It is demonstrated that the methodology and organization of postgraduate scientific work must be based on the correct selection of research methods and effective data collection tools that ensure the reliability of results. Creating a model of student-centered cooperation between instructors and postgraduate students is a key condition for the continued advancement of scientific research and the development of effective leadership qualities among learners.
References
[1] Aghaei Chadegani, H. Salehi, M. M. Yunus, H. Farhadi, M. Fooladi, M. Farhadi, and N. Ale Ebrahim, “A comparison between two main academic literature collections: Web of Science and Scopus databases,” Asian Social Science, no. 9(5), pp. 18–26, 2013, doi: https://surl.li/bhiipt. (in English).
[2] N. Nychkalo, M. Vovk, and T. Yanytska-Panek, “Contemporary research strategies in pedagogical studies: Experience of Ukraine and Poland,” Aesthetics and Ethics of Pedagogical Action, no. 28, pp. 11–29, 2023. (in Ukrainian).
[3] R. Hurevych, “Informatization of education as an important factor in the development of 21st-century society,” Modern Information Technologies and Innovative Methods of Education in Professional Training: Methodology, Theory, Experience, Problems, no. 47, pp. 5–10, 2021. (in Ukrainian).
[4] M. Yu. Kademiia, Vocational Education in the Information Society, monograph. Vinnytsia: Nilan-LTD, pp. 124–145, 2016. (in Ukrainian).
[5] V. H. Kremen, Education and Science in Ukraine – Innovative Aspects: Strategy, Implementation, Results. Kyiv: Hramota, pp. 44–80, 2005. (in Ukrainian).
[6] O. Kyrychenko, “Digital culture as a result of the development of information society culture,” Hileia: Scientific Bulletin, no. 124, pp. 179–182, 2017. (in Ukrainian).
[7] I. Melnychuk and I. Bilous, “Innovative methods of teaching and learning in higher education,” Humanities Studies: History and Pedagogy, no. 2, pp. 94–102, 2022. (in Ukrainian).
[8] Ye. Modlo, S. Semerikov, and O. Markova, “Mobile Internet devices in the formation of competence in solving professional tasks using ICT,” Theory and Practice of Management of Social Systems: Philosophy, Psychology, Pedagogy, Sociology, pp. 80–92, 2020. (in Ukrainian).
[9] O. Nikolaiesku, V. Shynkariova, “Digitalization of education as a modern requirement of the information society,” Perspectives and Innovations of Science, no. 2(7), pp. 914–923, 2022. (in Ukrainian).
[10] I. Yarema, “Principles of forming digital culture in Ukrainian libraries,” Information and Society, pp. 101–102, 2023. (in Ukrainian).
[11] H. Jy. Kasaraneni, S. Rosaline, “Automatic Merging of Scopus and Web of Science Data for Simplified and Effective Bibliometric Analysis”, Annals of Data Science, no. 11, рр. 785–802, 2022, doi: https://doi.org/10.1057/s41270-021-00142-7. (in English)
[12] L. C. de Oliveira, G. C. Gerino, L. C. de Oliveira, and A. R. Pimentel, “Information and communication technologies in the Education 4.0 paradigm: a systematic mapping study,” Informatics in Education, vol. 22, no. 1, pp. 71–98, 2023. [Online]. Available: https://www.ceeol.com/search/article-detail?id=1104999. (in English).
[13] M. Decuypere, É. Grimaldi, and P. Landri, “Introduction: Critical studies of digital education platforms,” Critical Studies in Education, vol. 62, no. 1, pp. 1–16, 2021, doi: https://doi.org/10.1080/17508487.2020.1866050. (in English).
[14] M. Fernandez, S. Ferino, A. Fernandez, U. Kulesza, E. Aranha, and K. Treude, “DevOps education: exploring challenges and recommendations through interviews,” in Proc. 44th ACM/IEEE Int. Conf. on Software Engineering: Software Engineering Education and Training, May 2022, pp. 90–101, doi: https://doi.org/10.1145/3510456.351415. (in English).
[15] G. Crompton and D. Burke, “Artificial intelligence in higher education: the state of the field,” Int. J. Educ. Technol. High. Educ., vol. 20, no. 1, Dec. 2023, doi: https://doi.org/10.1186/s41239-023-00392-8. (in English).
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright (c) 2025 Nelia Nychkalo, Roman Gurevich, Inessa Vizniuk