Development of the instrumental and activity component of the digital competence of a tutor-teacher by means of the educational section of the MOOC
https://doi.org/10.32517/0234-0453-2025-40-3-26-32
Abstract
In the context of the digital transformation of education, the development of tutor-teachers’ digital competence is of particular importance, as it ensures their readiness to support individual educational trajectories in a digital environment. The article explores the impact of massive open online courses (MOOCs) on the development of the instrumental and activity component of digital competence among future tutor-teachers. As part of the research, an online course “Digital competence of the tutor-teacher” was developed, and piloted among students of the School of Pedagogy, Psychology, and Sociology at Siberian Federal University. The course includes both theoretical and practice oriented educational modules aimed at mastering digital tools relevant to professional tutoring activities. Within the course, students study the use of office software, cloud storage services, data visualization programs, gamification platforms, and more. The assessment of changes in the instrumental and activity component of digital competence was conducted using the international SELFIE for Teachers methodology. Statistical analysis revealed significant differences between the control and experimental groups after completing the course, which confirms its effectiveness. The results support the conclusion that MOOCs can serve as an effective tool for developing applied digital skills in future educators. The findings of the study may be used in the development of professional development courses for relevant specialists.
About the Authors
D. P. SoldatovRussian Federation
Dmitry P. Soldatov, postgraduate student
School of Pedagogy, Psychology and Sociology
Krasnoyarsk
O. G. Smolyaninova
Russian Federation
Olga G. Smolyaninova, Academician of RAE, Doctor of Sciences (Education), Professor
Professor, School of Pedagogy, Psychology and Sociology
Krasnoyarsk
References
1. Boronenko T. A., Fedotova V. S. Research of the digital competence of teachers in the conditions of digitalization of the educational environment of the school. Vestnik of Samara University. History, Pedagogics, Philology. 2021;27(1):51–61. (In Russian.) EDN: TCJMMS. DOI: 10.18287/2542-0445-2021-27-1-51-61.
2. Gamidov L. Sh., Zhamborov A. A., Estoeva D. G. Introduction of digital information technologies in the professional activity of the teacher. The World of Science, Culture, and Education. 2020;(2(81)):30–32. (In Russian.) EDN: SCGEZV. DOI: 10.24411/1991-5497-2020-00192.
3. Zhou N., Wang J., Xin L., Liu Y., Xinglin J. The digital competence of Chinese higher education students and the linkage with their career adaptability. Education + Training. 2023;65(2):939–954. DOI: 10.1108/et-08-2022-0315.
4. Semenikhin V. V., Key competencies of a teacher in the era of digitalization of education. Bulletin of the Karaganda University. Pedagogy Series. 2024;112(4):35–48. (In Russian.) EDN: UTFKMH. DOI: 10.31489/2023ped4/35-48.
5. Grinshkun V. V., Zaslavsky A. A. Domestic and foreign experience in organizing the educational process based on the construction of individual educational trajectories. MCU Journal of Informatics and Informatization of Education. 2020;(1(51)):8–15. (In Russian.) EDN: GXILDI. DOI: 10.25688/2072-9014.2020.51.1.01.
6. Puchkovskaya T. O. Competences of a teacher in the context of global trends of digital transformation of processes in the education system. Pedagogy of Computer Science. 2020;(3):1–15. (In Russian.) EDN: KHMQLC.
7. Polyanskaya E. N., Polyansky A. I., Bguasheva Z. K. Organization of individual educational trajectories in the digital environment. Problems of Modern Pedagogical Education. 2023;(81-1):153–155. (In Russian.) EDN: DNSQAE.
8. Redecker C. European Framework for the Digital Competence of Educators: DigCompEdu. Publications Office of the European Union; 2017. 95 p. Available at: https://publications.jrc.ec.europa.eu/repository/handle/JRC107466
9. Medvedeva O. A. Digital technologies in the professional development of a teacher. Almanac Crimea. 2024;(42):47–52. (In Russian.) EDN: RLJEWQ.
10. Soldatova G. U., Rasskazova E. I. Models of digital competence and online activity of Russian adolescents. National Psychological Journal. 2016;(2(22)):50–60. (In Russian.) EDN: XEPJQH. DOI: 10.11621/npj.2016.0205.
11. Kompaniets A. A. On the need for the formation of digital competence in the modern teacher as a subject of the digital educational space. The Territory of New Opportunities. The Herald of Vladivostok State University. 2021;13(2):120–129. (In Russian.) EDN: SNVVLP. DOI: 10.24866/VVSU/2073-3984/2021-2/120-129.
12. Bocharova Yu. Yu., Lomasko P. S., Simonova A. L. Content and implementation model of integrated training in digital pedagogical competences of teachers-mentors and students-interns. Bulletin of Krasnoyarsk State Pedagogical University named after V. P. Astafiev. 2018;(3(45)):6–19. (In Russian.) EDN: YLWIUP. DOI: 10.25146/1995-0861-2018-45-3-70.
13. Mishra P., Koehler M. J. Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record. 2006;108(6):1017–1054. DOI: 10.1111/j.1467-9620.2006.00684.x.
14. Veletsianos G. Learning in a time of disruption: The role of MOOCs in fostering educational resilience. Distance Education. 2020;41(3):373–376. DOI: 10.1080/01587919.2020.1762924.
15. Gushchina O. M., Mikheeva O. P. Massive open online courses for pedagogical staff training. The Education and Science Journal. 2017;19(7):119–136. (In Russian.) EDN: ZFCGSX. DOI: 10.17853/1994-5639-2017-7-119-136.
16. Kampylis P., Punie Y., Devine J. Promoting effective digital-age learning: European Commission research report. Publications Office of the European Union; 2015. 77 p. DOI: 10.2791/54070.
17. Krupoderova K. R., Gordeeva E. A., Pichuzhkina D. Yu. The role of MOOCs in the development of end-to-end digital technologies by future teachers. Pedagogical Bulletin. 2022;(24):50–52. (In Russian.) EDN: MPDFGG.
18. Polshakova N. V., Polshakova D. V. Main modern trends in digitalization of educational processes in higher education. Continuum. Matematika. Informatika. Obrazovaniye. 2024;(3(35)):90–101. (In Russian.) EDN: COVMNE. doi: 10.24888/2500-1957-2024-3-90-101.
19. Asadullin R. M., Dorofeev A. V., Levina I. R. Diagnostics of digital competencies of the pedagogue. Pedagogy and Education. 2022;(1):1–17. (In Russian.) EDN: LWSFGA. DOI: 10.7256/2454-0676.2022.1.37153.
20. Seyferth-Zapf C., Bärnreuther C., Stephan M., Ehmann M., Seyferth-Zapf M. SELFIEfor(STUDENT)TEACHERS?. A mixed-methods study on the suitability and validity of the self-reflection tool for teachers-to-be. The European Educational Researcher. 2024;(7):7–33. DOI: 10.31757/euer.732.
21. Muñoz J. C., Vuorikari R., Costa P., Hippe R., Kampylis P. Teacher collaboration and students’ digital competence — evidence from the SELFIE tool. European Journal of Teacher Education. 2021;46(3):476–497. DOI: 10.1080/02619768.2021.1938535.
Review
For citations:
Soldatov D.P., Smolyaninova O.G. Development of the instrumental and activity component of the digital competence of a tutor-teacher by means of the educational section of the MOOC. Informatics and education. 2025;40(3):26-32. (In Russ.) https://doi.org/10.32517/0234-0453-2025-40-3-26-32