kvmolurОбразование и саморазвитиеEducation and Self-Development1991-7740Казанский (Приволжский) федеральный университет10.26907/esd.21.1.03FZNDCDkvmolur-217Research ArticleСтатьиСамоотчеты ученых о цифровых компетенциях для устойчивого развития высшего образованияAcademics’ Self-reports on Digital Competences for the Sustainable Development in Higher Educationhttps://orcid.org/0000-0003-4364-9558ЭтеоклеусНиклеяEteokleousNikleia

Никосия.

Nicosia.

n.eteokleous@frederick.ac.cyhttps://orcid.org/0000-0002-2132-3066ПанаураРитаPanaouraRita

Никосия.

Nicosia.

r.panaoura@frederick.ac.cyУниверситет ФредерикаКипрFrederick UniversityCyprus2026120420262112843Copyright © Этеоклеус Н., Панаура Р., 20262026Этеоклеус Н., Панаура Р.Eteokleous N., Panaoura R.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://kvmolur.elpub.ru/jour/article/view/217

В настоящем исследовании основное внимание уделяется обеспечению устойчивости в соответствии с целями устойчивого развития (ЦУР) ООН (в частности, ЦУР 4 – качественное образование) в качестве важного элемента цифровых компетенций преподавателей. Целью исследования является оценка и анализ самоотчетов преподавателей о цифровых компетенциях в рамках их курсов в частном университете на Кипре. Инструмент проверки был использован на основе модели DigCompEdu, используемой для оценки самоотчетов преподавателей в отношении цифровых компетенций. Были проведены полуструктурированные интервью, позволившие выявить попытки преподавателей способствовать развитию у учащихся цифровых компетенций. Результаты демонстрируют явную взаимосвязь устойчивого развития, образования в интересах устойчивого развития и цифровых компетенций преподавателей. Несмотря на то, что большинство участников сообщили о высоком уровне цифровой компетентности, существует очевидная потребность в их постоянном обучении и поддержке, особенно в области оценки и расширения возможностей обучающихся. Решение этой задачи позволит интегрировать цели устойчивого развития в процесс преподавания. В статье обсуждаются также те области, которые требуют совершенствования, и практические последствия предлагаемых перемен.

The present study concentrates on the inclusion of sustainability, in line with the UN sustainable development goals (particularly SDG4 – quality education), as a significant element of academics’ digital competences. It aims to evaluate and discuss the academics’ self-report digital competences in relation to the promotion of sustainability through their courses at a private university in Cyprus. The Check-In tool was used based on the DigCompEdu framework to measure the academics’ self-reports on digital competences. Semi-structured interviews were conducted to identify academics’ attempts to facilitate learners’ digital competences within their courses. Results provide significant insights into the intersection of sustainable development, education for sustainability and academics’ digital competences. While the majority of participants reported high levels of digital competence, there is a clear need for ongoing training and support, mainly in the areas of assessment and learner empowerment in order to be able to integrate the goals of sustainable development in their teaching. Areas for improvement and practical implications are discussed.

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The authors declare that there are no conflicts of interest present.