Abstract:
n today’s rapidly evolving educational landscape, possessing digitalization
competency is paramount for educators, as it enables them to effectively
navigate the digital realm and engage with students in innovative ways. The
global digitization of education contributes to a transformation in the context
of competencies for higher education instructors. The objective of the
current study is to ascertain the impact of this model on the development of
competencies in contemporary educators and the enhancement of their skills.
The research sample comprised 84 educators from the Karaganda Buketov
University, who were categorized into two groups: control and experimental.
Measurements of critical thinking levels (Critical Thinking Test Level I, CTT-I)
and digital literacy (DigCompEdu CheckIn1) were administered to both
groups before and after the program. Participants in the proprietary module
constituted the sample of educators in the experimental group. The correlation
of results indicates significant differences between the groups’ indicators before
and after the module implementation. The positive dynamics of dependent
variables resulting from the model implementation attest to the effectiveness
of the current program in the context of developing educators’ critical
thinking (p = 4.03 for critical thinking) and (p = 1.42 for digital literacy). In other
words, the implementation of the model for the development of professional
competencies among educators, based on the examined educational institution
in Kazakhstan, enhances the critical thinking and digital literacy of educators.
The practical application of this research lies in implementing this module as
part of a systematic approach to competency development for educators in
universities.
