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Компетенции преподавателей российских вузов: дефициты и способы достройки
The present article analyses the competence deficits of Russian higher education teachers and the strategies to address these deficits in the context of the new educational policy, which is oriented towards the period up to 2036-2040. The pertinence of the research is contingent upon the mounting pressure on teachers, the diminution of their numbers, and the ageing of personnel within the higher education system. The study was based on data from a large-scale survey of 2,600 teachers from 22 universities across 19 Russian regions. The results indicated substantial deficiencies in competence. The most salient of these were: digital skills for education and science, managerial competences (leadership, entrepreneurship) and professional knowledge in new technological areas. Statistical analysis revealed significant disparities in competence assessments based on age. Teachers over the age of 65 exhibited lower scores in ICT and digital skills, while those under 65 demonstrated deficiencies in science. The data on strategies for completing competences through Continuing Professional Development (CPD) demonstrated that a mere one-third of teachers were deliberately addressing existing gaps. The remaining teachers were primarily focused on secondary competencies or simply seeking to extend their contract. The findings emphasise the necessity to revise the current system of professional development, transitioning from a focus on formal requirements to the implementation of individualised programmes that consider age-related differences and professional characteristics. The authors also emphasise the importance of integrating digital tools into pedagogical practice.