Evolution of digital competence development for mathematics educators in technical universities: a contemporary framework

Nataliia M. Kiianovska

doi:10.55056/etq.858

Authors

Nataliia M. Kiianovska Kryvyi Rih National University https://orcid.org/0000-0002-0108-5793

DOI:

https://doi.org/10.55056/etq.858

Keywords:

digital competence, mathematics education, higher education, technical universities, professional development, ICT integration, digital transformation, multilevel competency model, teacher education, educational technology, cloud-based mathematics tools, artificial intelligence in education, learning analytics, TPACK framework, DigCompEdu

Abstract

The continuing digital transformation of higher education necessitates the ongoing development of educators' digital competencies, particularly in mathematics education within technical universities. This paper revisits and modernizes the conceptual framework for digital competence development among mathematics educators in light of recent technological advances and the accelerated digitalization prompted by global educational disruptions. Building upon previous work, we present an updated model of digital competence that incorporates contemporary frameworks such as DigCompEdu and the latest UNESCO ICT Competency Framework. The paper analyzes the evolving technological landscape in mathematics education, including the integration of cloud-based tools, artificial intelligence, and immersive technologies. Additionally, we propose a revised curriculum for professional development that addresses current needs and emerging trends. The multilevel competency development model presented accounts for varied starting points in digital literacy and provides a pathway for sustainable professional growth. Recommendations are provided to support the digital transformation of mathematics education in technical universities, with connections to broader educational quality goals.

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