Self-assessment of digital competence in the structure of professional motivation of university teachers

Abstract

The rapid advancement of information technologies and their integration into all areas of modern life have become significant drivers of transformation for contemporary education systems. The adoption of hybrid teaching models combining the use of digital and in-person educational environments, the ongoing development of educational digital resources and applications as well as a gap in digital experience between teachers and students highlights the need for university instructors to enhance their digital competencies. This study examines the relationship between university teachers’ self-assessment of their digital competence and their professional motivation. The research involved university instructors from Saint Petersburg, Russia, aged 25 to 74 years. They were surveyed on their digital proficiency and readiness to implement digital technologies in teaching. Self-assessment of digital competence was measured using a self-designed questionnaire, while professional motivation was assessed using the Professional Motivation Questionnaire by E. N. Osin, A. A. Gorbunova, T. O. Gordeeva, et al. The study reveals how self-assessment of digital competence and professional motivation vary with teaching experience and provides an analysis of the interrelationship between autonomous and controlled motivation and digital competence.