ЖОҒАРЫ ОҚУ ОРНЫ ОҚЫТУШЫЛАРЫНЫҢ АКАДЕМИЯЛЫҚ ІС-ӘРЕКЕТІНІҢ ЦИФРЛЫҚ ТРАНСФОРМАЦИЯСЫ ЖОҒАРЫ ОҚУ ОРНЫ ОҚЫТУШЫЛАРЫНЫҢ АКАДЕМИЯЛЫҚ ІС-ӘРЕКЕТІНІҢ ЦИФРЛЫҚ ТРАНСФОРМАЦИЯСЫ

Abstract

This article analyzes the results of a study on the intensive process of digital transformation in the higher education system. The nature of contemporary changes in the content and structure of university instructors’ academic activity is examined. In the context of the information age, the pedagogical, technological, and psychological competencies of faculty members require reconsideration in accordance with current academic and professional demands. Accordingly, the study explores the digital transformation of higher education instructors’ academic activity from both institutional and psychological perspectives. The research was conducted within the framework of the current state of the higher education system of the Republic of Kazakhstan and covers the period of digitalization, the implementation of hybrid learning models, and ongoing academic reforms.

The proposed empirical model examines the availability of digital infrastructure, the level of use of digital educational platforms, digital pedagogical competence, institutional support, and opportunities for professional digital development as independent variables influencing the transformation of academic activity. The findings demonstrate that digital transformation factors have a significant impact on changes in teaching, research, and methodological activities, as well as on academic communication and academic integrity practices. The results contribute to a deeper understanding of the psychological mechanisms underlying academic activity in higher education and provide a basis for improving institutional policies and modernizing faculty professional development programs.