Development and realisation of effective digital mentoring programmes for pedagogues: integration of technological cluster and quantorium resources

Introduction. The study explores an innovative model of teachers’ digital mentoring based on the integration of technological clusters and quantorium resources. This approach is aimed at the development of pedagogues’ technical skills and innovative thinking in the context of the digital transformation of education. The key factors of efficiency have been identified, based on the analysis of successful practices, such as “Digital Educator 2.0” and “Innovative Classroom”, namely: interdisciplinarity, practical orientation, and integration of acquired knowledge into the educational process. The work aims to develop and justify the model of digital mentoring for teachers, which would integrate the technological cluster and quantorium resources, and to verify its effectiveness in the course of experimental work. Materials and methods. The study involved young specialists – teachers of mathematics, physics, and computer science of general-education schools of the Chechen Republic (N = 104). The diagnostics of methodological competencies was undertaken to identify disciplinary, methodological, functional, and digital competencies of young teachers in the conditions of digital transformation of education on the basis of a technological cluster. The competencies were assessed according to four criteria: disciplinary, methodological, functional, and digital. KEYWORDS Results. The diagnostic testing revealed significant gaps in the methodological training of young teachers of STEM-science profiles. Despite the satisfactory knowledge of basic aspects of teaching methodology (57.2%), teachers showed a critical lack of competencies in the area of modern educational technologies (13.4%). With regard to the obtained data, the authors developed a digital mentoring model for teachers, integrating the resources of a technological cluster and a quantorium. Conclusion. The model for the development and realisation of digital mentoring programmes for pedagogues, integrating the resources of a technological cluster and a quantorium, demonstrates high efficiency in terms of improving digital competencies of teaching staff. The key advantages of the model include access to advanced technologies, development of innovative thinking and creation of interdisciplinary project teams. The model provides access to advanced technologies, fosters innovative thinking and interdisciplinary collaboration. The research perspectives encompass the integration of high-tech resources into continuous professional development of educators, creation of distributed educational ecosystems, and contouring key digital competencies for contemporary pedagogical work.