The article elucidates the theoretical and methodological foundations for interpreting a teacher’s pedagogical skills and innovative activity in a digital educational environment as a system of professional competencies. In the context of digital transformation, the concept of “mastery” is not limited to the effective organization of lessons; it encompasses components such as didactic design, data-driven management, digital ethics and academic integrity, inclusive education, and the support of student subjectivity and motivation. Innovative activity is considered as a continuous professional cycle that extends from the “application” of new methods to the stages of “creation, testing, validation, and dissemination.” In addition, criteria for assessing teachers’ mastery in a digital environment and practical mechanisms for managing pedagogical innovation are proposed.
Ko'charova et al. (Thu,) studied this question.