Serhii Kuziutichev AN ORGANIZATIONAL-AND-METHODICAL TECHNOLOGY FOR PREPARING FUTURE UNIVERSITY TEACHERS FOR SELF-REALIZATION IN DISTANCE EDUCATION: MODEL AND PEDAGOGICAL CONDITIONS

Abstract

Abstract. The paper presents an organizational-and-methodical technology for preparing future university teachers for professional self-realization under distance education. A three-dimensional model is substantiated, including: (1) professional-digital competences (educational technologies, digital instructional design, online assessment, moderation of interaction, ethics and safety); (2) emotional–social stance (emotional stability, empathy, constructive feedback, communicative image, academic ethics); (3) striving for self‑development (motivation, reflection, individual learning trajectory, self- organization, transfer of innovations into one’s course). Each dimension is operationalized via concrete factors and measurement tools (self-report questionnaires, expert observation checklists, LMS course quality lists, analysis of digital artefacts, reflective journals, certification portfolios). A 0–3 rubric and integral per-dimension interpretation enable monitoring the dynamics of self-realization formation among master’s students. The model is aligned with organizational and methodical conditions in higher education institutions: institutional policies on digital competence development and academic integrity; quality standards for distance courses (structure, learning outcomes, formative feedback); mentoring and intervision formats; LMS analytics; inclusive design (UDL). Survey responses (subjective readiness for digital technologies, demand for lifelong learning, difficulties in designing assessment and sustaining interaction, need for reflection) are mapped onto pedagogical solutions: practiceoriented training in digital instructional design; individual learning trajectories; gamification and active methods; structured courses with transparent rubrics; reflective practices (journaling, intervision, mentoring). Professional self-realization in the era of digital transformation emerges as a systemic property of the educational environment, at the intersection of institutional policies, methodical decisions, and teachers’ personal– professional resources. The technology has practical value for doctoral training and professional development programs as a roadmap for building individual learning trajectories, standardizing distance courses, and shaping an inclusive and ethically grounded digital environment.