MOTIVATIONAL READINESS OF TEACHERS TO USE DIGITAL EDUCATIONAL TECHNOLOGIES IN PROFESSIONAL ACTIVITIES
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Author(s): | Voropaeva T. V., |
| Number of journal: | 3(72) | Date: | September 2025 |
| Annotation: | Currently, the educational process is transitioning to a new technological level. With the active implementation of “crosscutting” digital technologies (VR/AR, neural networks, arti- ficial intelligence, and others) in education, not only technological literacy but also comprehensive professional readiness of educators to utilize these innovative tools becomes particularly significant. The study focuses on analyzing a key aspect of professional readiness — the motivational component, which determines both the capability and sustained commitment of educators to effectively apply digital technologies in teaching practice. The article presents an analy- sis of various research approaches to understanding motivation- al readiness, provides the author’s definition of this phenomenon, and reports diagnostic results of future educators students from Kursk State University and Moscow State Pedagogical University to assess the development level of motivational-value components in teachers’ readiness to use digital educational technologies. In the context of the irreversible and intensifying digital transforma- tion of education, this study gains special scientific and practical importance. Analysis of respondents’ answers revealed that despite recognizing the role and significance of digital technologies, many future educators demonstrate predominantly extrinsic rather than intrinsic motivation. Of particular relevance is the identified dispar- ity between the technological capabilities of the digital educational environment and the actual level of motivational readiness among future educators for their effective implementation. The author pro- poses a three-level model of motivational readiness that enables dif- ferentiated approaches in preparing educators for digital transfor- mation. The obtained results are crucial for improving the personnel training system amid ongoing digital transformation, offering scien- tifically grounded approaches to developing motivational readiness in future educators. The author presents specific mechanisms for forming digital competence in future teachers, considering the iden- tified patterns of motivational development in the context of digital transformation in education. Special attention is paid to developing a practiceoriented model of motivation formation. | ||
| Keywords: | digital educational technologies, motivation- alvalue component, teachers’ readiness, professional activity, extrinsic and intrinsic motivation, teaching practice, digital transformation, psychological and pedagogical barriers, pro- fessional development, educational process |
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| For citation: | Voropaeva T. V. Motivational readiness of teachers to use digital educational technologies in professional activities. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2025;3(72):537—542. DOI: 10.25683/VOLBI.2025.72.1341. |
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