Competency model, including digital competencies, for educational project support specialists (tutors) in the system of additional professional education (as exemplified by the Innopolis University)

The study aims to design, develop, and test a Competency model, including digital competencies, for educational project support specialists (tutors) in the system of additional professional education. The paper examines the organization of tutoring support in the context of additional professional education. The study identifies the stages of tutoring support, determines the specifics of the work of tutors in an additional professional education organization, and highlights the clusters and spheres of competencies for tutors. The scientific novelty lies in the fact that the developed Competency model for the first time includes Digital Competencies and Self Competencies, alongside Hard and Soft Competencies. As a result of the study, the specifics, features, and possibilities of tutoring in additional professional education in the context of digital transformation of education are identified, clusters and spheres of competencies for tutors are highlighted, and the levels of competence mastery are determined. The conducted analysis of tutoring activities allowed for the development of the Competency model, including digital competencies, for educational project support specialists (tutors) in the additional professional education system.