UNIVERSITY TEACHER'S READINESS FOR DIGITAL TRANSFORMATION OF THE EDUCATIONAL PROCESS

Background. Successful professional activity of a university teacher is impossible without productive and innovative use of information and communication technologies (ICT). This process involves not only the constant widespread dissemination of knowledge and information, their transformation into digital educational products, but also the teacher's ability and readiness to effectively organize the educational process in new conditions. We suppose the digital readiness of the university teacher should be the subject of systematic scientific analysis. The purpose of the article is to study the features of the digital transformation of higher education and to obtain objective data on the readiness of university teachers to use digital tools and technologies in their professional activities. Materials and methods. Within the framework of the studied problem, publications by foreign and domestic authors were studied; information on the research topic was collected from books, magazines, and online publications. The research was based on observation, surveys and questionnaires of teachers using a structured questionnaire with closed and open questions. Results. The results of the study showed that the readiness of university teachers to work in the digital educational environment is not fully formed. This is explained both by the insufficient development of the digital educational environment of the university and the low level of proficiency of teachers in digital competencies. Only 55% of the teachers rated their level of knowledge of information and communication technologies as “good”, and 10% demonstrated excellent skills Among the factors hindering the digitalization of the teaching process, the following were noted first of all: lack of incentives and equipment at the university, harm to health and great fatigue when working at a computer.