Transformation of the specificity of activities, roles, and functions of university teachers in the context of the modernization of higher education in Ukraine

The article examines the process of transformation in the specificity of activities, roles, and functions of university teachers under the conditions of contemporary educational change. It is shown that globalization, digitalization, the competency-based approach, and integration into the European educational space necessitate a rethinking of the traditional model of teaching activity. It is determined that the modern university teacher shifts from the role of a knowledge transmitter to those of facilitator, moderator, mentor, and researcher, which leads to a substantial renewal of professional functions. Psychological studies of the transformation of teachers’ roles and activities indicate the need for a comprehensive approach to professional development, including cognitive, emotional, and motivational aspects. The specificity of these changes is outlined: the informational function is directed toward developing critical thinking and information culture; the organizational function focuses on creating conditions for independent and collective student activity; the transformational function aims at shaping practically significant competencies; the orientational-regulatory function ensures the individualization of educational trajectories; the mobilizing function emphasizes self-learning, creativity, and self-development. Successful adaptation to new roles requires not only mastering new technologies and methods but also a profound psychological restructuring of professional identity, the development of emotional intelligence, and the formation of a new system of professional values. Special attention is given to the analysis of psychological barriers that complicate teachers’ adaptation to new roles. Cognitive, emotional, and motivational barriers are distinguished. It is concluded that effective adaptation of university teachers to new socio-professional roles is possible through the combination of organizational, psychological, and methodological measures. The necessity of developing digital and pedagogical competencies, creating a favorable emotional climate, and ensuring support and recognition from higher education administration is emphasized. The article has both theoretical and practical significance, as its results can be used to improve teacher training and professional development programs, to design strategies for professional growth, and to shape policies for staff support in higher education.