Determining The Level Of Training Of Teaching Staff To Study At Non-State Universities

This study investigates the preparedness of teaching staff in non-state universities to adapt to modern educational requirements, addressing a significant knowledge gap in understanding their professional competencies, use of technology, and pedagogical effectiveness. Utilizing a mixed-methods approach, the research evaluates various dimensions of teacher preparation, including planning, methodological proficiency, and the integration of advanced tools and techniques. Findings highlight discrepancies in training levels, with some educators fully utilizing modern pedagogical technologies while others exhibit partial or minimal engagement. Results emphasize the need for comprehensive training programs that foster critical thinking, adaptability, and effective application of theoretical knowledge in practice. These implications underline the urgency of systemic reforms to enhance teaching quality, ensuring that educators are equipped to meet the evolving demands of the educational landscape.