FORMING A NEW PARADIGM OF TEACHERS’ DIGITAL CULTURE: EXPERIENCE FROM THE TTT (TRAIN THE TRAINERS) COURSE IN A MEDICAL HIGHER EDUCATION INSTITUTION
DOI:
https://doi.org/10.32782/eddiscourses/2025-3-7Keywords:
digital culture paradigm, digital education, medical HEIs, pedagogy, academic mobility, ERASMUSAbstract
The article addresses the issue of developing digital culture among educators in medical higher education institutions amid rapid digital transformation and increasing challenges caused by the war in Ukraine. It presents the outcomes of two original training programs – «Peer Trainers» and «Scenario-Based Learning in Medical HEIs» – implemented within the ERASMUS+UkraineDigiTrans (GA number 101179494) for 23 faculty members of O.O. Bogomolets National Medical University. The training participants emphasized the relevance of the topic, the practical value of the training modules, and the need for further systematic development of digital competence. The article defines the paradigm of a teacher’s digital culture as a comprehensive educational model that outlines approaches, principles, and practices of interaction with digital technologies in the educational process, aimed at effective teaching, innovation, flexibility, ethics, and the well-being of all participants in the educational environment. The content of the proposed paradigm of digital culture is elaborated, comprising five interrelated components: pedagogical digital design, instrumental digital competence, innovative interaction with digital technologies, digital reflection and well-being, and communicative-ethical culture in the digital environment. The role of each component in the professional activity of medical university educators is defined. Examples of pedagogical decisions, digital tools, and teaching approaches that ensured the effective implementation of the training content are provided. It is argued that the development of digital culture should be a long-term process of professional growth, integrated into the educational policy framework of higher education institutions rather than a series of episodic qualification enhancement initiatives. The potential of the proposed paradigm to contribute to sustainable digital transformation in Ukraine’s medical education system is substantiated.
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