INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 11, issue 2, May 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
Index:
google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/profile/Worldly-Knowledge
https://journalseeker.researchbib.com/view/issn/3030-332X
802
THE COMPETENCE OF A COMPUTER SCIENCE TEACHER TO CREATE AND
APPLY EDUCATIONAL MODELS IN THE CONTEXT OF DIGITAL
TRANSFORMATION OF EDUCATION
Yusupova Gulchehra Yuldashevna
PhD, Associate Professor of the Department of Information Technology
at the National Pedagogical University of Uzbekistan named after Nizami,
Аннотация:
В этой статье исследуются навыки моделирования, признаваемые
ключевыми для профессионального развития преподавателей информатики в эпоху
цифровизации образования. В основу модели формирования данных компетенций
положен системно-деятельностный подход, предусматривающий наличие целевого,
содержательного, процедурного и оценочного компонентов. Результаты исследования,
охватившего 45 преподавателей вузов, показали, что только 26,7% опрошенных
обладают
профессионально-инновационным
уровнем
развития
моделирующих
компетенций.
Эти данные подчеркивают необходимость разработки программ
повышения квалификации и методической поддержки.
В заключительной части
представлены практические предложения по улучшению цифровой подготовки
преподавателей.
Annotatsiya:
Ushbu maqola ta'limni raqamlashtirish davrida informatika o'qituvchilarining
kasbiy rivojlanishi uchun kalit sifatida tan olingan modellashtirish ko'nikmalarini o'rganadi.
Ushbu vakolatlarni shakllantirish modeli maqsadli, mazmunli, protsessual va baholovchi
tarkibiy qismlarning mavjudligini ta'minlaydigan tizim-faoliyat yondashuviga asoslanadi. 45 ta
universitet o'qituvchilarini qamrab olgan tadqiqot natijalari shuni ko'rsatdiki, respondentlarning
atigi 26,7 foizi modellashtirish vakolatlarini rivojlantirishning professional va innovatsion
darajasiga ega. Ushbu ma'lumotlar malaka oshirish va metodik qo'llab-quvvatlash dasturlarini
ishlab chiqish zarurligini ta'kidlaydi. Yakuniy qism o'qituvchilarning raqamli tayyorgarligini
yaxshilash bo'yicha amaliy takliflarni taqdim etadi.
Abstract:
This article examines modeling skills that are recognized as key to the professional
development of computer science teachers in the era of digitalization of education. The model
of formation of these competencies is based on a system-activity approach, which provides for
the presence of targeted, substantive, procedural and evaluative components. The results of the
study, which included 45 university teachers, showed that only 26.7% of the respondents have a
professionally innovative level of development of modeling competencies. These data
emphasize the need to develop professional development programs and methodological support.
The final part presents practical suggestions for improving the digital training of teachers.
Ключевые слова:
моделирующие компетенции, цифровая педагогика, преподаватель
информатики, цифровая образовательная среда, профессиональное развитие.
Kalit so'zlar:
modellashtirish vakolatlari, raqamli pedagogika, informatika o'qituvchisi,
raqamli ta'lim muhiti, kasbiy rivojlanish.
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 11, issue 2, May 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
Index:
google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/profile/Worldly-Knowledge
https://journalseeker.researchbib.com/view/issn/3030-332X
803
Keywords:
modeling competencies, digital pedagogy, informatics teacher, digital educational
environment, professional development.
Introduction
Modern education is increasingly immersed in the digital space, which poses new challenges
for teachers. In particular, this applies to computer science teachers, who need to master the art
of effectively organizing the educational process using digital tools, as well as form educational
models. Scientific problem: What key competencies are needed by a computer science teacher
to ensure effective modeling of educational processes in the context of a digital environment?
The purpose of the research is to create and further develop a model for the formation and
improvement of modeling skills among computer science teachers in the context of the
transition to digital education. This article provides an overview of ways to support such
teachers in developing the necessary competencies, especially in the field of modeling. The
fundamental principle of the proposed approach is the current needs of the modern digital
environment and the desire to ensure high quality and effectiveness of the educational process.
1. Theoretical overview
In the academic environment, modeling competencies are considered as a set of knowledge,
skills and practical skills necessary for a teacher to plan, organize and optimize the learning
process using digital tools. Based on the works of V.A. Slastenin, I.Ya. Lerner and Yu.N. Tura,
pedagogical modeling is seen as a method of systematic organization of the educational process
aimed at achieving predictable learning outcomes.
In scientific discourse, modeling competencies are defined as a combination of knowledge,
skills, and abilities that allow a teacher to design, implement, and improve educational activities
using digital resources (Selevko, 2006; Slastenin et al., 2002).
According to the approach of I.J. Lerner, modeling in pedagogical practice appears as a tool for
the systematic design of the educational process, focused on obtaining planned educational
outcomes (Lerner, 1981).
The competence model of digital pedagogy, based on the concept of DigCompEdu (European
Commission, 2022), develops these ideas by presenting gradations of digital competence of
teachers, ranging from beginner to advanced, innovative level.
The competence model of digital pedagogy, based on DigCompEdu (European Commission,
2022), develops these approaches, defining gradations of digital maturity of teachers, covering
ranges from basic to professionally innovative. Being aware of the specifics of teaching
computer science, the required skills combine methodological and technical aspects, meaning:
Knowledge of digital platforms and modeling tools (e.g. learning management systems,
simulators, virtual laboratories);
The ability to create interactive educational materials based on didactic principles;
The ability to structure and visualize learning processes;
Critical evaluation and analysis of the results of digital interaction;
Self-education skills in a rapidly changing technology environment.
Thus, modeling skills represent a key element of pedagogical work in the digital age. This is
especially important for computer science teachers, who should not only have extensive
knowledge in their field, but also actively participate in the transformation of the educational
environment.
2. Research methodology
This research is based on a multifaceted, interdisciplinary view that harmoniously combines the
provisions of pedagogy, digital didactics, cognitive psychology and information technology
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 11, issue 2, May 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
Index:
google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/profile/Worldly-Knowledge
https://journalseeker.researchbib.com/view/issn/3030-332X
804
theories. The methodological foundation is based on a system-based approach (Slastenin et al.,
2002), further enriched by the principles of digital transformation of education (Sergeev, 2021).
This approach implies the perception of the process of forming modeling competencies as a
consciously structured professional activity, decomposed into successive phases: motivational-
value, cognitive, procedural and reflexive-correctional. To achieve this goal, a hypothetical
model for the formation of modeling competencies was developed, covering the following
components:
A target component reflecting the demands of the digital educational environment.;
A substantive component that includes conceptual knowledge about modeling in an educational
environment;
A procedural component that describes the methods, techniques, and tools for organizing
training;
An evaluative and effective component that ensures the determination of the level of
competence formation.
The empirical basis of this research is an analysis of the practical activities of computer science
teachers working in higher education institutions that have implemented digital educational
programs. The following main methods were identified for data collection:
pedagogical observation of the educational process;
expert survey of the teaching staff (the total number of questionnaires is 45);
analysis of the curriculum content;
case studies, interviews with focus groups;
mathematical and statistical processing of the collected information using correlation analysis
and ranking using the Spearman method.
The assessment of the degree of formation of modeling competencies was carried out on the
basis of an adapted model of competence diagnostics, which provides for three skill levels:
basic, advanced and professionally innovative. Confirmation of the reliability of the results
obtained was ensured through the application of the triangulation principle, as well as careful
monitoring of the reliability and validity of the diagnostic tools used.
The reliability of the results was ensured through the use of triangulation methods, as well as
checking the reliability and validity of the diagnostic tools used.
The reliability of the study's conclusions was ensured by using the triangulation method, as well
as a rigorous assessment of the reliability and validity of the diagnostic tools used.
The reliability of the data obtained was guaranteed through the use of triangulation, along with
careful verification of the reliability and validity of the diagnostic tools used.
3. The results of the study
As part of the empirical study, the data obtained from the survey was analyzed. Forty-
five teachers specializing in computer science participated in the survey. All respondents
represented six higher education institutions.
The questionnaire included 18 statements designed to assess the respondents' level of
development of modeling competencies. The assessment was based on a number of key aspects:
the ability to design a digital educational environment, the ability to use information and
communication technologies (ICT) for modeling, the ability to make pedagogical predictions,
and the ability to conduct a reflective assessment of applied digital practices.
3.1. The level of competence formation
The analysis of the data obtained showed the following distribution of teachers by competence
levels (see table 1).
Table 1.
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 11, issue 2, May 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
Index:
google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/profile/Worldly-Knowledge
https://journalseeker.researchbib.com/view/issn/3030-332X
805
Competence level
Number of teachers
Percentage of the sample
Basic level
12
26.7%
Продвинутый уровень
21
46.7%
Professionally innovative
12
26.7%
It should be emphasized that the teachers had significant difficulties in the following areas:
Using cloud services to build a learning environment (only 38% of teachers confidently use
cloud tools such as Moodle, Google Workspace and similar), which is consistent with
monitoring data from the Ministry of Higher Education of the Republic of Uzbekistan (Ministry
of Higher Education, 2023);
A clear definition of the goals and objectives of the digital lesson based on didactic models
(only 42% showed stable skills in this area);
The organization of effective digital interaction between students when completing project
assignments (the average score on the Likert scale was 3.1 out of 5).
The indicator of the professional and innovative level (26.7%) corresponds to the results of
similar studies in the field of digital competence (Sergeev, 2021).
3.2. Correlation analysis
Spearman's correlation analysis showed a direct relationship between the duration of
teaching experience and the degree of development of modeling competencies (p = 0.62, P <
0.01).Additionally, there was a significant correlation between involvement in advanced
training programs in digital pedagogy and the level of professional and innovative
competencies (p = 0.74, P < 0.01).
3.3. Focus group results
Focus group interviews with teachers (n = 16) revealed the need for systematic methodological
support: 81% of respondents pointed to the lack of practice-oriented courses in pedagogical
modeling, while 69% face difficulties in implementing modern digital tools in their subjects.
Focus group interviews conducted with teachers are one of the options for qualitative research
based on a joint analysis of a given topic or problem by a group of teachers (usually consisting
of 6 to 10 people) under the guidance of a moderator. The purpose of this method is to discover
the opinions, positions, experiences and suggestions of the participants regarding the chosen
issue.
A focus group is not an ordinary, spontaneous conversation, but a well-organized discussion
focused on obtaining the necessary data.
The interview moderator (researcher) formulates questions, directs the discussion, and at the
same time encourages participants to freely express their own views.
With teachers, the participants are, in fact, teachers, teachers, educators – people with
professional experience in the field of education.
As part of the study of computer science teacher competencies, we organized focus group
interviews with computer science teachers in order to find out:
What skills do they consider essential?;
What difficulties do they have to face?;
How do they assess the existing system of teacher training?
4. Discussion of the results
The data obtained clearly indicate a critical need to improve the competencies of
computer science teachers in the field of modeling. Without these skills, the successful
implementation of digital education is difficult. An analysis of the collected materials revealed
that only 26.7% of the teaching staff have a high, innovative and professional level of training.
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 11, issue 2, May 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
Index:
google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/profile/Worldly-Knowledge
https://journalseeker.researchbib.com/view/issn/3030-332X
806
This picture is consistent with the conclusions presented in other scientific studies, such as the
work of L.G. Sergeev (2021). They also note that the proportion of teachers capable of
effectively designing and applying the digital educational environment remains relatively low,
not exceeding a third.
4.1. Imbalance in professional training
Despite the active introduction of digital tools at universities (according to monitoring
data conducted by the Ministry of Higher Education of the Republic of Uzbekistan, 84% of
universities use LMS systems in 2023), only 38% of teachers are confident in cloud services
and platforms. This indicates a discrepancy between the progress in technological equipment
and the level of training of the teaching staff.
A more detailed analysis of the survey results revealed that the criterion "competence in
developing models of interdisciplinary digital courses" received the lowest average score (2.9
out of 5). This highlights the need to activate professional development programs, giving
priority to pedagogical design.
4.2. The role of professional development
The high (correlation) degree of relationship (p = 0.74) between the fact of participation
in continuing professional education programs and the indicators of competence clearly
indicates the importance of continuous learning.An analysis of the courses organized by the
National Center for Digital Education showed that teachers who completed programs lasting
over 36 academic hours demonstrated an average increase in competence by 21% compared
with those who did not undergo such training (the control group).
4.3. The needs of educators
As a result of the focus groups, the main needs of the teaching staff were identified:
The development of methodological manuals in the form of ready-made cases for modeling
digital classes (87% of respondents expressed the need).
The inclusion of modeling in the educational standards of teacher training (noted by 64% of
respondents).
Creation of individual digital learning trajectories as a way of professional growth (supported
by 72% of participants).
A comparison with international experience, in particular, with the European DigCompEdu
model, demonstrates that Uzbekistan has the least developed levels of C2–C3 (development and
reflexive application of digital models), while in the European Union this figure reaches 40%
among teachers of technical disciplines (according to the JRC report, 2022).
An analysis of the information received revealed that teachers who completed advanced
training courses exceeding 36 academic hours demonstrated an average 21% increase in
professionalism. This indicator is comparable to the results obtained in the framework of
European educational programs (European Commission, 2022).
The problem of formalization of digital models in the context of pedagogy has already been
addressed in the research of domestic specialists (Tur, 2019).
5. Conclusion and recommendations
The results of the analysis obtained during the study show that the development of modeling
skills among computer science teachers in the era of digitalization of education is unstable. This
requires organized support, which should be provided by educational institutions and bodies
responsible for managing the education system.
The main conclusions
:
The distribution of modeling competencies among teachers is as follows: basic level – 26.7%,
advanced – 46.7%, professional and innovative – 26.7%.
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 11, issue 2, May 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
Index:
google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/profile/Worldly-Knowledge
https://journalseeker.researchbib.com/view/issn/3030-332X
807
The key obstacles to the development of competencies are:
limited skills in working with digital platforms (only 38% are confident);
insufficient experience in formalizing educational models (average score – 3.1 out of 5);
lack of methodological materials (87% of teachers surveyed indicated).
The positive relationship between participation in advanced training courses and the level of
competence (p = 0.74, p < 0.01) confirms the need to expand the system of continuing
professional education.
A comparative analysis with international experience shows that Uzbek teachers, on average,
lag behind their European counterparts by 1-1.5 DigCompEdu levels.
Recommendations
To develop a national standard for modeling competencies that takes into account the
conditions of digital transformation and is focused on integration with international standards
(for example, DigCompEdu).
To increase the coverage of practice-oriented professional development courses:
lasting from 36 to 72 academic hours, with the involvement of mentors and digital tutors, with a
mandatory case study.
Create an electronic platform "Model-EdTech", which includes:
a library of digital lesson models, video courses and teaching aids, a digital professional growth
tracker.
To introduce a model of "pedagogical modeling" as a key professional competence into the
mandatory teacher training program implemented at pedagogical universities and master's
degree programs in Computer Science and ICT in education.
List of literature:
1. European Commission. (2022). DigCompEdu: The European Framework for the Digital
Competence of Educators. Joint Research Centre.
https://ec.europa.eu/jrc/en/digcompedu
2. Selevko, G. K. (2006). Competence-based approach in education: Methodology and theory.
Moscow: Research Institute of School Technologies.
3. Sergeev, L. G. (2021). Digital transformation of higher education: Pedagogical challenges
and modeling competencies. Higher Education in Russia, 30(4), 45–52.
https://doi.org/10.17323/1814-9545-2021-4-45-52
4. Slastenin, V. A., Isaev, I. F., & Mishchenko, A. I. (2002). Pedagogics. Moscow: School
Press.
5. Tur, Y. N. (2019). Formation of modeling competence in future teachers of computer
science. Pedagogical Education and Science, (3), 104–110.
6. Ministry of Higher Education of the Republic of Uzbekistan. (2023). Monitoring Report on
the Digitalization of Higher Education Institutions. Tashkent.
7. Lerner, I. Y. (1981). Didactic bases of the teaching methods. Moscow: Pedagogika.
8. Юсупова Г.Ю., Роль моделирования в подготовке учителя информатики: концепция и
ее реализация. Электронное научно-практическое периодическое издание
«Экономика и социум», №2(93) 2022 Стр.1178-1182.
9. Юсупова Г.Ю., Моделирование компетентности в естественнонаучном образовании.
T.: TDPU, декабрь, 2021. 227-330 стр.
10. Юсупова Г. Ю., Шакадирова Н. И. Требование и цели стандартов обучения,
предъявляемые преподавателям информатики //Academic research in educational
sciences. – 2021. – Т. 2. – №. 1. – С. 110-122.
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 11, issue 2, May 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
Index:
google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/profile/Worldly-Knowledge
https://journalseeker.researchbib.com/view/issn/3030-332X
808
11. Юсупова Г. Ю. Формирование и подготовка компетентности учителей информатики
с использованием ресурсов информационно-образовательной среды //Fizika
matematika va informatika. – 2021. – Т. 1. – №. 4. – С. 42-49.
12. Yusupova, G. (2024). Modeling competencies for future computer science teachers. The
USA Journals. Американский журнал междисциплинарных инноваций и исследований
—
международный
журнал
открытого
доступа.
https://doi.org/10.37547/tajssei/Volume06Issue03-04
13. Yusupova G. MODELING THE COMPETENCIES OF COMPUTER SCIENCE
TEACHERS: KEY ASPECTS AND PROSPECTS //Science and innovation. – 2024. – Т. 3.
– №. B3. – С. 352-356.nformatiki-kontseptsiya-i-ee-realizatsiya (дата обращения:
12.01.2025).
