Readiness of agricultural university teachers for professional activity in the electronic information and educational environment: An assessment study

The interaction of educational stakeholders within the electronic information and educational environment (EIEE) requires academic staff to be proficient in using digital educational resources and services (DER and DES), which constitute the infrastructural foundation of the modern educational process. This study aimed to diagnose the level of readiness of agricultural university teachers to implement the educational process within the university’s EIEE. The empirical study was conducted at Russian State Agrarian University – Moscow Timiryazev Agricultural Academy, with 323 academic staff members participating. A dynamic analysis of teacher readiness for professional activity in the EIEE was performed based on the authors’ three-level classification, which distinguishes unproductive, basic, and productive levels of readiness. The initial assessment revealed an unproductive level of development across the motivational, cognitive, and activity components of teacher readiness. Following the completion of a professional development program on “Electronic Information and Educational Environment,” the distribution of readiness levels showed notable improvement: motivational component: unproductive – 15.2% (49), basic – 42.4% (137), productive – 42.4% (137); cognitive component: unproductive – 17.3% (56), basic – 50.5% (163), productive – 32.2% (104); activity component: unproductive – 17.3% (56), basic – 53.3% (172), productive – 29.4% (95). The study results confirm the need for targeted and systematic training of university teachers in the use of DER and DES. To foster such readiness, it is essential to create conditions that enhance the motivation of both academic staff and students to engage in the creative implementation of the educational process using DER and DES, thereby improving the quality of personnel training for the agro-industrial sector.

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