The digital transformation of higher education requires teachers not only to be proficient in modern technologies, but also to be able to integrate them into the educational process in a pedagogically meaningful way. In this context, the development of digital pedagogical competence becomes a key condition for the quality of educational activities. The article explores the concept of digital pedagogical competence as an integrative quality that encompasses technological literacy, methodological reflection, didactic design in the digital environment, and ethical responsibility. The article analyzes the main barriers faced by teachers in the development of digital practices (age-related, motivational, and organizational), as well as effective approaches to overcome them: continuous professional development, mentoring, creation of communities of practitioners, and support from the university. It is emphasized that the formation of digital pedagogical competence is not a one-time training, but a continuous process.
digital pedagogical competence, university professors, digital transformation of education, digital literacy
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