IMPROVING THE SOFTWARE-METHODOLOGICAL MODEL OF CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHING STAFF IN A DIGITAL LEARNING ENVIRONMENT

Abstract

The digital transformation of education requires teachers to continuously update their professional knowledge, develop digital competencies and adapt their pedagogical practices to changing educational environments. However, traditional professional development approaches do not always provide sufficient opportunities for individualised learning, systematic assessment and sustained professional growth. This study aims to theoretically substantiate and improve a software-methodological model of continuous professional development (CPD) for teaching staff in a digital learning environment. The research employs theoretical analysis, comparative analysis, systematisation, pedagogical modelling and the design of educational and methodological support. The proposed model comprises five interrelated components: target- oriented, theoretical-methodological, technological, organisational-management, and diagnostic- assessment. Particular attention is paid to the relationship between teachers’ professional needs, their initial digital readiness, individual learning trajectories, adaptive educational resources and feedback mechanisms. The practical implementation of the research was associated with the pedmahorat.uz platform and a professional development module entitled “Digital Technologies and Artificial Intelligence in Education”. The pedagogical experiment involved 410 participants from professional development centres in the Syrdarya, Samarkand and Namangan regions of Uzbekistan, including 203 participants in the experimental group and 207 in the control group. The reported findings indicate more favourable dynamics in the experimental groups across cognitive-reactive, active-creative and analytical-evaluative-integrative criteria. The study proposes an integrated approach to organising continuous professional development in which digital technologies function not merely as delivery tools but as instruments for personalisation, monitoring, methodological support and professional reflection.