Tamerlan А. Sadulaev

The modern education system is undergoing a period of fundamental transformation due to digitalization, the development of artificial intelligence, and the changing sociocultural context of the new generations' upbringing. Under these circumstances, teachers find themselves at the epicenter of a tectonic shift: they are required to not simply convey subject knowledge but also fulfill complex roles as facilitators, tutors, mentors, and designers of the educational environment. The problem is particularly acute due to the ongoing discussion in the professional community about the possible division of labor between subject teachers and teachers-educators, which raises questions about the preservation of the integrity of the educational process. The relevance of this study stems from the need to deliberate these processes and identify the conditions for teachers' successful adaptation to the new professional reality. The aim of this article is to analyze the key vectors of transformation in the professional role of modern teachers and identify the necessary competences that enable them to effectively fulfill both teaching and educational functions in the context of the digital economy and new social challenges. The theoretical and methodological framework of the study was based on a synthesis of system-activity, competency-based, student-centered, and cultural-historical approaches. The empirical component included a teacher survey (N = 156), semi-structured interviews (N = 24), and an analysis of regulatory documents. Both quantitative and qualitative methods were used in data processing. It was found that teachers' awareness of their role transformation is uneven: most teachers report instrumental changes, but only a minority of respondents reflect on deeper changes in the nature of their interactions with students. A significant gap in competency was found between young and experienced teachers: the former demonstrate higher digital skills, while the latter demonstrate methodological and educational competences. The theoretical significance of the study lies in clarifying the content of the concept of “professional role of a teacher” in relation to the stage of digital transformation. The practical significance is determined by the possibility of using the obtained results in the system of higher and additional professional education in the design of programs for the training and advanced training of teachers, as well as in the activities of the administration of educational organizations for the construction of a system of targeted support for teachers with different lengths of service and types of professional deficiencies