Keyword: «university digital learning environment»

The relevance of this study is determined by the discrepancy between the expansion of the university's digital environment and the readiness of faculty to pedagogically justify the use of its resources. Instrumental training ignores the connection between technology and the content of the course, student activities, assessment, and feedback. The purpose of this article is to theoretically substantiate the continuing professional education of university faculty as a mechanism for professional and pedagogical reconfiguration, ensuring the development of digital pedagogical competency, professional agency, and design readiness. The methodological framework consists of systemic, competency-based, subject activity-oriented, environmental, axiological, and acmeological approaches; theoretical analysis, comparison, classification, structural and functional modeling, and pedagogical design are used. The following functions of continuing professional education have been identified: diagnostic-prognostic, value-motivational, didactic-design, technological-instrumental, communicative-facilitative, evaluative-analytical, and reflective-corrective. The cognitive-methodological, technological, didactic-design, communicative-environmental, evaluative-analytical, ethical-regulatory, and reflective components of digital pedagogical competency have been defined. A five-stage model is proposed that combines the diagnosis of deficits, the construction of an individual trajectory, the creation of a digital pedagogical product, expert and collegial discussion, and the transfer of the solution to the academic discipline with subsequent correction. The theoretical significance of the work lies in the presentation of continuing professional education as a multi-level system for the transformation of pedagogical activity. The practical significance is determined by the possibility of using the model in developing advanced training programs, organizing intra-university methodological support and evaluating the results of the quality of the pedagogical product, the depth of its modification and the fact of inclusion in the educational process.