TRANSFORMATION OF THE TEACHER'S ROLE IN THE DIGITAL LEARNING ENVIRONMENT: FROM INFORMATION TRANSMITTER TO FACILITATOR

Abstract

This article addresses one of the most pressing challenges confronting contemporary higher and secondary specialized education in the context of globalization and digital transformation — the fundamental reshaping of pedagogical activity. The central problem under investigation is the progressive loss of effectiveness of the traditional teacher-centered ("eccentric") instructional model in an era characterized by information overabundance and the unprecedented accessibility of digital technologies. The purpose of the article is to provide a scientifically grounded analysis of the stages through which a teacher's role evolves from that of a simple knowledge transmitter to an effective facilitator of the learning process, and to elucidate the pedagogical and psychological mechanisms underlying this transition. The study employs comparative analysis, a systems-based approach, and pedagogical modeling as its principal research methods.

The findings indicate that in the digital learning environment, the teacher's role is undergoing transformation along three primary dimensions: technological (the competent management of digital tools and platforms), methodological (the implementation of student-centered instructional design), and coaching (the provision of sustained motivation and individualized support). The article clarifies the conceptual essence of "facilitation" in educational contexts and offers actionable recommendations for developing students' critical thinking, autonomous decision-making, and digital curation competencies. Additionally, the barriers impeding teachers' adaptation to this new role — including technophobia and entrenched attachment to traditional instructional methods — are systematically examined.