Assessing the digital maturity of a pedagogical university: methodology, empirical data, and strategic implications
DOI:
https://doi.org/10.33910/1992-6464-2026-220-8-19Keywords:
digitalization of education, digital maturity of education, pedagogical university, digital transformation, assessment of digital competence, digital educational environmentAbstract
Introduction. Rapid digitalization in education increasingly requires monitoring and managing digital transformation processes in universities. This challenge is particularly pressing for pedagogical universities, which perform a dual function: transforming their own educational environment and training teachers for the digital age. This study aims to develop and test an integrated model to assess the digital maturity of pedagogical universities by combining Russian approaches with proven international frameworks.
Materials and Methods. The article substantiates the concept of an integrated digital maturity assessment for pedagogical universities. It presents the authors’ assessment methodology, comprising an online questionnaire, an analytical matrix, and an algorithm to interpret results. The assessment covers seven areas: digital transformation strategy and management, digital infrastructure and IT services, staff digital competence, digitalization of the educational process, research and innovation activities, operations, and the cultural and motivational component. Maturity levels are determined using a five-stage scale (initial level → transformational level) with automated calculation of indicator ratios in Excel.
Results. The empirical study was conducted in 2025–2026 at Herzen State Pedagogical University of Russia, involving 2,887 respondents (students, faculty, administrative staff, and educational support staff). The online questionnaire, built on the proposed seven-component model of digital maturity for pedagogical universities, allowed us to identify asymmetries in component development and differences in assessments across respondent groups. Specifically, an imbalance was found between the level of IT infrastructure (3.61) and research and innovation activity (2.6). The study also showed that students’ assessments are more optimistic than those of faculty.
Conclusions. On the whole, the study confirmed the theoretical and practical significance of the proposed seven-component model of digital maturity for pedagogical universities and its accompanying questionnaire. The model and questionnaire make it possible to assess the overall digital maturity index of a pedagogical university and the level of digital transformation across individual components. They also serve to identify and compare assessments across different categories of respondents, visualize findings in a user-friendly format, and use the obtained differentiated assessments to conduct further in-depth research and make necessary managerial decisions.
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