Instrumental resources of university teachers’ work in the context of digital transformation
DOI:
https://doi.org/10.33910/1992-6464-2026-220-238-249Keywords:
instrumental resources, higher education teacher, professional adaptability, digital transformation, digital technologies, professional well-beingAbstract
Introduction. This article presents a theoretical and empirical analysis of the instrumental resources of higher education teachers’ work in the context of the digital transformation of education. Digitalization is a systemic change in the organizational, technological, and psychological parameters of work, transforming the structure of tasks, interaction methods, and the regulation of professional activity. The study is theoretically grounded in the resource approach, which makes it possible to view instrumental resources as an integrative system of technological, procedural, and cognitive components that ensure the implementation of professional functions under high uncertainty.
Materials and Methods. The study aims to identify the structure of instrumental resources and analyze their relationship with subjective experiences of professional activity and attitudes towards digital technologies. The sample comprised 292 teachers of higher educational institutions in St Petersburg: 224 women and 68 men, aged 22 to 74 years (mean: 47.1). The study used methods to assess orientations towards professional activity and to evaluate experiences in professional activity, alongside questionnaires identifying attitudes towards digital technologies.
Results. Cluster analysis identified two groups of teachers differing in their attitudes to instrumental resources. The first group was characterized by a focus on professional development, alongside a readiness to address more complex tasks and actively master digital technologies. The second group demonstrated a desire to preserve familiar forms of activity and reduce professional workload. Factor analysis revealed a three-factor structure of instrumental resources, accounting for 72.5 % of the total variance. Professional adaptability was found to be a significant predictor of readiness to use digital technologies (β = 0.51; p < 0.001) and of interest in new information resources(β = 0.48; p < 0.001). A connection was also established between the active use of instrumental resources, satisfaction with professional activity, and the experience of its meaningfulness.
Conclusions. The findings make it possible to view instrumental resources as an independent psychological construct that links the requirements of the digital educational environment, professional adaptation, and the subjective well-being of a higher education teacher.
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