VALUE-SEMANTIC ORIENTATION OF A UNIVERSITY TEACHER IN THE DIGITAL ENVIRONMENT OF HIGHER EDUCATION: AN AXIOLOGICAL ASPECT

Abstract

Drawing on the axiological approach, the article examines the value-semantic orientation of a university teacher as a condition for the pedagogically meaningful use of the university’s digital educational environment. The digital environment is characterized not only as a technological resource but also as an axiologically significant space of the teacher’s professional values and meanings; the content of the concept “value-semantic orientation of a teacher” is clarified, and its five structural and content components are identified – value, semantic, communicative-humanistic, reflective, and regulatory. The empirical basis was a survey of 40 teachers of technical universities using a five-point scale and open-ended questions. It is established that teachers perceive the digital educational environment as an internally contradictory space: academic integrity, a humanistic orientation, and responsibility are rated most highly, whereas the leading risks are recognized as the formalization of communication, the loss of an individual approach, the weakening of the educational (upbringing) function, and the substitution of pedagogical content by technical means. The authors conclude that the digital educational environment requires not so much technological modernization as a rethinking of the value foundations of education, and that the teacher’s value-semantic orientation serves as a condition for the meaningful use of digital technologies and as a guideline for the methodological support of teachers.