Classification of Digital Competencies for Instructional Design of Online Courses Based on the Smart Approach

Purpose of research. The study is aimed at developing and justifying a four-level classification of digital competencies for education workers for instructional design of online courses based on a smart approach that ensures flexibility, adaptability, variability and technological effectiveness of professional training in the context of implementing state policy of digital sovereignty and technological independence of the Russian Federation. The relevance of the study is determined by the need to develop competencies for educational personnel to work with domestic digital platforms and software solutions in the context of import substitution strategy for educational technologies.
Materials and methods. The methodological basis of the study is the integration of taxonomic, competency-based and contextual approaches with smart education principles. The research is based on analysis of professional standards requirements and qualification characteristics of pedagogical workers in information and communication technologies. Theoretical analysis included studying modern approaches to digital competency classification considering the specifics of the Russian educational system and principles of technological vertical of educational processes. Systematization of subject-activity areas of digital competencies was carried out based on principles of hierarchy, contextuality, operationality, proactivity and spirality. Research methods included structural-functional analysis of competencies, typology by distribution pattern between levels, operationalization through specific measurable actions. Classification development was conducted using systematic approach to educational technology design and considering requirements of state policy of digital sovereignty in education.
Results. Theoretical results include: development of hierarchical classification of digital competencies including general user, general professional, subject-professional and supra-professional levels; introduction of original typology of competencies by distribution pattern between levels into cross-cutting, semi-cross-cutting and complementary; definition of classification construction principles ensuring systematic integration of different levels of professional training. Practical results include: structuring subject-activity areas for each level with detailing of specific professional actions; systematization of general user level in seven areas from file operations to information security; defining content of general professional level in six areas from instructional design to educational analytics; structuring subject-professional level by nine disciplinary areas; development of supra-professional level content in three areas of strategic planning, research activities and technological entrepreneurship with indication of key competencies for each area.
Conclusion. The created model provides a scientific and methodological basis for designing personalized educational trajectories in the system of continuous professional development of educational personnel. Typology of competencies according to the principle of inter-level distribution creates conditions for flexible formation of individual programs for mastering digital technologies, considering professional needs and initial level of training. Operationalization of competencies through measurable actions allows for objective diagnostics of professional deficits and planning of targeted corrective work in conditions of using domestic software and digital platforms. 

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