CONTEMPORARY PROFESSIONAL COMPETENCES OF TEACHERS INTHE CONTEXT OF DIGITAL TRANSFORMATIONS IN EDUCATION: ASYSTEMIC-INTEGRATIVE APPROACH

Abstract

This article examines current issues in the professional development of
higher education teachers in the context of rapid digital transformation and the
introduction of artificial intelligence (LegalAI) technologies. The authors note that the
existing gap between technological advancement and pedagogical practice hinders the
qualitative renewal of the educational process, particularly in legal disciplines. The aim
of the study is to develop and validate a systemic model of digital teacher competencies
(SMDT). The methodological basis of the work consists of a systematic review of
relevant scientific literature from recent years and a conceptual synthesis method. The
SMDT model combines four interrelated blocks: digital instrumental literacy,
pedagogical design, analytical assessment, and digital ethics. The results demonstrate
that the success of the digitalization of legal education depends on the development of
"pedagogical agency"—the ability of teachers to act as architects of meaning and
mentors. The authors propose an "optimistic-critical" approach, emphasizing the
importance of ethical oversight in the context of the automation of legal activity.
Keywords: digital transformation, legal education, professional competencies, LegalAI,
pedagogical agency, SMCCP, educational technologies, digital ethics