Specification of methodological, technological and regulatory conditions for improving the design and digital competence of teachers

in the context of the transition of the modern educational space to a digital format and the transformation of the pedagogical paradigm, there is an increasing need for a theoretical and practical rethinking of the teacher's design activity as a system-forming component of the university's professional subjectivity. This article is devoted to the conceptual concretization of the pedagogical conditions for the improvement of design competence among university teachers within the framework of implementing distance educational programs. The study is based on the methodological foundations of pedagogical design in the logic of V.P. Bespalko’s works, as well as on the regulatory legal acts governing the digital transformation of the educational environment in the Russian Federation. The text proposes a four-component model of pedagogical conditions, including: methodological-technological, regulatory-legal, organizational-resource, and creative. Each of these conditions is revealed as a multi-level categorical construct, functioning not only as an external regulatory framework but also as an internal determinant of educational design, reflecting the institutional, technological, and axiological foundations of digital pedagogy. Particular attention is paid to the integration of the ADDIE, ASSURE, and SAM models, as well as the concepts of Learning Journey Map and CRAFT methodology, as tools for the ontological design of educational experience. The necessity of including generative AI tools and storytelling as mechanisms for meaning-making and visualization of educational content in the context of remote interaction is substantiated. The presented conceptualization is complemented by a regulatory-legal matrix that allows for a systematic structuring of the legal framework for the design of digital courses. The article is intended for specialists in the field of instructional design, university teachers, developers of professional development programs, and researchers interested in exploring the teacher’s design subjectivity in the context of digitalization.

design competence, pedagogical conditions, innovative educational technologies, creative methodologies, ADDIE, ASSURE, SAM