Innovative Model of Adaptation of The System of Training and Advanced Training of Teachers to The Requirements of The Digital Age: The Experience of Russia and Uzbekistan

Abstract

In the era of rapid technological advancement, the education sector faces a critical need to adapt to the challenges posed by digital transformation. Across the globe, systems of teacher training and professional development are under pressure to update traditional approaches in response to these new demands. Russia and Uzbekistan, representing transition economies with distinct socio-economic and cultural frameworks, have both begun to address this challenge. While Russia is progressing with structured digital education initiatives, Uzbekistan is in the early stages   of transformation due to infrastructural and financial constraints. Current literature emphasizes technological tools but lacks a comprehensive approach integrating pedagogical, socio-cultural, and institutional dimensions, particularly in comparative cross-national contexts like Russia and Uzbekistan. This study aims to develop an innovative, adaptable model for teacher training and advanced professional development that aligns with the demands of the digital era, considering national specifics and shared challenges.  The proposed model includes a digital competency matrix, personalized microlearning modules, an integrated digital platform for experience-sharing, a certification mechanism, and a leadership development framework. It was tested through systemic, comparative, and expert validation methods. This work introduces a holistic and scalable model combining digital, pedagogical, and cultural competencies. It bridges the gap between current fragmented initiatives and the need for integrated strategies. The model offers actionable insights for policymakers, educators, and institutions aiming to enhance digital readiness and educational quality. It serves as a reference for future digital adaptation in post-Soviet and developing countries' higher education systems.