Socio-Demographic Aspects of Digitalization of Higher Education: Sociological Analysis

The article reveals the specifics of the use of ICT by teachers representing different age groups. The study is a continuation of previous work, in which heuristic possibilities of analyzing the sociodemographic features of digitalization of higher university education were demonstrated, with an emphasis on the influence of the gender factor of teachers on the methodological basis of the reflexive model of the summary assessment of the Likert scale. Based on the results of an empirical study, it is proved that differences in the level of proficiency in digital competencies of university teachers are largely determined not only by their age, but also by their work experience. It is concluded that among all age groups of teaching staff, the use of ICT in teaching students should be aimed at integrating digital and professional pedagogical competencies.
The scientific and practical significance of the study lies in an in-depth understanding of the influence of the age factor and professional experience on the use of ICT by university teachers, which will further develop the theory and practice of digital learning, creating the basis for further research in sociology and pedagogy.
The value and novelty of the research lies in the fact that as a result of the analysis of socio-demographic factors, valuable empirical data have been obtained, which not only expand the theoretical basis of the issue, but also create a practical basis for the effective implementation of digitalization in the educational process. Identifying the need to integrate digital and pedagogical competencies, adapting methods and approaches to the needs of different age categories, opens up new opportunities for the development of educational programs that contribute to the professional development of teachers in the modern digital era.

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