| Summary: | The article presents the results of theoretical generalization and empirical verification of the developed model of digital competencies of scientific and pedagogical staff of the Russian universities. A brief review of publications confirmed the relevance of the research and showed the main vectors of scientific search. The analysis of digital competencies of scientific and pedagogical staff of higher education was carried out by the method of an expert survey using a Google Form on the basis of the universities of Stavropol Krai (Russia). A total of 297 people took part in the survey. In the questionnaire of the expert survey, information modules were presented. They characterize the digital competencies of scientific and pedagogical staff of the university: information literacy, communication and cooperation, digital content design, security and responsible use of the online environment, organization of training in a digital environment. The results of the study allow us to update the model of digital competencies of scientific and pedagogical staff of higher education in Russia. It helps to describe their structural components: possession of the technological component of digital processes in educational activities; accessible and understandable positioning of the teacher and the subject area in the digital space, ensuring effective interaction in the “mentor – student” system; comprehensive digital security of educational activities. The empirical results obtained make it possible to develop additional educational programs for scientific and pedagogical staff, taking into account the actual need for the development of knowledge, skills and abilities in the subject area.
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