Formation of project-technological activity of university teachers in the context of the digital educational environment

The article addresses the problem of developing the project-technological activity of university teachers in the context of the digital educational environment. It demonstrates that the digital educational environment is not an auxiliary tool but an ontological and methodological continuum within which the professional roles of the teacher are transformed, the logic of pedagogical interaction is altered, and new forms of subjectivity are actualized. The theoretical and methodological analysis made it possible to identify the structural components of project-technological activity (personal, cognitive, and activity-practical), presented in the form of a matrix reflecting their manifestation at the motivational-value, content-cognitive, and operational-activity levels. A set of ways to form project-technological activity (regulatory-legal, methodological, organizational-resource, digital-technological, facilitation-mentoring, reflexive-analytical, and sociocultural) is substantiated, which in their systemic interaction form the architectonics of professional development of the teacher in the digital context. The scientific novelty of the study lies in the ontologization of the digital educational environment as a framework for project-pedagogical action and in the development of an integral model for the formation of project-technological activity that integrates axiological, epistemological, and practical-technological levels. The practical significance of the results is expressed in their applicability to advanced training programs, the development of diagnostic tools, and institutional strategies for the digital transformation of universities. The results of the study make it possible to consider project-technological activity as a strategic resource for the modernization of higher education and the enhancement of its resilience in the context of digital transformation of society.