Facilitator of educational process in digital age – role, competences, support

The article examines the transformation of the teacher’s role in the digital age, driven by the development of information technologies, the accessibility of knowledge, and a shift in educational paradigms. The authors analyze the evolution of the teacher’s position from the traditional model of a «transmitter of knowledge» to a new, more complex and multifaceted role – that of a facilitator of the educational process. At the core of the article is the transition from reproductive, teacher-centered instruction to a personalized, activity-based, and constructivist approach, in which student autonomy, critical thinking, and reflection become central. The article reveals the substantive characteristics of the teacher’s facilitative role, including the organization of problem- and project-based learning, support for metacognitive processes, guidance in developing digital identity, and the promotion of communicative and emotional competencies. Special attention is paid to the key competencies required of teachers in the digital era, organized into eight interconnected categories – ranging from digital literacy to ethical and digital responsibility. The study analyzes systemic barriers hindering the shift toward facilitation: teacher resistance, deficiencies in professional training, organizational constraints, the digital divide, and contradictions between innovative approaches and rigid regulatory frameworks. Based on the research, practical recommendations are proposed for transforming teacher education, developing digital infrastructure, revising assessment systems, and establishing ethical guidelines for the use of artificial intelligence. It is emphasized that the transition to facilitation is not merely a change of methods, but a fundamental reform of educational culture, requiring systemic support from universities, educational administrations, and government bodies. In conclusion, it is argued that the future of education depends less on technology and more on the teacher’s readiness for reflection, guidance, and fostering the personal growth of learners within the framework of humanistic pedagogy.

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