Theoretical And Methodological Foundations Of Digital Pedagogy In Higher Education And The Model Of Its Institutionalization
Abstract
The article examines the theoretical and methodological foundations of digital pedagogy in higher education within the context of digital transformation. The study analyzes competency-based, systemic, integrative, and learner-centered approaches to digital pedagogy and explores institutional factors supporting sustainable digital educational practices. The research applies theoretical analysis, comparative methods, synthesis, and conceptual modeling to identify the structural components of digital pedagogy institutionalization. The findings show that effective digital transformation in higher education depends on the integration of technological infrastructure, digital competencies, innovative teaching methods, and academic governance. The article also proposes a conceptual institutionalization model aimed at developing adaptive and innovation-oriented educational environments. The practical significance of the study lies in improving digital educational policy, academic management, and professional development systems in higher education institutions.