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Khoroshikh V.V., Tregubenko I.A., Rokhina E.V., Kosheleva A.N. Motivational resources of higher education teachers in the context of digital transformation. Pedagogical Review. 2026. Issue 4 (68). P. 106-116

The paper presents the results of an empirical study of the motivational resources of higher education teachers in the context of the digital transformation of education. The study involved 292 faculty members from higher education institutions in St. Petersburg. Among the study participants, 77 % were women and 23 % were men, with an average age of 49.5 years. More than 83 % of the participants had more than 10 years of teaching experience. To solve the research problems, the following methods were used: the questionnaire of professional motivation (PD-2) by E.N. Osin, T.O. Gordeeva, the questionnaire of diagnostics of experiences in activity (DPA) by D.A. Leontyev, E.N. Osin, an abbreviated version of the questionnaire of value orientations by S. Schwartz and the author's questionnaire aimed at clarifying the attitude of teachers towards the use of digital technologies in educational activities. Using cluster analysis, two groups of higher education teachers were identified, each with different motivational attitudes toward work: those with autonomous motivation and those with crisis motivation. A comparative analysis of value orientations and attitudes toward digital technologies in these groups revealed significant differences. Higher school teachers with a crisis of professional motivation in values are more focused on enjoying life and satisfying their desires, while they are not inclined to support initiatives for digital transformation in an educational institution. Age, gender, and work experience do not affect the experience of a professional motivational crisis among university teachers. The results of data factorization made it possible to clarify the features of the value-motivational attitude to digital transformations in education in two groups of higher school teachers. Teachers with autonomous motivation perceive digital transformation as a resource for professional self-development and professional achievements. For teachers with crisis motivation, modern digital technologies act as an additional factor in stimulating activity, the possibility of compensating for the experience of emptiness in their professional activities.

Keywords: work motivation, motivational resources, autonomous motivation, motivational crisis, digital technologies, university teachers