Project-based activities in professional retraining of teachers: creating educational videos as a tool for digital transformation of education

The research problem and the rationale for its relevance. Despite the growing role of visual content in education, systematic approaches to training educators in creating instructional videos within professional development programs remain understudied. The relevance of this research lies in the need to develop teachers’ digital competencies through project-oriented activities, which aligns with the challenges posed by the digital transformation of education. The goal of research. To develop a methodology for project activities of teachers to create educational videos, aimed at developing their digital competencies and integrating video content into the educational process. Methodology (materials and methods). The study was implemented using a set of general scientific and specific scientific methods, combined in accordance with the goals and objectives of the work: modeling and theoretical construction of the object, analogy, hypothetico-deductive method, method of philosophical analysis, forecasting, scientific generalization, study and analysis of sources, analogy, scientometric analysis and interpretation of data, statistics, observation, comparison, monitoring, conceptualization of experience, ascent from the abstract to the concrete, etc. The results. The relevance and necessity of developing a system for professional teacher training in the context of digital transformation in education have been substantiated. The effectiveness of a three-stage model (preparation, creation, evaluation) has been proven, improving student performance by 20–25%. Ergonomic requirements for video content and individualized teacher training pathways have been developed. Scientific novelty. A multi-level structure of teachers' project-based activities for creating educational videos has been developed, eliminating the fragmentation of approaches to video production. Criteria for ergonomic optimization of educational videos (dosage, multimodality) have been identified, and the correlation between teachers' digital competencies required for creating educational videos and student performance has been demonstrated. Theoretical significance. The theory of digital didactics has been expanded through the introduction of the concept of “digital reflection” and the modernization of the SAMR model with an emphasis on individualization. Practical significance. Assessment tools for ICT competencies, recommendations for video formats, and a collaborative platform compliant with Federal State Educational Standards (FSES) requirements have been developed.