Criterion Challenges in Fostering Readiness to Create and Use Digital Educational Content

The term “readiness” is often referred to in pedagogical and psychological literature devoted to the organization of educational processes, especially in dissertation studies. Meanwhile, readiness is understood as the ability of a future specialist to perform a certain type of activity. This article suggests a feasible approach to solving criterion challenges that a teacher may face in fostering or developing readiness for any type of activity, illustrated by a specific discipline. Given the evolution of advanced skills, which today’s specialists must possess for quick and effective problem solving, such skills as the use of technology, monitoring, and control are deemed relevant and well-timed. This is what this study is devoted to. Given the complexity and interconnectedness of the factors determining the future engineering teachers’ readiness to create and use DEC in professional activities, it is imperative to input those assumptions whereby the obtained results would be valid. This article describes the developed indicators of readiness to create and use DEC and gives examples of their calculation.