The formation of a model for improving the professional competence of university teachers

The research aims to develop a model for improving the professional competence of university teachers. The study identifies 36 criteria influencing the successful teaching of professional disciplines; weighting coefficients for these criteria were determined through surveys of various stakeholders (engineering students, medical students, and teachers). It was found that students prioritize teachers’ personal characteristics over high scores in formal indicators, such as publications and academic degrees. The paper also describes the motivational-diagnostic, goal-setting, organizational-activity, and evaluative-resultant blocks of the developed model. The model involves cyclical teacher self-improvement based on self-analysis and student feedback. The novelty of the research lies in the empirical determination of the significance (weighting) of a comprehensive set of teaching quality indicators (36 criteria), ranked from the perspectives of different participants in the educational process – consumers (students) and creators (teachers). Particular attention is paid to identifying similarities and differences in their perceptions. The study found that all expert groups highly value teachers’ soft skills: responsiveness, kindness, psychological resilience, and attentiveness. Key professional and pedagogical competencies include self-organization, the ability to adapt material, the capacity to motivate students, and the use of interactive methods. Disciplinary differences were also revealed: medical students place a higher value on formal criteria and empathy; engineering students value applied experience and links to industry; while teachers emphasize methodological flexibility and analytical thinking. Formal indicators (scientific publications, diplomas) have a relatively low weighting, especially in student assessments.