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Abstract: The article presents an analysis of the problem of training scientific and pedagogical workers to develop online courses in the conditions of accelerated changes in the social and professional environment due to the expansion of digital technologies. The authors’ attention is focused on the socio-professional processes that have become crucial for Russian education today and require qualitative changes in the methodology, content and technologies of professional training of teachers. The study of digital competence of research and teaching staff of the University allowed us to determine the impact of the digital educational space on their professional development and identify the level of their readiness to participate in didactic communications using digital technologies. The authors see the task in the study of the organization and General approaches to the creation and implementation of e-learning and distance learning technologies in the educational process in order to train highly qualified specialists with selfeducation skills that will allow them to independently develop and improve their competence and maintain professional mobility. A structural and functional model of their training in the development of online courses is proposed, the introduction of which allowed to raise the level of digital knowledge and skills of subjects of the educational process and thereby increase the level of digital maturity of the educational organization of the University. The psychological and pedagogical expediency of the structure and content of the model: target, content, activity, effective and motivational components is substantiated. The author emphasizes the special significance of the motivational component as a factor that triggers an incentive to activity and provides a conscious movement to the planned result. Implementation of the proposed model is part of a priority policy of the University, where professional development of a student provided by new forms of interaction of the teacher with the students acquire the interdisciplinary skills: knowledge of innovative technologies, understanding of methods and processes, adaptability and learning ability, as well as the actual digital competences: understanding the essence of digital transformation of the educational process, skills of working with the information, the ability to use big data, programming skills etc. The relevance of the research is that today, in the period of accelerating development and implementation of e-learning and distance education technologies, creating a promising educational system, it is necessary to anticipate and anticipate the emerging very controversial problems. One of them is the demand for scientific and pedagogical workers who possess the necessary skills to work in the electronic information and educational environment of the University, and their insufficient training for the successful application of these technologies in professional activities. Aim. Identify the level of readiness of scientific and pedagogical workers to use in the classroom online courses and on the basis of the obtained data to develop a structural-functional model of teaching employees to use this component, electronic information-educational environment of the University. Methodology and research methods. The methodological basis of the research is the psychological concept of the subject-activity approach, the essence of which is the idea of the individual as an active subject, self-improving, self-actualizing and self-determining. The idea of this approach is based on the connection of cognitive and activity mechanisms of the subject's involvement in the external environment and assumes that he has a stable personal position on his own transformation and development. No less important is the second approach – acmeological – the study of the teacher’s professionalism as an adult student. In this case, the problem is considered in the aspect of the development of professional achievements in adulthood, the study of the ability of a person to accumulate diverse experience and implement it in a specific activity. Methods of analysis: theoretical and methodological analysis of scientific literature on the problem of didactic communications, implementation of digitalization technologies in education; analysis of state documents of the Russian Federation on digitalization of the educational environment; logical-semantic and structural-functional modeling; questionnaires and testing. Result. The result is a designed structural and functional model for training research and teaching staff to develop online courses, the implementation of which allowed to raise the current level of digital literacy of the leading personnel of the University and thereby increase the level of digital maturity of the educational organization of the University. The mechanism for implementing the model is the construction of an individual educational route of a trained adult as a target orientation to practical action to improve the level of skills, work capacity, and enrichment of professional and personal qualities and behavioral patterns. Scientific novelty. The scientific novelty consists in training the leading personnel of the University in accordance with the current trends of socio-economic development of Russia – the introduction of the digital economy and the digital transformation of the educational environment. The developed structural and functional model of training of scientific and pedagogical workers will ensure the process of professional training in accordance with the current educational needs of students in the higher education system. A special feature of the training process is the integration of new technologies – full-time and part-time, distance and interactive-and existing practices in the educational system of the University. Practical significance. The research materials can be useful for developers of educational programs for advanced training of scientific and pedagogical workers of higher education institutions, secondary vocational education, and additional education in the organization of the process of professional training and retraining of personnel, as well as for heads of educational organizations, teachers.