Abstract
This research provides an in-depth examination of digital competence among university educators, highlighting a critical exploration into the effective integration and challenges of digital technologies in the educational process. Utilizing a mixed-methods approach that encompasses both surveys and in-depth interviews, with a particular focus on a case study from Karaganda, the study reveals significant insights into the educators' proficiency with digital tools, their self-assessed effectiveness in leveraging technology to enhance student engagement, and the confidence in utilizing digital educational platforms. The findings underscore the necessity for ongoing professional development to adapt to the rapid advancements in Information and Communication Technologies (ICT), pointing out the obstacles faced during the transition to blended learning and the strategies employed to overcome them. The research emphasizes the importance of access to self-education resources and professional development opportunities, as well as the benefit of sharing experiences among peers for the successful incorporation of digital technologies into teaching methodologies. By offering a novel perspective on the digital readiness and the associated challenges of educators in the context of higher education, the study contributes valuable insights towards enhancing digital competence, underlining its significance in improving educational quality and preparing students for the digital economy.