ONLINE TEACHING SKILLS OF PROFESSORS FOR SUSTAINABLE DELIVERY OF QUALITY EDUCATION

The transition importance of online teaching skills among university professors. This paper
examines the self-perceived online teaching competencies of 300 professors from various
disciplines across universities in Chennai. Using a structured self-assessment tool, the
researchers analysed competencies across seven domains such as Technological Proficiency,
Digital Content Design & Delivery, Online Pedagogical Strategies, Student Engagement
& Interaction, Assessment & Feedback, Professional Development & Ethics.
Demographic variables such as teaching experience, academic discipline, and prior
training in online teaching are examined to understand toward digital instruction in higher
education has highlighted the critical their impact on perceived competence. The
questionnaire was distributed online through Google Forms, institutional LMS, and responses
were collected over a two-week period. Informed consent was obtained from all participants.
The findings indicate significant differences in skill levels based on prior training and
discipline, with professors in technology-related fields reporting higher confidence in digital
tools. One-way ANOVA and independent t-tests confirm that training plays a pivotal role
in boosting faculty readiness for digital instruction. The study provides evidence-based
recommendations for targeted faculty development programs and highlights the need for
continuous professional learning to ensure quality in online education.
This study supports institutional initiatives to increase enhance digital literacy, pedagogical
effectiveness, and the sustainable delivery of quality education through digital
transformation.