The COVID-19 pandemic drastically altered the global landscape, including higher education. The abrupt shift to digital teaching in Spring 2020 at universities worldwide, including the University of Pécs (UP) in Hungary, necessitated a reevaluation of required lecturer competencies. This study, conducted at UP, aimed to determine whether the competencies needed by lecturers changed post-pandemic, focusing on whether digital skills became paramount or if other fundamental professional competencies remained crucial. The research employed a survey of UP lecturers to investigate these changes and to propose competence development initiatives for university management and lecturers. The study also details the subsequent establishment of the Digital Education and Learning Support Centre at UP and its related initiatives.

The literature review examines the pandemic's impact on higher education, focusing on the shift to online learning and its implications for lecturer competencies. Studies revealed challenges in communication, increased workload, and difficulties in online teaching methodologies. The review highlights the importance of both technical (digital) skills and soft skills (professional competencies) in successful online teaching. Various researchers emphasized the need for lifelong learning and the acquisition of new skills to navigate the changing work environment. While several studies examined the relationship between skills and employability, the need for a wider range of competencies, encompassing digital, professional and soft skills, for effective online teaching in the post-pandemic era is highlighted.

The study used a quantitative research design based on an online survey conducted in April and May 2020 at the University of Pécs. The survey, delivered via EvaSys, targeted 1426 lecturers, resulting in a response rate of 22.6% (322 respondents). The questionnaire focused on digital education, home office work, organizational communication, and future plans. Data analysis involved exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) using SPSS software to identify key competence factors. The EFA identified three main competence factors: Digital, Awareness, and Professional. The CFA confirmed the reliability and validity of these factors, showing strong internal consistency and good model fit. Finally, one-way ANOVA was used to examine the relationship between the identified competence factors and lecturers' expectations regarding the future extent of digital education in higher education.

The EFA and CFA revealed three main competence clusters for lecturers in the context of digital education: 1. **Digital:** This factor encompassed competencies directly related to digital education technologies, including information and communication technology skills, digital curriculum development, and online methodological expertise. 2. **Awareness:** This involved emotional intelligence, nonverbal communication, conflict management skills, teamwork, and creativity and envisioning, highlighting the importance of interpersonal skills and adaptability for effective online teaching. 3. **Professional:** This factor included competencies related to the core aspects of teaching and professional conduct, encompassing flexibility, effective time management, analytical and synthesis abilities, and strong organizational skills. The One-Way ANOVA demonstrated a significant relationship between the *Professional* competence factor and lecturers’ views on the future of digital education. Lecturers with higher scores in professional competencies anticipated more digital programs and communication in the future.

The findings indicate that while digital competencies are essential for successful digital education, they are not sufficient. The study underscores the critical role of professional and awareness competencies in the long-term success of digital teaching. Lecturers need not only technical skills but also the ability to adapt to the changing learning environment and navigate the emotional and interpersonal aspects of online interaction. The significant relationship between professional competencies and future expectations for digital education highlights the importance of developing both hard and soft skills to ensure successful integration of digital tools in higher education. The results support the need for comprehensive professional development programs focusing on a blend of technical and interpersonal skills.

This study provides valuable insights into the changing landscape of higher education, particularly concerning lecturer competencies. The identification of three key competence sets—Digital, Awareness, and Professional—offers a practical framework for designing targeted professional development programs. The findings support the need for institutions to invest in training that fosters both technical expertise and soft skills. Future research should explore the impact of these initiatives on student learning outcomes and investigate the potential of a 360-degree assessment to gain further insights into lecturer competencies.

The study's limitations include its focus on a single Hungarian university and the potential for response bias due to the survey's timing during the initial stressful phase of the pandemic. The reliance on self-reported data might also introduce some subjectivity. Future studies could address these limitations by adopting a broader geographical scope, including diverse higher education settings and using multiple data collection methods for a more comprehensive understanding of the topic.