Dmitry M. Rogozin, Candidate of Sociological Sciences, director of the Center for Field Studies, Institute of Social Analysis and Forecasting, Russian Presidential Academy of National Economy and Public Administration. E-mail: rogozin@ranepa.ru (сorresponding author) 

Olga B. Solodovnikova, Candidate of Philological Sciences, senior research fellow of the Center for Field Studies, Institute of Social Analysis and Forecasting, Russian Presidential Academy of National Economy and Public Administration. E-mail: solodovnikova-ob@ranepa.ru 

Anna A. Ipatova, Candidate of Cultural Studies, senior research fellow of the Center for Field Studies, Institute of Social Analysis and Forecasting, Russian Presidential Academy of National Economy and Public Administration. E-mail: ipatova@ranepa.ru 

Address: 11 Prechistenskaya Embankment, bldg. 1, 119034 Moscow, Russian Federation. 

The absolute majority of publications about changes in higher education resulting from the COVID-19 pandemic focus on the problems faced by students. They fail to articulate the position of university faculty members who are concerned about their dwindling role as a result of the digital transformation of education. 
Since 2020, the Institute of Social Analysis and Forecasting at the Russian Presidential Academy of National Economy and Public Administration with the support of the Russian Ministry of Science and Higher Education has conducted a monitoring study of the attitude of university faculty members to the changes taking place in higher education. The present article is based on the results of three research waves (non-random, administrative, two-stream samples) conducted in April 2020 (N = 33,987), June-July 2020 (N = 27,484) and April-May 2021 (N = 26,334). An overall positive trend is observed in teacher attitudes: the peak of discontent about the introduction of distance education has passed, and the attitude to online learning has become calmer and more level-headed. Most teachers continue to express unconditional support for traditional in-person learning, however. The article takes a close look at the attitude of teachers to the digital transformation of higher education and analyzes their narratives. Teachers believe that the most promising aspect of the digital transformation of universities is the use of blended learning technologies that combine the benefits of classical and innovative teaching methods. The article identifies risk factors and further opportunities for digital innovations in higher education.