scholarly journals Out-look on the development of Russian education in the context of world trends

2018 ◽  
Vol 1 (1) ◽  
pp. 1-7
Author(s):  
E. Avdeeva ◽  
S. Nikulina ◽  
I. Artyukhov
Keyword(s):  
Higher Education ◽  
Digital Technologies ◽  
Educational Process ◽  
Negative Consequences ◽  
Education Organization ◽  
Interactive Lectures ◽  
Best Teachers ◽  
Global World ◽  
The Impact ◽  
Russian Education

Abstract The article discusses the state of Russian education system of future. It is noted that for the effective change of educational process organization, for the increase of modern students’ motivation, it is necessary to reconsider the methods, technologies and the content of higher education, taking global world trends into account. In order to study the out–look on the development of higher education, the following world trends were identified: remote technologies and digital educational resources; creation of digital universities’ models and certification centres for external independent assessment of professional qualifications; introduction of general language for teaching in the system of higher education; organization of training via interactive lectures of the best teachers of the world; introduction of playing and electronic simulators into educational process. However, the attitude to the issues of digitalization of domestic education is debatable in pedagogical circles, dividing the audience into supporters and opponents of this phenomenon, as far as digitalization causes not only a significant change in the appearance of modern education, but digital technologies are aimed at the change of the nature of a person bodily and spiritually. The latest technologies are used for this very purpose, among which are NBIC-technologies – nano, bio, information and cognitive ones. Digital educational space should not do any harm to a person. So, all the participants of this global project, both developers and experts, must take into account the negative consequences of the impact of digital technology on humans. They should not make them the means of destroying domestic education, its culture and morality. If digital technologies are put at the service of a person, Russian higher schools will be really modernized, as well as, medical education in general.

scholarly journals Some results of studying the impact of digital technologies upon learning activities

2020 ◽  
pp. 1-14
Author(s):  
Elvira Vitaljevna Burtseva ◽  
Olga Chepak ◽  
Olga Kulikova
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Negative Impact ◽  
Digital Technologies ◽  
Educational Process ◽  
Learning Activities ◽  
Key Factor ◽  
Negative Effect ◽  
The Subject ◽  
The Impact

The subject of this research is the implementation of digital technologies in educational process of a university. The goal consists in studying the impact of digital technologies upon the students’ learning activities. The article presents the results of questionnaire-based survey among students by the three question pools. In the course of research, the author examines such aspects of the problem, as the positive and negative impact of technologies upon learning activities of the students of digital generation. Particular attention is given to consideration of students’ attitude on digitalization of higher education. The opinions of pedagogues on the results of conducted research are presented. The scientific novelty lies in mainstreaming the question on the negative impact of digital technologies upon learning activities of the modern generation of students that deserves special attention. On the background of common passion of the scholars of researchers and pedagogues for the ideas of digitalization of education, when digital technologies are viewed as virtually the key factor for modernization of educational process; second come the problems of growing pathological dependence of youth on digital technologies, undesired to switch to digitalized educational process to the disadvantage of communication in social networks and pleasant pastime online. The problem of the negative effect of digital technologies on learning activities must be recognized in order to find the ways for its solution.

scholarly journals New trends and competition in the market of higher education services in the context of digitalization

2021 ◽  
Vol 114 ◽  
pp. 01024
Author(s):  
Galina V. Astratova ◽  
Tatyana K. Rutkauskas ◽  
Natalya V. Parushina ◽  
Natalya A. Suchkova
Keyword(s):  
Higher Education ◽  
Structural Changes ◽  
Digital Technologies ◽  
Global Competition ◽  
Negative Consequences ◽  
Key Factors ◽  
Education Development ◽  
Education Services ◽  
Private And Public ◽  
The Impact

The aim of the study was to analyze new trends, competition and structural changes in higher education in the context of digitalization. The main directions of higher education development in the XXI century are identified. It is shown that by 2020, new trends in the market of higher education services have appeared and fully manifested themselves, due to three key factors: 1) increased global competition; 2) the active introduction of digital technologies in higher education; 3) the impact of the global COVID pandemic on educational technologies. It is shown that the coronavirus pandemic was a powerful incentive for the transition to digital technologies in higher education. Thanks to digitalization, the structure of the market has changed, and the number of players has increased significantly, and the market consists of private and public institutions, ministries of education and government agencies, educational, consulting and test (rating) companies, etc. Moreover, the global competition of universities for quality is becoming more organized and technically equipped; it increasingly relies on impersonal methods of assessing quality using digital technologies. At the same time, the authors draw a number of conclusions about the negative consequences of distance education. It is shown that competitiveness and accessibility of educational services for different categories of citizens in the difficult conditions of global challenges and threats, the wave pandemic, is ensured through high-quality interaction of all participants in the process, the activity of scientists and practitioners around the world, and state support for teaching initiatives in all regions of the country.

scholarly journals Analysis of the situation in higher education during the COVID-19 pandemic in the world: opportunities and threats of online training

2020 ◽  
Vol 185 (9-10) ◽  
pp. 167-177
Author(s):  
Olga Kolomiets ◽  
◽  
Tatijana Litvinova ◽  
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Online Education ◽  
Digital Technologies ◽  
Educational Process ◽  
Quality Of Education ◽  
Material Transfer ◽  
The World ◽  
The Impact

Introduction. the essence of the situation in education during the COVID-19 pandemic in the world is quite complex: due to the large number of restrictions in some countries, education is conducted completely remotely or hybrid. In the period of 2020, medical university students were forced to practice in hospitals in the context of the pandemic, helping local medical staff, which helped to fill the shortage of specialists. The quality of education will inexorably fall due to low involvement in remote education as well as many distractions which have already proven many researchers. Universities were not ready for mass digitalization due to government restrictions and social distancing, so the quality of material transfer cannot match the classical education. The purpose of the study is to examine the impact of the pandemic COVID-19 on the medical education market and its stakeholders. Results. Universities were not ready for the transition to online (distance) education, as evidenced by the decline in the quality of education, based on surveys of the faculty of some universities. As a result, on the one hand, you can get higher education online while in your country, on the other hand, the quality of education falls without an adequately commensurate practical part (for example, medical education cannot be of high quality when it is taught online). Over time, only the year 2025 is expected to surge technologies to improve online education and the full transfer of many universities to provide distance learning; it is a good chance to get an education to those who previously could not obtain it, including for economic reasons. Conclusion. The global COVID-19 pandemic has become a catalyst for global processes of digital transformation in all spheres of life. In such circumstances, the role of digital technologies in education has become extremely important. Among the many technological advantages, their ability to protect human lives and at the same time ensure the implementation of the educational process remained almost unnoticed. Current situation has accelerated the mass transition to the use of digital technologies, including digitalization of education, its technologization and standardization.

Digitalization of higher education in Europe and Russia: benefits and risks

2021 ◽  
pp. 80-95
Author(s):  
Boris Ivanovskiy ◽  
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Digital Technologies ◽  
Developed Countries ◽  
Teaching Quality ◽  
Educational Process ◽  
The World ◽  
The Developed Countries ◽  
The Impact

The article analyzes the attitude to the digitalization of higher education in the developed countries of the world and especially in Europe. The benefits and risks that arise from the use of digital technologies in the educational process are defined. The impact of the pandemic on accelerating the adoption of virtual platforms and online courses and related problems of teaching quality is being studied. The peculiarities of the use of digital technologies in the field of higher education of the Russian Feleration are considered.

scholarly journals An assessment of the interplay between literacy and digital Technology in Higher Education

2021 ◽  
Author(s):  
Shahrokh Nikou ◽  
Milla Aavakare
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Literacy Skills ◽  
Intention To Use ◽  
University Staff ◽  
Willingness To Use ◽  
The Impact

AbstractDigital technologies fundamentally transform teaching and learning in higher education environments, with the pace of technological change exacerbating the challenge. Due to the current pandemic situation, higher education environments are all now forced to move away from traditional teaching and learning structures that are simply no longer adaptable to the challenges of rapidly changing educational environments. This research develops a conceptual model and employs Structural Equation Modelling (SEM) using Partial least Squares (PLS) to examine the impact of information and digital literacy on 249 Finnish university staff and students’ intention to use digital technologies. The findings show the complex interrelationship between literacy skills and digital technologies among university staff and students. The results illustrate that information literacy has a direct and significant impact on intention to use; while, unlike our expectation, digital literacy does not have a direct impact on the intention to use. However, its effect is mediated through performance expectancy and effort expectancy. The authors suggest that to understand the changes that are taking place in higher education environment, more attention needs to be paid to redefining policies and strategies in order to enhance individuals’ willingness to use digital technologies within higher education environments.

Risks of the Digitalization of Life of the Population and Ways of Decreasing Them

2021 ◽  
Vol 13 (4-1) ◽  
pp. 180-203
Author(s):  
Elena Stukalenko ◽  
Keyword(s):  
Quality Of Life ◽  
Digital Technologies ◽  
Well Being ◽  
Digital Economy ◽  
Digital Transformation ◽  
Negative Consequences ◽  
Short Period ◽  
The World ◽  
The Impact

Digital technologies, ubiquitous in our daily life, have radically changed the way we work, communicate, and consume in a short period of time. They affect all components of quality of life: well-being, work, health, education, social connections, environmental quality, the ability to participate and govern civil society, and so on. Digital transformation creates both opportunities and serious risks to the well-being of people. Researchers and statistical agencies around the world are facing a major challenge to develop new tools to analyze the impact of digital transformation on the well-being of the population. The risks are very diverse in nature and it is very difficult to identify the key factor. All researchers conclude that secure digital technologies significantly improve the lives of those who have the skills to use them and pose a serious risk of inequality for society, as they introduce a digital divide between those who have the skills to use them and those who do not. In the article, the author examines the risks created by digital technologies for some components of the quality of life (digital component of the quality of life), which are six main components: the digital quality of the population, providing the population with digital benefits, the labor market in the digital economy, the impact of digitalization on the social sphere, state electronic services for the population and the security of information activities. The study was carried out on the basis of the available statistical base and the results of research by scientists from different countries of the world. The risks of the digital economy cannot be ignored when pursuing state social policy. Attention is paid to government regulation aimed at reducing the negative consequences of digitalization through the prism of national, federal projects and other events.

Schools in an evolving digital environment: Digital renewal and its maturity

2021 ◽  
pp. 5-28
Author(s):  
А. Yu. Uvarov ◽  
V. V. Vikhrev ◽  
G. М. Vodopian ◽  
I. V. Dvoretskaya ◽  
E. Coceac ◽  
...  
Keyword(s):  
General Education ◽  
Digital Technologies ◽  
Educational Environment ◽  
Digital Transformation ◽  
Educational Process ◽  
Digital Environment ◽  
Current State ◽  
Control Actions ◽  
Time Observation ◽  
The Impact

Evolving digital technologies are infiltrating schools wave after wave. The changes taking place are viewed as the schools’ digital renewal process (SDRP). The SDRP is complex (multidimensional). It includes changes in the educational environment (physical and virtual), the educational process, and the way the school operates. The SDRP goes uneven, with individual schools at different stages. One-time observation of the SDRP allows you to fix its current state (statics). The longitudinal observations allows you to see changes in the schools’ digital renewal (kinematics). The connection of the observed changes with the impact on the general education system makes it possible to discuss the development of digital renewal under the influence of individual control actions (dynamics). The stages of penetration of digital technologies into the work of the school: computerization, early and mature informatization, digital transformation (transition to the “Smart School”) can be considered as the stages of maturity of the SDRP. The article discusses a framework for describing the processes of digital renewal of schools in an evolving digital environment and an assessment of the SDRP’s maturity.

The education system in the era of the fourth industrial revolution: developing skills and thinking for learning

2021 ◽  
Vol 83 (1) ◽  
pp. 44-51
Author(s):  
S. Bespalyy ◽  
◽  
Ye. Ifutina ◽  
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Education System ◽  
Industrial Revolution ◽  
Digital Technologies ◽  
Professional Activity ◽  
Critical Element ◽  
Higher Education System ◽  
Fourth Industrial Revolution ◽  
The Impact

Computer systems and technologies are changing our society significantly. These changes are interconnected with both social and production spheres. Innovative digital technologies have a huge impact on the labor market and professional activity, contributing to their transfer to the electronic environment. Using digital technologies, modern people set new goals and solve problems with an increasing speed of problem solving, capitalizing on the possibilities of collaborative distributed actions within networks. In this regard, new competencies of specialists are in demand. Purpose: The purpose of this study was to establish the impact of the fourth industrial revolution on the education system and the development of skills and thinking for learning. Methods: When conducting scientific research, economic and statistical methods were used. These methods were also used in comparative analysis, as well as in assessing data and indicators of the higher education system, taking into account the impact of the fourth industrial revolution. The analytical method was used to consider the characteristics and factors influencing the development of skills and thinking for learning in modern conditions. The abstract-logical method is used to identify problems affecting the development of the labor market under the influence of digital technologies. Results and their value: The result of the study is that conclusions are drawn about the upcoming changes. Automation and digitalization are likely to lead to significant unemployment in most countries, so adaptation innovation policies are needed to help offset unemployment due to digitalization. Governments need to invest heavily in higher education as an economic development tool for their citizens. Lifelong learning should be identified as a critical element of success in the era of the fourth industrial revolution. Curricula should develop digital skills and address workforce disruptions due to automation.

scholarly journals BLENDED LEARNING IN MEDICAL INSTITUTIONS OF HIGHER EDUCATION

2021 ◽  
Vol 32 (1) ◽  
pp. 101-111
Author(s):  
Natalya Nalyvaiko ◽  
Oleksii Nalyvaiko
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Extracurricular Activities ◽  
Work Group ◽  
Online Communication ◽  
Digital Technologies ◽  
Educational Process ◽  
Institutions Of Higher Education ◽  
Teaching Aids ◽  
Medical Institutions

The article considers the main provisions of blended learning organization in medical institutions of higher education. The main online platforms and digital teaching aids, that are used in medical institutions of higher education during the educational process based on blended learning, are identified in particular: distance learning platforms (Equity Maps, Google Classroom, Moodle), mobile-digital applications (Classtime, LearningApps, Quizizz) and online communication platforms (Google Meet, ZOOM, WeBex). The concept of blended learning is defined as a harmonious combination of students’ classwork and the use of information and digital technologies in extracurricular activities (independent work, group work, etc.). The principles of organizing the educational process in institutions of higher medical education include a general didactic approach in working with large groups, discussion in small groups, individual training and learning using information and digital technologies. An important aspect in the training of highly qualified medical professionals in the blended learning format is blended laboratory courses. Such an organization of training, as shown in the study, is popular with both students and teachers of laboratory bachelor courses. Note that in this process, teachers mainly focus on the development of students' abilities for autonomous learning, and not just on the transfer of theoretical knowledge. The best experience of blended learning usage in the world medical institutions of higher education is considered. The advantages of blended learning in medical students’ preparation are shown. In further scientific research it is planned to study the current experience of organizing blended education of Kharkiv National Medical University in the conditions of adaptive quarantine in the 2020/2021 academic year.

Neurotechnology and development of students and teachers’subjectivity in inclusive education

2021 ◽  
pp. 73-87
Author(s):  
А.И. Тащёва ◽  
С.В. Гриднева ◽  
Р.И. Хотеева ◽  
Н.Н. Сетяева ◽  
М.Р. Арпентьева
Keyword(s):  
Inclusive Education ◽  
Digital Technologies ◽  
Educational Process ◽  
High Culture ◽  
The World ◽  
Teachers And Students ◽  
Digital Competencies ◽  
The Impact ◽  
Development Of Students ◽  
Artificial Intelligence Systems

В статье рассматриваются результаты и последствия внедрения смарти нейротехнологий в инклюзивное образование. Цель работы — изучить их влияние на развитие субъектности студентов и преподавателей, применяющих цифровые технологии. Новизна исследования заключается в попытке интегративно осмыслить социально-психологические проблемы нейрообразования, связанные с внедрением и применением систем искусственного интеллекта в инклюзивном образовательном процессе, в рамках которого формируется и развивается субъектность. Изучение подводных камней нейрообразования необходимо для осмысления результатов воздействия цифровых технологий на становление и развитие обучающихся и педагогов как субъектов воспитательно-образовательного процесса. Варианты преобразования инклюзивного образования и его субъектов должны рассматриваться в контексте изменения ценностей, целей, концептов и концепций, которые определяют и трансформируют взаимоотношения человека с собой и окружающим миром. Результаты исследования показали, что нейротехнологии вызывают серьезные изменения в инклюзивном образовании, влияют на отношение человека к себе и окружающему миру и в конечном итоге могут привести к потере субъектности. Соответственно, их использование подразумевает высокую культуру инклюзивного образовательного процесса, развитие человеческих и профессиональных качеств педагогов и обучающихся. Нейрообразование может сыграть существенную роль в становлении и совершенствовании человека как субъекта при условии формирования нейросреды в контексте цифровой и общечеловеческой культуры. The article focuses on the results and consequences of the introduction of smart and neurotechnologies in inclusive education. The purpose of the study is to analyze the development of the subjectivity of students and teachers using digital technologies. The novelty of the research lies in the desire to integratively reflect on socio-psychological problems related to the introduction and application of artificial intelligence systems in an inclusive educational process, within which subjectivity is formed and developed. The study of the problems of neuroeducation is necessary for understanding the results of the impact of digital technologies on the formation and development of students and teachers as subjects of the educational process. Options for the transformation of inclusive education and its subjects should be considered in terms of changing values, goals, concepts that define and transform a person’s relationship with themselves and the world around them. Research results showed that neurotechnologies bring serious changes in inclusive education; they affect a person’s attitude towards himself or herself and the world around him or her and can eventually lead to a loss of subjectivity.They can be introduced only on the basis of a high culture of the educational process, highly developed human and digital competencies of teachers and students. Neuroeducation can play an essential role in a person’s formation and improvement as a subject provided the neuro-environment is created on the basis of digital and human culture.

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