DOI :10.26650/B/ET07.2023.004.17   IUP :10.26650/B/ET07.2023.004.17    Full Text (PDF)

The Transition from the Educational Environment to the Educational Ecosystem: Digital Transformation and Partnership in Ukrainian Education

Denys KovalenkoTetiana BondarenkoRoman Nesterenko

Undoubtedly, the fourth industrial revolution and digitalization in particular affect modern universities. Pervasive implementing digital technologies in academic and managerial activities shapes new types of facilities apart from currently existing ones, such as, research, entrepreneur, and innovation institutions. You can associate the present-day urgency of digitalization in education with the digital economy demand for personnel trained to work in accordance with its ideology and technology. Digitalization consistently enters academic and managerial activities in higher education. These trends characteristic of modern universities give rise to the concept of “digital university” and subsequently to the advanced concept of a digital university ecosystem. “Digital University” implies a variety of interpretations - from specific ones, which describe a set of “necessary” digital tools (equipment, networks, software), to axiomatic ones, which involve the urge to use modern information and related technologies totally. The case study considers debatable aspects of shaping modern academic interactions in the context of digitalization in education. The concept of digital university ecosystem is the focus of our attention. The outcome of implementing digital technologies in teaching and management at Ukrainian and foreign universities, prospects and limitations in their path, as well as the risks associated with digitalizing universities are analyzed for example in Ukrainian education. By analogy with the structure of the “digital economy” concept, the definition of “digital education” is shaped. It involves academic and educational activities primarily based on digital academic and managerial information, as well as contemporary storage and processing technologies which significantly improve academic rates. Along with this, “digitalization in education” is defined as transition from traditional to digital education. Progressing integration of educational ecosystems due to digitalization and globalization qualifies critical thinking and creativity, teamwork, emotional and social intelligence, decision-making responsibility, intention to “serve” others, and cognitive flexibility as core values. It is these values that determine shaping and developing students` identity in the new educational ecosystem. This ecosystem is not only based on digital technologies, but also on the strategy of complex and interdependent transitions from collective learning to individualization, and then to personalization of educational interactions through differentiation. This is a global trend that alters the global academic space nature, as well as national educational ecosystems from formats 2.0 and 3.0 to that of 4.0, which corresponds to the VI Technological Way. It does not only reflect the importance of the problem which universities are due to solve, namely, to develop in an unidirectional manner along with society and economy, but also strong demand for professionals possessing new competencies which are vital in today’s environment. Transforming and modernizing universities do NOT only aim at implementing new technologies, but at obtaining an educational result, which involves an increase in practice-oriented competencies. In this regard, it is advisable to analyze the trends associated with transforming the concept of “digital university”, relevant foreign theoretical input and its practical implementation. Bearing in mind multiple approaches and solutions, diversity of experience, the very specifics of digitization and the rapid pace of its implementation, the outcome and recommendations cannot be reduced to a single model. Thus, we have arrived at a conclusion that it is necessity to consider a wide range of factors that take into account the diversity of environments, objectives and results in the course of shaping digital university ecosystems. The key conclusion is the demand for integrating the concept of digitalization into the strategy of universities.


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