ECONOMIC EFFICIENCY OF USING DOMESTIC ARTIFICIAL INTERNET TECHNOLOGIES IN EDUCATION

Abstract

the article examines the economic efficiency of using domestic artificial Internet technologies in the educational field, which is an urgent problem of state educational policy and management of educational institutions, since the digital transformation of education requires significant investments, the validity of which must be confirmed by economic calculations that take into account both direct effects (cost reduction for the creation and maintenance of physical laboratories, automation interactions between participants in the educational process, reduction of paper document flow), as well as indirect effects (increasing the availability of high-quality education for remote regions, the formation of in-demand competencies in the field of working with distributed digital systems, improving the employability of graduates). Based on the synthesis of the provisions of the economics of education, the theory of network interactions and the analysis of practices for introducing artificial Internet technologies into the educational process, the author examines the main areas of application of domestic solutions in education, including virtual laboratories and simulation environments, platforms for distributed learning based on distributed ledger technologies, systems for conducting online exams with proctoring, as well as tools for automation of interaction between participants in the educational process.