Digital Transformation has reconfigure the quality assurance (QA) landscape in higher education by authorizing data-driven analysis, real time monitoring and transparency in institutional processes. Emerging technologies such as artificial intelligence, learning analytics, blockchain credentialing and integrated management information systems have augmented the dependability of QA mechanisms. This chapter examines the key factors driving digital transformation in QA including policy frameworks, institutional capacity, technological readiness, governance and stakeholder engagement. It further explains how it influences QA outcomes and institutional excellence. Draft on global research and policy literature the chapter showcase the inference for higher education institutions and offers future research directions to consolidate digital QA ecosystems.
Educational Leadership is a dynamic and strategic process through which educational institutions are guided toward achieving academic excellence, organizational effectiveness, innovation, and sustainable development. It encompasses the vision, values, competencies, and decision-making capabilities required to inspire individuals, manage institutional resources, promote continuous improvement, and respond effectively to the rapidly changing educational landscape. In contemporary higher education, leadership extends beyond administrative responsibilities to include fostering research excellence, encouraging innovation, strengthening institutional governance, supporting digital transformation, and creating inclusive learning environments. In the era of Artificial Intelligence (AI), Industry 5.0, globalization, and the knowledge economy, Educational Leadership has become an indispensable component of institutional success, enabling universities and colleges to prepare graduates who are capable of addressing complex societal, technological, and economic challenges.The primary objective of Educational Leadership is to establish a shared vision that promotes quality education, ethical governance, academic innovation, research excellence, student success, and institutional sustainability. Educational leaders guide faculty members, administrative staff, students, researchers, industry partners, policymakers, and community stakeholders toward achieving common institutional goals while fostering a culture of collaboration, accountability, creativity, and lifelong learning. Effective leadership ensures that educational institutions remain responsive to emerging technologies, evolving labour market requirements, societal expectations, and global educational standards.Artificial Intelligence has significantly transformed Educational Leadership by providing intelligent tools that support strategic decision-making, institutional planning, academic administration, and educational innovation. AI-powered analytics enable leaders to monitor student performance, faculty productivity, research outcomes, institutional rankings, financial management, and operational efficiency through real-time data analysis. Predictive analytics assist in identifying students at risk of academic failure, forecasting enrolment trends, optimizing resource allocation, and supporting evidence-based policy formulation. Natural language processing and intelligent virtual assistants further improve communication, administrative efficiency, and stakeholder engagement while reducing routine workloads and enabling leaders to focus on strategic institutional development.Digital transformation has fundamentally reshaped Educational Leadership by integrating advanced digital technologies into institutional governance, teaching, research, and administrative management. Cloud computing, digital learning management systems, enterprise resource planning platforms, institutional dashboards, virtual collaboration environments, blockchain-based credential management, and research information systems enable educational leaders to coordinate academic and administrative activities efficiently. Digital technologies also facilitate transparent governance, real-time communication, remote leadership, data-driven decision-making, and continuous quality assurance, thereby enhancing institutional effectiveness and resilience.Leadership in higher education increasingly requires interdisciplinary thinking and collaborative problem-solving because universities operate within complex educational, technological, social, and economic ecosystems. Educational leaders must integrate expertise from education, management, technology, finance, law, psychology, sociology, and public policy to address institutional challenges effectively. Interdisciplinary leadership promotes innovation by encouraging collaboration among diverse academic departments, research centres, industries, governments, and international organizations. Such collaborative approaches strengthen institutional capacity while supporting the development of comprehensive solutions to emerging educational and societal issues.Educational Leadership plays a critical role in promoting academic excellence by establishing policies that support high-quality teaching, research, innovation, curriculum development, faculty development, and student engagement. Leaders encourage the adoption of learner-centred pedagogies, technology-enhanced education, interdisciplinary programmes, competency-based learning, research-integrated teaching, and continuous professional development. By fostering supportive academic cultures characterized by intellectual curiosity, creativity, inclusiveness, and ethical responsibility, educational leaders create environments where students and educators can achieve their full potential.Research and innovation are central responsibilities of Educational Leadership within higher education institutions. University leaders establish research priorities, strengthen research infrastructure, secure funding opportunities, promote interdisciplinary collaboration, encourage international partnerships, and support technology commercialization. They create environments that foster scientific inquiry, entrepreneurial thinking, knowledge transfer, and responsible innovation while ensuring that research activities contribute to sustainable development, economic competitiveness, and societal well-being. Leadership in research management also involves maintaining ethical standards, promoting transparency, and ensuring responsible use of emerging technologies such as Artificial Intelligence.Student development remains a fundamental focus of Educational Leadership. Leaders design institutional policies that support academic achievement, personal development, mental well-being, employability, leadership skills, entrepreneurial competencies, and lifelong learning. Student support services, career guidance, mentoring programmes, counselling centres, digital learning resources, and inclusive educational practices contribute to holistic student development while ensuring equitable access to educational opportunities for learners from diverse backgrounds.Internationalization has become an increasingly important dimension of Educational Leadership. Institutional leaders establish strategic partnerships with universities, industries, research organizations, governments, and international agencies to strengthen academic collaboration, student and faculty mobility, joint research initiatives, and global learning opportunities. Such international engagement enhances institutional reputation, improves educational quality, strengthens cultural diversity, and prepares graduates to function effectively in multicultural and globally interconnected professional environments.Ethical leadership forms the moral foundation of Educational Leadership by emphasizing integrity, transparency, accountability, fairness, inclusiveness, and social responsibility. Educational leaders establish governance systems that promote ethical decision-making, academic integrity, responsible use of Artificial Intelligence, protection of intellectual property, equitable resource allocation, and respect for diversity. Ethical leadership also encourages open communication, participatory governance, conflict resolution, and responsible stewardship of institutional resources while strengthening stakeholder trust and organizational credibility.Sustainability has become an essential priority within Educational Leadership as higher education institutions increasingly align their missions with the United Nations Sustainable Development Goals (SDGs). Educational leaders integrate sustainability into institutional policies, curriculum development, research agendas, campus operations, community engagement, and strategic planning. Universities promote renewable energy initiatives, environmental conservation, responsible resource management, inclusive education, climate resilience, public health, social equity, and sustainable innovation through visionary leadership and collaborative governance.Assessment and quality assurance constitute important responsibilities of Educational Leadership. Leaders establish systems that continuously evaluate teaching effectiveness, research productivity, student learning outcomes, institutional performance, innovation capacity, governance effectiveness, and stakeholder satisfaction. Artificial Intelligence, learning analytics, institutional dashboards, accreditation frameworks, benchmarking studies, and performance indicators provide valuable evidence for strategic planning, policy improvement, and organizational development. Continuous assessment enables institutions to identify strengths, address weaknesses, and maintain academic excellence within competitive global educational environments.Institutional leadership also involves managing organizational change within rapidly evolving educational systems. Educational leaders guide institutions through curriculum reforms, digital transformation initiatives, accreditation processes, policy changes, financial challenges, technological advancements, demographic shifts, and emerging societal expectations. Effective leadership fosters resilience, adaptability, innovation, collaboration, and continuous improvement while ensuring that institutional transformation occurs in an inclusive, ethical, and sustainable manner.Despite its numerous contributions, Educational Leadership faces several contemporary challenges. Rapid technological change, financial constraints, increasing competition, faculty development needs, cyber security risks, ethical concerns related to Artificial Intelligence, regulatory complexity, changing student expectations, globalization, and demographic diversity require educational leaders to possess advanced strategic, technological, interpersonal, and organizational competencies. Univer
Universities have long served as centres of knowledge creation, research, innovation, and societal development. Traditionally, they have focused on imparting disciplinary knowledge, producing skilled graduates, and advancing scientific discovery through teaching, research, and community engagement. However, the twenty-first century has introduced unprecedented technological, economic, environmental, and social transformations that require universities to fundamentally redefine their missions, structures, and educational practices. The emergence of Artificial Intelligence (AI), Industry 5.0, digital transformation, globalization, sustainability initiatives, and the knowledge economy has accelerated the evolution of higher education institutions into more intelligent, interconnected, flexible, and innovation-driven organizations. Consequently, the concept of the Universities of the Future has gained significant importance as educational institutions prepare learners to succeed within increasingly dynamic and globally connected societies.The primary objective of Universities of the Future is to provide learner-centred, technology-enabled, research-oriented, and socially responsible higher education that equips graduates with the knowledge, competencies, values, and adaptability required to address future challenges. Unlike conventional universities that primarily emphasize classroom instruction, future universities integrate advanced digital technologies, interdisciplinary research, entrepreneurial thinking, global collaboration, sustainability, and lifelong learning into comprehensive educational ecosystems. These institutions prepare learners not only for existing professions but also for occupations and societal roles that continue to emerge through rapid technological advancement and economic transformation.Artificial Intelligence has become one of the most influential technologies shaping the future of higher education. AI-powered learning management systems, intelligent tutoring systems, virtual teaching assistants, adaptive learning platforms, predictive learning analytics, automated assessment systems, and personalized educational recommendations significantly enhance teaching and learning processes. These technologies enable universities to provide individualized learning experiences based on students' academic performance, learning preferences, career aspirations, and competency development. Faculty members increasingly utilize AI to support curriculum design, research activities, academic advising, administrative efficiency, and evidence-based decision-making while maintaining the essential role of human expertise, ethical judgement, and academic mentorship.Digital transformation represents another defining characteristic of future universities. Cloud computing, big data analytics, blockchain technology, cyber security, Internet of Things (IoT), Virtual Reality (VR), Augmented Reality (AR), Extended Reality (XR), digital twins, and immersive learning environments are transforming institutional operations and educational delivery. Universities increasingly offer blended learning, hybrid classrooms, virtual laboratories, digital libraries, remote research collaboration, online assessments, and cloud-based educational services that improve accessibility, flexibility, and academic continuity. Such digital ecosystems enable students to access high-quality education regardless of geographical location while supporting personalized and inclusive learning experiences.Interdisciplinary education occupies a central position within Universities of the Future because contemporary global challenges rarely belong to a single academic discipline. Issues such as climate change, sustainable development, healthcare innovation, cyber security, artificial intelligence, renewable energy, food security, and smart city development require integrated knowledge drawn from science, engineering, technology, social sciences, business, humanities, and public policy. Future universities therefore encourage interdisciplinary curricula, collaborative research, project-based learning, and cross-disciplinary innovation that prepare graduates to solve complex problems through holistic and evidence-based approaches.Research and innovation remain fundamental pillars of future universities. Higher education institutions increasingly function as global research hubs that generate new knowledge, develop advanced technologies, and contribute practical solutions to societal challenges. Universities strengthen research capacity by establishing interdisciplinary research centres, innovation laboratories, technology parks, startup incubators, international research partnerships, and industry collaboration platforms. Artificial Intelligence further accelerates scientific discovery through advanced data analysis, simulation, predictive modelling, literature synthesis, and intelligent decision support. These research environments foster innovation while contributing to economic competitiveness, scientific advancement, and sustainable development.Globalization has transformed universities into internationally connected educational institutions that promote academic mobility, intercultural understanding, and worldwide research collaboration. Universities of the Future establish international partnerships, joint degree programmes, faculty exchange initiatives, virtual global classrooms, collaborative research networks, and transnational educational projects that connect learners with diverse cultures and global perspectives. Such international engagement strengthens cross-cultural communication, global citizenship, multilingual competencies, and collaborative problem-solving while preparing graduates to participate effectively within an increasingly interconnected world.Entrepreneurship and innovation have become integral components of modern higher education. Universities increasingly encourage students to develop entrepreneurial mindsets by integrating innovation, design thinking, business development, leadership, and technology commercialization into academic programmes. Startup incubators, innovation centres, entrepreneurship development cells, technology transfer offices, and industry mentorship programmes enable students and researchers to transform innovative ideas into commercially viable products and socially impactful enterprises. Such entrepreneurial ecosystems contribute significantly to employment generation, regional economic development, and technological competitiveness.Sustainability is another defining principle guiding the transformation of higher education. Universities of the Future integrate environmental sustainability, social responsibility, ethical leadership, climate action, renewable energy, circular economy principles, and the United Nations Sustainable Development Goals (SDGs) into teaching, research, campus management, and community engagement. Sustainable campuses promote energy efficiency, waste reduction, biodiversity conservation, green infrastructure, responsible resource management, and environmentally conscious institutional practices. Through sustainability education, universities prepare graduates to become responsible professionals capable of balancing economic progress with environmental stewardship and social equity.Student-centred learning represents a significant pedagogical transformation within future universities. Rather than emphasizing passive knowledge transmission, educational institutions increasingly adopt active learning methodologies that encourage critical thinking, creativity, collaboration, communication, problem-solving, experiential learning, and self-directed learning. Project-based learning, research participation, internships, community engagement, digital collaboration, simulations, and experiential education enable students to connect theoretical knowledge with authentic real-world challenges. These learner-centred approaches strengthen intellectual independence while promoting lifelong learning and professional adaptability.Assessment within Universities of the Future increasingly emphasizes competency-based evaluation rather than relying solely on traditional written examinations. Digital portfolios, research publications, project outcomes, innovation prototypes, professional certifications, interdisciplinary assignments, reflective learning journals, workplace performance, micro-credentials, and competency-based assessments provide authentic evidence of student achievement. Artificial Intelligence and learning analytics further enhance assessment by monitoring learner progress, identifying learning gaps, providing personalized feedback, and supporting continuous academic improvement. These assessment strategies encourage meaningful learning while preparing graduates for professional practice and lifelong competency development.Educational leadership also undergoes substantial transformation within future universities. Institutional leaders increasingly adopt data-informed governance, digital administration, collaborative decision-making, strategic innovation, international partnerships, and sustainable management practices to strengthen institutional resilience and global competitiveness. Faculty members continuously update pedagogical competencies through professional development programmes that integrate digital technologies, AI-supported teaching methodologies, interdisciplinary collaboration, and inclusive educational practices. Such leadership ensures that universities remain responsive to technological innovation, evolving labour market demands, and changing societal expectations.Despite their significant potential, Universities of the Future face several implementation challenges. Financial constraints, unequal access to advanced technologies, digital infrastructure limitations, cyber security risks, faculty readiness, resistance to organizational change, ethical concerns surro
The digital transformation of higher education creates new opportunities to enhance the effectiveness, inclusiveness, and sustainability of dual education systems. However, empirical evidence on the integration of emerging technologies into dual education remains limited in developing and post-Soviet countries. This study investigates stakeholder perceptions of digital transformation in dual higher education in Uzbekistan and explores the potential of Artificial Intelligence (AI), Virtual Reality (VR), and blockchain technologies to support inclusive and sustainable learning environments. A convergent mixed-methods design was used. Quantitative data were collected from 312 students and 80 industry representatives through structured surveys, while qualitative data were obtained from semi-structured interviews with 24 academic staff members involved in dual education programmes. Descriptive statistics, correlation analysis, and thematic analysis were used to examine stakeholder readiness, implementation barriers, and future development priorities. The findings indicate strong support for digital transformation by stakeholders. Most students perceived dual education as more effective than traditional instruction (81%), and 74% expressed interest in AI- and VR-supported learning environments. Employers demonstrated a high readiness to adopt digital assessment tools (85%) and blockchain-based credential verification systems (80%). However, major challenges were identified, including insufficient digital infrastructure, limited funding, inadequate professional development opportunities, and regulatory uncertainty. Only 31% of students considered the existing digital infrastructure sufficient for advanced technology integration.Based on these findings, this study proposes an integrated framework that combines AI-driven personalized learning, VR-based experiential training, and blockchain-enabled credential verification within the principles of Universal Design for Learning (UDL) and Sustainable Development Goal 4 (SDG 4). The framework aims to enhance educational accessibility, strengthen industry–university collaboration, and support equitable participation in dual higher education. This study contributes empirical evidence from a developing country context and offers practical recommendations for policymakers and higher education institutions seeking to implement inclusive and sustainable digital transformation strategies in dual education systems.
The integration of smart contracts into blockchain-based digital educational platforms enables radically increased transparency, security, and automation of processes: from issuing verifiable certificates and automatic course enrollment to distributing scholarships and motivating students through tokenized rewards. This article examines the theoretical foundations of smart contracts, their use, architectural solutions, and implementation, as well as a practical section with an implementation example in Solidity. These factors determined the primary objective of this work: a conceptual analysis of the integration of blockchain technologies into online educational platforms. The methodological framework is based on a comprehensive approach, including the systematization of theoretical data and a critical analysis of the implementation of decentralized ledgers in modern digital systems. Particular attention is paid to the analysis of mechanisms for ensuring the immutability of academic achievement data, thereby eliminating the possibility of diploma falsification. A model of a decentralized autonomous educational environment facilitating the development of individual learning paths is also proposed. An example of successful cases of integrating distributed ledgers into a learning management system (LMS) is provided, demonstrating a reduction in administrative costs. The conclusion, of course, summarizes the research and outlines prospects for scaling similar systems within the global educational space.
The compatibility of faster and faster digitalization of higher education has exerted pressure on the necessity to have a secure, interoperable, and smart academic credentialing system. Traditional centralized record management models are prone to data editing, slowness in verification and inter-institutional identification. In this chapter, the author suggests a decentralized-trust semantic intelligence hybrid model of credentialing and academic data management on a block chain-artificial intelligence (AI) system.The findings show that the combination of AI and distributed ledger technology turns the traditional credentialing of storing records to an active, learner-focused system. The chapter provides a scalable and governance-conscious paradigm in the future of digital universities, enhanced lifelong learning, micro-credential portability and transparent academic data ecosystems.
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.
This work presents a comprehensive study of the mechanisms of integration of independent artists into the global music ecosystem. The author justifies the transition from a model of spontaneous popularity to strategic engineering of social connections, where the synergy of academic qualifications, institutional membership, and algorithmic collaborations plays a key role. The work analyzes the importance of professional associations (NATS, HipHopAlliance, ISSA) as tools for creating a “reputation shield” that allows artists to minimize investment risks and gain access to closed industry resources. Particular attention is paid to the scientific verification of creative activity through publications in academic repositories (SSRN), which transforms a personal brand into the status of an intellectual expert. A practical algorithm has been developed for establishing direct contacts with top American artists (using the examples of OG Maco and Mytee Dee) based on the theory of network centrality and the concept of “fan trading.” The manual contains step-by-step recommendations for the legal and technical implementation of joint projects, the integration of Web3 technologies, and the optimization of digital distribution. The publication is aimed at music entrepreneurs, independent performers, and cultural industry managers who seek to scale local success to the level of sustainable international authority.
This article analyzes the possibilities of developing an adaptive learning model based on Web3 technologies (blockchain, smart contracts, tokenization, and decentralized applications) and implementing it in the higher education system. The study used mathematical modeling and systems analysis techniques to provide a learning experience tailored to the individual needs of students. The model provides for a correspondence between the level of knowledge of students and the complexity of educational materials, updating the level of knowledge based on a Bayesian model, storing assessment results on a blockchain network, and an incentive system through tokens. The experimental results showed that the Web3-based adaptive learning system increased the level of mastery by 18% and motivation indicators by 22%. Also, transparency in assessment and timely feedback mechanisms have built student confidence.
The article examines the issues of improving the effectiveness of public administration in the field of higher education in a philosophical and ideological aspect. Education is characterized as the basis of the social, political, economic, spiritual and cultural development of the nation. The importance of modernizing management mechanisms at the state level in the field of higher education is proven. The conditions for ensuring the proper level of development of the educational market are investigated. The importance of decentralization in the field of higher education and expanding the autonomous capabilities of higher education institutions in Ukraine is substantiated. The challenges facing the national system of higher education as of today are characterized. Higher education is considered as a sphere for the activities of public administration bodies. The importance of applying the methodology of social and organizational design in reforming public administration of higher education is substantiated. It is proved that the essence of social and organizational design lies in the scientifically based determination of opportunities for the implementation of targeted organizational changes in social systems and institutions, which is used to solve specific management tasks. The fact is substantiated that with the introduction of the principles of humanism, democracy, autonomy of higher educational institutions, as well as public-private partnership and public-public management into the legislation, the main scientific research in Ukraine will be focused on the development and implementation of effective mechanisms for implementing legislative changes in the management system of higher education. The essence of public management in the field of higher education is determined, as well as the most important principles according to which it is carried out at the current stage of development of social relations, in particular in our state. The functions of public management in the field of higher education are presented.
Modern education is constantly adapting to the dynamically changing technological landscape, looking for innovative solutions to support learning processes. Among these solutions, blockchain technology is emerging as a promising area, potentially revolutionary for the field of education. The implementation of digital certificates in education enhances the efficiency, security, and global recognition of qualifications, making the process of verifying achievements more modern and transparent. The article analyzes the main features of using blockchain technologies in the education system, based on a number of fundamental theoretical concepts, and describes the author's software tool for the academic certification system. The core of the application is a decentralized database built on the Ethereum platform. The application utilizes smart contracts for secure issuance and verification of digital diplomas. The key modules of the application and their software implementation features are described. One of the features of the system under consideration is the implementation of a tokenization mechanism based on the Ethereum Request for Comments 20, ensures that these tokens are fungible and compatible with other tokens and applications within the Ethereum ecosystem. Examples of practical use of the application are also presented
Elkhan G. Azimov, Vladimir A. Zhiltsov, V.M. Filippova
Since 2020, the term “metaverse” has been spontaneously used in both scientific and media discourse, particularly in relation to multiplayer virtual worlds and the new generation of the Internet Web3. These resources spontaneously form artificial language environments, which are sometimes used within the communicative approach to foreign language teaching. However, there is no common definition of the metaverse in the scientific literature. The aim of this study is to analyze the linguodidactic potential of virtual language environments in metaverses for communicative teaching of Russian as a foreign language. This study examines the features of metaverses in the context of virtual learning and the broader scientific discourse dedicated to modern approaches to computer-assisted linguodidactics. The research employed a comprehensive set of methods, including scientific observation, critical analysis of literature, study and synthesis of foreign language learning experiences using v-learning technologies as described by foreign scientists, and terminological analysis. The study resulted in an analysis of the linguodidactic potential based on the most current scientific works on the topic. A set of identified features led to an updated understanding of the metaverse as a technology in education. The findings suggest that virtual language environments in metaverses have high linguodidactic potential for communicative teaching of Russian. Virtual language environments in metaverses possess several properties inherent to real ones, which enhances students’ motivation and deep engagement in the learning process. This prospectively justifies the expansion of these technologies in distance learning of Russian as a foreign language.
Open access
Foreign Language Teaching Methods
Innovations in Education and Learning Technologies
Blockchain are transparent, tamper-resistant, digital ledgers, implemented in a distributed network of peer-to-peer nodes, in which transactions are made securely and usually without the approval of a central and trusted authority.Thus, blockchains allow peer-to-peer nodes that do not have a trust relationship to exchange data without third parties or intermediaries.This data could correspond to money, contracts, land titles, medical and educational records, certificates, purchase and sale of goods/services, or any other transactions or assets that could be digitized.Blockchain offers lots of advantages, in finance, healthcare, government services, educational sectors, and the Internet of Things.Applying blockchain technology in educational systems will take the management of academic records and the issuing of graduates› certificates to a higher level of trust, in addition to minimizing lots of work and costs.The proposed model calls for a unit within the Ministry of Higher Education using blockchain technology, that will offer a potential solution for student's data storage, students' exchange between institutions and certificates issuing and verification.This will lead to multiple advantages in decentralization, scalability, reliability, and security.
Статья посвящена возможности внедрения в образовательную среду блокчейн-технологии посредством смарт-контрактов. Для достижения данной цели перед авторами были поставлены следующие задачи: исследовать блокчейн-технологии на предмет применимости в образовательной среде; обосновать необходимость применения смарт-контрактов в учебном процессе; разработать алгоритм внедрения смарт-контрактов для хранения учебной информации и использования ее для дальнейшего анализа. Проведенный анализ образовательной среды подтолкнул авторов к предложению использовать блокчейн как инструмент управления учебным процессом. Для разработки смарт-контрактов выбрана платформа Ethereum. Программный код смарт-контракта был скомпилирован в компиляторе Remix. Также авторы провели сравнительный анализ норм национального законодательства и юридического понимания термина «смарт-контракт».
The article discusses the characteristics of a digital educational environment in the context of professional distance training of elementary school teachers. It highlights the reasons for the relevance of digital transformation in education and outlines the architectural changes in professional distance teacher training in line with the development of digital technologies. The article analyses relevant research and structures the positions of legal regulation in these categories. It provides a definitional analysis of the concepts of «educational environment», «digital educational environment», and «professional distance training for elementary school teachers». The article identifies the systemic features of the educational environment and draws parallels to the conditions of a digital educational environment. It presents the nature of interaction between the learner and the educational environment. The article distinguishes the characteristics of an environmental approach as a methodological basis for shaping the «digital educational environment». It defines the educational resource of digital technologies, including telecommunications, Web technologies, cloud technologies, big data technologies, social networks, massive open online courses, artificial intelligence technologies, digital footprint technology, blockchain (distributed ledger technologies), chatbots, and immersive learning technologies (virtual and augmented reality), as well as robotic systems. It presents the structure of the digital educational environment in the context of professional distance training for elementary school teachers, including information-content, organizational-activity, spatial-subject, social-communicative, psychological-didactic, cognitive-motivational; creating a space on digital resources or platforms for locating educational information; establishing communication channels using digital tools; and educational-methodical support (distance/electronic courses, digital libraries, digital online translators) created with the help of digital resources. Keywords: digital educational environment, professional training of elementary school teachers, distance learning, pedagogical system, digital transformation.
Динамическая эволюция цифрового континуума («Web1 – Web3») требует периодического обновления представлений о цифровом благополучии образовательных персон. В статье предпринимается попытка заполнить образовавшуюся в исследовательском пространстве лакуну.
The relevance of the study was explained by the fact that the support of management of the distance learning information processes is associated with the problem of effective allocation of system resources used upon transferring and processing of educational information. The purpose of this study is a comprehensive analysis and development of the principles of developing an electronic portal for the system for continuous education. In the work, the authors used general methods of generalization and systematization, as well as the method of mathematical calculations. 150 teachers of secondary and higher primary schools took part in the calculations. The results of the calculations made it possible to confirm the need to use distance learning technologies with blockchain elements in educational institutions. The use of blockchain technologies for the implementation of an electronic portal can increase the motivation of students and teachers, facilitating work in the learning process. Keywords: continuous education, distance learning, blockchain, electronic portal, automation of learning.
Introduction. This article aims to comprehend the possibilities of application of the technological trends in education initiated by Industry 4.0. The technological trends announced for application in education are understood as digital technologies included in the list of strategic programs for national development (in the context of Industry 4.0): the big data technologies, virtual and augmented reality, robotics and sensorics components, artificial intelligence, new production technologies, industrial internet and wireless communication technologies, quantum technologies and distributed ledger systems. Problem Statement. The article is aimed to identify the specifics and potential of digital technologies of the Industry 4.0 era, both separately and in their integration, which are provided to education in the context of its digital transformation and acquisition of its new quality as Education 4.0. Methodology. The methodology of the study is based on the author’s approach to the formation of the source base for the subsequent tasks of its analysis and synthesis. The work analyzes more than 50 foreign studies published in international citation databases over the past decade, i.e. since the moment when Industry 4.0 began to emerge. Research results. The conducted multilateral analysis of frontier foreign sources showed that not all digital technologies are equally applicable in education, but have a character ranging from “actively applied” to “potentially applicable” in this area. Significant applied potential of the digital technologies is fixed in the technologies of big data, virtual and augmented reality, robotics and sensorics, as well as artificial intelligence in the context of creating data warehouses, introducing new models of learning and educational agents, implementation of customized educational solutions. Conclusions. The vector and nature of the digital transformation of the branches of industries, including education, are set by digital technologies, which the national programs (in the context of Industry 4.0) have placed at the heart of this process. The ongoing digital metamorphosis of education, based on the active implementation and effective use of the digital technologies, allows the latter to acquire new forms and quality on the way to Education 4.0.
Open access
Engineering Education and Technology
Educational Innovations and Challenges
Innovations in Education and Learning Technologies
Dr.Wissam Abdelmouli, Mohammed Al-Amiri, Fakhrya El Yahyani, Badr Al-Maamari · 5 authors
The objectives of current technical education aim to bridge the gap between scientific knowledge and contemporary practices. Integration of Theoretical and Practical Knowledge: Technical education seeks to combine theoretical knowledge with practical skills and applications. It aims to provide students with a solid foundation of scientific principles and concepts while emphasizing hands-on learning experiences. By integrating theory and practice, technical education prepares students to apply their knowledge in real-world scenarios and adapt to evolving industry practices. Industry Relevance and Employability: One of the primary objectives of technical education is to equip students with the skills and knowledge that are relevant to current industry needs. It focuses on understanding the demands of the job market, identifying emerging trends, and aligning curricula with industry requirements. This approach ensures that graduates are prepared for the workforce, possess the necessary technical competencies, and have a higher employability rate. Practical Problem-Solving and Critical Thinking: Technical education fosters the development of problem-solving and critical thinking skills. Students are encouraged to analyze complex problems, identify innovative solutions, and apply scientific knowledge to practical situations. By emphasizing analytical and logical reasoning, technical education prepares students to address challenges in their respective fields and contribute to technological advancements. Application of Contemporary Technologies: Technical education recognizes the importance of contemporary technologies in various industries. It aims to expose students to the latest tools, software, equipment, and techniques relevant to their chosen fields. By providing hands-on experience with contemporary technologies, technical education enables students to adapt to technological advancements and become proficient in using them effectively. Entrepreneurship and Innovation: Technical education encourages an entrepreneurial mindset and fosters innovation. It aims to nurture creativity, risk-taking, and the ability to identify and seize opportunities. Students are encouraged to think critically, develop innovative solutions, and explore entrepreneurial ventures. By promoting entrepreneurship and innovation, technical education contributes to economic growth and job creation. Lifelong Learning and Adaptability: Technical education recognizes the rapid pace of change in today's world and the need for individuals to be adaptable and continuously update their skills. It instills a mindset of lifelong learning, encouraging students to stay abreast of technological advancements, industry trends, and changing practices. Technical education equips students with the ability to learn independently, engage in self-directed learning, and adapt to evolving professional requirements. Ethical and Social Responsibility: Technical education emphasizes ethical and social responsibility in the application of scientific knowledge. Students are encouraged to consider the ethical implications of their work, including sustainability, environmental impact, and social equity. Technical education promotes responsible practices, ethical decision-making, and awareness of the broader societal impact of technological advancements. Overall, the objectives of current technical education revolve around equipping students with a strong foundation in scientific knowledge, practical skills, and a mindset that prepares them to contribute to their respective industries. By combining theory with practice, emphasizing industry relevance, fostering critical thinking and innovation, and promoting lifelong learning, technical education aims to bridge the gap between scientific knowledge and contemporary practices, creating a skilled and adaptable workforce.Current technical education objectives between scientific knowledge and digital practices: UNESCO supported artistic education through two complementary approaches. The first concerns artistic expressions and classical and contemporary cultural sources as a tool for education and a demonstration of the richness of knowledge and the enrichment of culture. With regard to the second approach, cultural prospects and diversification of cultural action were targeted. The introduction of cultural arts and practices into the educational setting has become the gain that enables the development of thought and sense and balances the psyche of the individual and societies. A specialized scientific journal has been published that ranges from theoretical to applied and is interested in technical teaching in many countries. It contains a series of critical approaches and attempts to open up the prospects of artistic and cultural education. What changes the digital age in these practices? Digitization contributes to seamless access to sources, which brings good specifications to the teaching of artistic and cultural education, as pedagogical files, virtual exhibitions and videos can be found. Does Digital Push Interregional Justice? It can be confirmed that digital education contributes to expanding the teaching of art education in many areas, even in rural areas. In this context, the teaching of technical education in France has been included in the Official Lead, in accordance with chapter No. 2013-595 of 8 July 2013, with a view to reviving the Republic's school. The application of contemporary technologies has become pervasive across various sectors, transforming industries and impacting daily life. Here are some key areas where contemporary technologies are being applied: Information Technology (IT) and Software Development: Contemporary technologies such as cloud computing, artificial intelligence (AI), machine learning, and big data analytics are revolutionizing the IT industry. These technologies enable the development of innovative software applications, data analysis tools, and digital platforms that enhance productivity, efficiency, and user experiences. Internet of Things (IoT): The IoT refers to the interconnection of everyday objects and devices via the internet. It involves the use of sensors, actuators, and network connectivity to collect and exchange data. The application of IoT technology spans various domains, including smart homes, smart cities, industrial automation, agriculture, healthcare, and transportation, enabling increased efficiency, automation, and data-driven decision-making. Robotics and Automation: Contemporary technologies have significantly advanced robotics and automation systems. Robots are being used in manufacturing industries for tasks such as assembly, packaging, and quality control. Automation technologies, including robotic process automation (RPA) and intelligent process automation (IPA), are being applied in sectors such as finance, logistics, and customer service to streamline workflows and improve operational efficiency. Renewable Energy and Sustainable Technologies: Contemporary technologies play a vital role in the development and application of renewable energy sources. Solar panels, wind turbines, and hydroelectric systems are examples of how technology is utilized to harness clean energy. Sustainable technologies, including energy-efficient buildings, smart grids, and waste management systems, help reduce environmental impact and promote sustainability. Augmented Reality (AR) and Virtual Reality (VR): AR and VR technologies offer immersive and interactive experiences by blending the digital and physical worlds. They find applications in various industries, including gaming, entertainment, healthcare, education, and training. AR and VR can enhance learning experiences, provide realistic simulations, and revolutionize product design and visualization. Biotechnology and Genetic Engineering: Contemporary technologies have revolutionized the field of biotechnology and genetic engineering. Techniques such as gene editing, including CRISPR-Cas9, enable precise modifications of genetic material. These technologies have applications in healthcare, agriculture, and industrial processes, leading to advancements in personalized medicine, crop improvement, and bio manufacturing. Block chain Technology: Block chain is a decentralized and transparent technology that ensures secure and tamper-proof transactions and data storage. It has applications in various sectors, including finance, supply chain management, healthcare, and digital identity verification. Block chain technology enables increased trust, transparency, and efficiency in transactions and data management. 3D Printing: Also known as additive manufacturing, 3D printing allows the creation of three-dimensional objects layer by layer based on digital designs. It has applications in manufacturing, prototyping, architecture, healthcare, and aerospace industries. 3D printing technology enables rapid prototyping, customization, and reduced material waste. Cybersecurity: As technology advances, the need for robust cybersecurity measures becomes critical. Contemporary technologies are applied to develop advanced security systems, encryption algorithms, and intrusion detection mechanisms to protect digital assets and sensitive information. Cybersecurity technologies are crucial in safeguarding networks, systems, and data from unauthorized access and cyber threats. These are just a few examples of how contemporary technologies are being applied across various sectors. The rapid pace of technological advancements continues to open up new possibilities and drive innovation, leading to transformative changes in industries and society as a whole.
Современные исследования все чаще направлены как на получение новых знаний, так и на практическое применение, с акцентом на контекст и социальную значимость. В связи со стиранием границ между дисциплинами традиционных академических определений и критериев качества исследований уже недостаточно. Эффективные критерии их качества необходимы для управления финансированием, постоянным развитием и продвижением научных методов, проектов и программ, отсутствие таких критериев тормозит развитие исследований. Соответствующая оценка качества существенно влияет на поддержку и финансирование научных поисков, а также нацеливает исследователей и руководителей на выполнение высококачественных исследований и обучает их этому. Между тем подходы к оценке исследований до сих пор базируются прежде всего на обнародовании научных результатов (престиж публикации и печатного издания), цитатах и экспертной оценке. Хотя эти показатели качества исследований остаются актуальными, нужны дополнительные критерии для характеристики результатов исследований и долгосрочных социальных последствий. Среди многочисленных определений финансирования в децентрализацию высшего образования отечественными учеными приведем следующие: децентрализация касается предоставления общественных услуг населению, что, со своей стороны, требует решения вопросов распределения полномочий, собственности и финансовых ресурсов. Modern research is increasingly focused both on obtaining new knowledge and on practical application, with an emphasis on context and social significance. Due to the blurring of boundaries between disciplines, traditional academic definitions and research quality criteria are no longer sufficient. Effective quality criteria are necessary to manage funding, continuous development and promotion of scientific methods, projects and programs, the absence of such criteria hinders the development of research. Appropriate quality assessment significantly affects the support and financing of scientific research, and also targets researchers and managers to perform high-quality research and trains them to do so. Meanwhile, approaches to the evaluation of research are still based primarily on the publication of scientific results (the prestige of publication and print edition), citations and expert evaluation. Although these indicators of research quality remain relevant, additional criteria are needed to characterize research results and long-term social consequences. Among the numerous definitions of financing for the decentralization of higher education by domestic scientists, we will cite the following: decentralization concerns the provision of public services to the population, which, for its part, requires solving issues of the distribution of powers, property and financial resources.
ackground and Aim of Study: The question “how” and “what to learn?” has always been urgent. New methodological approaches to education are appearing, pedagogical technologies are being worked out, innovative forms and methods of education are being implemented. The modern society being plunged into the information age, has not noticed that information technologies have started playing a more significant role in the educational process. A blockchain technology deserves a special attention nowadays. It appeared ten years ago and started its way as an undermining innovative technology that is moving upwards changing the old-fashioned forms. Having a great potential it has already started transforming financial and economic spheres, now it is turn for the sphere of education. The aim of the study: to turn the attention of scientific and pedagogical workers to possibilities of using the blockchain technology in the sphere of education, as well as characterise the peculiarities of its implementation.
The purpose of the study is to identify trends that determine the dynamics and structure of funding for the US higher education system. The subject of this study is the dynamics and structure of funding for the US higher education system. The relevance of the topic of the article lies in the substantiation of possible threats to the use of financial instruments that have passed the path of evolutionary development in America. In accordance with the purpose, a retrospective assessment of these trends has been carried out over a long period of time. To analyze the vast theoretical and statistical material on the stated problems, such methodological techniques and tools as retrospective assessment, statistical and economic analysis, comparative assessment, generalizations, and the inductive method were used. The results obtained reflect not only the stages of spatio-temporal evolution in the development of the American higher education system, but also reveal indicators that make it possible to assess the effectiveness and efficiency of this system over a century of research. The identified trends highlight the contradictory nature of funding for universities in terms of efficiency and effectiveness. On the one hand, the instruments and results of funding reflect the distinct American way of combining centralization and decentralization in the evolutionary development of a complex higher education system. On the other hand, they confirm the worldwide, ambiguous in qualitative assessment, practice of financing universities - reducing the share of government spending by increasing private investment.
Economic Issues in Ukraine
Educational Innovations and Challenges
Economic, Social, and Public Health Issues in Russia and Globally
The author reviews the peculiarities of digitalized learning process organisation in the hardware and software environment of learning management systems in the context of vocational education and training. The author notes the complexity of the transition to the Industry 4.0 and mentions the risks connected with the named process in the vocational education and training. In such conditions it is important to develop effective models of public and private partnership, to decentralize administration and financing and, above all, to assure the vocational education and training quality.At the same time the learning process taking place in such an environment becomes digitalized, which, on the one hand, gives it additional advantages (easy access to training data regardless of time and place, individualisation of students’ learning paths, broad multimedia resources, etc.) and, on the other hand, requires solving complex tasks in distance courses designing. The author focuses on the methodology of distance courses designing, so it is very important for vocational education and training institution to ensure the realisation of the following five main components: regulatory, financial, technical, personnel, teaching and methodological support. It is emphasised that distance course designing becomes the most important aspect of implementing the modern digitalized learning process. The structure of creative group in distance courses designing is grounded, which comprises: a specialist in the relevant vocational sphere, specialist in distance learning, technical specialist (system administrator or distance courses programmer) and digital content designer.
The purpose of this study is to analyze possible problems in issuing digital diplomas, using the blockchain technology, and to promote solving these problems as well as to show the possibility of practical implementation of the blockchain technology, using a test example. Materials and methods. The study included a review of bibliographic sources on the use of blockchain technologies in the education system, as well as computer modeling of the task of registering and verifying a digital diploma in the blockchain. Results. In the course of the work, a model of the process of issuing and verifying digital diplomas was built, and a number of problems related to the practical implementation of this model were also considered. At the same time, the following groups of problems that restrain the spread of blockchain in the education sector of the Russian Federation were identified: technical and technological problems (lack of a national blockchain platform); legal issues (lack of legal force of digital diplomas); organizational problems (lack of a centralized management structure that coordinates the “educational” blockchain as a single digital information space). An example was also realized, showing the hardware and technological capabilities of the implementation of the task under consideration using the currently open (freely available) platforms. To implement the proposed test case, the Ethereum blockchain network was used, in particular, its RinkeBy test network. The project implementation consisted of the following stages: creating a digital diploma file and placing it in the open file-sharing network in order to obtain the corresponding document hash; obtaining blockchain address (an electronic wallet was created using the MetaMask browser plugin, which allows for the transfer of data on a digital diploma to the blockchain); preparing data to be sent to the blockchain, where the data was a hexadecimal code, containing brief information about a digital diploma, including its hash; transferring data to the Ethereum blockchain (making a transaction); verification of transaction results in Etherscan. Conclusion. The blockchain technology provides great opportunities in improving the concept of e-learning, taking into account the current requirements of the digital economy. This technology can conceptually change the data archiving system, increase the reliability of information protection against falsification, and significantly speed up the execution of requests for information and data processing. The problems that arise can be successfully resolved, as long as that the blockchain becomes one of the principles of the unified information educational space. At the same time, the blockchain gives the following new opportunities: transparency and verifiability of the system of certification of graduates of educational institutions; the possibility of liquidation of intermediary organizations that implement a variety of support monitoring and certifying functions, associated with the “paper” requests for confirmation of diplomas; the overall reduction in paper workflow, the transfer of the classic “paper” business-processes into the information space, and as a result of all this – the practical implementation and example of the realization of the concept of digitalization of the knowledge economy.