Technologies will help modernize the Russian education system to meet the challenges of the digital economy.

According to the association of development companies software Russoft, the shortage of specialists in the field of digital technologies is about 1 million people per year. The task of the “Digital Economy of the Russian Federation” program for the transition to a new technological structure will be solved by training personnel for high-tech industries.

By 2021, the share of the population with digital skills should be at least 40%, according to the plan for the “Personnel and Education” direction of the “Digital Economy of the Russian Federation” program. By 2024, to increase the share of the digital economy in GDP from 2 to 6%, 6.5 million people will be needed, note the Digital Economy ANO. The entire education system will have to train personnel, starting literally from primary and secondary schools.

The country’s potential is assessed as quite high: according to the Global Human Capital 2017 report of the World Economic Forum (WEF), Russia is among the top twenty countries in terms of development level human capital and ranks fourth in terms of the potential of this resource due to the high level of initial, intermediate and higher education.

“However, the current system of education and training in the Know-How subindex does not show such results. This indicates the need for additional efforts in the future to develop work force and preparing the country’s population for the fourth industrial revolution,” says the WEF report.

New school environment

Digitalization of the school is one of the key directions of the national project “Education”, adopted by the Russian government in early September. By 2025, all schools in the country should be connected to high speed internet with a data transfer rate of at least 100 Mbit/s. The national project as a whole provides for equalizing educational opportunities for children, creating conditions for lifelong education for adults and ensuring equal access to quality education.

The digital environment has already begun to take shape in Russian schools. Since September last year, the cloud platform MES (Moscow Electronic School) has been operating in the capital. Capital schools use electronic boards, laptops and high-speed Internet. Educational modernization has introduced multimedia lesson scenarios, educational video and audio materials, 3D programs, virtual museums, libraries and laboratories. By 2020, it is planned to completely abandon paper textbooks for 11 school subjects, replacing them with mobile devices - individual tablets. On them you can view educational materials, video lessons, as well as attend video excursions, use electronic libraries and keep electronic diaries. Over time, it is planned to transfer this experience to other regions and introduce the Russian Electronic School (NES). This was previously stated by the Minister of Education of the Russian Federation Olga Vasilyeva.

A digital school implies free access to electronic educational content and wide possibilities for individualization educational process taking into account the abilities of each student. The volume of electronic content is increasing—textbooks are being digitized and online courses are being developed. The requirements to use electronic resources in teaching have been spelled out in federal state educational standards since September 2015 - all school textbooks today must have electronic versions.

Electronic educational content provides more opportunities to acquire knowledge independently and navigate large amounts of information - this is the quality that is necessary for employers in the digital economy.

The role of the teacher is transformed from a transmitter of knowledge into the function of a mentor, guiding the student along the most individualized learning path.

Instead of the previous principle of the teacher “I know everything - do as I do”, a new paradigm is proposed: “I will help you do it yourself,” says the founder international school"One!" Maxim Natapov: “Computerization eliminates the value of access to knowledge, which previously, being the main point of access to it, was provided by the education system.”

According to the director of the Center for the Study of School Practices

and educational programs of the 21st century of the Institute of Education of the National Research University Higher School of Economics Elena Chernobay, the teacher becomes the organizer of joint learning and effective use technologies in education.

Ready for the future

At the same time, electronic educational resources should not just be a copy of offline textbooks. An interactive component becomes a fundamentally new element - so that you can make notes and bookmarks.

"Smart" multimedia gadgets are designed to give modern schoolchildren new quality of education. The digital classroom of the future generation is equipped with smartphones, virtual glasses, special software and educational VR content. This allows students to perform virtual laboratory works, conduct experiments in a safe environment, including those that are not feasible in a regular classroom, such as measuring radioactive radiation, studying changes electric current under different conditions or operating principles of the engine “from the inside”, etc.

Interactive chalkboards allow you to structure lessons in a new way. For example, material can be presented in the form of diagrams, graphs, three-dimensional models and variously organized texts. And the teacher and students, using networked touch screens, can constantly interact with each other. This also increases the creativity of the educational process. A digital copy of the lesson will be available to those who missed it or want to repeat it at home. The touch surface of the connected desks allows you to use them both as a screen and as a keyboard. The student’s individual workspace is formed as a platform for collaboration, solving collective problems.

At the beginning of 2018, according to the YaKlass company, only 12% of the country’s teachers used electronic textbooks and other digital tools in the educational process.

According to the latest survey by Dnevnik.ru, which involved 16 thousand teachers, students and parents from 74 Russian regions, 36% of the country’s schools have completely switched to a paperless format for keeping journals and diaries. Migration to online is hampered by insufficient material and technical equipment, as stated by 44% of respondents. The problem of weak IT competencies of a fairly large number of teachers remains, notes Ksenia Kolesova, head of methodological support for investment projects at Dnevnik.ru.

Network diploma

According to the Russian Association of Electronic Communications (RAEC), the penetration level of online technologies in Russian education as a whole is only 1.1%. Globally, e-learning accounts for about 3% of the total market volume educational services, according to educational resource EduMarket. In Russian universities, e-learning today covers about 4% of students. According to Tadviser estimates, by 2021 this share will increase to 9%.

In the new paradigm of lifelong learning, the role of distance learning is increasing. In Russia, the regulatory framework governing e-education is developing and improving; online learning is receiving additional funding - in particular, within the framework of the priority project “Modern Digital Education”. educational environment" Within its framework, until 2020, it is planned to allocate grants in the amount of 1 billion rubles to Russian universities for online learning and related needs. Money can be obtained for the creation of software, technological infrastructure, services and integration solutions for the development of online learning. By 2025, 3,500 online courses should be created in Russia, 10 thousand teachers should learn to transfer their knowledge online.

The education sector, along with a number of other industries (such as healthcare and telecommunications), is subject to significant changes due to the increasing spread of digital technologies. As usual, trends in the implementation of digital technologies in educational and research activities are set by commercial organizations- private universities, business schools, corporate universities. But state universities and institutions are increasingly starting to think about digital transformation.

Have you ever wondered what a university will look like in 20-50 years? Will universities have campuses or laboratories? Or will education and research activities move completely to virtual reality? May be. Let's try to figure it out.

The influence of digitalization and new technologies on all spheres of life of a modern person

Modern digital technologies provide new tools for the development of universities and other educational institutions worldwide. Digitalization provides opportunities for the sharing of accumulated experience and knowledge, allowing people to learn more and make more informed decisions in their Everyday life.

Among the interesting digital innovations, we should note the rapid adaptation of online learning, which is expressed in the form of the development of blended learning and the active development of MOOC (Massive on-line open course) online courses. The dynamics of the development of online learning are demonstrated, in particular, by the growth of available online courses, the number of which has doubled annually in recent years. There are now over 4,200 courses offered from over 500 universities.

The emergence of a growing online segment of educational services could completely change the landscape of this field: in addition to the annual doubling of the number of courses offered and the number of students, the projected consolidated revenue of the MOOC market will increase more than fivefold by 2020, according to some estimates.

Additional areas for the use of digital technologies in education are the development of digital libraries and digital university campuses, which have already been implemented by many universities in America, Europe, and Russia.

Thanks to digitalization, today everyone can access information that was previously only available to experts and scientists. The world of education and science has become global; now it is almost impossible to find a student, teacher or scientist who has not visited foreign universities as part of academic mobility programs. During unprecedented changes, many universities are trying to adapt and find their place on the global scientific and educational map, while maintaining their unique qualities and competitive advantages.

The questions that universities now face come down to choosing a strategy for further development and choosing the direction on which they plan to focus. It is obvious that a digital transformation program should be developed now to transition to a competitive educational and research model in the future.

Why is digitalization important for universities right now?

Universities seeking to maintain their positions in the global education market are faced with the task of entering the international scientific and educational space. In particular, some of the criteria in the QS World University Ranking assess the degree of globalization of a university in terms of share foreign students and teachers. THE ranking takes into account the proportion of foreign students, the proportion of foreign teachers and the number of articles co-authored with foreign research groups.

Among the strategies of universities to integrate into the international educational space are the creation of open international campuses in other countries, attracting foreign scientists, teachers and students, supporting academic mobility programs for their own scientists and organizing foreign internships for students.

Trends in globalization are clearly confirmed by statistical data on the dynamics of the number of international students. The dynamics for OECD countries shows an annual 5% increase in the number of foreign students. In addition, according to ICEF Monitor by 2020, it is planned to increase funding for the Erasmus+ academic mobility program by 40% - to 14.7 billion euros.

While countries with traditionally high quality education, such as the USA and Great Britain, remain attractive for international students, new countries and regional educational centers are emerging in this field, competing for income from educational activities and intellectual capital of international students. Russia may become such a center in the future.

Every university, regardless of the chosen strategy, must undergo digital transformation. Such a transformation consists not only and so much in the implementation of IT solutions, but in general is a significant cultural and organizational change in the University. The transition to a digital university involves the introduction of more flexible and seamless processes, changes corporate culture, process optimization.

The urgency for the transition is due to several factors. Firstly, nowadays almost all students belong to the generation of digital natives; they demonstrate a much greater tendency to use new technologies in their daily lives. This is especially true for IT and Internet technologies, as well as their use not only in professional field, but also for socialization and communication. Thus, digitalization of the university will make it more tailored to the target audience. This will definitely lead to increased competitiveness of the university in the education market, creating additional value and attracting students.

The second argument is the increase in competition among universities, especially among top universities. Due to the globalization of the market, the struggle for a student will no longer take place within one country or cluster of countries, but at the international level. Thus, the creation and retention of competitive advantage The university will be determined by the timeliness of the introduction of new technologies and, as a result, readiness for fundamental shifts towards the educational system of the new generation.

The third argument comes from the need to digitalize the university’s internal processes to increase the efficiency of interaction between departments at the level of the entire educational institution. This is necessary to carry out all the innovative and cultural transformations that are required of the university when transitioning to a new educational model.

What does digitalization mean for universities? What areas of university life are most susceptible to digitalization?

Over the course of many years of work with Russian and foreign universities and business schools, we have formed a conceptual model of a digital university, which consists of five levels, etc. supporting platform.

First level the most important, it is represented by research and teaching staff (RPW), students, industry and academic partners of the university, graduates and applicants. The first level is, in fact, the internal and external stakeholders of the university.

Second level represented by basic information services. Their task is to create a unified information space for digital interaction within the university using flexible tools. Examples of such services are video screens for lectures and seminars, wireless communications throughout the university (including dormitories), cloud storage for storing and exchanging data, professional printing, etc.

Third level includes services that significantly make life easier for students and academic staff at a modern university. For foreign teachers and students they are already mandatory element University, in Russian universities a number of services are still at the initial stage of implementation.

The digital library provides student or teacher access to scientific literature from any device, regardless of location and time of day. Many modern universities are combining traditional and digital libraries from an end-user experience perspective. So, for example, in a traditional library you can find and read a book or magazine from a library computer, while at the same time, any user can find a book in the library’s electronic catalogs and get it when they come to campus. This convergence of traditional and new technologies provides more high level comfort for students and teachers and has a positive impact on the image of the university.

Digitalization of scientometrics consists of monitoring, accumulation and analysis of scientometric information using modern methods storing and processing large amounts of data. This direction is extremely important for universities, as it serves two purposes. The first goal is to identify promising research areas that are currently most relevant for the university. The second goal is to determine the current indicators of publication activity and citation of the university.

Fourth level is the most resource-intensive in terms of implementation, but at the same time allows the university to obtain the greatest added value. It consists of services such as digital marketing, research project management, procurement management, interaction with applicants and students.

Digital marketing is a new area for Russian universities, aimed at solving the following problems:

· organizing interaction with educational and support staff, research assistants, students, applicants, graduates using the entire modern range of digital communication channels;

· monitoring changes in the perception of the university brand in target markets based on research and monitoring results social networks; carrying out preventive and reactive measures to create a positive image of the university;

· stimulating the creation of new digital communities and innovations at all stages of the educational cycle, as well as communication of the content of educational programs and features of student activities for applicants;

· development of personalized marketing materials for target audiences based on data analysis from various sources.

Interaction with applicants and students includes the following tasks:

· use of digital technologies to interact with applicants and inform them about the stage of processing applications for admission;

· using analytics to identify the most promising applicants and increase their enrollment rate;

· use of various communication channels - both digital and traditional - to provide applicants with the most complete information about the university. This task is most relevant for foreign applicants who cannot visit the university and want to form an idea about it using information from the Internet;

· using analytics to identify the most successful and least successful students;

· automation of the so-called work "student office".

Fifth level consists of digital technologies that are highly likely to become widespread in the university environment from 2018-2019. Such technologies, for example, include drones (unmanned aircrafts). A recent PwC study estimated that the global market for potential applications of drone solutions was worth $127 billion in 2015. Of course, we see it as logical that universities, especially technical universities, would want to participate in the development of this market. In this context, as a first step, universities will actively introduce drone technologies into the internal educational and research space, purchasing equipment, forming laboratories, encouraging students and researchers to test and work with new technology. This trend is already observed in several American universities.

The transition to a digital university is impossible without supporting activities aimed at introducing changes at the university. Such activities may include:

· development of optional or mandatory modules as part of training programs aimed at improving digital literacy among students;

· providing support to scientific and pedagogical workers who set trends in the development of digital skills and are involved in the development innovative techniques teaching;

· encouraging the advanced use of learning platforms by CPD in order to provide more good results student learning and increase the efficiency of the university as a whole;

· providing assistance to those faculty members who have less advanced skills in using digital technologies.

In our opinion, to move to the modern level, the university must adequately cover all levels of the digital university model described above and constantly maintain feedback with key stakeholders - students, faculty members, industry and academic partners, graduates, and applicants.

Strategy for the transition to a digital university

Although the transition to the rules of the digital age may be extremely challenging task, universities that develop the right business strategy that includes the introduction of digital technologies can take advantage of a wide range of new opportunities to organize work with students, faculty, administrative staff and external stakeholders.

There is no universal solution that ensures the achievement of specific results through the use of digital technologies. But by listening to end users, you can gain valuable insights and use them as a basis for further action.

The university, by giving individual employees carte blanche to implement new ways of working with digital technologies, as well as providing support in solving these problems, can receive a powerful impetus for transformation into educational institution new format with optimized internal processes.

We believe that the digital transformation project of a university should be initiated by senior management and supported at the level of institutes/faculties/strategic academic units/departments. The latter must take personal control over the implementation of activities aimed at achieving the necessary results and link their action plans with the overall development strategy of the university.

Improvement of the IT service should be carried out both in the technological direction, within which it is planned to use new IT methods and approaches, and in the direction of simplifying the interaction of stakeholders with these technologies. We see the following priority tasks of the IT service in the context of the digital transformation of the university:

· tracking technological innovations and consultation on their options possible use to achieve the goals set for the university;

· improving policies and procedures aimed at stimulating the use of innovative digital technologies among university administrative staff, students and academic staff;

· providing maximum open and convenient access to information resources and systems in order to ensure the possibility of using data through new technologies;

· optimizing the use of cloud solutions to stimulate innovation and rapid turnover of new digital functionality, products and systems.

The role of the HR service during digital transformation is to develop a comprehensive program for training personnel for the implementation of new technologies:

· development employment contracts and continuing education programs to ensure ongoing development of digital literacy skills;

· giving the learning processes, along with the processes of scientific activity, important role to promote innovation in the development of new methods and ways of teaching, maximizing the potential of digital technologies.

Conclusion

We live in interesting times, when the concentration of new digital technologies is greater than ever. These technologies are already influencing the activities of universities. We believe that universities still need to transform significantly to realize the benefits of digitalization and provide more opportunities for applicants, students, faculty and partners. Transformation is impossible without the development and implementation of a conscious digitalization strategy that would take into account the features and specifics of the university’s activities. Which strategy will you choose?

Psychology and pedagogy

School and digital technologies: a reminder for the modern teacher

Digital school, new educational environment, open information space - these words are firmly established in our everyday life, but not all of their meanings have yet been agreed upon. Leading education experts share their thoughts on the latest trends in education.

The article was created based on the materials of the online conference “Digital: Investing in a Teacher,” held on April 5, 2018 in Skolkovo.

About the digital school

• No, this is not a school full of projectors and interactive whiteboards. This is a space in which it is possible for each student to create their own personal school using digital technology. Digital competencies cannot be the goal of education, but only a means. They allow us to take on new urgent tasks. Digital school gives everyone limitless possibilities


• : the child can choose his own sources of knowledge. Then convenient navigation through the information space is necessary


• : otherwise how to understand the crazy flow of knowledge.


• The next component is the digital environment, which relies on online interaction wherever it is effective. And finally, all this follows maximum simplification of formal tasks that now hamper teachers so much

. For this, it is also wise to use digital technologies.

Do not confuse an electronic textbook with an electronic version of a paper textbook. This is a completely different, fundamentally new product, created at the intersection of content and technology. The content of the textbook is influenced by all declared current competencies, approaches to monitoring and assessment.

Three pillars on which the electronic textbook rests:

• theory
• practice
• methodology

It is difficult for a teacher to build a program on his own. It is much more convenient if all the techniques, theory, practice and methodology are collected into a single convenient product, into ready-made didactic units.

In the electronic textbook, the theory is supported by visual materials and anthologies, practice - by workbooks and problem books, methodology - methodological manuals and work program. Practice is transformed into educational games, at the intersection of practice and methodology there are interactive practical work , simulators (the platform has interactive tests), at the intersection of methodology and theory is born new form

work in class. A full range of techniques are used to bring new technology into the classroom.

About the electronic diary, journal and bureaucratic tasks “It is reasonable to use digital content only where it is justified. If a tool is not useful to the school, it simply should not be used. Modern technology

has no right to be redundant: you don’t need three different systems, you need one, convenient and useful. In this sense, duplicating the same reporting forms in “digital” and on paper is a completely useless exercise. Unfortunately, now the combination of electronic and paper reporting forms is carried out rather carelessly.” Mikhail Kushnir

"League of Education" School paper reporting must and will definitely be abolished.

Let's look at the statistics: every year up to 7.5 tons of paper are spent on a Russian secondary school. The scale of paper reporting at the Russian Federation level is more than 370 thousand tons per year. At the very least, this is not environmentally friendly. The main tasks that we set for ourselves as creators of an electronic resource for schools are to reduce time and money costs and create a secure operational communication system. The economic effect from the abolition of paper reporting, according to our calculations, should be more than 120 billion a year, not to mention the fact that teachers will finally have. free time

Paper should be replaced by digital technology wherever possible.

Andrey Pershin, Dnevnik.ru

Not all schools around the world are well equipped. In Ireland, for example, there are 20 students per school computer, which is a clear lag in terms of technical equipment. Russia occupies a middle position in this matter, and for the scale of our country these are quite decent indicators.

Valery Nikitin, “I-class”

We always start from the user - teacher, student. Yes, not all schools in the country now have the opportunity for every student to access an electronic textbook through their own tablet. But I want to enjoy all the benefits of the new digital product now, therefore, Even if not every student has a suitable tablet, you can conduct a lesson in a bright and interesting way.

Our editors make sure that the teacher can use convenient handouts at each lesson and print out the most important slides for students.

Andrey Kovalev, Russian textbook

Teachers and school principals often come to us with similar complaints: it is not possible to buy computers for the whole class, there are not enough tablets for everyone, there is no Internet network at school... But even with all these difficulties We are ready to help you with advice so that you choose a convenient digital platform that is suitable for you.

Olga Ilchenko, FIRO, project “Reformatika”

On the common educational space and competition

Unity is not the same as uniqueness. Teaching everyone using a single textbook or software product is not only unnecessary: ​​it cannot be done. After all, unity is possible only with diversity, and only when all elements of the system have developed common key principles and mission.

Technologies in education can and should compete with each other. No censorship will help, we need free choice, and for choice we need recommendations.

Mikhail Kushnir, League of Education

The massive digitalization of the world has not spared the education sector. In the ITMO University blog, Innokenty Andreev, an analyst at the Center for Scientific and Technological Foresight, explains what digital education is and what is useful to know about it.

Today only the lazy do not talk about the digitalization of universities. Although there may no longer be loud predictions that Coursera and other online education platforms will displace universities, universities themselves have already begun to master new formats for transferring knowledge, primarily online courses. According to the plans of the Ministry of Education and Science, Russian universities should create 3,500 online courses by 2020 (by 2025 this figure should be increased to 4,000). Such requirements mean transferring a significant part of the educational program of leading universities to an online format. Many Russian universities also operate within the framework of Western educational platforms: for example, graduate School economics hosts its courses on Coursera. There are also purely Russian platforms, the most important of which is the National Platform for Open Education.

Russian universities are already actively striving to introduce digital technologies into their educational process. We can say that we are at a fairly early stage of this process - the transition from pilot projects to scaling. However, now it makes sense to think about the structural consequences of the introduction of digital technologies and the problems that arise along the way. To do this, it is useful to study the experience of introducing advanced tools in educational systems operating in a logic similar to the Russian one. Thus, the experience of German universities will be more relevant for us than the achievements of American universities.

Higher education in Germany is in many ways similar to the higher education system in Russia. From a historical point of view, we can say that the Russian higher education system was copied from the German one in early XIX century. Since then, these systems have developed independently and with significant national characteristics. So, in Russian universities a system of rigid educational plans dominates, absent in German universities, but in force in vocational technical schools (Hochschule).

An important structural similarity between the Russian and German education systems is the funding of universities primarily through state budget various levels. It is this property that is decisive for building the strategy of universities and does not allow them to copy the strategies of private US universities, financed by donations from alumni and personal funds of students.

A foresight study by the German Forum on the Prospects of Digitalization in Higher Education (Hochschulforum Digitalisierung) can help assess the impact of digital technologies on the strategies of German universities. A systemic view of digitalization, taking into account both technological perspectives and modern administrative and organizational reality, makes this study especially interesting for workers in the Russian higher education system.

As a result of the work of more than seventy experts, a series of documents was created that allow us to look at digitalization not from the position of visionaryism common in Silicon Valley, but from the position of higher education as a system that is already introducing digital technologies and experiencing significant organizational difficulties in this process.

Such a cautious and sometimes even skeptical approach to the study of digitalization, which is still in a state of market excitement, is quite rare. Here we present the most valuable theses for the Russian audience from the document “20 Theses on Higher Education” (Theses on Digital Teaching and Learning in Higher Education. Hochschulforum Digitalisierung. 2016), created by forum experts.

There is no such thing as a “digital university” today. Technological changes are intensifying the process of differentiation and specialization in higher education.

Given the serious differences in the structure and specialization of various universities, it is impossible to have a single, standardized method digitalization of higher education. The development of digital education in various universities should correspond to the specifics of universities, their students and partners. Moreover, the development of digital education will further strengthen the trend towards differentiation and specialization of universities.

The digitalization of university education will change the qualification requirements for university teachers and staff and call into question their traditional roles.

New formats of collaboration and student-centered learning will require students to take greater responsibility for the quality of their education. Within the framework of digital education, the importance of professors as “translators of knowledge” will decrease and their importance as people accompanying students’ individual learning will increase. Such changes in educational formats will require teachers to master new specific competencies, including those related to digital technologies.

Innovations in digital learning are not so much technical innovations as changes in the content and organization of educational courses and in the structure and organizational principles of the university.

In the course of digitalization, the structure of training and the organization of the educational process undergo fundamental changes. These changes are a serious challenge both for the selection of material for filling courses and their organization, and for the management of the university.

For successful digitalization, it is not enough to transfer educational materials into digital form. The use of new media is only the initial condition for the further development of teaching, the evaluation criterion of which is its usefulness for the student. Innovations in content and construction training courses, organizational and structural changes in universities must bring real benefits to students.

Changes in the field of educational technologies and the content of the educational program are interdependent. As technological change occurs, new substantive academic questions will be asked, which in turn will require new technological solutions. Universities should be concerned not so much with promoting technological innovation, such as creating their electronic resources and applications, but with developing their educational programs using existing infrastructure.

Advanced data analysis techniques will open up new ways of understanding teaching and learning processes.

Systematic collection and statistical analysis teaching and learning within the framework of educational data analytics (Learning & Academic Analytics) opens up new, previously unavailable opportunities for universities. Thanks to digitalization, the educational process will become more transparent, and a deeper understanding of learning outcomes will improve the quality of teaching.

The use of complex data analysis will allow flexible changes to be made to the course program, depending on the difficulties that students encounter in the process of mastering educational materials, and will also act as a feedback tool for teachers and additional means assessment of academic performance.

It should not be forgotten that quantitative, as well as qualitative, data analysis has its limitations, especially when it comes to mastering skills that involve action in difficult situations. However, the analysis of educational data will make it possible to create new, previously unavailable means of optimizing and updating the educational process and university management.

Integrating digital media into education requires complex coordination among various stakeholders within a university.

The main organizational feature of universities as management structures is the high degree of autonomy of their internal divisions. Freedom to research and teach are values ​​protected by German law and must be respected and preserved.

Due to these limitations, the development of innovation in the field of digital media at the university-wide level depends primarily on whether the university administration can convince deans and professors of the need to use new methods. It is also necessary to provide students with the opportunity to indicate their requirements for the content and formats of educational programs using digital technologies.

The determining factor for the success of digitalization of education is the strategy of the university, and not the available financial resources.

Financial resources are usually a necessary but not sufficient condition for the development of digital education. A key factor for the success and speed of implementation of digital methods is whether they are included in the actual strategy of the university or are introduced only as part of the “modernization” of existing methods and organizational procedures.

Digital education is quite expensive, and online education does not scale infinitely.

Funding problems in creating and maintaining infrastructure are common to all universities. Often, after initial creation, digital educational courses cannot be used again, despite all the hopes for the format of massive online courses and educational market USA.

Experience shows that creating and supporting high-quality online courses:

is quite an expensive undertaking,

requires efforts to constantly update and adapt to new conditions.

It should be noted that digital educational programs are not automatically scalable. Increasing staffing and financial support is necessary to increase the number of students effectively completing online programs.

Financing projects for the digitalization of education through non-university project funds carries significant risks for the long-term development of digital education.

In the financing of digital initiatives, a significant share is made up of external, non-university funding. This carries not only advantages, but also risks of following someone else’s goals in the digitalization process.

External funding creates isolated projects that are not integrated into the real development strategy of universities. This is especially dangerous given the stagnant funding of core university activities and the increasing dependence of universities on external project funding.

It is necessary to create financial incentives for the development of sustainable digital education included in the university strategy, including the inclusion of digitalization projects in sustainable targeted funding schemes.

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