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Contemporaneity, in its complexity, brings progressive and degressive factors that shape the lives of organisations and individuals. Covid-19, as an unforeseen black swan event, was a massive challenge for universities in Poland and around the world. The education system has been transformed as digitisation of documentation and the use of online platforms during classes have become the only way to maintain the continuity of the education process. This article aims to evaluate the effectiveness of technology during the COVID-19 pandemic within the Polish context and to identify potential future opportunities for digital transformation in university teaching through the virtualisation of education. The hypothesis put forward in the paper is that the black swan of Covid-19 and the resulting technological boom have sparked the acceleration of change in higher education. The research data were obtained from secondary and primary sources, using qualitative and quantitative methodology. Using the Web of Science and Scopus databases, the desk research method was used. A diagnostic survey using the Computer-Assisted Web Interviewing (CAWI) technique was used to obtain the primary data. The research findings reveal opportunities for virtualising teaching processes in higher education through e-learning platforms beyond the pandemic. [ABSTRACT FROM AUTHOR]

Purpose: This research aims to investigate the digital transformation strategies implemented at Tabriz University in response to the changing landscape of global education influenced by technological advancements.Methodlogy: A qualitative approach with an interpretive paradigm was utilized for this study. Data was analyzed using thematic analysis based on semi-structured interviews with seventeen professors, IT experts, and specialists in virtual education and new technologies, chosen purposefully for their expertise. Validation of the research model was conducted through external review and pluralism strategies.Findings: The study identified key digital transformation strategies at the university, including recognition of digital education needs, targeting evolutionary development of education and research, defining digital transformation tools such as cloud computing and artificial intelligence, and creating value for the university through program management and process integration.Conclusion: The results highlight the importance of digital transformation as a dynamic strategy requiring technical, process, and cultural changes for effective implementation and advancement in education and research.Value: This research contributes valuable insights into developing digital transformation strategies for universities, specifically in enhancing education and research practices within the context of technological advancements.

Background. The relevance of the article is due to the tasks of digitalization of education and the focus on the development of all types of digital activities of a university teacher and is determined by the state policy of the Russian Federation in the field of digital transformation of society in general and digital transformation of education in particular. The article examines the conditions of education that are changing in connection with digitalization, and defines digital competence. The purpose of the article is to determine the level of digital competence of a modern university foreign language teacher and take this competence into account in the educational process. Materials and methods. The material of the work was the scientific works of domestic and foreign authors on the topic of research, legislative acts, electronic resources, materials of web conferences, etc. The research methods were interviewing, methods of description, observation and analysis. As a result of the conducted research, the levels of digital competence of foreign language teachers (basic, high, advanced) were identified and the level of digital competence of foreign language teachers in scientific and educational activities of Samara State University of Economics (SGEU) was determined; the skills and abilities of the selected levels were described; possible digital services for use in writing scientific papers, textbooks were highlighted and content creation, as well as for classroom work and distance learning; pedagogical options for using digital technologies both in education and in scientific research of a modern teacher are proposed.

The number of online master’s programs in Russia is growing by the year with IT programs leading the way. The online master’s programs engage working adults whose goal is to obtain a new profession or master the skills required for their professional development. In terms of governmental regulation in Russia, almost no distinction is drawn between on-campus and online master’s programs. The surge in the number of the latter is attributed to university digitalization which merely transfers traditional content and structure to a digital form. The authors being actively engaged in educational practice challenge this point of view as it becomes apparent that online master’s programs constitute a stand-alone phenomenon worth thorough investigation. The article in question scrutinizes the core features of 48 Russian online master’s programs in IT; an explanatory analysis of the phenomenon is conducted through the open and distance education theories and the concept of professional master’s program. It is concluded that online master’s programs in IT in Russia bear signs of open and distance education models. However, it is premature to claim it a new type of education.

Digital transformation of the higher education is one of the priority directions, which has a significant impact on improving the quality of providing educational services, as well as fulfilling the tasks of organizational management of educational institutions. The advantages provided by digitalization encourage various institutions to find their own private solutions for «building a digital university», to introduce information technologies into the educational process, to improve teaching methods and techniques using digital solutions. However, till present, there are no general approaches to the digital transformation of higher education institutions that could be applied as a unified solution that meets the existing requirements for training highly qualified specialists for the labor market. The aim of the work is to develop a general approach to building a «digital university» as an ecosystem of digital solutions (services) that cover all areas of activity of modern higher education institutions (educational, scientific, organizational), and can also be adopted for the digitalization of secondary education institutions. Particular attention is paid to solutions that allow to ensure the sustainable functioning and development of educational institutions in war and post-war times. The presented approach to building a «digital university» is based on the use of a hybrid server park for minimize financial costs for support while simultaneously ensuring a high level of availability of the educational institution’smain services and the introduction of an improved mode of synchronous learning, which is called «distributed synchronous mode». That mode is implemented by combining several territorially distributed classrooms, called nodes, to conduct a single scheduled class. This allows for the simultaneous holding of an educational session at several locations of the university also to connect individual students of higher education and teachers who are outside the boundaries of the locations. In this way, the implementation of the pedagogical approach «everything and everywhere» is ensured, which is extremely important especially in the conditions of modern challenges associated with military operations, and also provides advantages of development in the post-war period.

Higher education (HE) in India has seen an exponential growth phase over the last two decades. Challenges of meeting expansion demands along with goals of equity and quality have underpinned discussions on educational reforms as well. The dynamics of market-supported increased access have compromised on goals of equity, whereas the role of technology in assisting growth has been fraught with similar and greater social challenges. A new normal seems to have emerged into the HE landscape across the world in the form of legitimising and rationalising 'digital' as an equal alternative to the face to face. In the context of a developing postcolonial economy like India, this development has further highlighted the contradictory pulls within the emerging aims/purposes of HE. The digital divide even as it impacts or reflects the existing asymmetries in access to resources, also engenders a dilemma with respect to the desired aims of higher education. There appears to be a contingent shift in approach appropriating the discourse of democratisation of knowledge/educational institutions and materially undermining prospects for enhancing social capital of graduates essential for a critical participation in the social, political and economic realm. In this context, the paper aims to problematize the idea of inclusion of the marginalised through digitalisation of education with focus on the pedagogic space and the possibilities for a participatory, mediated, empathetic and empowering pedagogy. The paper begins by contextualising the digital emphasis in the neo-liberal imagination of higher education in India. [ABSTRACT FROM AUTHOR]

As a significant part of University 4.0 strategy, digital transformation is currently unfolding along with the trends of internationalization and export of education. These processes actualize the experience of foreign universities on the issue of digital transformation. The aim of the study is to describe and systematize the knowledge about the stages of the university digital transformation as presented in studies of foreign researchers. The authors analyzed researches conducted at universities in Latin America, Spain, and Romania over the past 4 years. In the works studied, digital transformation is understood as a purposefully organized complex process, not limited to digitalization and informatization. The experience of digital transformation at foreign universities allows us to trace a number of directions: development of infrastructure, human capital, innovation and networking with partner organizations. The studied works promote the idea of the uniqueness of digital transformation process for each particular university. The practical significance of the paper is the systematization of knowledge about the stages of digital transformation in the works of foreign scientists.

The COVID-19 pandemic provoked a sudden transition to distance learning and intensive development of the digital environment of universities in Ukraine, which, in fact, continues to this day. Considering the wide and sustainable implementation of digital technologies in the national health care system, there is a need to investigate the digitalization of education in institutions of higher medical education, and to assess how successful the process of forming the innovative infrastructure of a modern university and the range of possible consequences of the rapid implementation of digital education. The article examines the experience of organizing distance learning, which is regulated by regulatory documents, the conditions for the formation of electronic and digital infrastructure components in a modern university; study of the spectrum of possible consequences of the use of digital education in institutions of higher medical education. The concepts of «digital education» and «digital competence», «digital medical technologies» were analyzed. The educational process is considered, namely online courses and distance educational technologies, educational resources, virtual digital library. The implementation of educational disciplines in medicine using virtual simulators and augmented reality is analyzed. Considered the issues of organizational and management sphere in the medical university. Some applications were analyzed, namely, a digital campus, an electronic student card, a digital diploma, a digital footprint of a higher education applicant, a teacher's digital portfolio, etc. The image positioning of the medical university is considered, namely, the website of university, digital transformation of career guidance and employment processes; creation of a competence center at the university as a basis for improving the qualifications of professors and teaching staff based on the concept of continuous education. The positive and negative social effects of the use of digital technologies in the educational environment are analyzed.

Copyright of TE & ET: Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología is the property of School of Computer Science, La Pata University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction. The modern period of development of higher education is directly related to the ongoing digital transformation of public relations. The changes that occur in universities, in their external interactions and functions, basic principles and value-normative foundations, require methodological analysis and research.Aim. The aim of the research is to analyse the theoretical approaches to disclosing the concept and essence of digital universities.Methodology and research methods. The mix-method was used as a research design: qualitative analysis (studying the content of theoretical sources and context, analysing the content of a concept) and quantitative analysis (scientometric analysis of publications and keywords in databases).Results. The study showed that in the methodological terms, there is a problem of defining the concept of “digital university”: there are several theoretical approaches based on different understanding of the phenomenon and its role in the digital development of the university. The methodological problem is complicated by the urgent need to systematise the practical activities of modern universities, which classify themselves in one way or another in the “digital” format; therefore, this is much more difficult to do without a coordinated approach to the concept itself.Scientific novelty lies in an attempt to systematise theoretical approaches to defining the concept of “digital university” and the problem of the absence of a holistic interdisciplinary approach has been identified.Practical significance of the study is associated with the need to develop a regulatory model of a digital university based on a holistic concept for the subsequent analysis of the activities of universities. The results of the analysis can be used in scientific discussion to further define the concept of “digital university” and develop a general model of a digital university.

The aim of the article is to analyse the peculiarities of a digital corporate culture of the university, highlight its parameters and indicators, orienting on the cultural-educational and digital communicative needs of students, teachers and workers in the post-postmodern era. Results of the research. Digital university or University 4.0 is a trend of the first quarter of the 21st century and a high-tech infrastructure platform for deploying various educational initiatives, the successful functioning of which depends on the digital corporate culture, its parameters and indicators. Scientific novelty. For the first time in the framework of Digital Culture Studies as an innovative interdisciplinary field, the article examines the dichotomy of the market type of corporate culture popular in foreign and Ukrainian educational practice and the new “holistic” type proposed by the author based on a broader socio-cultural approach, the achievements of open science, the ideas of critical pedagogy and the phenomenological approach in educational practice. Conclusions. It is emphasised that higher education in the post-COVID period is characterized by accelerating digital transformation, and many Western university managers are actively forcing this process. It is argued that the vast majority of such initiatives face the same problems associated with the dominance of the instrumentalism philosophy and neoliberal discourse, when the value of education is increasingly interpreted through the prism of financial success and business-narratives, leading to the absolutisation of the market type of university corporate culture. The author proves the one-dimensionality and limitations of this type and proposes its restructuring on the basis of a holistic approach, which involves the synthesis of digital learning, culture of work and knowledge, digital reading, digital ontology and anthropology, radical openness, creative work, where the “new” corporate culture should be based on digital competencies as a “field of cooperation” between student and teacher.

In 2020, the education process at universities started to be redefined, parting with the traditional face-to-face form. The article presents the conclusions of exploratory study conducted at the Jagiellonian University in Kraków (Poland) on the students' experiences of remote education as well as their expectations for the future. The study was conducted in the form of an online survey addressed to the entire population of science recipients at the Jagiellonian University, around 800 respondents completed the questionnaire. The obtained results show that most students rate remote education relatively high, although there are statistically significant differences in specific questions (e.g., theoretical classes are more suitable for online learning than practical classes). The authors paid special attention to the differences in the attitudes of students depending on their characteristics, the approach to remote education differs, in particular, depending on the gender and field of study. Students of social and humanist faculties view remote education most positively, and science students opinions are mostly negative. It has also been observed that some students are uncritically satisfied with most aspects of distance learning (the so-called "Tiggers"), while others are strong supporters of face-to-face education, reluctant to accept any changes (so-called "Eeyores"), so regardless of the scope of pro-quality activities undertaken, both criticism and praise of remote education can be expected. The obtained results open the field for further studies that would allow to confirm the covariance of multidimensional characteristics of students and their attitudes towards the digital university, and on the other hand would allow planning activities aimed at different and perhaps mutually contradictory expectations of the recipients of education. [ABSTRACT FROM AUTHOR]

One of the priorities of the government program “Digital economy of the Russian Federation” is the progressive development of the existing education system, which should provide the economy with competent personnel. In addition, this Program declares the need to create a system of motivation for the development of the necessary competencies and participation of personnel in the development of the digital economy of Russia. On the other hand, the current educational trends both in Russia and abroad require the creation of a fundamentally new, open education system aimed not only at creating future competencies, but also at expanding the availability of education. Access to education in this case implies the possibility of obtaining educational services for all categories of citizens, including residents of remote regions, as well as for people with disabilities. Currently actively developing online course platforms (Massive Open Online Courses) do not yet provide a full range of educational services in addition online students do not have the opportunity to obtain a higher education diploma, which would be recognized by employers. Accordingly, the task of providing modern, accessible and open educational services still falls on classical universities. All this requires transformation of the classical educational system, which ultimately implies the creation of a “Digital University”. The author of the article presents her own view on the formation of the “Digital University” model and explains her point of view about the key elements of this model. The article substantiates and describes the five main components of the “Digital University” model and also concludes that further detailed description of these proposed components in their relationship with the processes of digital transformation of the University is necessary.

One of the priorities of the government program “Digital economy of the Russian Federation” is the progressive development of the existing education system, which should provide the economy with competent personnel. In addition, this document declares the need to create a system of motivation for the development of the necessary competencies and participation of personnel in the development of the digital economy of Russia. All this requires the transformation of the classical educational system, which ultimately implies the creation of a “digital university”.According to the concept, proposed by the Agency for Strategic Initiatives together with Skolkovo University, the “digital university” will allow us to change the form and content of education in accordance with the requirements for new digital economy personnel. At the same time, the main emphasis should be placed on the individual trajectory of education, that is, collecting information not only according to the teacher’s assessment, but also collecting information in the student’s online course (what subjects the student was interested in, how he passed the intermediate tests, etc.). In addition, you need to create a specific set of services at the university. They should work in a similar way to the super services that are already being created in the Ministry of Digital Development, Communications and Mass Media of the Russian Federation for receiving public services online. So, the student will be able to get help and get registered in the military enlistment office in a single window mode, without having to go to the offices. In addition, changes are needed related to the content of education. So, along with the already developing segment of mass online courses, courses using AR and VR and virtual simulators should be introduced in universities. With the help of modern technologies, students will be able to learn the profession more effectively in practice.The article attempts to generalize the minimum set of necessary transformations of a classical university into a “digital” one and present their description.

The development of human capital at the state and regional levels, as well as the implementation of programs for the development of human resources of enterprises, allows us to solve the strategic task of innovative and sustainable development of the country. The introduction of innovative management methods is a key factor in the sustainable and competitive operation of enterprises. The article emphasizes that the most effective use of human capital in the conditions of digital transformation is possible only when forming a strategy for continuous professional growth of personnel based on the use of new technologies and programs. The need to increase knowledge for staff in the field of digital technologies was noted. The task is to increase the activity of the organization and the efficiency of its work on the basis of creating a reliable digital infrastructure and increasing the level of knowledge. Smart manufacturing involves highly skilled workers who know practical and information technologies and operate at a completely new level. Industry 4.0 connects systemic industrial technology and smart manufacturing processes, in which business models and the entire industry will be radically transformed. Technological leadership and excellence in the automation and software industry based on embedded systems and strong industrial networks will lay the foundations for the success of the Industry 4.0 project. The transition of production to Industry 4.0 technologies requires staff training for new requirements, since employees will face different challenges. Staff will be able to adapt to the changes better. Human resource qualifications are important indicators of economic development within Industry 4.0.

In 2020, the education process at universities started to be redefined, parting with the traditional face-to-face form. The article presents the conclusions of exploratory study conducted at the Jagiellonian University in Kraków (Poland) on the students’ experiences of remote education as well as their expectations for the future. The study was conducted in the form of an online survey addressed to the entire population of science recipients at the Jagiellonian University, around 800 respondents completed the questionnaire. The obtained results show that most students rate remote education relatively high, although there are statistically significant differences in specific questions (e.g., theoretical classes are more suitable for online learning than practical classes). The authors paid special attention to the differences in the attitudes of students depending on their characteristics, the approach to remote education differs, in particular, depending on the gender and field of study. Students of social and humanist faculties view remote education most positively, and science students opinions are mostly negative. It has also been observed that some students are uncritically satisfied with most aspects of distance learning (the so-called “Tiggers”), while others are strong supporters of face-to-face education, reluctant to accept any changes (so-called “Eeyores”), so regardless of the scope of pro-quality activities undertaken, both criticism and praise of remote education can be expected. The obtained results open the field for further studies that would allow to confirm the covariance of multidimensional characteristics of students and their attitudes towards the digital university, and on the other hand would allow planning activities aimed at different and perhaps mutually contradictory expectations of the recipients of education.

This empirical study examines the experiences of academics and professional service staff in a large UK university during first weeks of the transition to online teaching and working from home during the Covid-19 pandemic. The method draws on the work by Gourlay and Oliver (2018) to explore engagement with the digital university in everyday practice. Using data from 412 survey responses and 32 interviews, the study traces varying ways staff characterised themselves during the first months of lockdown in the UK (from March to July, 2020). The findings highlight that university support services underwent a metamorphosis to support the transition to online teaching. However, insufficient attention was paid to the ‘identity crisis’ and threats perceived by academics who were used to teaching students on campus. Academics tended to focus on transferring traditional teaching practices to the online environment, rather than on changing teaching practice, leaving face-to-face teaching as the default point of reference. These cultural barriers are a persistent obstacle to a more productive engagement with digitalisation. Transitioning to online teaching involves continuing existing work while also learning new practices. Such efforts were challenging for teaching staff who did not have dedicated space at home to work and those with caring responsibilities. This, combined with gendered patterns around caring and the extra support needed by students during the crisis, added emotional labour to already-full workloads. We recommend that intersecting forms of disadvantage be acknowledged, supported and rewarded for universities to create sustainable and just futures.

Objective: The present study aims to present the policy model of the digital university. The digital university is an emerging concept that has recently emerged with the presence of technology in higher education. The best way to guide emerging concepts is to make the right policies about that emerging phenomenon, and the digital university is no exception. In order to make good use of the capacity of the digital age and technology in higher education and the academic system, the first step is to formulate policies in this field so that the concept is in its original mission and position and gradually grows. Materials and Methods: In order to conduct the present study, a qualitative approach and meta-synthesis were used. The research community included all 2000 articles, books, work reports, and university publications, of which 67 were selected and analyzed In order to analyze the data, a coding method was used, so that first the open coding was done, then the primary central codes were compiled and finally by combining the primary codes, the secondary codes were formed and thus the dimensions and components of digital university policy were developed. Results and Discussion: The research findings indicated the identification of five dimensions of policy, including educational, structural, technological, cultural and economic policies. Educational policy included the components of digital evaluation, the quality of digital education, the digital learning ecosystem, digital content, the digital curriculum, and the digital learning learning process; Structural policy included digital policies and laws, digital management and leadership, digital evaluation and control, and digital human resources, and technology policy included software policies, hardware policies, and support policies. Also, cultural policy included the management of digital communications, international higher education courses, knowledge and attitudes toward digital courses, and access to higher education (digital courses) - social equality. Finally, economic policy included financial management, funding methods, and digital university funding methods. Attention to the five dimensions of policy at the University of Digital is strongly recommended, as each of these dimensions addresses part of the phenomenon of the digital university and together will lead to the realization and development of the digital university. [ABSTRACT FROM AUTHOR]

Introduction. The paper is devoted to a review of the main issues that digitalization poses for higher education sociologists. Readers are also offered the results of an empirical study aimed at obtaining answers to some of these questions by analyzing the direct experience of students who have completed online courses and express their views on its functional characteristics and performance.Methodology and sources. As a methodological framework for the study, the authors used a poly-paradigmatic approach, including the provisions of the economy of higher education, the principles and methods of the institutional tradition of the sociology of education, the ideas of theoretical concepts of social representations and communicative action.Results and discussion. The results of two sociological studies carried out in the form of questionnaires are presented. The target audience of the surveys were first-year undergraduates in technical areas of training who did not have direct experience of smart education at the university, and undergraduate students who took various online courses as part of their educational process.According to the survey, undergraduates have a clear interest in smart education and are independently looking for open online courses. However, they do not clearly assess some of the advantages of digital technology, for example, the ability to repeat the explanation. Undergraduate students, regardless of the course, direction and form of study, prefer the hybrid format over online courses and traditional classroom instruction. The most important aspects of online learning for students were identified: the clarity and consistency of the presentation of educational material, the usefulness of the course for the specialty, the entertaining course. At the same time, the image side of the presentation of materials by the teacher is of much less interest to them than the developers of the courses.As a result of the research, the most interesting topics for future discussions about the functional characteristics and effectiveness of smart education, as a new educational paradigm, are the following paradoxes: weak interest (or even lack thereof) of students in the possibility of a digital learning format such as individual and collective feedback, the possibility of organizing forums and conducting group discussions of the issues under study without/with the participation of a teacher; the contradictions between the targets of teachers-developers of online courses and the educational needs of students-users of online courses.Conclusion. The authors of the paper revealed a generally positive attitude of students to smart education. Most noted that it is more interesting to study online, however, classes based on the traditional form provide more solid and clear knowledge. The most effective and functional version of teaching practices seems to be hybrid courses, which allow combining the advantages of the "classical" and the new digital education paradigms.

The paper deals with the problem of exploiting the potential of digitalization at scale by organizations in the age of information technologies and advanced analytics of data. Being at the forefront of social progress, universities inspire managers, training staff and students to reset their working, thinking and leading initiatives and embrace digital transformation of the educational environment. The study aims to research the modern thought on transformational leadership befitting universities’ distinguished title of growth engines. The methodological framework comprises modern sociological, psychological, management and complex systems science theories of leadership. The paper analyzes organizational leadership models, explains their weak and strong points, formulates the terms of realizing the leadership phenomenon in the context of digitalization, studies the Financial University under the Government of the Russian Federation’s experience in introducing the elements of the ‘digital university’ model. The findings support the idea that generative leadership is attainable through inter-layer and inter-cluster interaction of all educational environment members. The paper suggests a mechanism of transforming hierarchical models into generative leadership models. The theoretic and practical significance is the validation of interconditionality of digitalization and a leadership ecosystem as a variety of communications, complexity of interrelations and integrity of functioning of educational leaders.

The process of digital transformation is progressively englobing education, learning and management processes within the system of higher education. This trend at the level of universities has resulted in emergence, evolution and development of the concept of the “digital university” and of more advanced construct of university digital ecosystem. The article considers different aspects of the concept of university digital ecosystem, studying the results of implementation of digital learning and management technology into the practices of world and Russian universities, obstacles and outlook for their further extension, and risks accompanying digital transformation of universities. The article concludes that the process of forming and developing university digital ecosystems should consider complexity of factors accounting for diversified conditions, objectives, tasks and results of building a digital ecosystem. The main conclusion is that concept of digital transformation should be integrated into university development strategy.

The article presents the results of a comparative and typological analysis of open data websites of the leading Russian and foreign universities. The analysis has been carried out in order to assess the state of the digital environment of universities in the areas of career guidance of students, the development of students’ competencies and career support of graduates. The authors adduce an empirical evidence of the key problems of digitalization of Russian universities such as the lack of interactive innovative forms of online support of applicants by Russian universities; the lack of digital footprints of the educational process, especially video lessons; depersonalization of digital support of training; non-competitive descriptions of elective courses, the lack of educational case studies as a main technology for the implementation of practice-oriented tasks; the underdevelopment of interaction as a basic principle for providing online support of the educational process. As the prospects of the study, the article makes the case for constructing a model ranking universities according to the level of digital space development.

The article is devoted to the software product MediaWiki, proposed by the authors of the article for use as a platform for creating the software and technological core of the "digital faculty", which, in turn, is a typical element for building prototypes of the "digital faculty" and "digital university" models. The model considered in the article is proposed by the authors as a comprehensive solution to the problem of digital transformation in the field of education. According to the authors of the article, the MediaWiki software complex, supplemented by domestic software and open source products, will effectively solve the problem of managing information flows in the educational process. The article describes the experience of creating standard wiki systems for faculties and scientific schools of Moscow State University and their use as central elements of the digital transformation of university faculties. The article discusses the creation of a network tool that ensures the management of digital information flows that are formed between teachers and students in the learning process, as well as the development of a system of rules for the interaction of participants in the educational process in the educational process. A digital environment that creates conditions for the successful development of the system. Currently, three systems are being tested, created by specialists from the Faculty of Computational Mathematics and Cybernetics of Moscow State University in the framework of inter-faculty agreements with the Faculty of Law and the branch of Moscow State University in Sevastopol. The system is built taking into account the experience gained by the authors during the inter-faculty course "Introduction to Wikipedia".

This empirical study examines the experiences of academics and professional service staff in a large UK university during first weeks of the transition to online teaching and working from home during the Covid-19 pandemic. The method draws on the work by Gourlay and Oliver (2018) to explore engagement with the digital university in everyday practice. Using data from 412 survey responses and 32 interviews, the study traces varying ways staff characterised themselves during the first months of lockdown in the UK (from March to July, 2020). The findings highlight that university support services underwent a metamorphosis to support the transition to online teaching. However, insufficient attention was paid to the 'identity crisis' and threats perceived by academics who were used to teaching students on campus. Academics tended to focus on transferring traditional teaching practices to the online environment, rather than on changing teaching practice, leaving face-to-face teaching as the default point of reference. These cultural barriers are a persistent obstacle to a more productive engagement with digitalisation. Transitioning to online teaching involves continuing existing work while also learning new practices. Such efforts were challenging for teaching staff who did not have dedicated space at home to work and those with caring responsibilities. This, combined with gendered patterns around caring and the extra support needed by students during the crisis, added emotional labour to already-full workloads. We recommend that intersecting forms of disadvantage be acknowledged, supported and rewarded for universities to create sustainable and just futures. [ABSTRACT FROM AUTHOR]

We consider conceptual approaches to creation of information systems, learning management school, which uses modern methods of decision-making and simulational modeling, web-technologies. The main criteria for the selection of development tools of the system are: openness, free of charge, easy to use and independence from system software and hardware. The chosen technology and the system itself satisfies such requirements as: focus on national and international standards in the field of higher education, adherence to service-oriented architecture, ensuring stable operation with a large number of users, support for a clear division of user rights to obtain and change information resources, software modularity the final product and its ability to integrate into the corporate information system of the university

Today's students, known as digital natives, are living a paradox. Although they grew up with technology, there are many studies which underline that students' digital skills are not what they might seem. Thus, even if they are more familiar than professors or parents with functions and options available on the most used social networks and applications like Facebook, Instagram, Snapchat, YouTube etc., they still need “support with some areas of digital practice, particularly in an academic context"(JISC, 2015). But are these perceptions / expectations of students' digital skills based on reality? Moreover, what should we do as their professors? Firstly, we should not forget that not all students have equal access to digital resources. Some of them need to be trained more concretely/effectively and most of them need to refine and update their digital skills and competencies in order to become more employable, ready to cope with the digital jobs of the future. Secondly, they need to benefit from staff well equipped with digital skills, who can design and deliver courses with technology integrated, able to pass on the relevant digital skills to their students and colleagues. Thirdly, they need a proper and adequate digital environment. Given this approach, we formulated our research questions as follows: • What are the challenges in creating the right environments for digital learning? • What are institutions doing in order to equip professors with digital skills? The aim of the present paper is to review existing evidence on what a digital university means. What is it? What actions should we take towards becoming a digital university? Thus, we conducted a small-scale study within the Romanian higher education space in order to investigate the aforesaid research questions and to emphasize what concrete steps, actions, responsibilities and measures should be taken to drive forward a digital university vision. [ABSTRACT FROM AUTHOR]

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Contemporary approaches to the digital transformation of practice in university research and teaching sometimes assume a convergence between the digital and openness. This assumption has led to the idea of ‘digital open scholarship,’ which aims to open up scholarship to participants from outside academic scholarly communities. But scholarship, digitality and openness exist in tension with each other – we can see the individual features of each, but we cannot make sense of the whole picture. It resembles an ‘impossible triangle’. Particularly confounding is the tension between digital scholarship and open knowledge, where the former is focused on the creation by specialist communities of knowledge of a stable and enduring kind, whilst the latter is characterised by encyclopaedic knowledge and participation that is unbounded by affiliation or location. However, we need not be permanently thwarted by the apparent impossibility of this triangle. It is a stimulus to look critically at the contexts of practice in which a relationship between scholarship, digitality and openness is sought. Constructive examples of such critique can be found in the emerging research field of literacy and knowledge practice in the digital university.

The conceptual approaches to create the information-analytical system of educational management, which used modern methods of decision-making and simulation, web-technology are considered. The main criteria for selection of system development are: openness, free of charge, easy of use and independence of system software and hardware. The technology and the system itself meets the requirements as: focus on national and international standards in higher education, compliance with service-oriented architecture, ensure stable operation for a large number of users, support a clear division of users rights to obtain and change information resources, modularity of final product and its ability to integrate into the university corporate information system.

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Contemporary approaches to the digital transformation of practice in university research and teaching sometimes assume a convergence between the digital and openness. This assumption has led to the idea of ‘digital open scholarship,’ which aims to open up scholarship to participants from outside academic scholarly communities. But scholarship, digitality and openness exist in tension with each other -- we can see the individual features of each, but we cannot make sense of the whole picture. It resembles an ‘impossible triangle’. Particularly confounding is the tension between digital scholarship and open knowledge, where the former is focused on the creation by specialist communities of knowledge of a stable and enduring kind, whilst the latter is characterised by encyclopaedic knowledge and participation that is unbounded by affiliation or location. However, we need not be permanently thwarted by the apparent impossibility of this triangle. It is a stimulus to look critically at the contexts of practice in which a relationship between scholarship, digitality and openness is sought. Constructive examples of such critique can be found in the emerging research field of literacy and knowledge practice in the digital university. [ABSTRACT FROM AUTHOR]

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