Вплив інноваційних цифрових технологій на повоєнне відновлення університетів України

Abstract

The aim of the article is to identify and substantiate the impact of innovative digital technologies on the recovery of higher education institutions in the post-war period. The article notes that at the beginning of russia’s full-scale invasion of Ukraine, digital technologies became a key source of relevant information, communication and psychological mutual support for participants in the educational process. The digitalization of universities has allowed the latter to continue providing high-quality educational services in a distance or hybrid format despite the threats resulting from the conditions of martial law in the country. The article assumes that digital technologies can be effectively used in the course of the post-war recovery of domestic higher education institutions. Taking into account the differences in location and damage during the wartime, the authors propose to distinguish the following groups: border region universities, front-line territory universities, universities occupied by the enemy, relocated universities, and typical universities. The main emphasis in the article is placed on the universities in border regions. The authors conclude that modern digital technologies (Internet of Things, artificial intelligence, blockchain, cloud technologies, big data analytics) can make the process of post-war recovery of Ukrainian universities transparent, faster, safer, and more comprehensive. According to the authors, the recovery of border region universities in the post-war period should be based on the principle of «build back better», taking into account the potential of innovative digital technologies in educational, research and management activities. The study proved that the application programming interface (API) will help in the integration of educational platforms and the restoration of damaged communication channels at the university; blockchain – in ensuring the protection of academic documents and personal data of participants in the educational process; cloud technologies – in organizing access to educational materials, libraries, joint research projects in real time from any location; big data analytics – in processing huge amounts of data necessary to improve the university’s marketing policy and monitor changes in the needs of higher education students and employees; artificial intelligence – in personalizing learning and improving the quality of educational services; Internet of Things – in increasing the interactivity of learning, remote control of scientific experiments, as well as in monitoring the state of the university premises (including their energy efficiency and threat protection system).