Abstract
The analysis of the definitive aspect of the digital ecosystem concept is carried out, a generalized definition of this concept is given, taking into account the specific properties of its existence, which makes it possible to go beyond the IT-contextual understanding. The article provides a comparative analysis of existing approaches to assessing the digital ecosystem of education and forms the author's vision, which expands the content of the assessment mechanism, pays special attention to the impact of the digital education ecosystem on the intellectual capital development. The authors' attention is focused on studying the characteristics of the digital education ecosystem and analyzing the model for the intellectual capital development in the context of the transition of the world and Russian economies to a new technological level. Based on the analysis of empirical data, it is concluded that modern society requires a new structure (construction) and a completely different content of education. Considering the development trends of the world educational space and the characteristics of the modern intellectual economy, the necessity to develop a new model of education as a basic basis for the intellectual capital development is substantiated.
Highlights
The concept of "ecosystem of education" appeared at the beginning of the XXI century and immediately became the subject of public and scientific discussions, despite the fact that in biology the term "ecological system" has existed in scientific discourse for more than eighty years [1]
The article uses scientific and methodological approaches: 1) theoretical and methodological: content analysis of sources and materials of the Internet network on the problem of the research; comparative analysis; system analysis and systematization of methods and approaches to assessing the digital ecosystem, including assessing the digital ecosystem of education; structural and functional analysis of the components of the digital education ecosystem that affect intellectual capital; 2) empirical: questionnaire survey; method of statistical processing of data obtained in the course of expert assessment
In accordance with the goal set in this article, we are interested in the digital ecosystem in relation to the educational environment, since it has experienced the greatest transformation processes over the past twenty years
Summary
The concept of "ecosystem of education" appeared at the beginning of the XXI century and immediately became the subject of public and scientific discussions, despite the fact that in biology the term "ecological system" has existed in scientific discourse for more than eighty years [1]. In the last three decades alone, the concept of an ecosystem has become widespread in such spheres of human activity as: business, economics, finance, banking, manufacturing, education, etc. In this regard, new concepts and terms have appeared, such as: business ecosystem, financial ecosystem; banking ecosystem; an ecosystem for the development of innovations in education; innovation and production ecosystem; digital ecosystem; digital intelligent ecosystem; the ecosystem of the digital economy, the ecosystem of the digital society and the information (digital) ecosystem of the advocacy [3,4,5,6,7,8,9,10], etc. We believe that further analysis of the definitive aspect will lead to a wide variety of types of sectoral ecosystems
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