SOCIO-EDUCATIONAL ASPECTS OF FORCE MAJOR ACTUALIZATION OF THEORY AND PRACTICE OF DIGITAL UNIVERSITY UNDER THE CONDITIONS OF PANDEMIA COVID-19

Abstract

In this review and analytical article, based on recent publications and empirical studies, an attempt is made to clarify how traumatic or mobilizing the rapid transition to distance educational technologies and online learning in the world university community and Russian universities has become in the face of curbing the spread of coronavirus disease 2019 (COVID-19). The text gives the factors of the development of crisis alarmist university futurology, substantiates the strengthening of a group of analysts - adherents of the position of inevitable fundamental and radical changes in universities. The first practices of national transitions to digital universities without additional technological equipment and advanced training of teachers, emerging existential and organizational-technical issues are considered. The statistical data of foreign and domestic empirical studies related to clarifying the features of the forced complete transition to digital educational technologies, both in the assessments of teachers and students, are presented. The conclusion is substantiated that practicing teachers assess the existing shortcomings and new resource opportunities in a rather balanced way, expressing the need for mutually complementary classical classroom and digital educational technologies, sharing the ideas about the development of hybrid education and cooperation between universities.