Digitalization Of Higher Education Research Articles

THE USE OF DIGITAL TECHNOLOGY IN UNIVERSITY LEARNING THROUGH A BIBLIOMETRIC APPROACH

The article proposes a bibliometric analysis of digitalization in higher education. Based on research conducted in October 2023, the study explored 967 articles in the Web of Science (WOS) database. It highlights the growing importance of digitalization in higher education institutions and explores emerging trends in teaching practices and learning patterns. The study reveals a spike in publications in 2021-2022, likely in response to the COVID-19 pandemic and the transition to online learning. The most active countries in publications on the subject are Russia and Germany accounting for more than 45% of articles. In addition, the analysis of bibliographic networks identified collaborations between authors and the most cited articles, while the analysis of key terms highlighted important research topics such as e-learning and digitalization. This bibliometric study sheds valuable light on an abundant field of research at the heart of the current transformations in higher education. However, additional analyses are needed to follow the rapid evolution of digital education in all its richness and diversity.

Indicators for determining the effective level of digitalization in Higher Education

Indicators for determining the effective level of digitalization in Higher Education

The Era of Digitalization in Education where do Universities 4.0 Go?

Abstract Digitalization has revolutionized one of the most significant industries in the modern world, which is education. It has proven to be a successful and renowned strategy throughout the entire spectrum of the education industry. It has dissolved the distinction between physical and virtual distance and integrated more scientific methods for instructors to teach pupils. In order to select the most relevant studies in the digitalization field, bibliometric analysis was used, with the principal source of scientific articles selected being the academic platform Scopus. The content of 3836 research articles has been taken into consideration since 2019 and 2023. The search documents related to the “digitalization” issue are in title, abstract, and keywords. In order to highlight the structure of the scientific field, we used a content analysis, inspecting the most common words and the relationships between words. Additionally, a network of co-occurrences was taken into account. The analysis was performed using the WOSviever program. In the next part of the research, the term “digitalization” was examined in more detail. The Scopus search engine uses filters, including the terms “digitalization,” “higher,” and “education,” but is limited to key words. The content of 104 research articles has been taken into consideration since 2019 and 2023. The research results showed that the fields of technology, education, and management provide the theoretical basis for research on the digitalization of higher education. The findings also demonstrate the topic’s interdisciplinary character (as seen by publications published in several fields) and its strong relationship to concepts like online learning, digital transformation, and sustainable development. Based on the literature analysis, it can be concluded that University 4.0 will go to the smart fully digital University (University 5.0), will take care of aspects of sustainable development, and will develop teachers’ soft skills, especially emotional intelligence.

Crisis-driven digitalization and academic success across disciplines.

While the rapid digitalization in higher education, accelerated by the COVID-19 pan- demic, has restructured the landscape of teaching and learning, a comprehensive under- standing of its implications on students' academic outcomes across various academic disciplines remains unexplored. This study, therefore, aims to fill this gap by providing an in-depth examination of the effects of crisis-driven digitalization on student performance, specifically the shift to emergency remote education during the COVID-19 crisis. Lever- aging a panel dataset encompassing 82,694 individual student course grades over a span of six years, we explore the effects of digitalization across nationalities, educational levels, genders, and crucially, academic disciplines. Our findings are threefold: (i) firstly, we note that crisis-driven digitalization significantly impacted students' chances of passing a course and achieving higher course grades in comparison to the pre-crisis period. (ii) Secondly, we found the effect to be heterogeneous across disciplines. Notably, practical disciplines, such as nursing, experienced a negative impact from this sudden shift, in contrast to more theoretical disciplines such as business administration or mathematics, which saw a positive effect. (iii) Lastly, our results highlight significant variations in the impact based on educational levels and nationalities. Master's students had a harder time adapting to the digital shift than their bachelor counterparts, while international students faced greater challenges in less international academic environments. These insights underscore the need for strategic interventions tailored to maximize the potential of digital learning across all disciplines and student demographics. The study aims to guide educators and policymakers in creating robust digital learning environments that promote equitable outcomes and enhance students' learning experiences in the digital age.

Key Research Ideas of Artificial Intelligence in Higher Education: Bibliometric Analysis and Information Mapping

This research aims to describe and map information and research ideas that can be developed in the application of artificial intelligence in higher education. The method applied in this research is Preferred Reporting Items For Systematic Reviews And Meta-Analyses (PRISMA) which uses scientific articles or proceedings sourced from the Scopus database which are analyzed using Vos Viewer and Publish Or Perish as well as Google Trends and Dimensions. The research results reveal that artificial intelligence research covers three aspects that can be applied in higher education: development of AI tools, application of AI in learning, and digitalization of higher education.

Comparative Study of Higher Education System Between India and Germany in the Present Era

The study paper provides a comparison between the higher education system of India and higher education system of Germany in respect of aims and objectives, structure, curriculum, opportunities and current issues or their common focus areas in the present era. The paper also gives a glimpse of history of higher education in ancient India-the era when India used to provide world class higher education and also history of higher education of Germany. The data are collected from primary and secondary sources. The methodology adopted for the study is documentary analysis. The results reveal that both India and Germany have same type of educational structure comprising of bachelor degree, master degree, doctoral and post-doctoral programs and emphasize on professional expertise but India focuses primarily on theoretical knowledge and democratic values inculcation, science and spiritual education and Germany focuses chiefly on practical implementation of theoretical knowledge, skill development, research and innovations, capacity building in higher education, forming intellectual property, entrepreneurial development, creating diversity of people and ideas, promoting global citizenship and societal sustainability. The USP of German higher education is that quality higher education is provided at a very low cost or no tuition fees charged at the world class German universities, offers diversified course, dual study programs and a lot of flexibility like switching major and education policies are formulated frequently considering the present need and demand. Recently both countries’ focus areas are digitalization of higher education, teacher improvement program for higher education, internationalization, foreign students and faculty exchange programs, increase in spending on education and decentralization of higher education. The paper concludes with India being a largest democracy and one of the developing nations, Indian higher education system can consider German higher education system as a benchmark and can imbibe the positive qualities for improvement and enrichment.

Digitalization of Higher Education in 2021 – Challenges for University Students In Russia

Digital educational platforms emerged as an anticipated technological response to the need for the modernization of higher education. The digitalization of education was promoted at the state level as a strategy and an instrument to improve the quality and competitiveness of education. In 2020, the coronavirus pandemic accelerated the transition from the classroom to online-only, revealing the lack of purposeful online teaching methods, and insufficient digital competence among teachers.
 The authors analyzed publications by foreign and Russian researchers to highlight the common problems of higher education digitalization, including datafication, limited capabilities of digital educational platforms, and the changing role of the teachers in e-learning. The article focuses on students’ attitudes towards online education, and their voluntary or unwilling involvement in the digital educational environment, considering synchronous, asynchronous, and blended forms of learning before and during the pandemic.
 The achieved results suggest that such factors as the novelty and accessibility of online courses at Western universities initially served as a factor of attraction the students, inviting them to diversify their studies in their own creative way. However, increased stress and workload, various technical problems, tough teachers’ control on the one hand, and poor feedback, on the other, weakened the popularity of the digital educational environment. When asked to compare the pros and cons of online education, most students spoke in favour of maintaining the blended education format, as it allows for reducing the workload and – to some extent – enables the students to take control of their education trajectories.
 This work is intended for educators and researchers interested in the challenges caused by integrating digital technologies into traditional forms of education.

Urgency of Managing Digitalization in Higher Education

The digital transformation of higher education institutions has become one of the most significant trends in recent years. Unfortunately, this change is facing many challenges and pitfalls. Therefore, understanding how to manage digitalization amid continuous change should be a top priority for leaders of higher education institutions. This article reviews previous research focused on digitalization in higher education. Using non-systematic literature methods, it starts by summarizing the main driving forces, barriers, and pitfalls of digitalization in higher education. The selected papers were chosen based on their relevance to the article's purpose. The findings discuss the four main elements of managing digitalization in higher education. These four elements should be a priority in universities' strategy. Finally, the proposed framework in this article is expected to contribute to developing theory and practice in managing digitalization in higher education.

Design and Application Research of Embedded Voice Teaching System Based on Cloud Computing

Deep changes are occurring in the components and forms of education as a result of the ongoing integration and development of emerging technologies like cloud computing, mobile computing, and artificial intelligence with teaching and learning, and the digital transformation of education is consistently being pushed to new heights. Simultaneously, China’s higher education has concurrently reached the stage of popularization. The digitalization of higher education is related to the development quality and value proposition of higher education and determines whether it can adapt to the needs of quality diversification, lifelong learning, training personalization, and governance modernization in the popularization stage. As a result, the current and future phases of China’s higher education reform call for accelerating the pace of higher education’s digital transformation and guiding the high-quality growth of higher education with digital innovation. The application potential of intelligent learning systems in higher education is becoming more and more clear in this context. In view of this, this work draws from previous research and experiences to build and implement an embedded voice teaching system based on cloud computing and a deep learning model to meet the development needs of the current digital transformation of higher education. On the one hand, the new system can well compensate for the flaws and shortcomings of the current teaching means in universities and realize the accompanying ubiquitous learning by relying on the powerful storage and computing capacity of the cloud computing platform. On the other hand, this study designs a set of voice recognition methods integrating HMM + LSTM to enhance the embedded voice system’s recognition performance, ultimately allowing for the voice recognition feature to be implemented in the pedagogical system. When it comes to processing audio signals, the hybrid model makes use of both the HMM’s robust time processing capability and the deep neural network’s robust characterization capability and generalization performance. As a result, the voice recognition rate, anti-interference performance, and noise robustness can all be significantly improved. Finally, the embedded voice system is put through its paces in an experimental setting to gauge its performance and functionality. The results of the tests demonstrate that the created hybrid model has high recognition accuracy and good noise immunity, which will be utilized as a foundation for the design and development of the final system. Meanwhile, the new system’s functional modules have achieved the expected results with good stability and reliability. Trial results gathered through interviews and questionnaires demonstrate that the new system significantly enhances the intelligence and adaptability of college teaching methods and is conducive to promoting the improvement of college students’ cultural literacy and innovation ability.

Evaluate the drivers for digital transformation in higher education institutions in the era of industry 4.0 based on decision-making method

The digitalization of higher education (HE) institutions and relevant issues have attracted the attention of many educational stakeholders. ICT has become a subject of high importance in every context, particularly in the workplace; thus, a principal goal for universities and schools is to prepare future professionals capable of dealing with problems and searching for effective solutions by their digital competence as a key skill. In this regard, a new framework is developed to evaluate the main drivers of digital transformation in higher education institutions (HEIs) in the era of industry 4.0. The developed framework is proposed a decision approach that can effectively use the presented information to make decisions of high rationality. This framework is applied to compute the subjective and objective criteria weights, and it is used to assess the preferences of organizations. An empirical case study to evaluate the main drivers for the implementation of digital transformation in HEIs is taken. According to the findings, the most significant drivers for the implementation of digital transformation in HEIs in the era of Industry 4.0 are developing, updating, and adapting a curriculum (0.0425), integration of digital technologies for universal education (0.0420), and cloud computing (0.0419), respectively. Hence, the evaluation results also show that the option higher education institution (HEI)-4 has the highest overall utility degree (1.845) over different drivers for the implementation of digital transformation in HEIs in the era of Industry 4.0. Also, comparison and sensitivity investigation are made to show the superiority of the developed framework.

Informatization and digitization of the educational process in higher education: main directions, challenges of the time

The relevance of the study is due to the need to rethink the educational paradigm in a rapidly developing digital environment. Given the creation of new information and digital learning technologies, scientific paradigms are changing towards the formation of an innovative educational infrastructure of HEIs. The article aims to investigate the main directions of the challenges of implementing informatization and digitalization in order to form an ecosystem of an innovative educational environment. The article is based on the use of methods of theoretical pedagogical research: analysis, synthesis, induction, and deduction. The study of scientific literature showed that, despite the large number of scientific papers covering the issues of informatization and digitalization, the question of the need to bring modern educational standards to the realities of a digital society still remains unresolved. The results of the study were the actualization of the main challenges and directions of implementation of informatization and digitalization of higher education in order to improve its efficiency in the modern conditions of development of society. Practical significance: the study of the features of the practical implementation of the tools of the digital educational environment and the disclosure of their benefits.

Contradictions of digital higher education in the information culture of modern society

Introduction. Digital education today is a new phenomenon for many countries of the world. In its most general form, it represents the next stage of informatization of education, but it has its own specific features. The author continues a number of previous studies on the problems of informatization of education, information socialization of personality, formation of information culture. Scientists are actively studying the problems associated with the digitalization of higher education. The range of these problems is quite wide and each of them arises on the basis of various contradictions that are studied in different areas of scientific knowledge: sociology, economics, pedagogy, philosophy, cultural studies, etc. To see the possible negative consequences of the transition to digital education and take measures to level them, it is necessary to identify and systematize these contradictions and problems. This will make it possible to develop programs and proposals to improve the quality and effectiveness of digital higher education based on an integrated system approach. The aim of the study is to analyze and systematize the main contradictions and problems of digital higher education in Russia. Materials and Methods. The methodology and methods of the study were the methods of analytical review of domestic and foreign literature on the development of digital education. Further, on the basis of methods of analysis, comparison, generalization and principles of dialectics, a systematization of the main contradictions and problems that arise in the system of modern higher education in Russia in the process of its digitalization was carried out. Results. The study showed that the main contradictions and related problems of digital higher education can be divided into three groups: within pedagogical activity between traditional and digital forms of education, training and upbringing; between digital and traditional forms of elements of education (subject, object, means, environment, conditions, goals, result); between elements of the main subsystems of culture (information, praxiological and axiological), the formation of which is the main goal of pedagogical activity. Discussion and Conclusions. The study can be used to build models of digital educational activities that enable you to learn new principles of the relationship of digital education, training, and education in a digital information culture of a modern society, a new status and role of subjects of pedagogical activity, a new paradigm of pedagogical interaction, given a system of contradictions between traditional and digital mechanisms of socialization.

QUALITY OF HIGHER EDUCATION IN EMERGENCY SITUATIONS: EDUCATIONAL LOSSES AND DYSFUNCTIONS OF DIGITALIZATION IN HIGHER EDUCATION AND DISTANCE LEARNING

The article highlights and analyses primary educational losses and key dysfunctions of digitalization in higher education and distance learning in emergencies. The article analyses academic studies by Ukrainian and foreign scientists on the problem of distance learning and the digitalization of education. The main educational losses and dysfunctions of digitalization in higher education are systematized, and factors affecting the quality of higher education during distance learning are determined. The analysis of today’s academic views on positive and negative manifestations of digitalization in higher education made it possible to identify specific dysfunctions related to motivation, control of educational results, communication, and socialization processes. The study is due to the emergencies and difficult circumstances in Ukraine, which significantly affect the organization and the quality of the educational process, and change the landscape of digital technologies and approaches to their implementation in higher education. The article reveals the opportunities and risks associated with digitalization in higher education and distance learning. Distance education caused losses in study time, limited access to the educational process, and changes in educational procedures and academic achievements. The digitalization of higher education resulted in the transformation of the roles of a teacher and a student, influenced the motivation and behaviour of the students and their cognitive processes, and caused particular dysfunctions and educational losses.

9. Digital Technologies - The Future Way of Learning in Higher Education

AbstractDigitalization trends have moved forward with accelerated steps, surrounding all spheres of our lives with the provision of light services, faster and less expensive communications, more functions, and a great influence on increasing quality of life. In developed countries, digitization of education is seen as one of the priority goals for achieving sustainable development. Higher education is an essential pillar in developing new knowledge economies for the twenty-first century, and Kosovo national authorities are strategically oriented toward the digitalization of higher education. Digitization includes a wide range of activities ranging from lecturers, group work lectures, and inclusion in individual or group study, and exams as an integral part of the revolutionization of higher education. The period of COVID19 has pushed forward the digitization of education in many countries of the world. In Kosovo, this was the period that established the dividing boundaries between the traditional multi-century teaching eras with the new digital era. This period is also characterized by the challenges faced by teaching and learning in the use of efficient digitized methods. This paper explores the impact of digitization on teaching and learning, specifically in medicine and architecture. Also, this work is intended to offer a model of how digital transformation can be used to build competitive advantages for universities. Based on the condition of the accreditation agency and the standards of the International Society for Technology in Education, we can say that the use of software and artistic methods in teaching processes affects the development and advancement of young people.

Integrating Distance Education into Mobile Devices Using Adobe Connect Pro

This article aims to promote Adobe Connect Pro on online learning as a discussion platform in an online class. Digitalization in higher education using digital learning platforms such as adobe connect pro is currently broadly used as educational media. In the research context, Adobe Connect Pro is utilized as a discussion platform in the online class. Digital learning Platform enables providers to deliver academic programs via digital learning platforms, facilitating communication and enabling knowledge preservation, selection, and distribution. Using a qualitative study, this article investigates how Adobe Connect Pro allows teacher trainers to collaborate by offering a forum for real-time reflection and debate on student-teacher video performance, which is a natural extension of a forum. The result of the observation shows that Adobe Acrobat Connect Pro’s online discussion forum promotes students’ learning interests and accommodates a variety of learners, including those with special needs who may find it challenging to be physically present in the traditional classroom all of the time or to keep up with the other students. It promotes inclusive learning by allowing anyone to learn at their own pace and schedule and freely participate in platform discussions. In conclusion, discussion forums using Adobe Acrobat Connect Pro have immense potential to push students to learn.

Dental implant issues: Forms and methods of education for international students

The article analyzes the experience of teaching the discipline "Dental implantation" to foreign students in Dentistry studying at the Chuvash State University in Cheboksary in the context of internationalization and digitalization of higher education. Forms and methods of teaching Dental implantation and international academic mobility of faculty members are proposed. Foreign students are active participants in the student scientific circle of the department "Dentist of the Future"; they take part in the annual International Student Conferences, tooth drawing competitions "Da Vinci's Tooth", All-Russian festivals of students and youth "Man. Citizen. Scientist". The authors emphasize the significance of professional and communicative competencies denistry teachers. The teachers of the department are members of the International Club of Implantologists - International team for Implantology. In 2019 in Valletta on Malta the first summit “World Women's Implantology Communities WIN EMEA” took place, and in May the University of Bern in Switzerland hosted a symposium in honor of Professor Daniel Buser “20 Years of Progress in Implant Dentistry”. The teachers of the department took part in these events. The main emphasis in the programs was placed on the active use of digital technologies in dental implantation, teaching discipline at the university using international standards. Internet resources allow you to check tasks for the teacher. For more than ten years, online testing has been carried out to monitor and assess the level of knowledge, skills and abilities of students in this discipline. The department tests students in Online Test Pad. Computer tools and technologies are used to help educate dentistry students. To improve the quality of diagnosis and treatment, digital technologies for virtual examination and treatment are used: computed tomography, intraoral scanning, data collection and planning methods, CAD / CAM technology, tools and materials for 3D production. The department is aware that foreign graduates will represent Russian education in their country, and seeks to transfer knowledge using digital technologies, international standards and experience. Uniting efforts with foreign colleagues improves the quality of work with foreign students and develops competitiveness of university alumni.

REGULATORY AND LEGAL BASIS OF THE DIGITALIZATION OF THE PROFESSIONAL TRAINING OF TEACHERS IN HUNGARY

The article examines the regulatory and legal basis of digitalization of professional training of teachers in Hungary. This study analyzes the legal framework for digitalization of teacher training in Hungary and the steps taken in the direction of digital transformation. Based on the analysis of regulatory documents and reports of the Hungarian government and the European Union, the works of Hungarian and domestic scientists, which directly highlight the topic of professional training of teachers, the digitalization of education, the necessary trends for further research into the digitalization of higher education in Hungary have been identified. To solve the tasks and achieve the goal of the research, a set of general scientific methods is used: theoretical: analysis and synthesis in order to determine the main directions of research into the problem of digitalization of professional training of teachers in Hungary; Empirical: study of the regulatory and legal framework regarding digitalization of professional training of teachers in Hungary; translation of authentic literature; description of factual information for the purpose of analytical interpretation and study of specific facts and phenomena; statistical processing of research results: for quantitative and qualitative data acquisition.As evidenced by the results of current studies of regulatory and legal documents, an urgent task for scientific research and educational policy in many European countries is to ensure the optimal use of the full potential of digital technologies for learning, while effective learning in the digital age becomes possible thanks to a systemic approach and holistic changes. Many European countries, including Hungary, are actively conducting research in the direction of full integration of digital technologies in education and vocational training.

Digital Transitions in Higher Education: European Dimension

In the article, the trends and approaches to digital transitions in higher education in the context of quality assurance are revealed based on the analysis and synthesis of the strategies of the global and European dimension, presented in the documents of the UN and the European Commission, as well as in the analytical and guiding documents of the EHEA. The global social development goals of the UN and the European Education Area are agreed primarily in terms of equal access to quality higher education for vulnerable populations, modernization of higher education institutions to create an inclusive educational environment, and are required the introduction of digitalization in higher education in order to achieve them. A trend towards the spread of digitally enhanced learning and teaching (DELT) in the EHEA covering both the traditional format of providing higher education and distance education has been revealed. The main approaches to providing digital higher education have been determined. A partnership approach to assuring high-quality and inclusive digital higher education requires the consolidation of public efforts based on the partnership of various stakeholders, and national policies and legislation should provide for such partnership and mechanisms for its implementation. The investment approach to financing the resource provision of quality digital higher education involves attracting appropriate investments in connectivity, equipment, and organizational potential and skills for successful digital transition in higher education. Digitally competency approach to the development of professional standards for University teachers and their professional development, re-training and professional excellence in the context of digital transition. An open approach to creating digital courses on platforms available for obtaining degree qualifications, partial qualifications and micro-credentials. A systematic approach to the creation and development of digital study programmes, which provides for high-quality educational content and quality assurance of digital higher education, in particular digital teaching, learning and assessment. It is emphasized that national strategic and other documents in higher education should be harmonized with international documents and strategies regarding digital transition in higher education to effectively introduce high-quality digital higher education in Ukraine and overcome the challenges of the state of war.

Exploring the Alignment between Digital Strategies and Educational Practices in Higher Education Infrastructures

Higher education is a key pillar in constructing new knowledge economies for the 21st century, and the digitalization of higher education is a central focus area for national authorities. Visionary discourses from authorities state that the decision-making authority for digital strategies should be centralized to the domain of management. Digitalization is, however, driven by key features of modern technology and may also lead to the transformation of traditional educational methods as well as educational practices. Since the university contains several disciplines, different strategies can be used when products or processes within the disciplines are digitalized. It is important to consider in the ways that different disciplines can proceed to digitalize their educational practices. Based on these interests, our research question is as follows: how do digital strategies in higher education emerge, and how do they align with the educational context? Through a qualitative case study with interviews, participation in workshops, and document analyses, we investigated two digitalization efforts in the fields of medicine and law. We found that the two classical disciplines’ strategic approaches differed substantially. Based on the findings, our main contribution is a digitalization model with two archetypes, namely digital transformation strategy and digital innovation strategy. The model highlight the main object of the respective strategies, but also the institutional reaction to digitalization efforts. An implication from our study is the demonstration of how specific faculties adapt digital strategies to educational practices. This may sometimes lead to the transformation of educational practices, while other times more incremental moderate changes may be implemented. From a practical point of view, policymakers, politicians, educational management, and professionals need knowledge and expertise about the implications of digital strategies for educational practices. Our contribution, we propose, strengthens the understanding of strategies within digital infrastructures in higher education.

Опыт Китайской Народной Республики по развитию цифровой образовательной среды

Digitalization of higher education is a major strategic issue affecting and even determining the qualitative development of the entire educational system of the country. China's higher education has a huge historical contribution to economic and social development, especially in the context of digitalization. The use of various educational software and hardware and cooperation with data processing technologies are designed to improve the quality of education and help education become more effective.