Russian Educational Institutions Research Articles

Русины в Институте славянских стипендиатов (1866–1882 гг.)

The mass resettlement of Rusins in the Russian Empire in the 19th century included a study migration. The largest influx of Rusin students happened in the second half of the 1860s – 1870s with the emergence of Slavic scholars. The gymnasium reform caused an urgent need for teachers of ancient languages, who were invited from the Habsburg monarchy. They were practicing teachers, graduates and university students, representatives of the Slavic peoples. After moving to Russia, they attended refresher courses and studied Russian in St. Petersburg as students of the Institute of Slavic Scholars (1866–1882). In total, about 160 Austro-Hungarian philologists attended the Institute. Of them, almost a third (45 people) were Rusins: Galicians (35 people) and Bukovinian and Ugric Rusins (5 persons each). They were mostly young people from the families of rural priests. Moving to Russia allowed them to get a teaching profession and find a job on more favorable terms than in their homeland. Subsequently, the overwhelming majority of Rusin scholars successfully adapted to the new conditions. Many of them worked in Russian educational institutions for many years; one in five eventually reached the post of director of a gymnasium. Thus, the Institute of Slavic Scholars can be considered a main channel for the emigration of the Rusin intelligentsia to the Russian Empire in the post-reform period.

Global and national tracks of mobility of graduates of educational institutions in Russia

Introduction. Involvement in global information flows, holding major international events in Russia, focusing on interaction with foreign universities and partners creates conditions for the formation of modern youth's focus on the global track of mobility – admission to educational organizations of foreign countries. At the same time, role and quality of education in Russia in the global market are increasing through the development of Russian education, internationalization and networking of universities. Such tendencies to increase mobility in education naturally require a study of the prevalence of the ideas of mobility in general and in certain areas among schoolchildren and university students. The aim of the study is to reveal the prevalence of the ideas of mobility (potential mobility), both within Russia and abroad, among graduates of educational institutions (at different levels). Materials and research methods. The study involved 1136 graduates of educational institutions in Ekaterinburg, of which 30% are graduates of secondary schools, lyceums and gymnasiums, 60% are graduates of bachelor's degrees from 4 universities, and 10% are graduates of master's degree from 3 universities. Research results. A study conducted in 2020–2021 indicated the following trends: the higher the level of education, the higher the value of the educational environment in the country of residence, the more broadly represented the national track of mobility (schoolchildren – 46%, bachelors – 51%, masters – 54%). Among the global market of educational services for all graduates of educational institutions in Russia, priority is given to Europe. Among bachelors, there are more of those who are confident that they can find the desired job in Russia (21%) than in another country. Master students are more confident in the possibilities of working in their specialty in Russia (36%). The older the graduate becomes, the more rational motives prevail in the track of mobility. Conclusion. The study of potential mobility allows us to conclude that the predominance of the national track of mobility is directly proportional to growing up, the older the respondent, the more rationally he approaches the choice of a further place of study and residence, taking into account the possibilities, both intellectual and financial. Thus, it becomes obvious why sufficiently high figures of potential mobility do not become as high indicators of real educational and labor emigrations.

Social Sustainability and Professional Migration in the Educational Space of Russian Schools Based on the Results of a Sociological Study

This research aims to substantiate the legitimacy of the simultaneous application of two competing sociological paradigms in studying professional (labor) migration of teachers and teacher education graduates, i.e., to use the “strategy of mixing methods”: the mobilities turn and the place attachment. This synthesis-based methodological approach includes micro and macro levels and neo-positivistic and individualistic phenomenology. It was substantiated during a sociological survey in 18 regions of the Russian Federation in August–September 2021. The survey respondents were 3065 teachers and 1132 teacher education graduates, and 255 respondents acted as experts, including six rectors of higher educational institutions of Russia, heads of regional and municipal education authorities (47 persons), and 202 directors of Russian schools. This study has highlighted the unique characteristics of labor migration in the educational space of the Russian school. As empirical research has shown, the reasons for professional migration, in general, and the migration of teachers and teacher education graduates, particularly, are largely similar and stem primarily from material factors. It has also shown that the reasons associated with personal and professional development opportunities should be considered. The identification of ideal factors was made possible by dividing respondents into five groups by criterion of integrating micro- and macro-problems.

Features of Formation of Russian Legislation on Higher Education of the XVII-XVIII Centuries

The article discusses the formation of legislation on higher education in Russia. The sphere of education is the most important condition for the spiritual, professional formation and development of the individual, the social well-being of society, political and economic formation of the state. An analysis of the historical and legal experience of regulating public relations is a prerequisite for building modern legislation in the field of education. The relevance of the study of the Russian features of legislation on higher education of the XVII-XVIII centuries is that modern social relations in the field of education are not fully regulated. This is evidenced by a range of legal problems. Particular attention should be paid to the legislative regulation of certain powers of participants in public relations in the field of higher education, by-law legal regulation, as well as the implementation of certain legal norms of the Federal Law of 29.12.2012 № 273-FZ. The need to resolve these problems updates the relevance of theoretical problems. The answer to the above questions is an analysis of the historical foundations of Russian legislation on higher education. In the pre-revolutionary Russia, sufficient experience in managing higher education, as well as regulating relevant social relations was in place. The completeness of the study of the subject of public relations in the field of education in the historical context is closely related to the analysis of the activities of Russian universities. The article considers the reasons for the appearance of educational institutions in Russia. The first domestic educational institutions appeared at the end of the 18th century - at a historical moment when the expansion of Western European ideas for organizing university education reached the Russian state. Russia had an urgent need to train specialists in the field of public administration - officials, theologians - to strengthen the Orthodox faith, teachers - to educate and promote morality. The authorization of the first regulatory and legal sources in the field of higher education was associated with attempts to create the Slavic-Greek-Latin Academy in Moscow. The revival of the ideas of education in Russia objec'tively accelerated the process of creating domestic educational institutions. The further development of legislation on higher education is associated with the implementation of new ideas about the establishment of universities under Empress Elizabeth Petrovna and Catherine the Great . In the final part of the work, it is noted that in connection with the creation of the first educational institution in Russia, the first normative legal act regulating legal relations in the field of higher education is published - "Privilege for the Academy." During the XVII-XVIII centuries Russian legislation on higher education contained personal regulatory legal acts. They were strictly targeted and regulated the activities of the educational institution, its officials, teachers, students, as well as other participants in academic social relations.

In memoriam of Denis Alexandrovich Gavrilov, a friend and a colleague

The article describes research and teaching activity of Denis Alexandrovich Gavrilov, Candidate of Biological Sciences, senior researcher with Soil Genesis Laboratory of the Institute of Soil Science and Agrochemistry of the Siberian Branch of the Russian Academy of Sciences, who died suddenly died young on August 26, 2021. He was also and enthusiastic and a hardworking publishing editor of the research journal Soils and Environment. The article briefly reviews of D.A. Gavrilov’s major publications presenting the results of his soil and combined soil and archeology studies, which he conducted both individually or in collaboration with other scientists from research and education institutions in Russia and Kazakhstan.

Improving measures for the development of financial and legal back up of state support for development programs of higher education institutions in Russia

The RUDN Law Institute research team headed by the Doctor of Sciences, professor of the Department of Theory of Law and State Nikolay Vlasenko performed an expert and analytical work for the formation of a package of proposals on measures and law-making initiatives in order to implement the amendments to the Constitution of the Russian Federation adopted in 2020. The aim was to assess the need to determine the additional source of income of a constituent of the Russian Federation for state support for the development programs of higher educational organizations by changing the system of distribution of tax revenues between federal and regional levels of the budget. The research team included Sergei Zinkovskiy, Ph.D., associate professor of the Department of Theory of Law and State, Mikhail Katsarsky, Ph.D., associate professor of the Department of Theory of Law and State, Irina Gronik, Ph.D., assistant professor of the Department of Civil Law and Civil Procedure Law and Private International Law, Denis Dobryakov, Irina Chernykh and other specialists of RUDN Law Institute. The results of the research can be used by the Government of the Russian Federation, the Ministry of Higher Education and Science of the Russian Federation to form theoretically based proposals related to the dynamics of financial and legal support for state efforts for programs of higher education organizations development in Russia on the territories of subjects of the Russian Federation in connection with the implementation of the amendments to the Constitution of the Russian Federation.

Education of migrant children as a contribution to Russia’s future

The article explores the relationship between education and migration, statistics of children from migrant families in educational institutions in Russia, access to education for children from migrant families in Russia, and the integration of migrant children in schools in Russia. Recommendations on state interaction with the children of migrants are offered. Population movements and migration processes are an integral part of human history. Another modern phenomenon, globalisation, entails fundamental changes in the world and the world market. Migration is a constant concomitant phenomenon of these changes. Education plays a crucial role in supporting third-country migrants in adapting to a new country and culture as well as in building social relations in their host communities. Education is a key resource for participating in the economic, social, political and cultural life in today’s education and knowledge society.Experience has repeatedly shown that differences in occupational status and chances on the labour market and associated income, social welfare living standards and public reputation, as well as differences in political, social and cultural participation, are linked to differences in educational attainment.Social integration of migrants through participation in the institutions of the host society, such as the education system and the labor market, is undoubtedly one of the most significant social problems in Russian society. For migrant children, language and structural assimilation in the education system in the sense of formal equality of opportunity are key to social integration in the host country.The main donor countries, from which most people migrate to Russia, are primarily the CIS countries. About 30 % of the total flow of migrants in Russia, finding with family and children. The birth rate among migrants is higher than local ones. Accordingly, Russia faces a big challenge, led by migrant children, from whom it can get a big contribution in the future, if they get a good education.The main problems faced by migrant children in Russian schools are lack of knowledge of the Russian language, discrimination, refusals of enrolment, etc. The aim of the study is to examine the educational situation of migrant children in Russian schools, as well as their education as a contribution to the future of Russia.

Current Experience of Graduates’ Career Planning and Its Use for Identifying Requirements and Setting Goals for Career Centers at Universities

Every university graduate faces a problem of employment. A young specialist without work experience can hardly find a job by his/her specialization, which would allow them not only to use the acquired knowledge but also to get an adequate estimation of their efforts. Today Russian universities adopt the overseas experience in career promotion by helping graduates in their career planning, as today's higher education institutions in Russia are extremely interested in graduate's career development and at the same time in successful functioning of the university in general. The article grounds the necessity to set up Employment and Career Centers at universities, whose organizational and economic characteristics and trends of development can give an opportunity to accumulate and allocate the best practices of graduates' career planning and technical and technological support of interaction with business partners for different categories of graduates. Here a young specialist can find consultations of career experts, help in compiling a competitive CV and assistance in searching for a suitable vacancy. At the same time the Employment and Career Center at the university can carry out an important function of informing university employees about the necessity and importance of graduates' career planning and stimulating graduates' interest in self-organization and professional self-development.

Democratisation of educational systems through participatory approaches in US schools and universities

Introduction. This article examines the modern educational approach in the field of liberal arts and practical finance, democratisation of the decision-making system in educational institutions through the active engagement of students on the example of US schools and universities. This approach is based on initiative, or participatory budgeting, i.e. students are involved in the process of allocation of budgetary funds of schools and universities. Such participatory practice has educational and administrative objectives, as it serves to improve the quality management in educational institutions through the involvement of students in major decisions. Taking into account the fact that students are the key beneficiaries of the education system, their opinions lead to increased efficiency in educational institutions.Aim. On the basis of real cases, the current research is aimed to identify and describe participatory techniques that can integrate the teaching of theoretical knowledge in the field of civil society with the formation of practical skills in this area.Methodology and research methods. Desk research method of analysing primary and secondary sources (websites of educational institutions, academic publications, and articles in the media) and the field sociological method of expert interviews were used. Expert interviews with representatives of schools and universities, teachers, officers from educational institutions, consultants from the Participatory Budgeting Project, the leading consulting organisation in North America were conducted.Results. The results of the study reveal several participatory techniques for students’ engagement in the allocation of budgetary funds of schools and universities that are applied in New York and Arizona. The identified and described technologies of participation contribute to the formation of students’ knowledge of socio-economic disciplines, practical finance and civics, project management skills, as well as an increase in civic engagement.Scientific novelty. The present study expands the ideas about how to improve the process of teaching social and economic disciplines at schools and universities, practical finance and project management. The method of improving the efficiency of educational institutions through democratic practices is identified.Practical significance. In the future, the proposed approach can be applied in Russian educational institutions.

Implementation of autonomy principle in educational institutions of the Russian Federation

Introduction. Contemporary challenges to the development of education imply the search and understanding of highly effective approaches and management methods. Experts who have conducted PISA studies in Western educational systems have identified a direct correlation between the autonomy of an educational institution and the results of its activities. The extrapolation of PISA results in the Russian education system is possible only with unified theoretical approaches to understanding the conceptual unit of "autonomy", the category "autonomy of an educational institution" and the principle of autonomy, as well as a sociological study, the respondents of which are the heads of educational institutions in Russia. The purpose hereof is a conceptual analysis of existing approaches to understanding the phenomena of "autonomy" and "autonomy of an educational institution" in the legal framework of the Russian education system, in domestic and foreign sources. A certain set of indicators of the phenomenon of autonomy in the Russian educational environment was used in this research as the main toolkit for achieving this goal. Materials and methods. The ideas of the systemic and activity approaches, the general scientific method of comparative analysis serve as the methodological basis of the research. The content-invariant foreign and domestic sources served as the platform for quantitative and qualitative content analysis. In addition to general scientific methods, within the framework of this research, a private scientific survey method was used in the form of a questionnaire survey of the heads of general educational institutions. More than 10 thousand school principals from 84 constituent entities of the Russian Federation took part in the experiment in the course of the sociological research "Autonomy of educational institutions: results and prospects". Research results. The study reveals the theoretical and practical aspects of the implementation of the autonomy principle in the educational system of the Russian Federation. The analysis of domestic and foreign thesaurus on the problem of the autonomy of an educational institution was carried out. The authors dwell in detail on the mechanisms for introducing the principle of autonomy in the educational process in Russia, identify existing obstacles to the implementation of the provisions declared in the legal field. Clustering of elements (indicators) that determine the degree of autonomy is significant for further research of the phenomenon of "autonomy of educational institutions".

The Spread of Persian Literature in Russia: Methods, Technology and Importance

The article explains the main points of the importance of studying Persian literature in Russia at the present stage, namely: the state of Russian – Iranian relations, the strengthening of intercultural dialogue between countries. The main methods of studying Persian literature that is used in leading Russian educational institutions (for example, Moscow State University, Ural State University) are presented. These are standards for teaching foreign literature, special reading of a work, and analysis of an art work, game methods and creative tasks. Advantages and disadvantages are noted for each presented method. Modern methods of mastering Persian literature by Russian readers that have become popular due to the development of Internet technologies are listed: online courses, online writing, communication in social networks with native speakers, video lessons, use of special applications, etc. And the most effective methods of learning Persian literature are offered to Russian language learners. Extended abstract: The article explains the main points of the importance of studying Persian literature in Russia at the present stage, namely: the state of Russian – Iranian relations, the strengthening of intercultural dialogue between countries. The main methods of studying Persian literature that is used in leading Russian educational institutions (for example, Moscow State University, Ural State University) are presented. These are standards for teaching foreign literature, special reading of a work, and analysis of an art work, game methods and creative tasks. The modern age of globalization allows anyone with access to the internet to read a literary work in any language. This can be done both by reading the original work or its translation, and by translating it independently using special online tools. Classical literary works, written mainly in English, German and other European languages, are particularly considered by readers around the world. Russian classic works are also very popular. At the same time, there is a growing interest in Eastern culture. This can be seen in the interest of young people around the world in Eastern films, music, comics, etc. The older audience, however, are significantly interested in Eastern culture (cooking, medicine, yoga, etc.). Therefore, it can be assumed that in the near future, the people will be increasingly interested in studying Eastern (Oriental) literature as well as Persian literature, where writers express their thoughts in Persian as an Indo-European Persian language. The aim of this study is to present the methods and techniques of mastering Persian literature in Russia. Research Objectives: 1) Determining the importance of the process of mastering Persian literature for the Russians; 2) Studying basic and common techniques of mastering Persian literature in Russia; 3) Presenting modern techniques to master Persian literature in Russia. The sum of the results of studying the methods and techniques of mastering Persian literature in Russia show that there is no single version and certain standard for learning the works of Persian literature. Each educational institution or any person interested in learning Persian can select independently which method to use. The best option for learning Persian is to teach it in traditional classrooms in the form of reading works in the original language. To better understand the material, such a technique should be accompanied by changes in the curriculum and working on the subject matter. At the same time, studying Persian is essential and the most effective method to do it is to receive online lessons in the original language, discuss what is being read with native language experts, and learn about reading through Ilia Frank Method.

Этнокультурные аспекты развития инклюзивного образования в

The growth of globalization and digitalization leads to the development of educational environments in which people of different cultures, mentalities, traditions, worldviews, possibilities and abilities meet with each other. We need to find ways and educational strategies which will support such multi-dimensional diversity. The relevance of the study is the need to take into account ethnocultural factors in order to build inclusive education environments which will promote respect for other cultures, considering the abilities, health status, and at the same time, facilitate knowledge about own ethno-cultural identity. The purpose is to justify theoretically the model of inclusive professional education development taking into account the ethno-cultural specificity of the countries of Russia and Kyrgyzstan, to test this model experimentally in the Kyrgyz Affiliated Campus of Kazan National Research Technological University (Kant, Kyrgyzstan) and in the Kazan Innovative University named after V.G. Timiryasov (Kazan, Russia). The methodology is based on the concept of geographical determinism (Montesquieu), the principle of unity of consciousness and activity (Rubinstein), cultural-historical theory of personal development (Vygotsky), dialogue of cultures’ theory (Bakhtin and Bibler). The novel aspect of the work is that the model of inclusive education development in the vocational educational institutions is developed for Russia and Kyrgyzstan taking into account the ethnocultural specificity of these countries, as well as the system of enhancing the psycho-pedagogical and intercultural competence of students and teachers. The results have been implemented in the vocational educational institutions in Russia and Kyrgyzstan through the inclusive teaching technologies and methods in the Elective course for students ‘Ethno-cultural aspects of inclusive education’ and methodological seminars and the training course ‘Inclusive Education in ethno-cultural context’ for teachers and directors of educational institutions.

INITIATIVES TO OPEN WOMEN'S SECONDARY SCHOOLS IN DAGHESTAN (END OF THE XIX - BEGINNING OF THE XX CENTURIES)

The article examines the contribution of the intelligentsia to the development of the culture of the peoples of Daghestan, in particular to the development of the general education school, as well as the process of opening the first women's schools in the Daghestan region. A number of problems that exist in the educational sphere of the region during the period under study are noted. The chronological framework of the study covers the end of the XIX - beginning of the XX centuries, during this period Russian educational institutions began to arise in the places of deployment of military units and settlements with the Russian-speaking population.

Evaluating the Evaluators in Russia: When Academic Citizenship Fails

We examined the role of peer review in the quality assurance system developed for the regulation of higher education institutions in Russia. Given their negative attitude towards the state’s attempts to increase control over universities, how can the participation of academics in regulatory activity be explained? This essay applies resource allocation theory to suggest that engagement in academic service might depend on an individual’s performance of their core professional task: research. Results indicate that Russian academics who perform relatively poorly with respect to publications and citations in selective journals are more likely to engage in academic citizenship in the form of inspections.

EXCURSION METHOD OF TEACHING IN EDUCATIONAL INSTITUTIONS OF CHUVASHIA IN THE SECOND HALF OF THE XIX – EARLY XX CENTURY

Active formation of extracurricular education in the post-reform period was due to the fact that the Russian Empire in the second half of the XIX century experienced changes in the political, economic, social and cultural spheres. Studying the history of extracurricular education in the post-reform period is important from the standpoint of a holistic understanding of the Russian post-reform period. To study the state of extracurricular education in Russia taken as a whole, it is necessary to study it in detail on the materials of various regions.
 
 In the post-reform period, new teaching methods were developed in Russian educational institutions. The excursion method of teaching became very popular. The initiator of the introducing excursions in the life of Chuvash schools is I.Ya. Yakovlev.
 
 The purpose of the work is to study the issue of organizing and implementing the excursion method of teaching in pre-revolutionary Chuvashia. In this article, archival data are introduced into scientific circulation, which enable to examine the process of introducing excursion practices in educational institutions of Chuvashia in the second half of the XIX – early XX century. The main attention is paid to the types of school excursions and their educational potential. The methodological basis of the work is made up of the principles of historicism in combination with a systematic approach, which made it possible to examine the introduction of the excursion teaching method in a historical retrospect. In addition, the article examines the first attempts on the part of the government to regularize schoolchildren excursions in the school, as well as describes the role of the print media in popularizing excursions. The practical significance of the study is to draw the attention of historians to an insufficiently studied issue.

Evaluating the Evaluators in Russia: When Academic Citizenship Fails

We examined the role of peer review in quality assurance system developed for regulation higher education institutions in Russia. Given the negative attitude to the state attempts to increase control over universities, why academics volunteered to participate in regulative activity? This article applies the resource allocation theory to explain the engagement in academic service depending on people’s success in their primary job. Results indicate that Russian academics who performed lower in respect with publications and citations in the selective journals are more likely to become an expert engaged in academic citizenship in the form of inspections.

Научно-методическое и организационное обеспечение государственной итоговой аттестации выпускников высшей школы

Generalized is experience of Penza State University of Architecture and Construction and of a number of other universities in the country in scientific methodological and organizational support of the state final certification of bachelors and undergraduates in the direction of training “Management”. This experience has been recognized by many higher educational institutions in Russia, and the presented approaches are recommended by the UMO of Russian universities for education in management for use in the state final certification of graduates of higher educational institutions. In addition, the article analyzes the problems that higher educational institutions have recently faced in connection with the pandemic, having to organize the educational process in a distance format. The practical implementation of the presented experience of the state final certification of graduates will contribute to improving the quality of theoretical and practical training of students at the final stages of study at universities, as well as ensuring an integrated approach to the final phases of state final certification and, as a result, increasing the effectiveness of training in higher educational institutions.

Международная научная конференция «Фундаментальные и прикладные задачи механики», Москва, 2–4 декабря 2020 г.: Материалы конференции. Часть 2

Compiled by P.M. Shkapov, M.I. Dyachenko The next scheduled conference was held in 2020, the year of the 190th anniversary of the founding of Bauman Moscow State Technical University — one of the leading technical universities in Russia, the one that gave rise to many higher technical educational institutions, scientific and pedagogical schools in the field of engineering and technology. The conference was held on the basis of the Scientific and Educational Complex “Fundamental Sciences” and the Department of “Theoretical Mechanics” named after Professor N.E. Zhukovsky and brought together scientists from research institutions of the Russian Academy of Sciences, universities of the Russian Federation, well-known foreign mechanical scientists. The conference aimed at introducing new research carried out by Russian and foreign scientific and educational institutions in various areas of mechanics. Part 1 presents Plenary reports, as well as materials from Sections 1 and 2. Part 2 contains materials from Sections 3, 4 and 5. Working languages of the conference: Russian and English. Conference website: http://fn.bmstu.ru/coferences-sec-fs/item/1011-fapm-2020

Problems and Prospects of Applied Ethics (Summary of the Session of Presidium of the Russian Federal Educational and Methodological Association of the Cluster “Philosophy, Ethics, and Religious Studies”)

The summary focuses on topical educational and methodological issues discussed at the meeting of the presidium of the Federal Educational and Methodological Association (cluster “Philosophy, Ethics, and Religious Studies”) held in November 2019 in Saint Petersburg. The authors reviews the process of realization of new federal educational standards. Special attention is paid to applied ethics education, the specifics and current problems of teaching it in Russia. The authors also discuss the current state of philosophical education in Belarus, its current problems and possible ways for further development. In addition, the summary outlines various issues related to the work of higher education institutions in Russia.

RETRACTED ARTICLE: Current trends in the digital transformation of higher education institutions in Russia

This research aimed to analyze the current trends in the digital transformation of educational institutions. The investigation lasted from November 2019 to May 2020 and was based on three higher educational institutions (HEIs) in the Russian Federation: Belgorod State University, Moscow State Institute of International Relations, and Kutafin Moscow State Law University. The number of respondents enrolled was 420 people. In an attempt to bring together views and experiences of different actors of the educational sector, three individual online surveys were conducted among administrative staff, teachers, and students of mentioned educational institutions. All respondents were provided with questionnaires aimed at identifying current trends in educational paradigm transformation and studying the extent to which digital strategies are applied in the process of HEIs’ development. The detailed analysis of survey outcomes allowed indicating positive and negative trends in digitalization of educational processes from the perspective of university administrative staff, teachers, and students. Positive trends were: ensuring the availability of higher education through the implementation of full-fledged distance learning courses; enhancing the students’ experience through the introduction of innovative teaching methods; providing open access to educational resources and research results; opportunity to participate in global “open science” initiatives; and reduction of higher education cost to ensure its accessibility and mass scale. The barriers to the digital transformation of the educational sphere were: lack of funds for the implementation of a comprehensive digital transformation strategy; resistance to changes on the part of the staff; and a low level of confidence in technological solutions used in teaching practice. As a result, the conducted investigation uncovered the essence of digital transformation in the institutional structures of the higher education sector. However, given that digitalization is a complex process affecting most spheres of socio-economic interaction, consideration of only positive and negative digital transformation trends is insufficient to thoroughly analyze global digital shifts and the formation of national vectors for digital society development.