Цифровая трансформация образования: вызовы высшей школе
Modern digital technologies change radically the economy, the way of life at hole. The labor market requires a qualitatively different content for the training of graduates of educational institutions. Digitalization affects not only the content of education, but also its organization. These processes have ambiguous consequences for the positioning of both the university and the teaching work. Necessary competences are often purchased outside the educational institutions, because educational programs often do not keep up with the dynamics of technology. Online education market raises the question about the university degree status. The professor turns from a carrier of knowledge and skills into a navigator which helps to navigate the knowledge bases. All these issues are particularly acute in relation to the reform of the Russian system of higher education. The necessary optimization is replaced by simply reducing the number of universities and reducing their financial support. Evaluation of the content of scientific activity is replaced by the formal requisites of scientometrics. Professor’s work acquires prekarial character.