Развитие института образования в России как ответ на вызовы пандемии коронавируса
The article provides a socio-cultural rationale for the development of the education institute in Russia as a response to the challenges of the coronavirus (COVID-19) pandemic. A set of methods is used: secondary analysis of sociological and statistical data; comparative analysis; case study. Chronological scope of the study: March-October 2020. Based on the results of the study, two main problems are identified on the path of the harmonious development of the education institution in the new socio-cultural realities: the underdevelopment of the information and communication infrastructure of the educational organization and the low level of digital literacy of its actors, which are in a causal relationship. It is concluded that the forced (“stressful”) transition to distance learning can be considered simultaneously as a stimulus for technological changes and a challenge to higher education in Russia, requiring a comprehensive solution as a result of the consolidation of the actions of all participants responsible for organizing the educational process – representatives of the relevant ministry constructing the architectonics of the educational space, the leadership of universities, organizing work on the ground, and teachers as such, ready to increase their own level of digital literacy and media competence in general. Attention is focused on the fact that in the current realities of the “crisis” transition of universities to work in the online format, it is necessary to interact more closely with the direct consumers of educational services – students – who receive the right to independently choose the part of the educational program studied remotely. At the same time, it becomes expedient to determine the most effective forms of presenting material in distance learning, revising the length of lectures and seminars established in the academic environment, thereby adapting the duration of the academic hour (and at the same time the ratio of work and rest) to the online format. All this requires targeted study and collegial discussion of all participants in the educational space. It is summarized that the case related to the coronavirus pandemic determined the institutionalization of online education – the transformation of this segment of the educational services market into its integral part, where not only state but also commercial structures can occupy their niche (various webinars and short-term programs, which conditions of self-isolation have received special demand, including being provided free of charge). It is predicted that in these realities, in the long term, getting an education in the “traditional” offline format will not lose its relevance, turning into a less accessible (based on its high cost), but more “elite” way of acquiring knowledge.