The analysis of the definitive aspect of the digital ecosystem concept is carried out, a generalized definition of this concept is given, taking into account the specific properties of its existence, which makes it possible to go beyond the IT-contextual understanding. The article provides a comparative analysis of existing approaches to assessing the digital ecosystem of education and forms the author's vision, which expands the content of the assessment mechanism, pays special attention to the impact of the digital education ecosystem on the intellectual capital development. The authors' attention is focused on studying the characteristics of the digital education ecosystem and analyzing the model for the intellectual capital development in the context of the transition of the world and Russian economies to a new technological level. Based on the analysis of empirical data, it is concluded that modern society requires a new structure (construction) and a completely different content of education. Considering the development trends of the world educational space and the characteristics of the modern intellectual economy, the necessity to develop a new model of education as a basic basis for the intellectual capital development is substantiated.

A comparative analysis of the relationship between the development trends of the modern information society and high-tech production in Russia and the world is carried out, the possibilities of intellectualization of the Russian economy in terms of the implementation of the principle of singularity are determined. The authors’ attention is focused on studying the development trends of Russian education in a historical perspective and analyzing the development model of human capital in the context of the transition of the world and Russian economies to a new technological structure, the hallmark of which is the general intellectualization of society. Based on the analysis of empirical data, it is concluded that modern society is very different from the society that was characteristic of the last century, which requires a new structure (construction) and a completely different educational content. The necessity of developing a new model of the education system of the XXI century as the basic basis for the development of human capital is justified, taking into account the key features of modern intellectual society and the principle of singularity.

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