Formation of the Electronic Informational and Educational Environment in the Prospects of the University 4.0

Abstract

The aim of the study is justified by the need to create modern personnel competencies for the digital economy and create a new model of modern universities. Strengthening the role of the university, as one of the main producers of knowledge and competencies for the information society, dictates the need for it to implement both the functions of education and research, as well as the functions of transfer, commercialization of technology, and a provider of knowledge about the future. The purpose of the study is to analyse the role of electronic forms of learning and the functioning of the electronic educational system in the prospects for the establishment of University 4.0, and also to identify what the electronic information and educational environment in a new generation of higher education should be like. The methodological basis of the work is the analytical and systemic approaches to the study of the object of study using the methods of logical and causal analysis, expert assessments and systematization of data. The article discusses the specific experience of the development and implementation of e-learning in Peter the Great St. Petersburg Polytechnic University (SPbPU). The authors analyse the effectiveness of the interaction of participants in the educational process within the framework of the electronic information educational environment, changes in the personnel policy, issues of staff development, the creation of a developed ICT infrastructure and the prospects for promoting large-scale modernization of the university. Based on the analysis of the experience of development and implementation at electronic information educational environment in SPbPU, the article highlights the advantages and disadvantages of using digital technologies in the educational activities of the university considering the challenges of its modernization. The authors concluded that the electronic educational environment is effective both in the educational process of the university and in increasing the competitiveness of the university in the modern digital market, in fulfilling the functions of transfer, commercialization of technologies and a provider of knowledge about the future.

Total quality management in the context of University 4.0: New game new rules

“…Learners should be actively involved in their own learning; needs of the society, mission of the institution and course goals and learning outcomes should be scrutinized to facilitate the learning process. In the circumstances of the 4 th industrial era, there is a need for a shift toward innovation, technology and services providing high value to customers (Kankaev, 2019), which is reflected in education as the necessity of equipping students with skills that will help them adapt rapidly to changing socio-economic needs and challenges (Kulik et al, 2020). Sader et al (2017) emphasize in this respect that industry 4.0 initiated production that is tailored for customer needs in a more elaborate way, which applies to higher education in terms of the focus on meeting the articulated needs of the learners and other stakeholders of the education process.…”

“…In this scope, based on the importance of collaboration, knowledge sharing and continuous professional development, professional communities as a way of learning networks as defined by Buasuwan, occupy an important place in University 4.0 (2018). Also, the digitalization of the economy is on the growth and this brings the requirement of reorganizing the education and training of professionals so that they can perform to their highest potential (Kulik et al, 2020). As part of this principle, relevant stakeholders of university education should be informed accurately about university processes and practices (Polkinghorne et al, 2017) so that they can contribute to its sustained achievement.…”

“…Pursuant to process approach in University 4.0, as illustrated by Chitkara et al (2020), troubleshooting technologies and technology skills sets must be emphasized in the curriculum. For example, in line with the requirements of the current era, the latest information and communication technologies must be used in the education process (Kulik et al, 2020), all of which will influence the success of the whole system while focusing on isolated processes.…”

“…In its broadest form, this principle requires that access to education is expanded with regards to institutional framework (Dubey et al, 2019). It is important that programs should be created to support the students with special needs so that they can accomplish their best potential (Syahrullah et al, 2018), which requires access to information and education resources in any place in the network (Kulik et al, 2020). To facilitate equity, students should be given the chance to choose the tools and techniques of their choice in accordance with learner-centered pedagogy adopted (Chitkara et al, 2020) as an integral part of University 4.0, which requires providing students with opportunities to contribute to their development as autonomous learners (Polkinghorne et al, 2017).…”

“…3389/feduc.2023.1146965 Frontiers in Education 02 frontiersin.org career management skills are developed and there are permanent connection and support programs between learners, researchers and the industry (Dewar, 2017). Flexibility can be considered as the central concept brought by industry 4.0 to higher education 4.0, which requires provision of more flexible education standards due to ambiguities accompanying technology (Kulik et al, 2020). Also, University 4.0 puts special emphasis on co-creation of influential remedies for tackling societal challenges including sustainable development (Giesenbauer and Müller-Christ, 2020).…”