Digital transformation of higher education: components and conditions of functioning (on the example of Samara state university of economics)

The relevance of the article is due to the tasks of digitalization of education and orientation to the development of all types of digital activities of a university teacher and is determined by the state policy of the Russian Federation in the field of digital transformation of society in general, and digital transformation of education in particular. The digital educational environment of the university, the digital competence of the teacher, information and communication technologies are the key components of the digital transformation of education. The purpose of the study is to substantiate the components and conditions of digital transformation of higher education. The article examines the state of digital transformation of education on the example of Samara State University of Economics and ways to improve it. The results of the work are as follows: a review and analysis of the state of the problem of digital transformation of education; analyzed the definitions and components of the digital educational environment and digital competence of the teacher, presented by various authors and groups of authors; formulated the author’s definition of the concept of digital competence of a university teacher; the advantages of information and communication technologies and ways to increase the level of formation of digital competence of university teachers are outlined; the experience of creating a digital educational environment of Samara State University of Economics is presented. The conclusion of the study: a teacher of a particular university can be /remain in demand during the digital transformation of education under the following conditions: the presence of a developed digital educational environment of the university, possession of modern information and communication technologies and an increase in the level of formation of their digital competence. The article may be useful for university teachers when carrying out activities in the context of digital transformation of education, as well as for administrators and specialists professionally engaged in the creation and functioning of the digital educational environment of learning institutions.

Keywords: digital transformation, digital transformation of education, digital educational environment, digital competence, university teacher, information and communication technologies.


  1. Ukaz Prezidenta Rossijskoj Federacii ot 21.07.2020 g. № 474. «O nacional’nyh celyah razvitiya Rossijskoj Federacii na period do 2030 goda». (Elektronnyj resurs). URL: http:// 
  2. Pasport strategii Cifrovoj transformacii obrazovaniya/Ministerstvo prosveshcheniya Rossijskoj Federacii. (Elektronnyj resurs). URL: 55edc9394c4fd7db31026f68f2dd 
  3. Nazarova. Osnovnye komponenty cifrovoj obrazovatelnoj sredy. (Elektronnyj resurs) (in Russian). 
  4. Tim Clark. The Components of a Digital Age Learning Ecosystem‑8‑components-of-digital-learning.html 
  5. Shutikova M., Beshenkov S. Modern digital educational environment and media education — Platforms for transforming education system. 2020, P. 736–744 https://cyberleninka. ru/article/n/modern-digital-educational-environment-and-media-education-platforms-for-transforming-education-system 
  6. Prirodova O. F., Danilova A. V., Morgun A. N. Struktura cifrovoj obrazovatel’noj sredy: normativno-pravovye i metodicheskie aspekty. DOI: 10.31862/2500–297X‑2020–1-9–30. (In Russian).–1-09.pdf 
  7. Golovanova I. et al. Digital Educational Environment and Online Learning Format Through the Lens of Students: Pros and Cons. September 2022.DOI:10.26907/esd.17.3.16.
  8. Kuznetsova V., Azhmukhamedov I. Advantages and Risks of Using the Digital Educational Environment.November 2020. Conference: IFTE 2020 — VI International Forum on Teacher Education.DOI:10.3897/ap.2.e1369. 
  9. Glukhov G. V., Gromova T. V. Functional components and roles of the university teacher in distance education [International Review of Management and Marketing], 2016, v. 6, no.5, pp. 235–242. 
  10. Federal’nyj zakon «Ob obrazovanii v Rossijskoj Federacii» ot 29.12.2012 N 273‑FZ. 
  11. Gilster P. Digital Literacy. — New York; Chichester: John Wiley, 1997, 276 p. 
  12. Lund Andreas, et al. What Does Professional Digital Competence Mean in Teacher Education? [Nordic Journal of Digital Literacy], 2014, no. 4, pp. 281–299. https://www.researchgate. net/publication/288078369_What_Does_Professional_Digital_Competence_Mean_in_Teacher_Education 
  13. Burganova L. A., Yur’eva O. V. Cifrovaya kompetentnost’ universitetskih prepodavatelej: teoretiko-metodologicheskie podhody k issledovaniyu [Vestnik ekonomiki, prava i sociologii], 2022, no 1, pp. 124–127 (in Russian). 
  14. Digital Competence Framework for Educators (DigCompEdu). — URL: 
  15. Álvarez, J. F.; Gisbert, M. Information Literacy Grade of Secondary School Teachers in Spain. Beliefs and Self-perceptions. Comun. Rev. Cient. Iberoam. Comun. Educ. 2015, no. 45, pp.187–194. 
  16. Mena J., Singh B., Clarke A. Teacher education for ICT integration in classroom. Conference: the Sixth International Conference, October, 2018, DOI:10.1145/3284179.3284279 h ttps:// 
  17. Escudero, J. M.; Martínez-Domínguez, B.; Nieto, J. M. ICT in Continuing Teacher Training in the Spanish Context. [Revista de Educación], 2018, no. 382, pp. 57–78.–3.html 
  18. Konsorcium regionalnyh ekonomicheskih universitetov (in Russian). 
  19. Gromova T. V. Features of training/retraining of personnel in the conditions of digital transformation. In book: [Lecture notes on networks and systems], 2021, vol. 161. pp. 162–169. DOI:10.1007/978–3-030–60926–9_22 Digital_Transformation