Специфика новой парадигмы высшего образования в условиях его цифровизации
Specifics of the new paradigm of higher education in the context of its digitalization

Summary/Abstract: Introduction. The article examines the problem of digital transformation of higher education. The purpose of the study is to identify the specifics of the new paradigm of higher education in the context of its digitalization. Materials and Methods. The methodology of scientific research consists of phenomenological, philosophical and anthropological approaches and the principle of correlation, which allow us to consider the problem under study in the context of substantiating a new paradigm of higher education, identifying its specifics. The research methods include a comparative analysis of scientific theories and concepts, which allows to reveal the opportunities and risks of digital education in the international field, as well as synthesis and generalization. Following the paradigm approach makes it possible to explain addressing the interpretation of the new educational paradigm. Results. The authors consider the problem of digital education, defined as a change in the relationship between a person and digital technologies, on the one hand, and as the development of a relationship between a person and a cultural and communication environment, on the other hand. The specifics of the new (techno-anthropo-oriented) paradigm of higher education in the context of its digitalization are revealed. The new paradigm is a reflection that demonstrates the interaction of a person with the technological environment; its content is the cultural and communication environment where a new type of dialogue is formed on the basis of practice. Within the new paradigm, a person who creates meaning appears as a creator of themselves and the meaning of cultural communication by means of digital technologies. The techno-cultural function of the paradigm allows to act in the educational process of value-semantic and digital cultural-instrumental practices. The authors argue that in the new paradigm of education, a person surrounded by technology is focused on a new type of dialogue, strives to possess digital culture, to be its member and creator. Conclusions. The authors summarize the characteristic features of the new paradigm of higher education in the context of its digitalization.

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