THE EDUCATIONAL POTENTIAL OF THE UNIVERSITY ENVIRONMENT IN THE CONTEXT OF DIGITAL TRANSFORMATION

Abstract

The article explores the educational potential of the university environment in the context of digital transformation as a set of projected opportunities for student development and their inclusion in academic and civic relations. A model of potential is substantiated: axiological, content-activity, communication-organizational, spatial-event, and digital-mediational components. The methodological basis is comprised of axiological, student-centered, cultural, and environmental approaches. It is shown that digitalization is transforming education into a networked support system, changing the role of the teacher (moderator, tutor), enhancing interactivity and personalization, and promoting media literacy and digital ethics. New forms are described: networked events, distributed projects, digital mentoring, and expanded self-governance. The risks of fragmentation and the need for regulatory frameworks are highlighted. A conclusion is reached regarding the priority of humanistically oriented design of a mixed digital environment and the implementation of adaptive support as a prerequisite for the university’s “digital maturity.”