CONTEMPORARY MODELS OF ORGANIZING THE EDUCATIONAL PROCESS IN THE CONTEXT OF UNIVERSITIES’ DIGITAL TRANSFORMATION

Abstract

The article systematizes, summarizes, and scientifically substantiates contemporary models of organizing the educational process at universities undergoing active digital transformation. It examines the main forms of e-learning and distance learning – online, web-supported, and blended (hybrid) – which are not only technological innovations but also structural stages in the development of the digital university. It has been shown that the digitalization of the educational process changes the very logic of pedagogical interaction, transforming it into a dynamic digital environment that integrates educational, research, and management processes. It has been substantiated that the combination of traditional (offline) and digital (online) formats creates a new quality of learning, where the educational space acquires the characteristics of flexibility, adaptability, and personalization. The research emphasizes that e-learning is gradually transcending its role as a supplementary tool and becoming a leading element in the architecture of the digital university. The hybrid learning model is defined as a transitional form between traditional and fully digital education, which ensures continuity of learning, flexibility of time and space constraints, and the possibility of implementing individual educational trajectories. It has been determined that the effectiveness of such models depends on the level of development of the university’s electronic educational environment, the digital competence of teaching staff, and the use of learning analytics tools and performance monitoring systems. It has been proven that the digital university is a new institutional form of educational organization in which technological infrastructure, pedagogical methodology, and management culture form a single ecosystem. The introduction of digital and hybrid learning models requires not only technical support but also profound psychological and pedagogical transformations that promote the development of critical thinking, self-regulation, and student responsibility for learning outcomes. The digital university is seen as a new-generation socio-technological model capable of ensuring the sustainable competitiveness of higher education, integration into the global educational space, and the training of specialists adapted to the challenges of the digital economy and knowledge society.