Інституційний репозиторій Приватного вищого навчального закладу "Європейський університет"
Архів містить у відкритому доступі наукові публікації викладачів та співробітників Приватного вищого навчального закладу "Європейський університет", матеріали доповідей та конференцій, навчально-методичну літературу, статті з наукової періодики.
Відкритий архів надає можливість для самостійного розміщення наукових праць ("самоархівування ").
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Personalized access to the educational and administrative services of the university based on the student’s digital identity in the EUni system
(Вісник науки та освіти, 2026-01-26) Bobro, Natalia; Бобро, Наталія Сергіївна
The article is devoted to the study of personalized access to the educational and administrative services of the university based on the student’s digital identity in the context of the digital transformation of higher education. The relevance ofthe topic is due to the growing role of digital platforms in ensuring the quality of the educational process, increasing the transparency of university procedures, and supporting the individual educational trajectory of students. In modern higher education institutions, the problem of fragmentation of digital services still persists, which complicates navigation in the educational environment and reduces the effectiveness of the use of digital tools by students.The article substantiates that a student’s digital identity serves as the basis for integrating educational, communication, and service components within a unified digital space of the university. It shows that personalized access is not limited to the authorization procedure, but is formed as a context of interaction that determines the relevance of services, the content of available information, and the limits of use of educational and administrative functions in accordance with the student’s role and academic parameters. The role of the digital account, integrated class schedule, learning outcomes, consultation chat assistant, and service modules in improving the organization of learning activities and reducing organizational barriers to participation in the educational process is analyzed.The empirical part of the study is based on the results of the pilot implementation of the EUni system at the private higher education institution “European University” in September–October 2025. The data obtained showed positive dynamics in terms of students’ learning activity and academic performance, in particular, an increase in the average final grade, regularity of class attendance, timeliness of assignment submission, and self-monitoring of results. It is summarized that the implementation of a personalizeddigital environment contributes to improving the efficiency of the educational process and corresponds to the logic of a service-oriented university model. The practical value of the article lies in the possibility of using the results obtained for the design and improvement of digital platforms in higher education institutions.
Digital avatar as an economic asset of the university
(ЗВО "Міжнародний науково-технічний університет імені академіка Юрія Бугая", 2025-12-30) Bobro, Natalia; Бобро, Наталія Сергіївна
The article provides a theoretical and methodological substantiation of the conceptualization of a teacher’s digital avatar as an intangible economic asset in the ecosystem of a digital university. The essence, structural components, and functional connections of the avatar with key university subsystems are defined, and its role in forming value propositions and transforming data and pedagogical expertise into economic results is demonstrated. It is argued that the combination of data, AI algorithms, and institutional management mechanisms ensures the transition from fragmented digitalization to controlled digital capital of the university.
The existing approaches to digital transformation of education and platformization are analyzed, and their limitations regarding economic identification and measurement of the effects of digital assets are outlined. A framework for evaluating a teacher’s digital avatar is proposed, taking into account the identifiability of the asset, the manageability of the model lifecycle (design – training – validation – deployment – monitoring/audit – update), privacy-by-design requirements, explainability, and intellectual property. A generalized map of economic value is presented with metrics of causal attribution of impact on income, costs, quality of educational outcomes, and risks.
It has been demonstrated that a teacher’s digital avatar as a virtual pedagogical agent based on AI provides personalization of learning, scalability of 1:N interaction, reduction of service transaction costs, acceleration of course development, and strengthening of the university’s brand due to the network effects of an integrated digital infrastructure. It has been proven that institutionalizing the avatar as an asset (legal regime, data policies, management accounting, KPIs, external quality audit) creates the foundation for sustainable monetization and long-term competitiveness.
The research results confirm the feasibility of transitioning to an ecosystem model of a digital university, in which a teacher’s digital avatar is the core of value creation and intellectual capital reproduction. Practical recommendations have been formulated regarding the phased implementation (from pilots to scaling), integration with internal systems, and the establishment of evidence-informed management metrics.
Contemporary models of organizing the educational process in the context of universities’ digital transformation
(Dnipro Academy of Continuing Education, 2025-12-18) Bobro, Natalia; Бобро, Наталія Сергіївна
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.
Content transformation of the concept of competitiveness in the context of digitalization of higher education institutions
(Харківський національний університет імені В. Н. Каразіна, 2025-09-30) Bobro, Natalia; Бобро, Наталія Сергіївна
The article is devoted to the content transformation of the concept of competitiveness of higher education institutions in the context of digitalization and the search for conceptual foundations for its systematization. In contemporary scientific literature, the competitiveness of universities is defined as a multidimensional and integrative category that combines the ability for sustainable development, long-term performance, and meeting the expectations of key stakeholders. At the same time, a significant number of studies interpret this concept in an overly simplified manner, reducing it either to a resource-based approach or to the university’s position in international rankings. Such an interpretation does not consider the complexity of modern challenges and does not allow competitiveness to be used as an effective tool for strategic management. It is substantiated that the digitization of higher education changes the logic of forming competitive advantages of universities and necessitates rethinking existing approaches. The research proposes to distinguish between universal-essential approaches that determine the general characteristics of competitiveness and descriptive-sectoral approaches that specify the content of this concept in the educational and scientific environment. The multi-level nature of competitiveness is highlighted: national (the country’s higher education system), regional (the educational space of individual territories), institutional (a specific university), and programmatic (educational programs). It has been proven that considering competitiveness in the context of a digital university requires the integration of strategic vision, resource potential, competence capabilities, and social mission. Particular attention is paid to the role of stakeholders and their interests, which shape the environment of cooperative interaction. Harmonizing the needs of internal and external partners is a basic condition for achieving long-term sustainability and competitive advantages for the university. The key areas in which the competitiveness of a digital university manifests itself have been identified: access to resources, the creation of competitive educational products and services, the ability of graduates to compete in the labor market, the development of innovative solutions, and ensuring the social function of higher education. The results of the research systematize modern approaches to understanding competitiveness and offer a conceptual framework for creating integrated models for its assessment. Such models should take into account the specifics of the digital educational environment, the dynamics of the educational and scientific services markets, the impact of digital technologies on the organization of the educational process, and the prospects for sustainable development. The practical significance of the results obtained lies in the possibility of using the established provisions to develop strategies for the development of universities seeking to strengthen their competitive positions in the global educational space. Further research should focus on testing integrated models in the real-world conditions of digital universities, which will allow for an assessment of their effectiveness and adaptability to a changing environment.
Digital capital of the university as a driver of sustainable competitiveness in the digital economy
(Причорноморський науково-дослідний інститут економіки та інновацій, 2025-10-31) Bobro, Natalia; Бобро, Наталія Сергіївна
The article substantiates the role of the university’s digital capital as a key driver of its sustainable competitiveness in the digital economy. It is determined that the digital transformation of higher education is not only a technological process but also a systemic innovation that encompasses changes in management, communication, and knowledge creation. It has been shown that universities, as elements of an innovation ecosystem, combine educational, scientific, and entrepreneurial functions, ensuring technology transfer to the real sector of the economy. The importance of digital tools – LMS and LCMS systems, artificial intelligence technologies, VR/AR, and chatbots – in forming an integrated digital educational environment is revealed. The feasibility of creating a digital educational framework as the basis for a university ecosystem that promotes the adaptation of educational programs to labor market requirements, the development of continuous learning, and the enhancement of business interaction efficiency has been substantiated. It has been proven that digital capital, formed through the interaction of human, intellectual, information, and technological resources, is a strategic factor in the competitiveness and integration of universities into the global digital space.