E3S Web of Conferences 381, 02036 (2023) https://doi.org/10.

1051/e3sconf/202338102036
AQUACULTURE 2022

Digital transformation in education

Svetlana Zizikova1, Petr Nikolaev2*, and Alexander Levchenko3
1
Volga Region State University of Physical Culture, Sport and Tourism, Universiade Village, 35,
420010, Kazan, Republic of Tatarstan, Russia
2
Samara State University of Economics, 141 Sovetskoi Armii St, 443090, Samara, Russia
3
Samara State University of Social Sciences and Education, M. Gorky st., 65/67, 443099, Samara,
Russia

Abstract. In modern conditions, the content of education requires updating

and reaching the educational process to a completely new qualitative level.
Many educational institutions are actively using digital technologies in their
educational process. Based on the study of domestic and foreign literary
sources, examples of the use of digital resources in the field of preschool,
secondary and higher education are given. The authors of this article focus
on the need not only to improve the quality of subject knowledge and master
new competencies, but also the special role of working with young people
in terms of educating and shaping a young person as a responsible and
harmonious personality. The important directions of educational work in the
process of training and education are determined. The paper presents
approaches to the individual design of education and the requirements of
digital education in general. The qualities that schoolchildren and students
must possess for successful educational activities are listed. The authors
have identified the main advantages and disadvantages of the digitalization
of the educational process in educational institutions. The relevance of the
study is dictated by the need to determine the main trends in the development
of education in modern conditions. Innovations in the educational process
associated with the introduction of digital technologies, at this stage of the
development of education, need to be finalized and changed, taking into
account the existing experience and strategic goals for the education and
upbringing of the younger generation.

1 Introduction
The core of education is the content of education, including not only subject training, but also
educational work. In the modern world, content refers to the support of personal
development, the transfer of positive social values and attitudes towards growing up. Any
improvements in the infrastructure, improvement of the material and technical base will not
give proper results if you constantly pay attention to the outdated content of education, while
not improving it. It is required to consider not only educational and methodological materials,
but also to pay due attention to the methods, technologies, and educational practices that are
currently the most relevant. Recently, there has been a tendency to intensive and repeated

* Corresponding author: nikolaevpetr45@gmail.com

© The Authors, published by EDP Sciences. This is an open access article distributed under the terms of the Creative
Commons Attribution License 4.0 (http://creativecommons.org/licenses/by/4.0/).
E3S Web of Conferences 381, 02036 (2023) https://doi.org/10.1051/e3sconf/202338102036
AQUACULTURE 2022

changes in educational standards. The content of education includes completely new tools.
In the last decade, there has been a tendency for educational institutions new information
technologies that keep up with the times the Internet is used in educational institutions to
access information content, educational materials, libraries are transferred to online
platforms. E-learning, namely the trends that are beginning to be applied in the Russian
Federation, provide an opportunity to effectively, it is advisable to apply the acquired
knowledge in the future.
Digitalization in education has become comprehensive. It covers the entire education
system [1-4]. Many educational institutions, such as schools, universities and other
educational institutions, include the digital environment and digital technologies in their
model of the educational process. With the help of these digitalization tools, the socio-
economic significance and effectiveness of students' knowledge increases, the educational
process becomes more transparent, efficient and effective. Digital educational resources are
actively used in preschool education [5]. Preschool age is favorable for the development of
many abilities and personality traits. The development of creative abilities in preschool age
is important for the further development of the child. The use of digital learning games at
preschool age has a positive effect on the development of creative thinking in children [6].
The pandemic has become another impetus for the universal use of virtual teaching tools
[7]. Teachers are forced to study digital technologies and integrate them into the learning
process. One of the main problems in the implementation of teaching using digital
technologies is the different levels of accessibility of digital tools for students with different
technological and individual capabilities [8]. Learning via the Internet using online courses
has become a major trend in global and domestic education. In many countries, the main tool
for informatization of education are tablets and phones that use mobile applications for the
education and development of children. A popular principle for creating educational
applications has become the combination of educational and entertainment functions [9]. In
modern conditions, there is also a digital transformation of all functions of higher educational
institutions, which provides a qualitatively new level of educational, research, organizational
and other activities of higher educational institutions [10]. Of great importance is the effective
use of information technology for the creation and development of a balanced information
and educational environment of an educational institution. At the same time, the creation of
a modern digital educational environment at universities should have appropriate personnel,
technical, software, methodological and financial support. The issue of joint use of training
courses and the exchange of experience in the creation and use of information resources
between colleges and universities is currently becoming promising [11].
The processes of transformation of education are taking place rapidly, so the teachers of
educational institutions themselves need to constantly improve their general and professional
competence, develop new competencies, digital “literacy”, study new methods and digital
tools [12].
The process of digitalization is long-term and in this regard, digital literacy is an integral
part of education in any field of knowledge. Digital education is recommended to be
considered from the point of view of three components: structural, socio-cultural and applied,
which will serve as the necessary basis in the conditions of the "digital society" [13]. In
modern conditions, much attention is paid to the development of digital literacy of both the
younger generation and the elderly in many countries of the world. Teaching basic digital
skills contributes to closer interaction of all members of society and helps to achieve personal
goals [14].
The relevance of our study lies in the need to determine the main trends in the
development of education in modern conditions.

2
E3S Web of Conferences 381, 02036 (2023) https://doi.org/10.1051/e3sconf/202338102036
AQUACULTURE 2022

2 Methodology
To date, we can say that most countries of the world, including Asian countries, have revised
the content of education. First of all, this includes the curricula of schools, colleges,
universities and universities. At the present stage, international educational institutions turn
their attention to project activities (35 %), which are aimed at developing "skills of the 21st
century" [15]. There is an addition of new educational practices that are used as tools to
support traditional education, as well as in the modern world formed and have a rich
experience of implementation in the educational processes of schools, colleges, universities,
universities. In the Russian Federation, this process is declared, but this process has only just
begun its development, that is, it is at the foundation stage, since educational standards
require updating, that social project activities occupy a low share of curricula and are not
implemented in the education system. Updating the content of education involves, first, a
completely new level and a look at what the educational process should be in the current
situation [16]. Focusing on this issue, it is necessary to note the important areas in which
educational work should be carried out, which are the main methods of the educational
program.
1. First, it is the humanization of education. It, as the first group, involves the consideration
of the student's personality as the highest value of society, the subject of educational
activities. Parents and students act as performers, but this trend should change, since it is
necessary to proceed from the needs and capabilities of the student.
2. Secondly, it is individualization. That is, age, personal and individual characteristics of
each student are taken into account. At the same time, individualization should be based on
a personal-active approach, that is, students become the subject of educational activity,
namely, they take an active part in it.
3. Third, it is democratization. It implies the creation of broad involvement of public
organizations, enterprises and institutions, employees and parents. Based on this opportunity,
they can choose independently.
4. Fourth, it is the variability. Namely, the diversity, versatile development of educational
programs, which also involves the simultaneous development of various types of institutions.
Such as schools, gymnasiums, universities, and universities.
5. The fifth group includes interactivity – it manifests itself in structural changes in the
educational system.
6. The sixth group consists of psychologization. This aspect affects competence, that is, the
student's mental activity, which allows him to use in adult life.
7. The seventh group includes the transition from informative to active learning methods –
the use of information tools, information environment for obtaining in practice.
8. The eighth group implies the standardization of the content of education – the creation
of uniform standards for the understanding of modern international education, which will
reflect the social material and consider the individual's ability to achieve the ideal.
9. And the last, ninth group, is industrialists. This concept includes digitalization and
computerization. These information technologies, which aspects of the educational process,
will be able to raise the overall level of education and literacy.

3 Results
The authors selected methods, four approaches to the educational process were selected. Each
approach contains all the necessary groups and trends that were discussed above [17].
However, each of the approaches differs in its methodology, objects and means, as well as in
its effectiveness results. Thus, the following approaches to the individual design of education
are distinguished:

3
E3S Web of Conferences 381, 02036 (2023) https://doi.org/10.1051/e3sconf/202338102036
AQUACULTURE 2022

 Traditional educational outcomes, but different levels of learning. Different rates of

progress towards clear, graded, mostly substantive results (40% of initiatives)
 Leveled traditional subject results and emphasis on results that develop subjectivity
(5% of initiatives)
 Parallel courses: subject results - one line, and evaluation of other results (personal) –
another (50% of initiatives). Example: the introduction of a new position in educational
institutions-an adviser on education, who will deal with the education of students, teach them
the accepted norms of morality and humanism. Where learning is one level of development,
and teaching students’ various personal qualities is another [18]. This practice is very actively
used and applied in Canada.
 The last approach is to build the relationship between subject and non-objective results
and see at what intersections subjectivity arises (5% of initiatives). Among the initiatives that
implement this approach are the Cambridge schools, where, in relation to each subject
studied, not only the subject results are analyzed in detail, but also how this subject helps to
reveal activity, communication, responsibility, and concentration [19]. At the same time, this
is done by the students themselves. In this approach, a large amount of self-assessment is
paid to the educational process, and different methods are used, considering the age of
students and school culture. For example: students conduct self-assessment of their
achievements when performing certain tasks or actions, including individual and group work.
Thus, with the help of a visual diagram (Figure 1), we have analyzed the most effective,
frequently used and rational approach to the educational process.

Approaches to the requirements of

60%
digital education
50%
50%
40%
40%
30%

20%

10%
5% 5%
0%
Promotion level Subjectivity Parallel courses The relationship
between subject
and cross-subject
results

Questionnaire

Fig. 1. Approaches to the requirements of digital education. (Source authors).

Despite this, many international countries and States have adopted the model of the
Finnish educational standard and approach, which combines the following features (Figure
2):

4
E3S Web of Conferences 381, 02036 (2023) https://doi.org/10.1051/e3sconf/202338102036
AQUACULTURE 2022

Qualities that a students should possess

30%
25%

15%
13%

6% 6% 5%

Questionnaire

Fig. 2. Qualities that a student should possess. (Source authors).

4 Discussion
Based on this study and the proposed diagrams, it is necessary to conclude that digitalization
undoubtedly affects entire society as a whole [20]. In the course of research and analysis of
this topic, the authors clearly identified the advantages and disadvantages of this
transformation. Digitalization of the educational process implies transformation and
integration of educational technologies into all stages of the educational process: training,
education, methodological integration, career guidance.
The main advantages of digitalization of the educational process:
─ Technologies allow you to experiment with pedagogy and get instant feedback
─ Technology can help teachers automate or simplify a number of tasks
─ Technologies provide instant access to the necessary information and develop important
skills for working with sources
─ Interactive forms of activity allow developing communicative competence
─ The development of communicative skills by solving tasks and situations
─ Development of strategic, creative analytical-cognitive and IKT and skills
The main disadvantages of digitalization of the educational process:
─ Technology can distract from the educational process
─ Technology can negatively affect the development of students ' communication skills
and social interaction
─ Technologies can provoke deception and evasion of tasks and tasks assigned to them.
─ Not all students have open access.
Should strive for the most effective, productive educational process in the next three
decades:
─ The relationship between education and humanization needs to be re-examined and
rebuilt. People should fight for justice, but this should be extended not only to humanity, but
also to society.

5
E3S Web of Conferences 381, 02036 (2023) https://doi.org/10.1051/e3sconf/202338102036
AQUACULTURE 2022

─ People are not only social, but also ecological beings, so the boundaries between
"natural" and "social" sciences will disappear, and the entire curriculum and pedagogy will
be based on ecological consciousness.
─ The entire curriculum and pedagogy should be based on interrelated and collective
activities.
─ Instead of promoting individualism, we should develop the desire for collective activity,
for the restoration of friendly relations between people.
─ This should become a daily practice and experience of pedagogical cooperation that goes
beyond the interaction between people.
─ The goal of education will be to improve all of nature, the environment, and the planet.
In the future, this will force people to strive for the joint restoration of our planet.

5 Conclusion
The purpose of education is to introduce the individual to the achievements of humanity, to
reproduce and preserve the cultural heritage of society. World educational process were
highlighted. These include:
1. Democratization – access to secondary and higher education of the broad masses,
which has been observed over the past 100 years.
2. Increasing the duration of education
3. Continuity
4. Humanization of education
5. Inclusive education
6. Humanitarization
7. Profiling
8. Globalization/internationalization
The strategic goal of the state policy in the field of education is to increase the availability
of the quality of education that meets the requirements of the innovative development of the
economy, the modern needs of society and every citizen, namely:
Russia's entry into the top ten countries in the world in terms of the quality of general
education;
Education of a harmoniously developed and socially responsible person.
Thus, the main trends in the development of education systems are associated with the
formation of a new quality of education, obtaining high-quality educational results by means
of not only updating the content of education, but also updating the educational infrastructure.
Modern technologies are developing at a great speed. However, digitalization of the
educational process has become quite strong at this stage of development, it needs to be
refined, changed, include new and additional elements and functions, and it is also worth
paying attention to the revision of the regulatory framework of modern legislation.

References
1. K. Andriushchenko, O. Rozhko, M. Tepliuk, et. al., Internat. J. of Learning, Teaching
and Educational Res. 19(7), 55-79 (2020)
2. I.R. Gafurov, M.R. Safiullin, E.M. Akhmetshin, et. al., Internat. J. of Higher Education
9(3), 71-85 (2020)
3. A. Minina, K. Mabrouk, Transformation of university communication strategy in terms
of digitalization. In M. Shestopalov (Ed.), IEEE Communication Strategies in Digital
Society Seminar (pp. 117-120). New Jersey: IEEE (2019)

6
E3S Web of Conferences 381, 02036 (2023) https://doi.org/10.1051/e3sconf/202338102036
AQUACULTURE 2022

4. S.I. Zizikova, Y.V. Shikhovtsov, I.L. Matasova, Transformation Of Education In The

Context Of Digitalization. In S.I. Ashmarina, V.V. Mantulenko, M.I. Inozemtsev, E.L.
Sidorenko (Eds.), Global Challenges and Prospects of The Modern Economic
Development, vol. 106. European Proceedings of Social and Behavioural Sciences (pp.
1074-1081). European Publisher (2021).
https://doi.org/10.15405/epsbs.2021.04.02.128
5. M. Undheim, Eur. Early Childhood Education Res. J. 30(3), 472-489 (2022). DOI:
10.1080/1350293X.2021.1971730
6. Zh. Xiong, et. al., Huang The influence of digital educational games on preschool
Children's creative thinking. Computers & Education. Elsevier (2022).
https://doi.org/10.1016/j.compedu.2022.104578
7. T. Anderson, P. Rivera-Vargas, J. of Digital Education Rev. 37, 208-229 (2020)
8. P. Hubwieser, M.N. Giannakos, M. Berges, et.al., A global snapshot of computer
science education in K-12 schools. In: Proceedings of the 2015 ITiCSE on Working
Group Reports (ITICSE-WGR 2015), pp. 65–83. ACM, New York (2015).
http://dx.doi.org/10.1145/2858796.2858799
9. A.M. Magomedov, Pedagogy and education 2, 134-142 (2019). DOI: 10.7256/2454-
0676.2019.2.27084
10. E.M. Akhmetshin, A.V. Kozachek, V.L. Vasilev, et.al., Development of Digital
University Model in Modern Conditions: Instit. Appr. Digital Education Rev. (2021)
11. Sh. Dandan, Research on the sharing mode of educational information resources in
colleges and universities based on the Blockchain and new energy Author links open
overlay panel. Int. Conf. on Energy Engineering and Power Systems (EEPS2021),
August 20–22, Hangzhou, China (2021). https://doi.org/10.1016/j.egyr.2021.10.016
12. S.V. Barabanova, A.A. Kaybiyaynen, N.V. Kraysman, Vysshee Obrazovanie v Rossii
28(1), 94-103 (2019). doi:10.31992/0869-3617-2019-28-1-94-103
13. T. Brinda, I. Diethelm, Education in the Digital Networked World. In: Tatnall, A.,
Webb, M. (eds) Tomorrow's Learning: Involving Everyone. Learning with and about
Technologies and Computing. WCCE 2017. IFIP Adv. in Inf. and Commun. Techn.,
vol. 515. Springer, Cham (2017). https://doi.org/10.1007/978-3-319-74310-3_66
14. D. Frau-Meigs, Transliteracy and the digital media: theorizing media and information
literacy. International Encyclopedia of Education (Fourth Edition), pp 590-604 (2023).
https://doi.org/10.1016/B978-0-12-818630-5.07108-6
15. O. Bezliudnyi, O. Chepka, V. Omelyanenko, N. Biloshkurska, M. Biloshkurskyi, Int. J.
of Scient. and Technology Res. 9(2), 3563-3570 (2020)
16. S. Seegerer, R. Romeike, Employing computational thinking in general teacher
education. Proceedings of International Conference on Computational Thinking
Education. In Kong, S.C., Andone, D., Biswas, G., et.al.,(Eds.). 2019. Hong Kong: The
Education University of Hong Kong (2019)
17. M. Tulegenova, G. Sadykhanova, Z. Zeinullina, Study of the role of university teachers
in the conditions of technological transformation: The case study of Kazakhstan.
Proceedings of the 33rd Int. Bus. Inf. Man. Association Conference, IBIMA 2019:
Education Excellence and Innov. Manag. through Vision 2020, pp. 4895-4903 (2019)
18. W. Alkhatib, C. Rensing, CEUR Workshop Proceedings 1669, 188-194 (2016)
19. A.N. Kazak, et.al., CEUR Workshop Proc. 2522, 17-25 (2019)
20. M. Bond, V.I. Marín, C. Dolch, et. al., Int. J. Educ. Technol. High Educ. 15, 48 (2018).
https://doi.org/10.1186/s41239-018-0130-1