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Scientia et Societus

Article

Digital transformation of the university educational environment: Pedagogical challenges and social consequences

Olena Bokshyts, Vasyl Yakuba
Retrieved from Vol. 5, No. 1, 2026 Pages 56–69
Received
23.09.2025
Revised
25.03.2026
Accepted
12.05.2026
Published
22.06.2026
Views
4

Abstract

The study aimed to provide a comprehensive substantiation of the digital transformation of higher education. The methodology included an analysis of scholarly sources and strategic documents in the field of digital transformation in education, the conceptualisation of key concepts, a comparative analysis of traditional and digital learning models, and structural-functional modelling. The main findings of the study show that the digital transformation of education was systematically generalised as a multi-level process that simultaneously covers the pedagogical, technological and organisational dimensions of university functioning. The concept of the “digital educational environment of a university” was defined and conceptually clarified as an integrated ecosystem that includes digital platforms, educational content, communication channels, administrative systems and participants in the educational process who interact within a networked digital structure. The study established that digital transformation leads to a systemic change in the roles of participants in the educational process: the teacher is transformed from a transmitter of knowledge into a facilitator and designer of the learning environment, while the student acquires the status of an active agent and co-creator of knowledge. It was found that the key characteristics of the digital educational environment are interactivity, flexibility, accessibility, personalisation and technological mediation. The study demonstrates that digital educational technologies, including LMSs, online platforms, video communication and interactive tools, are becoming a central element in the organisation of the learning process. They support not only the transmission of knowledge, but also learning management, assessment, analytics of educational activity and the development of individual educational trajectories. A structural model of a university’s digital educational environment was also developed. It confirms that the effectiveness of the educational process depends on the integration of all components into a single digital system in which interaction between elements is continuous, adaptive and technologically mediated. The practical significance of the study findings lies in their potential use for designing and improving digital educational environments in higher education institutions, developing strategies for the implementation of blended and distance learning, and increasing the effectiveness of educational process management

Keywords

technological mediation; individual trajectories; administrative systems; blended learning; educational content

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Suggested citation

Bokshyts, O., & Yakuba, V. (2026). Digital transformation of the university educational environment: Pedagogical challenges and social consequences. Scientia et Societus, 5(1), 56-69. https://doi.org/10.69587/ss/1.2026.56