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Issue № 78. February 2020

New Educational Paradigm in the era of State Digital Transformation

Aleksandr V. Ostrovsky, Marianna V. Kudina

Aleksandr V. Ostrovsky — postgraduate student, School of Public Administration, Lomonosov Moscow State University, Moscow, Russian Federation.

Marianna V. Kudina — DSc (Economics), Associate Professor, School of Public Administration, Lomonosov Moscow State University, Moscow, Russian Federation.

Industry 4.0 requirements have identified a widening gap between the business’ staffing needs and the capabilities of the education system. Labor market imbalances as well as the qualification pit are critical today and call for a digital transformation of the education system. The requirements for knowledge and competencies are changing dynamically and what was in demand in the early 2010s may differ significantly from the current needs of the labor market. It becomes clear: to be in demand, you must learn during your whole lifetime. The state and business have a necessity for objective forecasting and definition of emerging new competencies as well as modification and growth of demand for existing ones. At the same time, other questions arise: how to reduce the reaction time of the education system to the demands of the labor market in terms of demand for staff, what new formats of education can become the driving forces for the formation of a flexible and proactive continuous education system for citizens of all ages? The article assesses the current state of the education market, provides possible effects from its digital transformation, identifies the prerequisites and practices for the transition to the concept of lifelong learning, identifies drivers and trends that form the model of future education, in alignment with current high-profile educational experiments conducted in Russia. Taking into account the course towards building Industry 4.0, the features of formation and development of the EdTech market are revealed, conclusions are drawn regarding the factors affecting the competitiveness of countries from the standpoint of the effectiveness of implementing educational policies and training personnel for the digital economy. The methodological base of the article is presented by the methods of complex and comparative analysis. Most vital approaches are systemic and structural-functional analyses.


Digital transformation, digital economy, EdTech, online education, future education, continuous education, personalized education, digital competencies.

DOI: 10.24411/2070-1381-2020-10041

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