Academic integrity in the context of educational digitalization: new challenges and assurance mechanisms

THE PROBLEM OF DIGITALIZATION IN THE HIGHER EDUCATION: THEORETICAL FOUNDATIONS, GLOBAL POLICY, AND CONTEMPORARY APPROACHES

Digitalization process, which is rapidly accelerating, is deeply penetrating in all spheres of social life. In this context, technological modernization represents one of the key priorities of contemporary society. The origins of this issue should be searched through the higher education system, where human capital serves as the determining factor in the formation of digital competencies. This determines the digitalization processes particular importance in the educational sphere. The article analyzes the theoretical foundations of the educational process digitalization and examines key contemporary approaches to this problem. The definitions related to the direction digitalization and interpretations of this concept in both domestic and foreign scientific circles are classified. The author considers digitalization as one of the main factors of adaptation and educational systems transformation in accordance with global standards, emphasizing that identifying effective directions of digital transformation plays a crucial role in improving the higher education system. Analyzing innovative models, the author explores the substantive, methodological, and social aspects of implementing digital technologies in the educational process. It is confirmed that the successful implementation of digitalization in education depends not only on technical infrastructure but also on scientifically grounded strategies, pedagogical approaches, systemic support of educational policy. In this context, digital programs implemented in Kazakhstan are examined, emphasizing the importance of adopting best international practices while taking national characteristics into account. Based on a comparative analysis of international and national experience, patterns, specific features, and key directions of the digitalization of the domestic education system are identified.

Digital transformation of education as a multi-aspect phenomenon

The research is devoted to a comprehensive consideration of various aspects of the digital transformation of education. The aim is to conduct a comprehensive study to identify the positive effects and risks of the impact of digital transformation on education. The paper covers philosophical, educational, historical and pedagogical, socio-cultural and psychological and pedagogical aspects. The problem of the research lies in the disclosure of positive effects for each aspect, and the identification of potential risks that require close attention. The irreversibility and necessity of the process of introducing digital technologies into the educational environment are argued. An analysis of scientific and legal sources in the field of development of digital transformation of education is carried out. The most pressing problems in the field of digitalization of education are identified by the method of synthesis and generalization. Within the framework of philosophical aspects, anthropological, epistemological, axiological views are considered. Their analysis let draw a conclusion that during the digital transformation of education there is an update of value orientations that require deep philosophical rethinking. Both the risks of introducing digital technologies into the educational process for educational work and the prospects for achieving educational goals through the introduction of modern technologies are analyzed. The importance of preserving traditional Russian spiritual and moral values in the process of digital transformation of education is revealed.

THEORETICAL AND METHODOLOGICAL PRINCIPLES OF MANAGING THE DEVELOPMENT OF A MODERN HIGHER EDUCATION INSTITUTION

The article presents a comprehensive theoretical and methodological study of the management of the development of a modern higher education institution in the context of military challenges, European integration, digital transformation, and increasing requirements for the quality of educational, scientific, and innovative activities. The relevance of the topic is due to the fact that a modern university operates in a multifactorial environment, where strategic decisions can no longer be based solely on administrative inertia, regulatory compliance, or local experience. They must be based on an integrated methodology that combines strategic vision, institutional autonomy, quality culture, results-oriented approach, data management, and internal self-regulation mechanisms. It is proven that the development of a higher education institution is a managed process of institutional changes aimed at balancing the mission, educational portfolio, human resources, research capacity, resource base, and social relevance of the university. The article highlights and characterizes the key approaches that form the theoretical basis of HEI development management: systemic, competency-based, strategic, institutional, and quality management approaches. The systemic approach allows us to consider the university as an open multilevel social and organizational system; competency-based – focuses management on learning outcomes, studentcenteredness, and labor market requirements; strategic – provides the institution’s positioning, prioritization, and resource concentration; institutional – explains the influence of autonomy, regulatory frameworks, academic norms, and external expectations; quality management approach – links development with an internal quality assurance system, regular monitoring, feedback, and a culture of continuous improvement. A special emphasis is placed on applied HEI development tools: SWOT and PESTLE analysis as means of strategic diagnostics; KPI and Balanced Scorecard as mechanisms for translating strategy into a system of measurable results; logical model as a tool for linking resources, actions, products and short-, medium- and long-term results. It is shown that the modern model of effective management of university development is based on a combination of strategic KPIs, regular public reporting, internal review of educational programs, extensive use of student feedback and corrective decisions at the level of programs, departments and management. Practical recommendations for heads of higher education institutions of Ukraine are substantiated: institutionally combine the development strategy with the internal quality assurance system; form a single scorecard for education, science, internationalization, finance and the third mission; build a cycle of "data – decisions – evaluation – correction"; strengthen the participation of the academic community and education seekers in strategy making; use public data and benchmarking to verify the realism of goals and development rates.

Integrity in the Context of Institutional Capacity to Ensure the Sustainability of Education

Teachers’ AI competence: essence, structure, meaning in the conditions of educational space digitalization

The article is devoted to presenting the results of the analysis and substantiation of the essence and structure of teachers’ AI competence, establishing its significance in the conditions of educational space digitalization. The current state of development of the regulatory framework regarding the implementation of AI in the educational and scientific process of educational institutions is analyzed, in particular, the Concept of the Development of Artificial Intelligence in Ukraine, Instructional and Methodological Recommendations on the Implementation and Use of Artificial Intelligence Technologies in General Secondary Education Institutions, Recommendations for Teachers, Students and Employees of the Higher Educational Institution "Artificial Intelligence in Higher Education Institutions". Key pedagogical approaches to implementing AI in teaching in the higher education system are identified with compliance with educational goals and pedagogical practices, personalization of learning, promotion of digital and AI literacy, encouragement of engagement and collaboration, development of critical thinking skills, ensuring accessibility and inclusivity, preservation of teacher autonomy, compliance with ethical and confidential challenges, continuous assessment and improvement. The review of the regulatory framework demonstrates a certain development level of the issue. The essence and structure of AI teachers’ competence are substantiated. Given the content analysis of the term, we consider it appropriate to use it as a complex of knowledge, abilities, ethical skills, attitudes, values, and experience that allow a teacher to critically and responsibly apply AI technologies in educational and scientific processes. The consideration of the structure made it possible for the authors to broadly present the components of AI competence, identified from different points of view on the specified concept, such as: according to the description of the UNESCO AI Competency Framework for Teachers, according to the hierarchy of competencies for the use of AI in accordance with the research results, taking into account the requirements of the digital society in the future.  The significance of teachers’ AI competence in the conditions of educational space digitalization in terms of use by all participants in the educational process: teachers, students, heads of educational institutions, which indicates the broad and practical involvement of AI technologies in the field of education and science has been established

Artificial Intelligence and Academic Integrity: Challenges to Educational Integrity in the Digital Transformation

The main challenge lies not in AI technology itself, but in how educational institutions manage its use responsibly, and collaboration is needed between educators, students, policy makers and educational institutions in formulating guidelines for the use of AI.