2026· Gumilyov Journal of Pedagogy· Vol 155, pp. 188-199· 0 citations
Abstract
This article presents a theoretical and methodological analysis of the contemporary paradigm of sustainable development and higher education amid the digital revolution. The study traces the transition from rigid academic standards to an ecosystem approach, where the quality of education is inextricably linked to the university’s social contribution and sustainable development goals. In the era of Industry 4.0 and Education 5.0, the quality of education is defined as the university’s mode of existence, which evolves in harmony with the values of sustainable development (ESG), social justice, and responsibility. Viewing the university as an agent of social change, the authors clarify that quality is measured not only by internal KPIs but also by the extent to which graduates and university-led research projects transform society as a complex social system.
The article focuses on examining an effective methodology for managing the quality assurance processes of educational programs. Furthermore, it provides a scientific substantiation of the core principles for improving a university’s internal quality assurance system, using a professional teacher training program as a case study.
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.
Alla Rusnak, Iryna Nadtochii, Svitlana Prokhorchuk· Business Navigator· 0 citations
Digital transformation in higher education sharpens demand for the systemic design of university information and educational environments (IEEs). These environments must support personalized learning. They also sustain digital competencies and academic sustainability under hybrid-format conditions, where the quality of educational outcomes depends on how consistently the institutional digital architecture is arranged. The study centers on the development of a conceptual and methodological model of an IEE for a modern university. Its impact on the quality of educational outcomes is assessed through systemic-structural analysis and pedagogical modeling. The empirical base adds a survey of 1,240 students and 86 faculty members at five Russian universities, a case study of digital platforms, plus correlation and factor analysis. Four complementary components of the IEE are identified: technological, content- methodological, communication-network, and organizational-managerial. It has been established that the balance of components and the level of digital maturity of the teaching staff are significant predictors of students' academic performance and professional readiness. A diagnostic toolkit and optimization matrix for the information and educational system (IES) have been developed, enabling the transition from fragmented digitalization to the architecture of a holistic educational ecosystem. The research results can be used to formulate digital transformation strategies for universities, moderate accreditation procedures, and develop faculty development programs.
A. S. Yusupova, Zareta Shaayevna Abubakarova· ACCOUNTING AND CONTROL· 0 citations
Modern universities in the context of globalisation and digital transformation of the educational environment face complex challenges that require updating strategic development concepts. Growing competition in the educational services market, expanding academic mobility and international cooperation, and the penetration of digital technologies into educational processes – all of these necessitate bringing university strategic management to a qualitatively new level. The purpose of the study is to identify the methodological foundations for forming university development strategies and to develop a comprehensive system for evaluating their effectiveness. The main directions of the work include: systematisation of the theoretical foundations of strategic planning from the perspectives of the Resource-Based View, stakeholder theory, and the “Triple Helix” concept; comparative analysis of the criteria of international rating systems QS, THE, and ARWU; development of an integral model for evaluating strategy effectiveness for higher education institutions. The scientific significance of the work lies in proposing a comprehensive model for evaluating strategy effectiveness that integrates academic, organisational, social and innovation dimensions. The proposed Integral Index of Strategic Effectiveness (IISE) is calculated as the weighted average of normalised indicators across four dimensions. Practical significance: the proposed system of criteria and indicators can be directly applied in planning the strategic development of universities. Practical results include a BSC adaptation model tested at 12 Kazakhstani universities and a three-level monitoring system.
Shyngys Karabayev, E. Aimagambetov, G. Kupalova· Bulletin of "Turan" Universi...· 0 citations
The linear economic model continues to intensify environmental degradation and resource depletion, yet education for the circular economy (ECE) remains underdeveloped, particularly within basic education and in the Global South. This study evaluates the feasibility and effectiveness of an ECE Programme grounded in active learning methodologies, implemented in four schools in Brazil. The findings indicate a significant improvement in students' knowledge, increased interest in learning about and applying Circular Economy (CE) practices, and high levels of programme acceptance. The activities proved flexible and replicable across diverse educational contexts and age groups. However, deeper attitudinal change also depends on cultural and political factors, as well as sustained teacher and institutional engagement to ensure scalability. The study provides rare empirical evidence from the Global South and proposes an integrative ECE framework aligned with SDGs 4 and 12, contributing to the development of green skills and to organisational practices more closely aligned with CE principles.
The swift progression of digital technologies has revolutionized global educational systems, fostering innovation while concurrently posing ethical and societal dilemmas. While digital transformation is a strategic priority for educational institutions aiming to improve quality, accessibility, and global competitiveness, current initiatives frequently focus on technical adoption, neglecting the importance of character development. This study seeks to investigate the incorporation of character education into digital transformation initiatives and to present a conceptual framework that fosters sustainable educational excellence. This conceptual paper utilizes a qualitative methodology via an integrative literature review, synthesizing findings from peer-reviewed articles, conference proceedings, policy documents, and scholarly publications indexed in esteemed international databases and recognized national journals published between 2020 and 2026. The literature was examined through topic and content analysis methods to discern principal themes, theoretical connections, and research deficiencies related to character education and digital change. The results demonstrate that sustainable educational excellence necessitates not only technological advancement but also the incorporation of character values such as integrity, responsibility, empathy, resilience, ethical decision-making, and digital citizenship into digitally mediated educational practices. The study presents a Character-Driven Digital Transformation framework with four interrelated dimensions: digital infrastructure and technology preparedness, character-based pedagogical practices, digital citizenship competencies, and stakeholder collaboration. This paradigm underscores the necessity of linking technology innovation with humanistic and ethical principles to cultivate responsible, adaptive, and internationally proficient learners. This study enhances the current literature by connecting digital transformation with character education research and offers practical implications for educators, institutional leaders, and policymakers in formulating sustainable, character-focused educational transformation strategies. Future empirical research is advised to corroborate the proposed paradigm in other educational settings.
This article addresses the need to rethink educational innovation as a transformative driver for sustainability within the framework of the Sustainable Development Goals (SDGs), particularly SDG4. Its aim is to analyze the role of arts education as a catalyst for this innovation, with creativity as its primary strategy. To this end, a Scoping Review methodology following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. A review of Open Access (OA) publications indexed in Web of Science (WoS) and Scopus between 2000 and 2025 is conducted. The results of this analysis show that most studies (n = 19) are developed in higher education contexts, with a strong emphasis on publications labeled as innovative and grounded in creativity, as well as a frequent association between innovation and the use of new technologies or digital tools. These publications also explicitly link their proposals to the SDGs, highlighting the central role of arts education in sustainability. However, there is a limited presence of studies at earlier or compulsory educational levels—such as early childhood, primary, or secondary education—as well as in museum contexts, which are closely connected to the arts. The article concludes that arts education holds significant transformative potential to foster engagement with sustainability in the pursuit of critical and creative generations for a more sustainable world.
Nerea Rodríguez-Suárez, Carla Álvarez-Barrio, Juan Luis Lorenzo-Otero et al.· Sustainability· 0 citations
