Cognitive and digital transformation stimulates both academic and applied interest in the concept of socio-economic ecosystems. Today, traditional interaction chains in education, cooperation forms, for example, network ones, should give way to new organizational-economic interaction mechanisms – educational ecosystems. Research purpose is development of theoretical approaches to the formation of cross-geographic educational ecosystems through the digital transformation of the educational environment. The study is based on general scientific methods of systematization, comparison and generalization of research in the field of formation and functioning of ecosystems. Structural-functional and integrated approaches were used to develop the concept of formation of educational ecosystems. A comparative analysis of three overlapping ecosystem concepts (business ecosystems, knowledge ecosystems and innovation ecosystems) was carried out. The type, approaches and strategies for the formation of cross-geographic educational ecosystems have been determined. It is noted that digital transformation forms a digital educational environment, which can serve as the basis for the formation of cross-geographic educational ecosystems. As a typical basis for the formation of an educational ecosystem, it is proposed to use a business ecosystem as a form of socio-economic interaction of actors. As a strategy for the formation of an ecosystem, a structural strategy is defined with the allocation of a core – a leading university or an association of universities, and as actors – universities, students, post-graduate students, teachers, employees, graduating students, employers and other stakeholders. It is noted that the core plays a key role in the formation of a cross-geographic educational ecosystem. An effective strategy of the educational business ecosystem depends on the ability of the core to place other participants in positions and endow them with roles, on the one hand, corresponding to the strategy of the ecosystem as a whole, on the other hand, ensuring the actors’ satisfaction.
The article presents the experience of implementing the grant program «Financial literacy and teaching methods» in the context of a pandemic. The results of training are presented, and effective methods of training are indicated.
The article discusses two fundamental components of the academic revolution in modern higher education: mass education and the global knowledge economy — from the point of view of the formation of a new structure of higher education: mass and research universities. The formats of higher education are analysed: “linear conveyor” and “free education”, their advantages and disadvantages within the framework of the academic revolution, compliance with modern and future requirements of the labor market. The possibilities of introducing the formats of “free education” into the practice of Russian higher education are discussed.
Traditional and innovative forms of cooperation between higher education institutions and employers are discussed. Advantages and difficulties related to creation of fundamental chairs at region’s enterprises and organizations have been considered. Solutions of problems appearing while creating fundamental chairs at Omsk State Pedagogical University have been presented.
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