Digital educational environment of an educational institution: essence and characteristics

Abstract

Educational institutions are moving from the traditional model of education to hybrid and digital formats, within which a digital educational environment is formed. The article provides a theoretical understanding of the essence of the concept of a "digital educational environment of an educational institution" in the context of the digital transformation of society and the modernization of Ukraine's educational system. It is substantiated that the digital educational environment is not only a set of information and communication technologies but also a holistic pedagogical system that integrates digital resources, management tools, communication platforms, and didactic approaches to ensure the quality, accessibility, and individualization of learning. The regulatory and legal principles of digital education are analyzed, and the key approaches of domestic and foreign researchers to interpreting the concept of a digital educational environment are outlined. The main structural components of the digital educational environment are identified, in particular, digital content, infrastructure, educational process management systems, communication services, and analytical tools. Its leading functions are revealed: educational, communication, adaptive, diagnostic, organizational, information, coordination, management, and control-analytical. The importance of personalizing learning, forming individual educational trajectories, developing digital competence, and ensuring cybersecurity is emphasized. The advantages of the digital educational environment compared to traditional forms of organizing learning are outlined, and current challenges related to digital inequality, the level of ICT competence of participants in the educational process, and issues of academic integrity are also identified. It is concluded that the effective functioning of the digital educational environment requires a systematic approach, infrastructure development, methodological support, and the training of pedagogical personnel, thereby fostering a new pedagogical culture and improving the quality of education.