Monitoring the Level of Digital Transformation in Education: Indexes and Technologies

Purpose of the study. Digital transformation is the foundation of global and national economic growth. Currently, a strategic direction has been adopted in the field of digital transformation of education until 2030, which belongs to the field of activity of the Ministry of Education of the Russian Federation. In the process of implementing educational programs, the introduction of digital technologies for learning is of paramount importance, so the problem of assessing the degree of their integration in education is relevant. As part of the study, the existing approaches to monitoring the use of modern technologies in schools, lyceums and gymnasiums were analyzed. The purpose of this work is to develop criteria indexes and groupings of educational organizations for use in the methodology for assessing the level of digital transformation of education, improving the information base and increasing the accuracy of the results of a comparative analysis. To create a model for the process of assessing the level of digital transformation of education, it is necessary to identify the key stages in the monitoring system.

Materials and methods. The study of approaches to monitoring digital transformation in the field of education was performed as a result of a review of the methods used to assess the degree of implementation of digital technologies in education. The methods of statistical, systemic and comparative analysis were used in the paper. The basis of the study is indexes of the development of specific technologies defined in regulations, official statistical reporting, and materials of the Unified Interdepartmental Statistical Information System. The methodology for assessing the level of digital transformation of education in the region is applicable in the framework of achieving the indexes of the national project “Education”. Modeling the process of monitoring the state of digitalization of education was performed considering the use of a methodology that includes indexes of the introduction of digital technologies and the grouping of educational institutions.

Results. The main issues of monitoring the digital transformation of school education are viewed, considering the assessment of the degree of integration of end-to-end digital technologies. The main results of the study are improving the information base, supplementing the methodology for assessing the digital transformation of school education and building a model for the process of assessing the level of digital transformation of education in the region. Within the framework of the monitoring of the education system, criteria indexes for the introduction of end-to-end digital technologies are proposed. The developed model characterizes the stages of monitoring from data collection to decision-making, and shows the interrelation between the system functions. The modeling was performed to develop a system that determines the level of implementation of digital solutions in the field of education in the regional context.

Conclusion. The digitalization of school education involves the integration of new technologies in education, primarily to achieve higher educational results for students. It is important to assess the current state of the digital transformation of educational organizations at different levels in the framework of the application of modern technologies in the educational process. The proposed indexes for the introduction of end-to-end digital technologies and the groupings of educational institutions can be used by data analysts, as well as in research and practical activities of executive authorities when monitoring the education sector.

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