Educational policy of higher education in the era of artificial intelligence: an ecosystem approach to technology integration and transformation of teaching practices

Образовательная политика высшей школы в эпоху искусственного интеллекта: экосистемный подход к интеграции технологий и трансформации педагогических практик

Ekaterina A. Popova (Попова Е.А.), Ekaterina M. Medyakova (Медякова Е.М.) and Zlataslava S. Martemyanova (Мартемьянова З.С.)
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Ekaterina A. Popova (Попова Е.А.): Russian Presidential Academy of National Economy and Public Administration, South-Russian Institute of Management
Ekaterina M. Medyakova (Медякова Е.М.): Russian Presidential Academy of National Economy and Public Administration, South-Russian Institute of Management
Zlataslava S. Martemyanova (Мартемьянова З.С.): Russian Presidential Academy of National Economy and Public Administration, South-Russian Institute of Management

State and Municipal Management Scholar Notes, 2025, vol. 4, 247-256

Abstract: Introduction. Modern higher education is undergoing profound transformation driven by digitalization and the proliferation of artificial intelligence. These changes necessitate a revision of traditional educational models and the exploration of new approaches to organizing the learning process. This article examines the potential of the ecosystem approach as a response to the challenges of the digital age. Purpose. The study aims to analyze the capabilities of the ecosystem approach for integrating artificial intelligence technologies into the educational policy of higher education and transforming teaching practices. Methods. The methodological basis of the research includes system analysis, comparative characterization of AI implementation models in universities, and theoretical generalization of current educational trends. The study is based on the examination of adaptation models of Russian universities and representative scientific publications on the digital transformation of education. Results. Six models of university adaptation to AI technologies were identified and their features analyzed. The authors provide a critique of the fragmented approach to digitalization in education. The necessity of transitioning from situational response to a systematic educational policy based on the principles of the new pedagogy of the ecosystem approach is substantiated. Conclusions. The issue of enhancing the appeal of the modern education system creates new trends in the educational process. The transition to a digital society, new economic demands, and technological development require not only updating teaching tools but also rethinking the very logic of the educational process. The academic community increasingly emphasizes the need for an ecosystem approach, wherein the educational environment is perceived as a living, self-developing system where knowledge, technologies, and social connections form a unified space for development. The ecosystem approach enables the creation of a flexible educational environment where digital technologies are organically integrated into the teaching process. The development of teachers' transprofessional competencies and students' functional literacy are key conditions for the successful adaptation of higher education to the demands of the digital era.

Keywords: educational policy; higher education; artificial intelligence; ecosystem approach; digital transformation; functional literacy; transprofessional competencies; digitalization of education; soft skills (search for similar items in EconPapers)
Date: 2025
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