University new educational reality in disruptive technologies context

The relevance of the study is due to a set of problems that have arisen in the educational environment of the University under the influence of technological breakthrough in the life activity of modern civilization. The fundamental reasons for the transformation of the higher education system in all its segments are mainly determined by economic and technological factors. Economic factors of disruptive technologies are carried out at the expense of significant acceleration of production and increase of profit, quality of goods and services. In the context of technological factors, models of transformation of traditional educational reality with the help of virtual reality tools are used. Together, these processes creatively destroy the traditional norms and rules, values and educational reality of the University. To substantiate the theoretical and practical significance of constructing a model of the new educational reality of the University, corresponding to the principles of disruptive technologies, pedagogical modeling is used as a leading research method. The article reveals the features of disruptive technologies’ development, important for the transformation of the educational reality of the University; the priorities of disruptive technologies’ implementation in the virtual educational reality of the University. The structure and content of disruptive technologies’ virtual model in the construction of a new educational reality of the University. The effectiveness of the structure and content of disruptive technologies’ virtual model in the construction of a new educational reality of the University is proved in the process of experimental work. The materials of the article have practical application and can be useful in the development and implementation of various techniques and practices in virtual services and in the educational process. They are recommended for teachers and students of the University. © 2019, Dorma Journals. All rights reserved.

Podymov N.A.1 , Nikoghosyan M.A.2 , Stolyarova A.N.3 , Narutto S.V.4, 5 , Mashkin N.A.6 , Martynenko S.E. 7 , Paznikova Z.I.8 , Varenik P.K.5
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  • 1 Department of Educational Psychology, Moscow State Pedagogical University, Moscow, Russian Federation
  • 2 Institute of Psychology and Education, Kazan (Volga region) Federal University, Kazan, Russian Federation
  • 3 Department of Management and Economics, State Social and Humanitarian University, Kolomna, Russian Federation
  • 4 Department of Constitutional and Municipal Law, Moscow State Law University named after O. E. Kutafin (MSAL), Moscow, Russian Federation
  • 5 Department of Legal Regulation of Economic Activity, Financial University under the Government of the Russian Federation, Moscow, Russian Federation
  • 6 Department of State and Legal Disciplines, Plekhanov Russian University of Economics, Moscow, Russian Federation
  • 7 Department of Theory and History of International Relations, Peoples’ Friendship, University of Russia, RUDN University, Moscow, Russian Federation
  • 8 Department of Philological and Art Education, Banzarov Buryat State University, Ulan-Ude, Russian Federation
Construction of the Model; Context Of Disruptive Technologies; Educational Reality of the University; Pedagogical Modeling; Principle of Equal Interaction; Principle of Mass Cooperation; Transformation Model; Virtual Reality
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