DIGITAL TECHNOLOGIES IN EDUCATION AND THEIR IMPACT ON THE CHANGE IN HUMAN CAPITAL
S. I. Chernykh1, I. G. Borisenko2
1Novosibirsk State Agrarian University, Novosibirsk, Russia
2Siberian Federal University, Krasnoyarsk, Russia
Keywords: человеческий капитал, цифровые образовательные технологии, образовательное взаимодействие, традиционное обучение, обучаемый, обучающийся, цифровое отношение (digital interaction), цифровое долгожительство (digital longevity), менеджмент образования (management education), искусственный интеллект (artificial intelligence) (AI или ИИ), human capital, digital educational technologies, educational interaction, traditional learning, learner, learner, digital interaction, digital longevity, management education, artificial intelligence (AI)
Abstract
Introduction. Today the development of artificial intelligence and the expansion of its «functional field» in all spheres of social life are one of the most important trends. State policy is focused on providing technology with exclusive prerogatives and preferences in changing the educational space. This study is aimed at identifying the legitimacy of providing digital educational technologies with such extended functionality, firstly, and the relevance of this process to those changes in the human capital of educational systems that occur under their influence, and secondly. Methodology and methods of the research. Methodologically, the work is based on a functional analysis of changes in modern educational systems, theories of human capital by foreign and domestic authors. Also involved are statistical materials obtained by the authors as a result of pilot studies on the problems identified in the introduction. The results of the research. The direct and indirect impact of digital educational technologies on the change in the human capital of educational systems is considered. Human capital itself is presented as a set of subjects of educational interactions, the main among which are individuals (educators and learners), family, civil society and the state. The structure of the human capital of educational systems also includes a network of relationships between these subjects, that is, their social capital. Artificial intelligence in its volume is deliberately limited by digital educational technologies, and the volume of objects of their influence by junior students of higher education. On the basis of the conducted theoretical and applied analysis, it has been established that the process of transformation of educational interaction changes radically under the influence of digital devices and the expansion of their «functional field». Human capital also changes as a result of the intensification of the use of digital technologies towards the formation of new semantic and value orientations both on the part of the trainees and on the part of the trainers. Conclusion. The authors consider the main vectors of incipient changes to be a radical change in generation «Z» ideas about such a case as «traditional education», an increase in independence (responsibility) in choosing the future vector of its development; the need for better quality vocational guidance from the school and state vocational guidance structures.
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