Глобальный процесс цифровизации всех сфер человеческой жизни значительно ускорился за последние 20 лет в связи с активным развитием цифровых технологий. В последние несколько лет наметился тренд на экспансию современных технологий в образовательный процесс, которая значительно ускорилась в условиях пандемии COVID-19. Такое смещение акцентов в образовательной системе, очевидно, приводит к возникновению новых требований к образовательному процессу, образовательным учреждениям и преподавателям. В университетах нового типа – «цифровых университетах», образовательный процесс должен обеспечиваться преподавателями нового типа – «цифровыми преподавателями». Результат владения и использования цифровых средств в образовании при этом должен иметь значительное превосходство над результатом обучения без их использования. Цель работы – разработка моделей управления и проекта трансформации роли и компетенций преподавателя для повышения эффективности и качества обучения в цифровом университете. Научная новизна состоит в разработке новой модели организационной структуры образовательных организаций с учетом возможностей цифровых технологий для повышения эффективности и результатов обучения. Практическая значимость заключается в возможности применения результатов анализа путей трансформации роли преподавателя в структуре вуза и предложенной автором работы поддерживающей модели управления при структурных преобразованиях в университете. / The global process of digitalization of all spheres of human life has accelerated significantly over the past 20 years due to the active development of digital technologies. In the last few years, there has been a trend towards the expansion of modern technologies into the educational process, which has significantly accelerated in the context of the COVID-19 pandemic. Such a shift of emphasis in the educational system obviously leads to the emergence of new requirements for the educational process, educational institutions and teachers. In universities of a new type - "digital universities", the educational process should be provided by teachers of a new type – "digital teachers". The result of the possession and use of digital instruments in education at the same time should have a significant superiority over the result of learning without their use. The aim of the work is to develop management models and a project for transforming the role and competencies of a teacher to improve the efficiency and quality of teaching at a digital university. The scientific novelty consists in the development of a new model of the organizational structure of educational organizations, taking into account the possibilities of digital technologies to improve the efficiency and learning outcomes. The practical significance lies in the possibility of applying the results of the analysis of ways to transform the role of a teacher in the university structure and the supporting management model proposed by the author of the work during structural transformations at the university.

In Sweden, the subject of history has become more comprehensive and diverse in recent decades. Parallel to this development, a new media landscape has been established, both in society at large and in school. Today there is a wide variety of teaching materials available, such as documentaries, news media, digitalized source material, music, computer games, encyclopedias, popular scientific articles, etc. This raises questions about which types of media history teachers use to teach their subject. The aim of this study is to analyze how teachers approach and relate to the qualities and usability of different media for teaching and learning history in upper secondary school. Semi-structured interviews are used to obtain detailed accounts of how teachers view their media use. Methodologically, the study examines teaching materials in a practice-oriented research tradition, focusing on the perceptions and uses of various media. Media ecology and sociocultural theory serve as the theoretical basis of the study. In brief, these theoretical perspectives claim that media should not be seen as neutral and value-free channels for conveying information, because intermediary media can both form and affect the learning that comes through the use of a certain medium. The concept of affordance is used in order to highlight and analyze how teachers view the effects that various types of media might have on how students understand history. This study shows that history teaching in upper secondary school is conducted in a media-rich environment. Based on the categorizations used, the eleven teachers who participated in this study report that they use a total of eighteen different types of media, and this complements and nuances the image of history teaching as a textbook-driven activity. This study also shows diversity in the teachers’ media repertoires. To explain this variation and to show the considerations underlying teachers’ media use, the term mediation strategies is used. The use of this concept shows that teachers’ perceptions of the usability of various media depend on how they perceive the qualities of these various media, as well as how the teachers relate both to the subject of history and to the pupils. Based on previous research and the results of the present study, it is concluded that it is advisable to advocate an extensive and varied media use when teaching history. Furthermore, it is highlighted that there is a need for a thorough discussion regarding which types of media should be part of history teachers’ media repertoires and what kind of mediation competence history teachers require today.

Магистерская диссертация посвящена изучению проблем и пути совершенствования реализации федерального проекта «Цифровая образовательная среда» в Республике Коми. В работе рассмотрены теоретические и нормативно-правовые основы разработки и реализации федерального проекта «Цифровая образовательная среда». Теоретическую основу исследования составляет анализ понятия, структуры и функций цифровой образовательной среды, а также возможностей проектной методологии в управлении цифровизацией российского образования. Представлены результаты анализа нормативно-правовых основ создания цифровой образовательной среды в Российской Федерации. В магистерской диссертации раскрываются результаты эмпирического исследования, посвященного деятельности Министерства образования, науки и молодежной политики Республики Коми по реализации федерального проекта «Цифровая образовательная среда», мониторингу реализации федерального проекта «Цифровая образовательная среда» в Республике Коми. Автор диссертации предлагает проект по созданию регионального ведомственного проектного офиса по реализации национального проекта «Образование» в Республики Коми. / The master's thesis is devoted to the study of problems and ways to improve the implementation of the Federal Project «Digital Educational Environment» in the Komi Republic. The work considers the theoretical and regulatory framework for the development and implementation of the Federal Project «Digital Educational environment». The theoretical basis of the research is the analysis of the concept, structure and functions of the digital educational environment, as well as the possibilities of project methodology in managing the digitalization of Russian education. The results of the analysis of the regulatory framework for the creation of a digital educational environment in the Russian Federation are presented. The master's thesis reveals the results of an empirical study on the activities of the Ministry of Education, Science and Youth Policy of the Komi Republic on the implementation of the Federal Project «Digital Educational Environment», monitoring the implementation of the Federal Project «Digital Educational Environment» in the Komi Republic. The author of the dissertation proposes a project to create a regional departmental project office for the implementation of the National Project «Education» in the Komi Republic.