THE DILEMMAS OF THE POST-DIGITAL TRANSITION IN HIGHER EDUCATION: CHALLENGES AND HIDDEN THREATS

Abstract

The article examines the conceptual dilemmas surrounding the use of digital technologies in higher education to create an innovative learning environment, and their impact on students’ cognitive processes; the risks of excessive reliance on algorithms and easy access to educational information, and the resulting decline in the ability to analyse such information in depth and critically; ethical issues surrounding the use of artificial intelligence in education and the threat of a loss of agency for both teachers and students; the ‘replacement’ of genuine emotional contact in the learning process with mechanical interaction, which has a negative impact on psycho-emotional health, and others. It has been established that the profile of a modern teacher’s digital competences is determined by their ability to integrate technical resources and innovative tools into the process of developing cognitive flexibility and creativity among learners in higher education institutions. The key components of this model are identified as proficiency in data visualisation, effective organisation of communication in the digital space, and the validation of learning outcomes through instant feedback systems. It is emphasised that, under such conditions, the intensification of professional training for future specialists (teachers), focused on mastering innovative digital technologies in education, takes on strategic importance. It is confirmed that the realisation of the potential of digital technologies in the educational process of a modern university encompasses a wide range of organisational forms that transform traditional learning into a flexible digital ecosystem. Some practical case studies are presented on the use of digital tools to achieve various educational objectives in the professional training of specialists. Specific aspects are analysed based on experience working with students at Vasyl Stefanyk Carpathian National University (Ukraine) and the Pomeranian University in Słupsk (Poland). Continuous self-improvement in the use of multifunctional digital services, as presented in this study, is a fundamental prerequisite for improving the quality of higher education.