O‘zmu xabarlari Вестник нууз acta nuuz

ROLE OF DIGITAL TECHNOLOGIES IN THE EDUCATION SYSTEM 
Abstract 
The article addresses one of the urgent problems - transformation of higher education in the conditions of digitalization. The 
article discusses the main directions of digital transformation, which radically changes the economy, education and lifestyle in 
general. It’s been shown that digital technologies are necessary for the educational process but not sufficient for increasing the 
effectiveness of academic work. The demand for the ability to analyze systems, dissemination of ideas and methods of process 
management, the increase in the number of workplaces where skills are required to set tasks and formalize methods for solving 
them – all these factors makes it necessary to redefine traditional educational results during the digital transformation of 
education. 
Key words:
digital technologies, education system, digital transformation, edu- cational work, students, training, teacher, 
Internet, higher education, digitalization, digital economy, online education. 
Introduction.
All sectors of the economy are 
undergoing digital transformation. And education is no 
exception, despite its inertness and even stiffness. According 
to a study by Oxford scientists Karl Frey and Michael 
Osborne, the teaching, coach and manager professions are not 
in danger of death from robotization. However, the 
digitalization of education has not been canceled, and it will 
be necessary to adapt to it, mastering new tools and acquiring 
new skills. According to the forecast of Synergy University, in 
a couple of years, new professions will be in demand on the 
market, such as a developer of educational trajectories, a tutor 
or a virtual reality architect. 
The labor market requires a qualitatively different 
content for the training of graduates. Digitalization affects not 
only the content of education, but also its organization [1]. 
These processes have mixed implications for the positioning 
of both universities and faculty. The necessary competencies 
are often acquired outside the walls of educational institutions, 
since educational programs often do not keep pace with the 
dynamics of technology development. The teacher from the 
bearer of the transferred knowledge and skills turns into a 
navigator who helps to navigate the knowledge bases. All 
these issues are especially acute in connection with the reform 
of the Russian higher education system. The necessary 
optimization is replaced by a simple reduction in the number 
of universities and their financial support. The assessment of 
the content of scientific activity is replaced by the formal