EdTech and Universities: What's Next?

The International Observatory of Higher Education Transformations organized an expert discussion on the platform of the Higher School of Economics, dedicated to the topic "Rapid Is the growth of the private sector EdTech – an alternative to universities? The discussion included assessments of the development of professional courses and alternative forms of education not associated with traditional educational institutions. Russian and European experts in the field of higher education, as well as the head of Skillbox, shared their forecasts for the future of universities in light of these changes. This discussion emphasizes the importance of educational institutions adapting to the new requirements and challenges of the modern world.

It is more profitable not to compete, but to collaborate

Ivan Karlov, Head of the Laboratory of Digital Transformation of Education at HSE, began his presentation by emphasizing that the “rapid growth of the EdTech market,” referred to in the title of the discussion, is not such an obvious phenomenon. This statement opens an important topic for discussion regarding the real trends and challenges facing the educational technology market. It is important to note that success in EdTech depends not only on innovative solutions, but also on the adaptation of educational institutions and users to new technologies. The market requires in-depth analysis to understand how student and teacher preferences are evolving, as well as what barriers must be overcome for further growth.

Currently, there are no clear criteria for unambiguously defining which companies belong to the EdTech market. This applies not only to organizations that offer educational content but also to those developing service solutions for the educational sector without being directly involved in the learning process. This uncertainty remains relevant and requires further discussion and research.

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Areas of cooperation between universities and EdTech in the UK

Cooperation between universities and EdTech companies in the UK is becoming increasingly important. These partnerships aim to improve the educational process and integrate innovative technologies into curricula. Key areas of this collaboration include the development of online courses, the use of adaptive learning, the creation of distance learning platforms, and the implementation of analytics tools for assessing student performance.

EdTech companies help universities integrate modern technologies, such as artificial intelligence and machine learning, into educational processes. This not only improves the quality of education but also makes it more accessible to students. Interaction with EdTech also helps prepare students for the demands of the modern labor market, providing them with the necessary skills and knowledge.

Successful examples of collaboration include joint projects to develop new educational programs, as well as conducting research in the fields of pedagogy and technology. Such initiatives help universities remain competitive and respond to the challenges of the times. Thus, collaboration between universities and EdTech in the UK opens up new opportunities for the educational system, providing access to modern technologies and teaching methods. Companies operating outside traditional market niches and offering vocational education can pose serious competition to universities, according to Karlov. Currently, there are alarming trends that could cause concern for higher education institutions. However, Karlov is confident that the interaction between universities and EdTech has the potential to form a symbiotic relationship rather than a conflict. This cooperation can lead to the improvement of educational processes and adaptation to new requirements of the labor market.

The Head of the Laboratory of Digital Transformation of Education at the Higher School of Economics (HSE) plays a key role in the implementation of modern technologies in the educational process. His work is aimed at researching and developing innovative solutions that help improve the quality of education and the availability of educational resources. The laboratory focuses on the integration of digital tools and platforms to optimize the educational process and adapt it to the demands of modern society. Key aspects of the laboratory director's work include research coordination, project management, and collaboration with other educational institutions and technology companies, ensuring continuous innovation of approaches to teaching in the context of the digital economy.

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Students, especially at regional universities, are increasingly abandoning higher education or dropping out, believing that online learning will allow them to gain the necessary knowledge more quickly and efficiently and enter the job market. However, the situation is not so simple. Let's recall what happened ten years ago with the spread of open online courses. At that time, many claimed that online courses from leading universities would pose a threat to weaker institutions. However, no revolution occurred, and massive online courses have not posed a real threat to universities. On the contrary, we are witnessing a new strategy of effective collaboration between online platforms and universities, where some universities use digital content developed by others. This collaboration opens up new opportunities for improving the quality of education and adapting curricula to labor market demands.

There is a clear trend in the use of private EdTech products: higher education institutions are beginning to actively collaborate with companies to access modern and practice-oriented materials, especially in the field of digital professions. This process reflects the general trend of the formation of digital ecosystems, according to Karlov. He emphasizes that universities and EdTech companies should not view each other as competitors, as their missions, goals, and objectives differ significantly. This creates opportunities for successful collaboration that brings mutual benefit. To achieve symbiosis and integration of new EdTech approaches, as has already happened with online courses, Karlov believes it is necessary to change the perception of technology in universities. Technology should be viewed not simply as change for the sake of change, but as tools for strengthening educational programs and improving the quality of teaching. This will allow universities to remain competitive and meet the demands of the modern labor market.

Technology is not just a tool

Barend van der Meulen, Director of the Center for Higher Education Policy Research (CHEPS) at the University of Twente, presented a pessimistic report on the future of universities. He agrees with Ivan Karlov that higher education institutions will not become a relic of the past. However, according to the Dutch expert, universities have lost their former stability and sustainability. Modern EdTech solutions are significantly transforming higher education, changing not only educational formats but also the social relations inherent in traditional universities. Van der Meulen also noted that he does not expect either catastrophic or overly optimistic scenarios for the future of higher education.

Director of the Centre for Higher Education Policy Research (CHEPS) at the University of Twente, the Netherlands, he is responsible for the development and implementation of strategies aimed at studying and analyzing processes in higher education. Under his leadership, research is conducted that helps understand trends and changes in educational policy, as well as their impact on the quality and accessibility of higher education. The University of Twente, as one of the leading educational institutions in the Netherlands, is actively involved in shaping educational standards and practices, making CHEPS's activities particularly significant for the development of the educational environment.

Photo courtesy of the HSE Institute of Education.

The promise of EdTech is aimed at university leaders, administrators, and IT specialists, but students and faculty remain outside this circle. When asked what EdTech is, MOOCs and online learning immediately come to mind. However, digitalization has encompassed many other aspects of higher education, including digital knowledge infrastructure, online libraries, learning platforms, and administrative services. Digital reputation games, such as rankings, websites, and social media, are also worth noting. All of these elements are not simply tools, but essential components of a new educational ecosystem that promotes improved quality of teaching and management in higher education.

Van der Meulen's idea is that technological change, focused on specific processes within universities, ultimately transforms their fundamental structure. This affects the social practices, relationships, responsibilities, and expectations of all participants in the educational process. The introduction of new technologies not only optimizes educational processes but also influences the interactions between students and faculty, as well as the overall organization of the educational process. Thus, technological modernization becomes a catalyst for change in the educational environment, which emphasizes the importance of universities adapting to new conditions.

Universities traditionally operated within the framework of nation-states, such as Germany, Russia, and the United States. Educational programs were implemented in the context of interaction between faculty and students. The learning process was based on direct communication between students and lecturers. However, in recent years, these three aspects – national, university and personal – have undergone changes under the influence of increasing international mobility of students and scholars, as well as competition for high positions in global university rankings. These factors are transforming educational practices and shaping new approaches to learning.

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University rankings can often be misleading for several reasons. First, many are based on limited data, which does not always reflect the true quality of education. For example, some rankings focus on scientific publications and international reputation, while ignoring important aspects such as teaching quality and student satisfaction.

Second, the evaluation methodology can vary depending on the source, leading to different results. Rankings may consider different criteria, such as student numbers, funding, or the number of international faculty, making comparisons difficult.

Furthermore, many universities may manipulate data to improve their rankings. This may include inflating graduate employment rates or exaggerating the volume of research.

It is important to remember that rankings are only one tool for evaluating educational institutions. When choosing a university, consider personal preferences, curricula, and student reviews, rather than relying solely on numbers. It is recommended to conduct a comprehensive analysis and consider all available sources of information to make an informed choice.

Digital technologies are rapidly changing traditional relationships in the educational sector. For example, secure blockchain contracts call into question the relevance of traditional educational diplomas. The introduction of digital tools is creating new standards for faculty work, leading to the transformation of universities into digital platforms. Van der Meulen notes that the experience of digitalization of other public goods and social services can anticipate negative consequences for higher education. This emphasizes the need for a careful approach to integrating technology into the educational process to avoid potential risks and maintain the quality of education.

Digitalization projects often become uncontrolled, passing from the hands of the state to tech companies. An important aspect is that this process is not always customer-oriented; it often standardizes unique cases. Clients and citizens are becoming consumers, while operational efficiency begins to take precedence over societal value. As a result, people who do not fit into standardized service packages are excluded from the system.

Van der Meulen argues that universities should not view EdTech solutions as simple tools for individual improvements. While they can effectively solve specific problems, the introduction of technology into the educational process will lead to fundamental changes in higher education, creating new complexities and challenges. Therefore, it is important to consider the long-term consequences and adapt educational strategies in line with these changes to ensure high-quality learning and prepare students for modern requirements.

Should higher education be practice-oriented?

Dmitry Krutov, CEO of Skillbox, expressed his position on EdTech, emphasizing the importance of traditional universities. He believes that higher education institutions should not rush into radical changes to their curricula and internal structures in response to competition from the private sector. Krutov emphasizes that traditional universities possess unique advantages that cannot be ignored in a rapidly evolving educational market.

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Skillbox is a modern online learning platform offering a wide range of courses and programs in various fields. It is aimed at people looking to develop their skills and careers in areas such as design, programming, marketing, and management. Training is provided in a convenient format, allowing each student to independently manage their time and gain knowledge at their own pace. Skillbox also provides access to relevant materials and practical assignments, promoting better information retention and preparing for real-world challenges in the job market. The platform collaborates with leading experts and companies to ensure high-quality training and up-to-date content. Choosing Skillbox is a step toward a successful future and new career opportunities.

Should higher education institutions produce four-year bachelors who can immediately solve business problems? Or should universities cultivate cultured individuals who can not only execute tasks but also think creatively? Currently, one of the most serious problems in the higher education system is the emphasis on practice-oriented learning. This approach may prove ineffective. As the educational landscape changes, EdTech companies, with their flexibility and diverse methodologies, have the opportunity to better adapt to market demands than traditional universities.

Krutova believes that training specialists to solve specific problems, such as addressing the IT personnel shortage in Russia, should be carried out with the help of private corporations. Private companies are capable of providing relevant knowledge and skills that meet the demands of the modern market. This will not only improve the quality of education, but also ensure more effective employment of graduates.

EdTech and Universities: What's Next?

Contents:

It is more profitable not to compete, but to collaborate

Technology is not just a tool

Should higher education be practice-oriented?