The University 4.0 project: the role of the teacher in the emerging educational space

Shelkova Svetlana Valeryevna ORCID: 0000-0002-0816-5171 PhD in Philology Associate Professor; Department of Management and Customs Affairs; Maikop State Technological University; Yablonovsky Branch 385140, Russia, Republic of Adygea, village. Yablonovsky, Svyazi str., 11 shelkovasvetlana@mail.ru Shipulina Irina Alexandrovna PhD in Economics Associate Professor; Department of Economics and Management; Altai Institute of Economics – Branch of St. Petersburg University of Management and Economics Technologies 656038, Russia, Altai Territory, Barnaul, Lenin str., 106 e irina_shipulina_@mail.ru

Izhboldin-Kronberg Anatolii Rudolfovich ORCID: 0000-0003-1468-7889 PhD in Economics Associate Professor; Department of Economics and Finance; Altai Branch of the Financial University under the Government of the Russian Federation 656038, Russia, Altai Territory, Barnaul, Lenin str., 54 79039575817@yandex.ru

introduction

The progressive formation of society is associated with the development of production forces and industrial relations, the accumulation of knowledge about the world around us. Accordingly, the epistemological component is the basis for the representation of personality consciousness. The result of cognition is objective knowledge, which forms a person's worldview. The medium of transmission and storage of information is language. The culminating aspect in pedagogy is the transfer of knowledge to a person, on the one hand, and the upbringing of a personality, on the other hand. Changing the goals and objectives of learning is set by the social order of society. Accordingly, the formation and development of the education system is associated with the development of the technological structure in the public economy, including. During the formation of the fourth industrial revolution, the digitalization of education and the formation of University 4.0, according to K. Schwab ^{[1, 2]}, drastic changes are taking place in the education system: goals, objectives, forms, and content of education are changing. The subject of the educational process (teacher) and the object of education (student) receive other functions and roles. With the loss of sovereignty and uniqueness of Russian education in 2003 after Russia joined the Bologna Process, our country automatically mirrors the mentioned changes in education at the global level. The relevance of the research lies in an attempt to comprehend the importance and necessity of the teacher's role in shaping the student's consciousness in the context of digitalization and formalization of education. The novelty of the work is represented by the topic, namely, the consideration of the role of the teacher in the context of digitalization of education. The subject of this article is a historical description of the importance of the role of a teacher and mentor in Russian education. The object of the work is the pedagogical process in development and formation in Russia. The purpose of the study is to substantiate the importance of the teacher's role in the process of digitalization of education. The selected goal is solved by means of tasks: 1) descriptions of the domestic education system of the Soviet period; 2) analysis of the ongoing changes in domestic education within the framework of University 4.0; 3) presentation of the role of a teacher and mentor in the educational process during the Fourth Industrial Revolution; 4) substantiation of the importance of the role of a teacher in the era of the Great Reset. The theoretical basis of the research was made up of works on the theory of pedagogy by domestic researchers K. D. Ushinsky ^[3], A. S. Makarenko ^[4], V. A. Sukhomlinsky ^[5], the theory of pedagogy of cooperation by Sh. A. Amonashvili ^[6], the theory of the fourth industrial revolution by K. Schwab ^{[1, 2]}, world-system analysis by I. Wallerstein 7 training within the framework of the 4.0 University project Fisk P. ^[8], Diwan P. ^[9]. The results of the study are to describe and systematize the role of the teacher in the educational process of domestic education, as well as during the formation of the digital educational space. The research materials can be used as part of the development of textbooks and lecture courses for students and teachers. The prospects for possible further research lie in the detailed development of methods, tools, and a meaningful component of interactive learning with an emphasis on the role and activities of not only students, but also a teacher or mentor in the pedagogical process.

the main part

The Russian education system is undergoing significant changes at the moment. Digitalization is a product of the Fourth Industrial Revolution. The world and coexistence in it are changing: due to the growing technocracy, communication and learning are becoming different. The object and the subject of the pedagogical process interact differently now. The status of a teacher who teaches students and forms their worldview is changing due to the emergence of other electronic forms of knowledge acquisition, including artificial intelligence. The understanding of the role of the teacher within the framework of the University 4.0 project is revealed by comparing this role in classical domestic education, starting with the upbringing of the Eastern Slavs, who taught children in their native language, and not in Latin, as in Western Europe, for example. It should be noted that the way of life of the Eastern Slavs was communal, which was based not on a tribal community, as in Western Europe or the Caucasus, but on a territorial one ^{[10, pp. 48-62]}. Veche decision-making, for example, presupposed the absolute consent of all community members. Since ancient times, a special patriarchal format of education has been laid down, with special reverence for the teacher and mentor (the Teachings of Vladimir Monomakh, Domostroy, Citizenship of children's customs) based on nationality and the folk character of education and training. Collective co-creation permeated all spheres of culture, including education. Education is not just the acquisition of knowledge, the formation of certain skills and abilities, the formation of a worldview – it is an anthropological system, the elements of which are interconnected, interdependent, determined historically and socially ^[11].

The apologist of the nationality of education was the founder of scientific pedagogy in Russia, K.D. Ushinsky, proving that pedagogy is a science and art, the formation of a person is a multifaceted process, respectively, pedagogy is a collection of human sciences, because "if you want to educate a person in all respects, then you need to know him in all respects", instilling and preserving the folk elements of the educational system that have been preserved in oral folk art ^{[3, 12]}. According to K.D. Ushinsky, nationality is the uniqueness of each nation, its thoughts, feelings, traditions, and the experience of educating this people, taking into account its historical, geographical experience and other conditions ^{[13, 14]}. K.D. Ushinsky's thought about nationality in education is important because it involves the preservation and transfer of folk experience (traditional and international), knowledge needed for life through the training of a folk teacher for folk schools. K.D. Ushinsky's ideas developed most consistently during the Soviet period. It should be noted that Soviet education was not homogeneous, methods and approaches changed due to changes in the social order of society. The relatively rapid elimination of illiteracy, the introduction of compulsory primary, incomplete secondary and secondary education with an emphasis on the disciplines of the natural science cycle allowed the Soviet Union to win the space world race in a matter of years in conditions of isolation, sanctions and after the most severe war in the history of mankind. All the unconditional priorities of Soviet education are presented in the NATO analytical note on education in the USSR, where all the positive elements of domestic education are presented in great detail, and the role of the teacher in teaching is assessed as a priority task. Centralized control (unified textbooks, for example) and planning in education have become the central element, the core of the rise of domestic education over 40 years. The vector of development of Soviet education was not always smooth and uniform. The path of the Dalton plan, the design method and pedology was rejected in the 30s ^{[15, pp. 71-73]}. The ideas of the Dalton plan are the individualization of learning (a modern inverted classroom), and in fact, they are an opposition to the idea of A.S. Makarenko that all learning is in a team and through a team. According to the Dalton plan, the teacher's task is to consult in the classroom, and the students choose their own classes and form the study time. In fact, the classroom-based system was replaced by individual self-study with certain reporting in certain designated periods. The ideas of pedology with the sorting of students and uncritical testing have also failed. The rejection of revolutionary methods and the return to traditional forms of education occurred in the thirties, when the social order of society for industrialization was strictly regulated. It was then that centralized control, planning and the leading role of the teacher in the formation of the ideological base of students were formed. The Soviet education system is most clearly represented in children's books about school, which were later filmed ("Old Man Hottabych", "Alyosha Ptitsyn develops character", "Buddy", "Two Friends" about the work "Vitya Maleev at school and at home", "Vasek Trubachev and his comrades" and many others).

By the 70s of the twentieth century, global changes were taking place in world politics from the point of view of world-system analysis ^[7], which were reflected in the change of the scientific paradigm from system-centrism to functionalism ^[16]. At that time, international organizations were being created: the Club of Rome, the Trilateral Commission, which dealt with issues of globalization, among others. The Cold War and the confrontation between the superpowers of the USSR and the United States were mitigated by the signing of the Helsinki Accords and the actualization of detente. Detant was an important element in the background of the Vietnam War for the United States. At that time, the Bologna education system was emerging in the West, which was based on a competence-based approach and universalism in education, because the unification of Europe presupposed mobility and universalism of the education system. The Bologna Process itself was supposed to be a pan-European project in an integrating multicultural space with the possibility of academic mobility ^[17]. In the USSR, since the late 70s - early 80s, there have also been changes in education. The role of the teacher in the group was studied. The theory of developmental learning was discussed (D.B. Elkonin, V.V. Davydov, L.V. Zankov) and put into practice for the development of creative thinking and self-education ^{[18, pp. 216-219]}. The role of the teacher was reduced to a psychologist who creates a creative, creative atmosphere in a group or class to collectively solve a given problem. Innovative teachers appeared (Sh.A. Amonashvili, E.N. Ilyin, S.N. Lysenkova, V.F. Shatalov, S.L. Soloveitchik, V.F. Matveev, B.P. Nikitin, I.P. Volkov, A. Adamsky, G. Aleshkina), whose ideas were discussed and presented to the general public. The trend of innovative teachers appealed to the pedagogy of teacher-student cooperation based on trust, respect, humanity as opposed to an authoritarian academic approach ^[19].

Since Perestroika and the collapse of the USSR, the education system has been immersed in a zone of turbulence, the consequences of which we are still experiencing. In fact, all the gradual changes took place in line with the Western Bologna model, in particular to the format of the OGE and the Unified State Exam at school. After 1991, the diversification of forms, methods, goals, approaches of education, variability of education, according to A. G. Asmolov, changes in the role of a teacher and mentor due to liberal reforms and criticism of Soviet education became relevant ^[20]. New schools, gymnasiums, lyceums, institutes, academies, universities were opened against the background of criticism of Soviet education. In 1993, a new law on education was adopted, according to which official paid services were introduced. In 2003, Russia joined the Bologna Process. In 2012, another law on education was adopted, innovations were introduced, namely: a competence-based approach (based not on skills and abilities, but on competencies) ^[21], Federal State Educational Standards, a two-stage model of education (bachelor's degree, master's degree, a system of credits, modules, electronic and distance learning, the teacher most likely became a coach. Since 2015, it has been mandatory to have an electronic version of the textbook and textbooks. In 2017, the Digital Economy program was approved, which also affects the digitalization of education. During the COVID-19 pandemic, an agenda of online distance learning and the expansion of the autonomy of educational institutions at various levels was launched ^[22] with the introduction of distance technologies.

In 2022, with the beginning of a Special military operation in Ukraine, the Bologna Agreements were suspended, and therefore there was hope that the country would regain educational and ideological sovereignty, revive the status of the world's greatest educational power, which was recognized worldwide. But, unfortunately, two and a half years later, we have to state that Russian education continues to live along the Bologna trajectory: ECTS (European system of transfer and accumulation of points), distance learning, e-courses, OGE and USE, higher education levels, competencies, new standards, teacher evaluation are still used in educational institutions Universities based on publications in the foreign SCOPUS database and on the foreign Hirsch index. Moreover, the latter ensures the dependence of the university teaching staff on Western sites.

However, there are also positive long-term expectations in the Russian education system, which, however, are being forced to build at the present time, based on the international situation. There may be changes in the system of educational content, final certification of students. On June 6, 2024, a bill was submitted to the State Duma to abolish the Unified State Exam and return to regular state exams from 2025. In 2025, bachelor's and master's degrees in universities are being replaced by higher education and specialized higher education. The Presidential Decree "On the National Development Goals of the Russian Federation for the period up to 2030" dated July 2020 actualizes the digitalization of education, the promotion of distance learning and forms of University 4.0. Accordingly, with a reduction in the share of real communication between teachers and students, changes in forms and methods of teaching.

What is University 4.0? University 4.0 is a new platform for digital education during the fourth industrial revolution, responding to the challenges of the time under the influence of another scientific and technological development (the emergence of the Internet, neural networks, drones, nanotechnology, artificial intelligence), access to information. The growth of scientific knowledge has reached a certain trajectory according to the laws of dialectics (consistent accumulation of experience through understanding the previous one). The answer to the social demand of a different type of society is University 4.0.

The Fourth Industrial Revolution was preceded by other revolutions, social structures and scientific worldviews. The actual scientific picture of the world does not constitute a worldview, as a system of knowledge and ideas about the world, about its place in the world, about the goals of existence in it, but provides theoretical material for a worldview. The culture of thinking follows the discoveries in natural science. The formation of scientific worldviews from natural centrism, heliocentrism to relativism and synergetics actualized the gradual accumulation of knowledge. The formation of conditional universities is associated with technological progress ^[23]: the first industrial revolution in England and the formation of classical science (University 1.0); the discoveries of M. Planck, E. Roseford, N. Bohr, A. Einstein and the emergence of non-classical science (University 2.0); science in the twentieth century showed the wonders of the space industry, based on the competition of two capitalist and socialist systems that led to convergence actualized the value of information, the emergence of computerization, artificial intelligence and other digital technologies and the formation of University 3.0. Since the late 60s, there has been a promotion of multiculturalism, the ideas of the Bologna process by erasing cultural, educational, political and other borders on the example of the EU. Universities are characterized by different industries: from steam boilers, electrical equipment to electronic technologies. The concept of the fourth industrial revolution was announced by Klaus Schwab in 2016 ^[1]. The speed of perception of the world is changing, the amount of information is increasing, which, of course, changes a person. Is the meaning of life changing, the purpose of existence in it, the idea of a person's place in the world? Artificial intelligence, drones, online logistics, telemedicine, 3D modeling, smart cities are the continuation of technology development, as noted by the Decree of the President of the Russian Federation.

In the impending digitalized society, there will be an abundance of information, artificial intelligence, neural networks, respectively, the process of obtaining information will be somewhat different. Tasks, methods, and approaches in teaching are changing due to the blurring of boundaries between the physical, biological, and digital worlds. A different type of psyche and a different type of thinking is being formed: clip-based, unsystematic or gif-based. The ways of interaction between the teacher and the student should be aimed at solving the goals of forming a comprehensively developed personality of the student. New trends in education are aimed at the formation of personality in a different digitalized world ^[8]. The educational environment is turning into something limitless, because access to knowledge becomes beyond time and space on a flexible schedule with wide access for distance learning, as well as self-education through tiktokovization and youtubovization. The implementation of personal, personal training, including under the guidance of a tutor, is in demand. The role of the project method in teaching for the practice of all kinds of skills is increasing, the time for studying is reduced, the independence of students in choosing the study material is updated, with the role of the teacher reduced to coordination, consulting for completing tasks. Accordingly, educational projects such as the Russian Electronic School and the Moscow Electronic School with the introduction of digital textbooks are being actively implemented. The advantages of various electronic portals are indisputable: access to all kinds of information, the ability to conduct an individual training and control format. At the same time, there is a huge dependence on all kinds of electronic media, including youtubovization and tiktokovization, on the one hand, eclectic consciousness and the inability to build a scale of priorities for students, on the other hand. In addition, there is an inevitable increase in restrictions on socialization and live communication with the priority of individual learning trajectories, the introduction of gamification (a game format in learning). A large amount of knowledge acquired at the same time is not assimilated due to the multiplicity and sometimes overload of consciousness. It is not the knowledge itself that is important, but its systematic assimilation, understanding, and use in communication with peers and a teacher. The development of skills and the formation of competencies involves the gradual formation of cognitive processes in a team when working with a teacher according to a thematic plan. Skills are not formed instantly, but after a certain amount of time. Reducing the time to practice skills and abilities leads to chaotic consciousness.

Collective learning in the Russian tradition is contrasted with individualizing learning of digital education. Against this background, it is important to understand the role and tasks of the teacher and to preserve the importance of teaching in domestic education. The function of a teacher is not only to teach, but also to educate. The personality of the teacher, professional peculiarities of thinking, peculiarities of pedagogical communication, and the presence of pedagogical authority are also important ^[24]. A teacher is not a moderator and coordinator, but a translator of knowledge, forming the skills and abilities of students in the pedagogical process, knowing not only their subject, but also the age and pedagogical characteristics of students, the basics of the psyche of cognitive processes formed in an interactive environment. If back in the 70s the main translators of knowledge were the textbook and the teacher, now there are all kinds of electronic platforms, neural networks, artificial intelligence that help the teacher in training and control of the subject.

The inevitability of digitalization ("Priority 2030, University 4.0, Foresight technologies) is fixed by decree of the President of the Russian Federation (04/25/2022 Order No. 231). The introduction of artificial intelligence should be studied by the scientific community in addition to the development of flexible skills and emotional intelligence. What is important is not the methods themselves, the popularization of which is so obvious (gamification, theatricalization, design, inverted class, etc.), but the formed worldview of students upon leaving school or university. Simply teaching a subject with the help of modern technical means is not effective, especially for subjects of the humanities cycle. Resources are technical means, skill formation is working with a person and his mental abilities: perception, memory, etc. The technological level can provide cognitive learning by providing educational and methodological materials and course content in digital form in the distance learning format. Experiential learning, that is, interaction with all stakeholders – personally, through groups, through peers, or social learning – is supported only to some extent by technology. Real-world experience and life skills that prepare a student for the demands of future jobs are worked out through social interactions, practice and interpersonal communication. With the advent of education 4.0, the university model of higher education is rapidly changing: due to innovations in technology and communications, as well as the need for students to develop practical life skills, the university's relationships with other participants in the educational ecosystem are significantly changing. Adaptation to changes makes the university more flexible and responsive to changes ^{[9, 25]}.

Due to the huge amount of information, from which it is sometimes impossible to choose the necessary essence, the role of a teacher, mentor increases. On the one hand, the availability of many resources makes education accessible for self-education, on the other hand, the overflow of knowledge creates chaos of consciousness and atomizes society. Against this background, the role of the teacher is increasing: a teacher who owns technical means, who is able to competently select and structure material for developing knowledge, skills and abilities, who has the skills of interactive work, as well as systematically structure material on the subject is in demand. While preserving the collective nature of domestic education, all kinds of interactive teaching methods remain in demand: problem lecture, provocation lecture, binary lecture, press conference lecture, group scientific discussion, brainstorming, case method, watching and discussing a video, debates, group discussion, round table, business game, training, colloquium, video conference.

conclusion

Let's summarize what has been said.

1. Education represents the social order of society.

2. The tradition of Russian education consists in the collective co-creation of the teacher and students.

3. University 4.0 presents a different format for obtaining knowledge in contrast to domestic traditions: formalization, the individual nature of education.

4. The role of a mentor and teacher within the framework of the modern paradigm of digitalization of education is increasing. The teacher is not only a translator of knowledge, but also a subject matter specialist who systematically owns information and is able to structure any type of information through interactive methods in a group.