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Pedagogy and education
Reference:

Comparative analysis of the Chinese and Russian digital educational environment in high education (using the example of Moscow Pedagogical State University and Beijing State Pedagogical University)

Rouxian Ou

Postgraduate student, Department of Educational Systems Management, Moscow State Pedagogical University

119435, Russia, g. Moscow, ul. Malaya Pirogovskaya, stroenie 1

marina.flat@yandex.ru

DOI:

10.7256/2454-0676.2022.2.38286

Received:

16-06-2022


Published:

23-06-2022


Abstract: The subject of the study is the digital educational environments of Chinese and Russian universities. The object of the research is the elements of the digital educational environment of the modern educational space. The author attempts to compare digital educational environments in Russia and China. For this purpose, several elements of the digital educational environment are identified and compared. The author also pays attention to the concept of digitalization of the educational environment and the description of its important aspects. The author clearly shows how the principles of the digital educational environment are implemented in the practice of Chinese and Russian universities, and also draws conclusions at the end of the article. The novelty of the study lies in the fact that the Chinese and Russian digital educational environments are being studied for the first time in a comparative aspect. The main conclusions of the study are: 1. the digital educational environment plays an important role for Chinese and Russian universities, which is manifested in the development of digital technologies, resources and other important elements of the environment; 2. in Russian and Chinese universities, the development of the digital educational environment has been going on for several decades and is contradictory, on the one hand, positive results have been achieved, on the other hand, there are areas that still need to be improved and adjusted.


Keywords:

digitalization of education, China's educational system, the educational system of Russia, digitalization strategies, modern education, digital educational environment, elements of the educational environment, educational environment, educational innovations, development of education

This article is automatically translated.

Introduction

In the XXI century, the process of digitalization has reached serious proportions in various spheres of human life, including the education system. In the process of digitalization of the educational environment, a circle of researchers has formed working on the formulation of the conceptual apparatus in this area.

Thus, G. A. Mavlyutova understands the digitalization of education as the practice of introducing modern digital technologies that affect not only innovations in the equipment of the educational process, but also the modernization of various areas of research activities [7].

Researchers R. M. Safuanov and M. Yu. Lehmus supplement the definition of digitalization, defining it as the introduction of new formats of knowledge transfer, modern digital technologies and artificial intelligence achievements [5].

It should be noted that in the broad sense of the word, the digital educational environment is an important part of the global information space, which is divided into different sectors.

The digital educational environment plays a key role in the process of digitalization of education. This concept is defined as a set of information systems, digital devices, tools, services that are created and developed in order to ensure the competent work of educational institutions of different levels and to solve problems that may arise in the course of the educational process.

Both in China and in Russia, special attention is paid to the process of digitalization of education, since it contributes to the introduction of the latest technologies into the educational process, which in turn has a positive effect on the development of the digital educational environment [10].

The purpose of this article is to analyze and compare the digital educational environment of the leading Moscow and Chinese universities.

The subject of the study is the comparative features of the digital educational environment of universities (on the example of Moscow Pedagogical State University and Beijing State Pedagogical University).

The relevance of the article is determined by the fact that in recent decades the digitalization of education has been gaining momentum and is actively being introduced into all aspects of the educational process.

In order to compare digital educational environments, two leading universities in China and Russia were taken as an example: Moscow Pedagogical State University and Beijing State Pedagogical University.

A comparative analysis of two digital educational environments was used as the main research method.

The main part

The development of the digital educational environment in both China and Russia is associated with the development of such elements as:

- modernization of digital education infrastructure;

- creation of a national digital education platform within higher education institutions;

- innovative application of new information technologies in the field of education;

-combining high-quality and modern educational resources into a single database using digital technologies;

-innovative mechanisms of education management.

Together, the development of these elements forms the right digital educational environment based on a combination of traditional methods and the latest technologies [9].

In Russian universities over the past decades, there has been a gradual and rapid introduction of digital technologies into the structures of higher education. An example of such implementation was the federal program "Digital Educational Environment", within which the following was done:

-providing educational organizations with high-speed Internet;

- deployment of networks of digital education centers;

- creation of an integrated platform for continuing education;

-free access to online education for all citizens;

-professional retraining of teaching staff in the field of digital education [5].

China has also recently been focusing on the digitalization of the educational environment. The Government is developing programs and national projects aimed at activating the hidden resources of digital education. An example of the most ambitious program can be the plan "Three links and three platforms", involving the implementation of the following stages:

- providing access to online education by providing high-speed Internet even to the most remote parts of the country;

-widespread use of information technologies in the management and teaching in various educational institutions;

- creation of a modern material and technical base in all educational institutions;

- creation of a digital education model and its implementation in the education system;

-providing students with the necessary online resources [1].

In general, the tasks that both countries set themselves in the process of developing and improving the digital educational environment are similar to each other, since the process of digitalization is global in nature and is aimed at consolidating the efforts of all developed countries. However, each of the countries has problems in this area that require detailed study and solution.

Let's take a closer look at how the digital educational environment is formed within the framework of Moscow Pedagogical State University and Beijing State Pedagogical University.

Any digital information environment consists of a number of elements forming a harmonious structure. An analysis of the works of Chinese and Russian scientists in the field of digitalization of education has shown that the structure of the digital educational environment is formed using the following elements [4] (Table 1):

Table 1 – Structure of the digital educational environment (according to O.P. Zhigalova)

Element of the digital environment

Functional

Content

Digital technologies

Determining the possibility from the point of view of the functioning of the digital educational environment

Technologies of Internet of things, cloud, big data, artificial intelligence

Digital resources

Providing participants of the educational process with access to knowledge through digital platforms;

The opportunity to gain systematic knowledge of procedural and decoded type;

The ability of a certain software to work simultaneously with several types of software

Digital footprints

Determination of the level of professional competencies, formation of the learning trajectory, assessment

strategies for further development and professional development in a certain

sphere

Digital format of educational and professional activity results

 

The digital educational environment of the Moscow State University has undergone significant changes in the process of its formation for 50 years. This process was actively facilitated by the creation of a computing center, on the basis of which the formation of the digital educational environment of the university began.

Modern education cannot be imagined without the use of such an element of the digital educational environment as digital technologies. Digital educational technologies in a broad sense are understood as innovative ways of organizing the educational process, which are based on the use of various electronic systems [1].

The element of the digital educational environment associated with technology is implemented in MPSU in different ways. Firstly, much attention is paid to mobile learning, which allows you to effectively organize the educational process, depending on the level of complexity. Secondly, the creation of a unified information base began on the basis of the MPSU a few years ago, which has now been transferred to the form of cloud storage. The advantages of cloud technologies in MPSU are that they have convenient network access and are responsible for storing and distributing information quickly [8].

Thirdly, information systems play an important role in the digital educational space of the Moscow State University, with the help of which a system of online courses of the educational environment is created. During the last two years, in the context of the pandemic, online education has become very relevant, so the availability of online courses is considered an important link in the digital educational environment.

As for digital resources, a corporate portal has been developed and is actively used at the MPSU, which is regularly updated. In addition, the university library uses the university information system for its work, which is designed to serve the maximum number of users in all buildings.

Also, an automated database "Student" is used as one of the important digital resources on the basis of the MPSU, which contains the necessary data in a convenient format to help students quickly master the educational program.

Among the shortcomings that can be clearly traced in the structure of the digital educational environment of the Moscow State University, there are:

-weak integration of the university's information systems with the educational process management system based on LMS Moodle;

-insufficient equipment of MPSU classrooms with multimedia projects and computers with high-speed Internet access;

-there are no conditions for the effective implementation of distance learning technologies;

-the system of control over the use of classrooms equipped with modern computer equipment has not been sufficiently developed [6].

At Beijing State Pedagogical University, special attention is paid to the development of the digital educational environment, since this direction is a priority within the scientific and educational environment.

In 1995, Beijing Pedagogical University was the first to gain access to the Chinese Educational and Research Computer Network. In the same year, the Network Center of Beijing Pedagogical University was established. The center was responsible for the construction and maintenance of the campus network. The first stage of the project for the construction of a campus network has started. During this period, the library, the academic building and the electronic building are connected to the Internet, and e-mail has been opened for teachers.

In 1999 Beijing Pedagogical University has started the second stage of building a campus network, and in 2000 the computer center of the Institute of Educational Information and Network Technologies was established. In the period from 1999 to 2003, the university took on the task of informatization of the campus and the task of teaching computers to the population throughout the school.

Since 2003, Beijing Pedagogical University has started the construction of the third phase of the campus network construction project. In 2004, a new information network center was created at the school, which is responsible for building a school informatization system. The school invested a total of more than $20 million in the creation of an information campus, increased the school's basic network from Gigabit to 10 gigabit, increased the stability and security of the network, and also built a school network management and network security platform [2].

The university's management is based on the concept of nationwide education reform in China, which involves the implementation of three leading aspects:

-mass mastery of foreign languages;

-creative personal development based on national qualities;

-active introduction of information technologies [3].

Such an element of the digital educational environment as digital footprints is well developed at the university. This aspect is the development of computer literacy not only of students, but also of the teaching staff. Most of the university teachers actively use information and communication technologies in their classes.

Digital technologies have been developing at Beijing State Pedagogical University for several years. During this time, the university management has managed to achieve good results:

- to introduce a unified information system of digital technologies;

- create platforms that provide access to educational resources;

-develop educational resources with translation into several languages for more convenient use;

In addition, teachers are required to report on how they introduce digital technologies to classes and evaluate their effectiveness. A striking example of the use of digital technologies at the university can be online courses created on the basis of university servers. At the same time, university programmers develop such courses using local servers, which allows to increase the speed of information transfer and improve quality.

From the point of view of the effectiveness of digital resources, the university uses cross-platform resources, assuming the possibility of working several online resources simultaneously. This practice helps students to quickly master the material and save time.

Chinese scientists in the field of education note that Beijing Pedagogical University has formed today a fairly comfortable digital environment based on such elements as:

-digital learning;

-digital scientific research;

-digital control;

-digital services [11, 12].

Conclusion

Having considered the features of the structures of the digital educational environment of Chinese and Russian universities, the following conclusions were made:

1. The digital educational environment in the higher education system plays an important role in both Chinese and Russian universities. First of all, this trend is manifested in the development of digital technologies, resources and other important elements of the environment;

2. Moscow Pedagogical State University pays special attention to the creation of an optimal digital educational environment. Elements of the digital educational environment at the university are implemented through the dissemination of mobile learning, the creation of a unified information base, as well as a system of online courses for students.

3. At Beijing Pedagogical University, the elements of the digital educational environment are developed at a higher level than at the Russian university. This is evidenced by the construction of an extensive system of information campuses and networks, the creation of a modern network center, digital traces, unified educational platforms, courses, as well as other resources necessary for the implementation of the educational process.

References
1. Vaganova O. I., Gladkov A.V., Konovalova E. Yu., Voronina I. R. Digital technologies in the educational space // Baltic Humanitarian Journal. 2020. No.2 (31). pp. 53-56.
2. Gordienko O. V., Sokolova A. A., Simonova A. A. Axiological characteristics of digital transformation of education // Pedagogy and psychology of education. 2019. No.3. pp. 9-20.
3. Zhdanov A.V. Innovative technologies for the development of the scientific and educational environment in modern universities of China and Russia // Man and Education. 2017. No.2. pp. 169-173.
4. Zhigalova O. P. Formation of the educational environment in the conditions of digital transformation of society // Scientific notes of the Trans-Baikal State University. 2019. Vol. 14. No. 2. pp. 69-74.
5. Larina E. D. Prerequisites and social consequences of digitalization of the education system in Russia and China // Bulletin of St. Petersburg University. Sociology. 2020. Vol. 13. Issue 1. pp. 102-112.
6. Problems and prospects of digital transformation of education in Russia and China. II Russian-Chinese Conference of Educational Researchers "Digital Transformation of Education and Artificial Intelligence". Moscow, Russia, September 26– 27, 2019 [Text] / A. Yu. Uvarov, S. Wang, Ts. Kang, etc. ; ed. by I. V. Dvoretskaya ; trans. from the kit. N. S. Kuchma ; Nats. research. un-t "Higher School of Economics".— M.: Publishing House of the Higher School of Economics, 2019. 156 p
7. Tsung Hen, Zhang Uan. Creating world-class universities in China: introducing digital technologies into educational projects // Bulletin of Renmin. 2019. No. 18. pp. 12-19.
8. Zhang L. Digital technologies at universities in China //Modern educational technologies in the training of specialists for the mineral resource complex: Materials of the International scientific and practical conference - Voronezh: VSU. 2021. pp. 587-590.
9. Chen Golyan, Zhang Chenzhu. Strategy of Chinese education and personnel policy in the next 50 years // Research of educational development. 2003.
10. Zhu Xiaoman. Reform of the content of education in China // Pedagogy. 2005. No. 1. pp. 67-74.
11. Zheng Haixiang, Qi Haitse. A new model of teacher education in the XXI century // Bulletin of the University. 2003. No. 2. pp. 26-32.
12. Shkatulla, V.I., Kudryavtsev Yu.A. Legislation on education and legal aspects of improving education management:Experimental author's educational program. M. 2000. 234 p.

First Peer Review

Peer reviewers' evaluations remain confidential and are not disclosed to the public. Only external reviews, authorized for publication by the article's author(s), are made public. Typically, these final reviews are conducted after the manuscript's revision. Adhering to our double-blind review policy, the reviewer's identity is kept confidential.
The list of publisher reviewers can be found here.

The subject of the research in the article "Comparative analysis of the Chinese and Russian digital educational environment (using the example of Moscow Pedagogical State University and Beijing State Pedagogical University)" is the digital educational environment of the university. The methodology of the work is based on a comparative analysis of the digital educational environments of pedagogical universities in Russia and China. The digital educational environment is understood as a set of information systems, digital devices, tools, and services that are being created and developed for the implementation of the educational process. The relevance of the work is determined by the intensively developing process of digitalization of education. Using the example of the leading Moscow State Pedagogical University and Beijing State Pedagogical University, the features of the development of the digital educational environment of universities are studied. The article is written in scientific language. The introduction indicates the relevance of studying the process of digitalization of education in order to identify its features, as well as positive and negative sides. The problematic field of research is formulated, in particular, such elements of digital education as infrastructure modernization, creation of a national platform, innovative application of new information technologies in the field of education, integration of modern educational resources, innovative mechanisms of education management are noted. The main part of the article describes the structural components of the digital educational environment: digital technologies, digital resources and digital traces. The content and functionality of each component is described in relation to the universities under study. Along with the positive features of the digital environment of the Moscow State University, its disadvantages are indicated: weak integration of the university's information systems with the educational process management system based on LMS Moodle; insufficient equipment of classrooms with multimedia projectors and computers with high-speed Internet access; lack of conditions for effective implementation of distance learning technologies; insufficient development of a system for monitoring the use of classrooms equipped with modern computer equipment equipment. The digital environment of Beijing Pedagogical University includes: digital learning; digital scientific research; digital management; digital services. Among the results characterizing the scientific novelty of the article, we note the analysis of the structural components of the digital educational environment of universities. The bibliography presented in the article contains 12 sources that correspond to the subject of the study. Among them there are scientific articles and methodological materials. The list of references needs to be adjusted, since the bibliographic description is not designed according to GOST. We note a number of comments: 1) There are errors in the bibliographic description of the sources: in sources 1 and 3, it is required to give the correct name of the journal (the text indicates "BGJ" and "CIO"); in 6, an incorrect indication of the source "Problems and prospects of digital transformation of education in Russia and China. II Russian-Chinese Conference of Educational Researchers "Digital transformation of education and artificial intelligence" ...": in the description of sources 9.10, 11 there are "stuck together" words; reference 12 requires an addition (these are conference materials or a collection of scientific papers, it is necessary to specify the place and date of the event) 2) There are no references to sources 2, 6, 8, and 12 in the text. 3) There are stylistic inaccuracies in the text: "multimedia projects" (projectors are meant); "in the process of implementing the educational process" (repetition of words in a sentence should be avoided). The article raises the urgent problem of digitalization of education and the development of the digital educational environment of universities. The material of the article contributes to the methodology and technology of vocational education and, taking into account the elimination of the noted comments, it is recommended for publication.

Second Peer Review

Peer reviewers' evaluations remain confidential and are not disclosed to the public. Only external reviews, authorized for publication by the article's author(s), are made public. Typically, these final reviews are conducted after the manuscript's revision. Adhering to our double-blind review policy, the reviewer's identity is kept confidential.
The list of publisher reviewers can be found here.

The subject of the study is the comparative features of the digital educational environment of universities (using the example of Moscow State Pedagogical University and Beijing State Pedagogical University). The research methodology is based on a combination of theoretical and empirical approaches using methods of analysis, study of pedagogical experience, generalization, comparison, synthesis. The relevance of the research is due to the widespread processes of digitalization in education, including the creation of a digital educational environment in pedagogical universities of the Russian Federation and the People's Republic of China. The scientific novelty of the author is not explicitly highlighted and is related to the conclusions that the digital educational environment plays an important role in the activities of modern universities, in Russian and Chinese universities, the development of the digital educational environment has been taking place for several decades and is contradictory: on the one hand, positive results have been achieved, on the other, there are areas where which have yet to be improved. The wording of the conclusions seems to be very general. The article is written in Russian literary language. The style of presentation is scientific. The structure of the manuscript includes the following sections (not highlighted or titled in separate paragraphs): Introduction (the process of digitalization, digitalization of the educational environment, conceptual apparatus in this field, digital educational environment, digitalization of education in China and in Russia, relevance, purpose and subject of research), Development of the digital educational environment in China and in Russia Russia (a combination of traditional methods and the latest technologies, the federal program "Digital Educational Environment", the plan "Three links and three platforms", a comparative analysis of the formation of the digital educational environment on the example of Moscow Pedagogical State University and Beijing State Pedagogical University, the structure of the digital educational environment (digital technologies, digital resources, digital traces), their functions and content), Conclusion (conclusions), Bibliography. The text includes one table. Next to the name of the table, you need to specify its number. It should be clarified whether the table was compiled according to the work [4] (according to O. P. Zhigalova, as indicated in the title of the table) or also taking into account the work [12] (as indicated in the main text). The content generally corresponds to the title. At the same time, it is not clear how the study of two separate examples of branch (pedagogical) universities (one from the Russian Federation and the People's Republic of China) gives the author the basis for the conclusions presented in the conclusion about the Chinese and Russian digital educational environment as a whole. It is advisable to specify the content of the conclusions, as well as the wording of the title (it may be about the educational environment at the higher education level). The bibliography includes 12 sources of domestic and foreign authors – monographs, scientific articles, materials of scientific events, educational and methodological materials. Online resources. Bibliographic descriptions of some sources should be adjusted in accordance with GOST and editorial requirements: 1. Vaganova O. I., Gladkov A.V., Konovalova E. Yu., Voronina I. R. Digital technologies in the educational space // Baltic Humanitarian Journal. 2020. No. 2. S. ???–??? (here and further, it is necessary to specify the primary source, to which the Cyberlenink scientific electronic library does not apply). 6. Problems and prospects of digital transformation of education in Russia and China // II Russian-Chinese Conference of education researchers "Digital transformation of education and artificial intelligence". Moscow: Publishing House of the Higher School of Economics, 2019. ??? p. 11. Cui Honhai. Concepts of the development of Chinese education in modern conditions // Transborder in a changing world: Russia-China-Mongolia : materials of the international scientific and practical conference. Chita : Chita State University, 2006. pp. 71-75. Attention is drawn to the reference to the works of Chinese authors from 15 years or more ago, which does not seem relevant within the framework of the topic under consideration and requires correction. Appeal to opponents (Vaganova O. I., Gladkov A.V., Konovalova E. Yu., Voronina I. R., Gordienko O. V., Sokolova A. A., Simonova A. A., Zhdanov A.V., Zhigalova O. P., Larina E. D., Zhu Xiaoman, Zheng Haixiang, Qi Haitse, Chen Golyan, Zhang Chenzhu, Shkatulla V. I., Kudryavtsev Yu. A., Cui Honghai, Zhang L.) has a place. In general, the material is of interest to the readership and, after revision, can be published in the journal Pedagogy and Education.

Third Peer Review

Peer reviewers' evaluations remain confidential and are not disclosed to the public. Only external reviews, authorized for publication by the article's author(s), are made public. Typically, these final reviews are conducted after the manuscript's revision. Adhering to our double-blind review policy, the reviewer's identity is kept confidential.
The list of publisher reviewers can be found here.

The paper "Comparative analysis of the Chinese and Russian digital educational environment in the field of higher education (using the example of Moscow Pedagogical State University and Beijing State Pedagogical University)" is submitted for review. The process of digitalization of education is currently one of the central ones both at the state level and in the field of applied scientific and methodological developments not only in our country, but also in China. The author analyzes the work of specialists who deal with this problem, and gives his own understanding of the phenomenon of the "digital educational environment". The main purpose of the work is to analyze and compare the digital educational environment of the leading Moscow and Chinese universities. The conducted research allowed us to draw a number of significant and scientifically sound conclusions: 1). The following elements are common for both Russia and China in the development of the digital educational environment: modernization of the digital education infrastructure, creation of a national digital education platform within higher education institutions; innovative application of new information technologies in the field of education; integration into a single database of high-quality and modern educational resources using digital technologies; innovative mechanisms of education management. 2). Russian universities are gradually and rapidly introducing digital technologies into the structures of higher education within the framework of the federal program "Digital Educational Environment": educational organizations are provided with high-speed Internet; networks of digital education centers are being deployed; integrated lifelong learning platforms are being created; free access to online education for all citizens is being organized; professional retraining of teaching staff is being carried out in the field of digital education. 3). China is actively developing national programs and projects aimed at activating the hidden resources of digital education, for example, "Three Links and three platforms": access to online education is provided by providing high-speed Internet even to the most remote parts of the country; information technologies are widely used in the management and teaching in various educational institutions; modern material and technical base in all educational institutions; models of digital education are being formed and its implementation into the education system; students are provided with the necessary online resources. 4). Moscow Pedagogical State University creates an optimal digital educational environment, the main elements of which are realized through the dissemination of mobile learning, the creation of a unified information base, as well as an online course system for students. 5). Beijing Pedagogical University is building an extensive system of information campuses and networks, creating a modern network center, digital footprints, unified educational platforms, courses, as well as other resources necessary for the implementation of the educational process. The author noted that the elements of the digital educational environment at Beijing Pedagogical University are developed at a higher level than at the Russian university. The bibliography of the article includes 12 sources. The problems of the work correspond to the subject of the article. The article is relevant from a theoretical and practical point of view, and has an undoubted scientific value. Therefore, the work can be recommended for publication.