Keyword: «digitalization of education»

The article considers a set of issues related to educational analytics in modern conditions, which are characterized by the widespread introduction of digital educational platforms and intelligent data analysis tools into educational practice. The current state of educational analytics is determined by the availability of sources of big data of an educational nature and intelligent tools for their processing. The views of modern researchers on the nature and objectives of educational analytics are considered. The main areas of application of the results of educational analytics are analyzed. The area of monitoring and managing the functioning of digital educational platforms is highlighted as the leading area of modern educational analytics.

This article examines the impact of digital technologies on the educational sphere, including the use of distance and online learning in the context of the COVID-19 pandemic. Particular attention is paid to the development of digital literacy of teachers and students, as well as the benefits and challenges associated with online education. The article provides examples of the use of educational platforms and courses, and also examines issues of social interaction and the psycho-emotional state of students during distance learning.

The article discusses key issues related to the protection of personal data in the educational environment. Based on the current legal acts regulating the processing of personal data, the main concepts are highlighted, and the specifics of the implementation of practices in educational institutions are identified. Special attention is paid to new challenges related to digitalization of education, distance technologies

In an era of rapid social and state development and modernization of the legal system, the issue of quality in modern legal education has become increasingly important. Thus, legal education and the development of professional skills of future specialists play a fundamental role in the formation of a civil society. Therefore, the relevance of this study is determined by the need to adapt the legal education system to the modern requirements of society and the labor market, as well as by the need to train highly qualified legal professionals. The aim of this study is to develop an innovative legal education model that goes beyond simply transferring theoretical knowledge and instead fosters a comprehensive understanding of the law, analytical abilities, and professional competence among students. This model is based on a holistic approach that combines dialectical thinking, system analysis, and practical orientation. It is based on a synthesis of generally accepted scientific methods and specialized research tools, including processes of cognition that move from the particular to the general and vice versa, as well as the creation of educational models. Integration of various scientific fields plays a significant role, allowing us to combine the achievements of pedagogical science, psychological theory, law, and modern information technology into a unified educational system. The conducted research has allowed us to form a comprehensive model for legal education development based on a harmonious combination of traditional and modern practices. During the course of the work, we identified key directions for reshaping the educational process, with a focus on enhancing its practicality, incorporating digital technologies, and fostering cross-disciplinary collaboration. The scientific significance of the research lies in enriching the methodological foundation of legal education and developing innovative approaches to educational organization. The results have significant practical potential, which could be realized through improvements to the legal education system, enhancing the effectiveness of professional training, and promoting legal culture development in society. The practical significance of this work lies in the potential for implementing the developed recommendations in law school curricula, thereby improving the quality of legal training and ensuring the competitiveness of graduates in the job market. The potential for future research lies in testing the proposed model in an educational setting, monitoring its effectiveness, and making adjustments based on the findings.

The relevance of this research stems from the increasing role of human capital as a key factor in economic development amid digital transformation, coupled with the intensive implementation of pedagogical innovations despite inadequate understanding of their actual economic efficiency. A fundamental contradiction exists between the scale of global investments in education and the limited clarity regarding the mechanisms by which these investments translate into measurable socioeconomic outcomes. The absence of an integrative theoretical model impedes evidence-based decision-making in educational policy. The aim of the study is the theoretical analysis and conceptualization of the relationship between human capital investments and the effectiveness of pedagogical innovations within the context of the modern economics of education. The methodological basis is a systemic and interdisciplinary approach, integrating neoclassical human capital theory, institutional economics, and contemporary pedagogical concepts. The primary method is a systematic review of domestic and international literature for the period 2020–2025, supplemented by comparative analysis, critical analysis, and theoretical modeling. The main results include: the systematization of contemporary approaches to evaluating investments and innovation effectiveness; the identification of critical research gaps; the development of a typology of pedagogical innovations based on economic characteristics; and the formulation of an integrative theoretical model that reflects the nonlinear relationships among investments, innovations, mediating factors, and educational outcomes. The theoretical significance of the work lies in its contribution to the development of the economics of education through the conceptualization of the mechanisms for transforming investments into qualitative changes in human capital via pedagogical innovations. The practical significance lies in the applicability of the developed model for justifying investment decisions at the level of public educational policy and educational organization management, as well as for designing evidence-based programs for implementing pedagogical innovations. The scientific novelty of the research consists in the theoretical substantiation of the link between human capital investment and the effectiveness of pedagogical innovations based on an interdisciplinary synthesis of economic theory and pedagogical science. It marks the first attempt at a comprehensive systematization of the criteria for evaluating the effectiveness of pedagogical innovations within the framework of human capital theory.