Vol 23, No 2 (2026)

Problem statement. In the background of global digital transformation in higher education and the strengthening of “technological sovereignty”, artificial intelligence (AI) has become a core element of national competitiveness. This study aims to systematically analyze strategic pathways, practical models, and inherent challenges in promoting “AI + higher education”, and reveal the logic of its systematic advancement and provide a reference from the Chinese case for global digital education transformation. Methodology. Comprehensively employed literature analysis and case study methods, systematically reviewing national important policies, reports, and academic literature from 2017-2025, and conducting in-depth analysis of practical cases from several representative universities. Results. The study found that China has constructed a strong governance model of “state top-town regulation и projectdriven advancement”, systematically deploying disciplines, majors, curriculum systems, and teaching platforms through projects like the “101 Plan”. A three-dimensional curriculum system that integrates general, specialized, and interdisciplinary components has been formed. It has promoted the intelligent transformation of teaching and research paradigms and provided bidirectional empowerment for teachers and students through national initiatives and institutional practices. Conclusion. China’s practice exhibits systemic characteristics that combine strategic drive with grassroots innovation, with its core objective being to cultivate talents for the new era who can master AI and adhere to ethical principles. However, rapid development also entails deep tensions between efficiency and depth, unified planning and diverse innovation, and technological empowerment and humanistic foundation. Future intelligent transformation requires a more refined balance between deepening application, stimulating diversity, and upholding the essence of education.

Problem statement. The addresses the methodological problem of integrating computer modeling into the teaching of higher mathematics to improve the mathematical training of university students. Modern educational practice shows that traditional methods do not always provide sufficient clarity and visualization when studying complex mathematical concepts. Methodology. The study is based on analyzing the effectiveness of using the Maple computer system during lectures, practical sessions, and independent work. The approach includes evaluating learning outcomes, examining students’ engagement, and assessing the impact of computational visualization on the understanding of mathematical material. Results . This the systematic use of Maple significantly enhances the assimilation of theoretical concepts, supports the development of analytical thinking, and increases students’ performance in higher mathematics is demonstrate. The integration of computer modeling proved especially effective in topics requiring symbolic computation, visualization, and multi-step problem solving. Conclusion. The conclusion highlights that the incorporation of computer modeling into mathematical training provides a more practice-oriented, accessible, and efficient learning environment. The findings confirm the importance of using Maple as a pedagogical tool to strengthen students’ mathematical competence and improve the overall quality of mathematical education.

Problem statement . The dissonance between the pace of technological advancement in clinical practice and the relative stasis of traditional medical pedagogy represents a critical challenge. The classical model, built upon lectures, textbook-centric learning and practical sessions, reveals significant limitations in preparing graduates for a digitally healthcare system. While these methods have historically formed the basis of medical training, they are increasingly insufficient for cultivating the dynamic, complex competencies - data-driven decision-making, virtual patient interaction, digital applications. Methodology . For the formation of subject competencies priority should be given to teaching using the Digital Medical Educational Environment, which must include modern technologies: interactive anatomical atlases, augmented and virtual reality technologies, platforms or applications for working with extensive databases of real clinical cases, AI-powered expert systems that guide students through differential diagnosis, various medical devices and others. Results. The authors prove that the classical model of medical education with its primary reliance on lecture-based instruction and time-bound practical sessions is increasingly inappropriate for cultivating the dynamic skill set required in the modern digital clinic. To bridge this growing competency gap the intentional design and implementation of a comprehensive Digital Medical Educational Environment is offered. This environment should function not as an auxiliary layer but as the fundamental “digital skeleton” of the entire educational process. The authors explore the pedagogical imperatives, architectural principles and systematic classification of digital tools required to build an integrated Digital Medical Educational Environment capable of systematically fostering clinical thinking and preparing future physicians for the complexities of 21st-century medicine. Conclusion. The gradual and discipline-specific integration of digital tools - from interactive atlases and simulators to specialized clinical applications - into a unified Digital Medical Educational Environment provides the foundation for training medical students in both basic and specialized departments at medical schools. This environment offers unlimited opportunities for access to modern clinical knowledge during their studies in basic and specialized departments and during their internships, practical training and future career.

Problem statement. The relevance of the study stems from the fact that mentoring in today’s school is increasingly implemented within a digital educational environment and requires teachers not only to be methodologically prepared to support colleagues, but also to be able to apply digital tools in a well-grounded manner and to design and evaluate digital educational resources. Traditional forms of professional development do not always ensure a transition from general familiarity with digital services to their pedagogically sound use in mentoring practice. An additional challenge arises from the need to combine mentoring, methodological, communicative, and analytical functions in teachers’ work under conditions of educational digitalization. A study presented is aimed at substantiating the need to develop new approaches to the provision of continuing professional education for teacher-mentors. Methodology. The study employs theoretical and methodological analysis, as well as the synthesis of fundamental scholarly works related to the research problem. The proposed theoretical approaches served as the basis for the design of the professional development program The Use of Digital Tools in the Work of the Teacher-Mentor. The experimental work is conducted at the Municipal Institution of Continuing Professional Education “Educational and Methodological Center” of the Lyubertsy Urban District, Moscow Region. Teachers of the urban district participate in the piloting of the continuing professional education program. Results. The study establishes that the need to develop specialized teacher-training programs for mentoring in a digital educational environment is determined by a combination of factors: the increasing complexity of the professional functions of the teacher-mentor; insufficient digital and methodological competence among some teachers; the need of educational institutions for manageable and reproducible mentoring practices; and the necessity of placing mentoring activity within a framework of systematic monitoring and analytics. It is shown that such programs should include the following areas of teacher-mentor preparation: the evaluation of the quality of digital educational resources, as well as their design and methods of pedagogical application. Conclusion. It is substantiated that an effective teacher-training program for mentoring in a digital educational environment should have a modular structure, a practiceoriented character, and should include regulatory, methodological, digital, and diagnostic components. It should also provide for a project-based form of final assessment and the use of distance learning technologies. Such an approach contributes to the development of teachers’ capacity to design and implement mentoring as an integrated system within the digital educational environment.

Problem statement . Computer science lessons are traditionally associated with the development of computer programs, processing of various types of information, communication and cooperation. Meanwhile, the modern stage of society’s development is characterized by a wide digital environment, the penetration of technology into many areas of human life, including art. Thanks to the improvement of computer tools, a special kind of digital art has appeared. Despite the wide opportunities for the formation of aesthetic taste of students, teachers face difficulties in using information technologies aimed at introducing students to both artistic values and the creation of graphic creative projects. Methodology . The main research methods were a critical analysis of foreign and Russian scientific and methodological sources, systematization and classification of techniques for using modern technologies in creating and displaying works of art, experience in using programs, applications and services to develop students’ creative abilities. Results . It offers forms of extracurricular activities in computer science, types of project work, as well as computer tools for developing students’ creative abilities. Conclusion . The purposeful and meaningful use of modern technologies, the analysis of the connections between artistic creativity and modern digital tools, and the system of integrative project assignments contribute to the development of students’ creative abilities, forming their holistic view of digital art as a monolithic unity of talent and skill of an artist who is proficient not only in traditional techniques, but also digital tools. This opens up unique approaches for both teaching and organizing extracurricular activities in computer science.