Changing educational trends in the context of global digitalization of society

The fourth industrial revolution affects all spheres of life of modern society and economy. In contrast to previous revolutions, when the structure and organization of universities were relatively intact, the combination of technology with artificial intelligence is being implemented more and more deeply and on a larger scale in many areas of the educational system around the world. The very concept of 'deep learning', which is key to progress in the use of digital resources and artificial intelligence, changes the basic, well-established goals of universities and can create new competition for them. This, in turn, entails an inevitable change in the overall paradigm of teaching, education and self-education, and the implementation of ongoing research, which requires a fundamental re-evaluation and transformation of the entire educational model. Whether universities will cope with this task will become obvious in the near future, but it is already impossible to ignore, that is, simply ignore the opening prospects. Global digitalization can provide a high-quality educational environment to stimulate interest in educational resources, which contributes to the formation of a conscious, urgent need for obtaining high-quality higher education. Interactive and digital technologies support students’ involvement in the learning process and improve the learning process as a whole, making it more intuitive and adaptive. Innovative resources also provide an opportunity for self-development by targeting students for research activities. Such technologies allow many students outside of a University or other educational institution from all over the world to participate in scientific discoveries through web audiences and joint online projects. In addition to improving the quality of education, the latest technologies can make education available to a much larger number of applicants. However, the results of the analysis of potential and already implemented methods using interactive scientific developments allow us to come to the conclusion that we should not forget that high-quality education at the highest professional level requires personal and subjective attention, which cannot be automated. The author's conclusions obtained from the analysis of publications on this issue are the value of the study and can be applied in the implementation of the educational process in the context of global digitalization at many stages of education.