УДК 339.9
DOI: 10.36871/ek.up.p.r.2025.12.12.010

Авторы

Елена Ивановна Воеводина,
Алексей Сергеевич Стулов,
Ярославский государственный технический университет, Ярославль, Россия

Аннотация

В статье представлен анализ современных трендов развития мировых цифровых образовательных платформ в контексте мирового рынка и импликаций для российской системы дополнительного профессионального образования (ДПО). Выделены ключевые архитектурные сдвиги — переход от курс-центричной архитектуры LMS к компетентностно-ориентированным моделям, наслоение аналитических и ИИ-компонентов над базовыми платформами, а также расширенная интеграция с внешними системами (HRM, ERP, системы оценки). Рассмотрен глобальный тренд смещения фокуса с курсов на навыки и компетенции, выраженный в развитии микростепеней и цифровых бейджей, связке платформ с системами подбора и развития персонала и использовании учебных экосистем как инструмента управления человеческим капиталом. Отдельно проанализированы ограничения: несоответствие между декларируемой и фактической адаптивностью платформ, проблемы качества данных и измерения ROI обучения, а также риски монополизации платформенного рынка и фрагментации инфраструктур. В заключение обсуждаются импликации этих трендов для проектирования отечественных цифровых платформ ДПО, включая возможность интеграции инструментов прогнозирования персональной траектории (PSGT), методов knowledge tracing (отслеживания знаний) и обучения с подкреплением (reinforcement learning) для повышения адаптивности и эффективности обучения взрослых.

Ключевые слова

цифровые образовательные платформы, LMS, LXP, MOOC, компетентностная модель, микрокреденциал, обучающие экосистемы, адаптивное обучение, аналитика обучения, человеческий капитал, ДПО

Список литературы

  1. Профессиональное развитие личности: учебное пособие / С. Б. Тюрин, А. Д. Бурыкин, В. Е. Гультяев [и др.]. Ярославль: Академия труда и социальных отношений, 2023. 154 с. EDN JYAXOV.
  2. Banihashem, S. K., Noroozi, O., Biemans, H. J. A Systematic Review of the Role of Learning Analytics in Enhancing Feedback Practices in Higher Education // Educational Research Review. 2022. Vol. 37. Article 100487. https:// doi.org/10.1016/j.edurev.2022.100487. URL: https://www.sciencedirect.com/science/article/ pii/S1747938X22000325.
  3. Baturay, M. H. An Overview of the World of MOOCs // Procedia — Social and Behavioral Sciences. 2015. Vol. 174. P. 427–433. https:// doi.org/10.1016/j.sbspro.2015.01.685. URL: https://www.sciencedirect.com/science/article/ pii/S1877042815007363.
  4. Bernik, A., Radošević, D., Čep, A. AI-Powered Learning: Revolutionizing Education and Automated Code Evaluation // Information. 2025. Vol. 16, no. 11. Article 1015. https://doi. org/10.3390/info16111015. URL: https://www. mdpi.com/2078–2489/16/11/1015.
  5. Bojórquez-Roque, M. S., Garcia-Cabot, A., Garcia-Lopez, E., Oliva-Córdova, L. M. Digital Competence Learning Ecosystem in Higher Education: A Mapping and Systematic Review of the Literature // IEEE Access. 2024. Vol. 12. P. 87596–87614. https://doi.org/10.1109/ ACCESS.2024.3416906. URL: https://ebuah.uah. es/xmlui/bitstream/handle/10017/67344/Digital_ bojorquez_IEEEA_2024.pdf.
  6. Bozkurt, A., Akgün-Özbek, E., Zawacki-Richter, O.Trends and Patterns in Massive Open Online Courses: Review and Content Analysis of Research on MOOCs (2008–2015) // International Review of Research in Open and Distributed Learning. 2017. Vol. 18, no. 5. P. 118–147. https://doi.org/10.19173/irrodl.v18i5.3080. URL: https://www.irrodl.org/index.php/irrodl/article/ view/3080.
  7. Cabero-Almenara, J., Gutiérrez-Castillo, J. J., Guillén-Gámez, F. D., Gaete-Bravo, A. F. Digital Competence of Higher Education Students as a Predictor of Academic Success // Technology, Knowledge and Learning. 2022. Vol. 28, no. 2. P. 683–702. https://doi.org/10.1007/s10758– 022–09624–8. URL: https://link.springer.com/ article/10.1007/s10758–022–09624–8.
  8. Gaebel, M. MOOCs — Massive Open Online Courses. Brussels: European University Association, 2013. 64 p. URL: https://www. eua.eu/downloads/publications/moocs%20-%20 massive%20open%20online%20courses.pdf.
  9. Ha, T. N. N., Nguyen, H. T. N., Tran, T. K. A Systematic Literature Review of MicroCredentials in Higher Education: A Non-ZeroSum Game // Higher Education Research & Development. 2023. Vol. 42, no. 6. P. 1527–1548. https://doi.org/10.1080/07294360.2022.2146058. URL: https://www.tandfonline.com/doi/full/10.1 080/07294360.2022.2146058.
  10. Javier-Aliaga, D., Romero-Rodríguez, J. M., Aguaded, I.Academic Self-Efficacy and Digital Competence in a Sample of University Students // Contemporary Educational Technology. 2024. Vol. 16, no. 1. Article ep458. https://doi. org/10.30935/cedtech/15601. URL: https://www. cedtech.net/article/academic-self-efficacy-anddigital-competence-in-a-sample-of-universitystudents‑15601.
  11. Kato, S., Galán-Muros, V., Weko, T. The Emergence of Alternative Credentials // OECD Education Working Papers. 2020. no. 216. 56 p. URL:. https://doi.org/10.1787/b741f39e-en.
  12. Lane, D. C.The OERu’s Next Generation Digital Learning Ecosystem // International Review of Research in Open and Distributed Learning. 2021. Vol. 22, no. 4. P. 104–123. https://doi. org/10.19173/irrodl.v22i4.5763. URL: https:// www.irrodl.org/index.php/irrodl/article/ view/5763.
  13. Litiņa, S., Miltuze, A. Factors Influencing Digital Competence of Higher Education Students: A Scoping Review // Human, Technologies and Quality of Education. 2023. Vol. 2. P. 45–66. https://doi.org/10.22364/htqe.2023. URL: https:// www.researchgate.net/publication/375971964_ Factors_influencing_Digital_Competence_of_ Higher_Education_Students_a_Scoping_Review.
  14. McGreal, R., Mackintosh, W., Olcott, D.Jr. Bridging the Gap: Micro-Credentials for Development // International Review of Research in Open and Distributed Learning. 2022. Vol. 23, no. 3. P. 288–302. URL: https://www.erudit.org/ en/journals/irrodl/2022‑v23‑n3‑irrodl07306/1092 446ar.pdf.
  15. Memarian, B., Rowe, J., Lester, J. A Scoping Review of Reinforcement Learning in Education // Computers and Education: Artificial Intelligence. 2024. Vol. 6. Article 100151. https://doi. org/10.1016/j.caeai.2024.100151. URL: https:// www.sciencedirect.com/science/article/pii/ S2666557324000168.
  16. Nguyen, L. T. Digital Learning Ecosystem at Educational Institutions: Characteristics and Implications // Cogent Education. 2022. Vol. 9, no. 1. Article 2111033. https://doi.org/10.1080/233118 6X.2022.2111033. URL: https://www.tandfonline. com/doi/full/10.1080/2331186X.2022.2111033.
  17. Ngulube, L. Leveraging Learning Analytics to Improve the User Experience within Learning Management Systems // Information. 2025. Vol. 16, no. 5. Article 228. https://doi.org/10.3390/ info16050228. URL: https://www.mdpi. com/2078–2489/16/5/228.
  18. OECD. Micro-Credentials for Lifelong Learning and Employability: Uses and Possibilities // OECD Education Policy Perspectives. 2023. no. 66. 36 p. –. https://doi.org/10.1787/35d8ac20‑en. URL: https://www.oecd-ilibrary.org/education/ micro-credentials-for-lifelong-learning-andemployability_35d8ac20‑en.
  19. Onopriienko, K., Petrushenko, Y., Duranowski, W., Artyukhov, A. Digitalization of Adult Education in the Context of Human Capital Development // Bulletin of the Cherkasy Bohdan Khmelnytsky National University. Economic Sciences. 2021. no. 1. P. 49–56. https://doi.org/10.31651/2076– 5843–2021–1–49–56. URL: https://economejournal.cdu.edu.ua/article/view/4210.
  20. Pan, G., Yue, C., Zhou, M. et al. Learning Analytics in Higher Education: A Systematic Review of a Decade of Research // Journal of Learning Analytics. 2024. Vol. 11, no. 1. P. 1–27. https://doi.org/10.18608/jla.2024.8290. URL: https://learning-analytics.info/index.php/JLA/ article/view/8290.
  21. Piech, C., Bassen, J., Huang, J. et al. Deep Knowledge Tracing // Advances in Neural Information Processing Systems (NeurIPS). 2015. Vol. 28. P. 505–513. URL: https://papers.nips.cc/paper/2015/hash/ bac9162b47c56fc8a4d2a519803d51b3-Abstract. html.
  22. Salas-Martínez, G., Ramírez-Martinell, A. Learning Analytics in Higher Education: A Decade in Systematic Literature Review // Programming and Computer Software. 2024. Vol. 50, no. 8. P. 690–700. https://doi.org/10.1134/ s0361768824700701. URL: https://link.springer. com/article/10.1134/S0361768824700701.
  23. Sánchez, L., Belli, S., Del Río, M. et al. Learning Management Systems for Higher Education: A Brief Comparison // Education and Information Technologies. 2024. Article in press. https://doi. org/10.1007/s44217–024–00143–5. URL: https:// link.springer.com/article/10.1007/s44217–024– 00143–5.
  24. Shen, S., Liu, Q., Huang, Z. et al. A Survey of Knowledge Tracing: Models, Variants, and Applications // IEEE Transactions on Learning Technologies. 2024. Vol. 17, no. 10. P. 1898–1919. https://doi.org/10.1109/TLT.2024.3383325. URL: https://ieeexplore.ieee.org/document/10494775.
  25. Stasolla, F., Caffò, A. O., Lancioni, G. E. et al. Deep Learning and Reinforcement Learning for Assessing and Supporting Learners // AI. 2025. Vol. 6, no. 2. Article 40. https://doi.org/10.3390/ ai6020040. URL: https://www.mdpi.com/2673– 2688/6/2/40.
  26. Stracke, C. M.Are MOOCs Open Educational Resources? A Literature Review on History, Definitions and Typologies of OER and MOOCs // Open Praxis. 2019. Vol. 11, no. 4. P. 331–341. https://doi.org/10.5944/openpraxis.11.4.1010. URL: https://openpraxis.org/articles/10.5944/ openpraxis.11.4.1010.
  27. Tan, L. Y., Hu, S., Yeo, D. J., Cheong, K. H. Artificial Intelligence-Enabled Adaptive Learning Platforms: A Review // Computers and Education: Artificial Intelligence. 2025. Vol. 9. Article 100429. https://doi. org/10.1016/j.caeai.2025.100429. URL: https:// www.sciencedirect.com/science/article/pii/ S2666920X25000694.
  28. Turnbull, D., Chugh, R., Luck, J. Learning Management Systems: An Overview // Encyclopedia of Education and Information Technologies / ed. by A. Tatnall. Cham: Springer, 2020. P. 1052–1058. https://doi. org/10.1007/978–3–030–10576–1_248. URL: https://link.springer.com/referenceworkent ry/10.1007/978–3–030–10576–1_248.
  29. Veletsianos, G., Shepherdson, P. A Systematic Analysis and Synthesis of the Empirical MOOC Literature Published in 2013–2015 // International Review of Research in Open and Distributed Learning. 2016. Vol. 17, no. 2. P. 198–221. https://doi.org/10.19173/irrodl.v17i2.2448. URL: https://www.irrodl.org/index.php/irrodl/article/ view/2448.
  30. Weigert, D., Behrendt, F. Conceptual Framework of a Learning Experience Platform (LXP) to Strengthen AI Competence by Linking Simulation Technologies and AI // Proceedings of the 2022 International Conference — 2022. URL: https://www.researchgate.net/ publication/364309137_Conceptual_framework_ of_a_Learning_Experience_Platform_LXP_ to_strengthen_AI_competence_by_linking_ simulation_technologies_and_AI.