This research aimed to analyze the current trends in the digital transformation of educational institutions. The investigation lasted from November 2019 to May 2020 and was based on three higher educational institutions (HEIs) in the Russian Federation: Belgorod State University, Moscow State Institute of International Relations, and Kutafin Moscow State Law University. The number of respondents enrolled was 420 people. In an attempt to bring together views and experiences of different actors of the educational sector, three individual online surveys were conducted among administrative staff, teachers, and students of mentioned educational institutions. All respondents were provided with questionnaires aimed at identifying current trends in educational paradigm transformation and studying the extent to which digital strategies are applied in the process of HEIs’ development. The detailed analysis of survey outcomes allowed indicating positive and negative trends in digitalization of educational processes from the perspective of university administrative staff, teachers, and students. Positive trends were: ensuring the availability of higher education through the implementation of full-fledged distance learning courses; enhancing the students’ experience through the introduction of innovative teaching methods; providing open access to educational resources and research results; opportunity to participate in global “open science” initiatives; and reduction of higher education cost to ensure its accessibility and mass scale. The barriers to the digital transformation of the educational sphere were: lack of funds for the implementation of a comprehensive digital transformation strategy; resistance to changes on the part of the staff; and a low level of confidence in technological solutions used in teaching practice. As a result, the conducted investigation uncovered the essence of digital transformation in the institutional structures of the higher education sector. However, given that digitalization is a complex process affecting most spheres of socio-economic interaction, consideration of only positive and negative digital transformation trends is insufficient to thoroughly analyze global digital shifts and the formation of national vectors for digital society development.

这项研究旨在分析教育机构数字化转型的当前趋势。该调查持续至2019年11月至2020年5月，以俄罗斯联邦的三所高等教育机构（HEI）为基础：别尔哥罗德州立大学，莫斯科国立国际关系学院和库塔芬莫斯科国立法律大学。受访者人数为420人。为了汇集教育部门不同参与者的观点和经验，对上述教育机构的行政人员，教师和学生进行了三项在线调查。为所有受访者提供了调查表，旨在确定教育范式转换的当前趋势，并研究在高等教育机构发展过程中应用数字策略的程度。对调查结果的详细分析可以从大学行政人员，教师和学生的角度表明教育过程数字化的积极和消极趋势。积极的趋势是：通过实施成熟的远程学习课程，确保提供高等教育；通过采用创新的教学方法，增强学生的学习体验；提供开放获取教育资源和研究成果的途径；参加全球“开放科学”倡议的机会；降低高等教育成本，以确保其可及性和规模。教育领域数字化转型的障碍包括：缺乏用于实施全面数字化转型战略的资金；抵制员工变动；对教学实践中使用的技术解决方案的信心不足。结果，进行的调查揭示了高等教育部门机构结构中数字化转型的实质。但是，鉴于数字化是一个影响社会经济互动大多数领域的复杂过程，仅考虑积极和消极的数字化转型趋势不足以彻底分析全球数字化转型和数字社会发展的国家载体的形成。