Abstract:

Digitalization is penetrating more and more actively into all spheres of human activity every year. The new normal is changing not only global processes, but also the university as a social institution. Global changes are forcing universities to implement digital platforms and services, to change approaches to learning, formats for student-faculty interaction, and to use online technologies, game practices, and active learning methods in a virtual educational environment. Today's students never let go of their smartphones, refer to the Internet for any question, use voice assistants and other digital applications, read out and filter out unnecessary information almost instantly, and communicate with each other in social networks and messengers. The role of the teacher in the university has also changed - he or she becomes a guide for students in the educational space, a mentor and tutor on the way to professional growth.

In modern conditions of constant technology modernization and rapid obsolescence of knowledge, all participants in the educational process have to constantly master new educational services, implement new models of learning and means of communication in a digital environment. This raises the question of teachers' and students' readiness to reconstruct the familiar style of educational process organization and adapt to this "new normality".

The aim of the article is to investigate the attitude of students and teachers to the changes in the organization of educational activities in the university and their ability to adapt to the new realities. The results of the study showed an increase in the loyalty of the participants in the educational process to the implementation of digital technologies, an increase in digital literacy of teachers and students' motivation to obtain a new educational experience. At the same time, both teachers and students point out the lack of communication in the learning process, which can be compensated through the introduction of active learning methods and services, allowing the implementation of such learning in a virtual environment. It is concluded that it is necessary to change approaches to pedagogical design, formation and approval of new standards of the educational process.

Keywords:

New learning formats, teacher-student interaction, virtual environment, digital technologies.