CHARACTERISTICS OF USING ELECTRONIC MEDIA IN HIGHER EDUCATION: OPPORTUNITIES, CHALLENGES AND STRATEGIES

АННОТАЦИЯ

Исследование рассматривает влияние электронных медиа на обучение и управление в высшем образовании. Цифровые медиа улучшат коммуникацию, гибкость обучения и инновации, но вызывают проблемы, такие как риски безопасности и быстрые технологические изменения. Несмотря на плюсы, студенты предпочитают традиционные учебники. Рекомендуется разрабатывать стратегии, сбалансировав технологические новшества и качество образования для устойчивого развития.

ABSTRACT

This study examines the impact of electronic media on teaching and management in higher education. Digital media improve communication, learning flexibility, and innovation but pose challenges like security risks and rapid technological changes. Despite the advantages, students still prefer traditional textbooks for reliable learning. The study recommends that higher education institutions develop strategies to balance technological advancements with educational quality for sustainable development.

Ключевые слова: электронные медиа, высшее образование, коммуникация, технологические изменения, устойчивое развитие.

Keywords: electronic media; higher education; communication, technological changes; sustainable development.

INTRODUCTION

The introduction of electronic media into higher education has brought about profound changes in both teaching and management. Cai Tianshu. shows that the spread of new media platforms such as WeChat and short video apps has changed the approach to teaching management by providing more interactive channels but also challenging traditional forms of communication and control [1]. His analysis shows that university administrators now need to integrate digital media into their daily management practices. For example, instant messaging has replaced many traditional announcements, and short video platforms have become tools for educational campaigns and even for managing the learning process. This shift improves efficiency, but at the same time raises the question of how to shape the value orientations of students who are constantly exposed to diverse and sometimes contradictory flows of information. Cai Tianshu. emphasizes that without careful regulation, the growing influence of digital entertainment platforms may weaken students' interpersonal relationships and distract them from academic priorities. Thus, although new media provide opportunities to modernize governance models, they also challenge the very foundations of higher education governance.

Based on this, Zhou Xiaofang. argues that the application of new media technologies in higher education governance improves the efficiency of information dissemination, diversifies teacher-student interactions, and innovates administrative processes [2]. He presents a systematic review of how digital platforms such as university websites, official social media accounts, and online learning management systems have transformed the interactions between teachers and students. One of the important areas of Zhou's research is the analysis of network security risks. Given the increasing sophistication of cyberattacks and the vulnerability of student data, universities need to strengthen their ability to protect confidential information.

In addition, Zhou Xiaofang. focuses on the problem of rapid technology replacement: the speed at which new tools appear often exceeds the ability of universities to update their systems. This problem not only creates a financial burden, but also threatens the continuity of the educational process. Zhou concludes that higher education institutions need to develop comprehensive strategies that combine information verification, cybersecurity, and technological adaptation.

METHODS

The digitalization of higher education is particularly noticeable in language learning. Podlesnaya M.M. highlights students’ attitudes toward individual educational trajectories supported by digital tools such as e-textbooks and massive open online courses (MOOCs). Her study, based on a survey of MGIMO students, shows that students value flexibility in choosing the level of difficulty, pace of learning, and form of interaction. The study shows that most students value the ability to combine printed and electronic materials, confirming that a complete transition to digital tools is not yet possible.

Interestingly, the study also notes that although students recognize the benefits of electronic media, they are not fully prepared to abandon traditional textbooks, which are still considered reliable sources of information. This tension reflects a broader problem in higher education: digital transformation cannot simply replace existing practices, but must integrate them into blended learning models while preserving proven pedagogical approaches. This approach ensures a balance between traditional teaching methods and innovative digital tools, supports academic continuity, and reduces resistance from teachers and students. The result is a more flexible and adaptable educational environment that can meet the challenges of the digital age and deliver high-quality learning. Podlesnaya, M.M. concludes that individualized learning, supported by digital technologies, can significantly improve professional language training, provided that universities remove institutional and pedagogical barriers, such as insufficient teacher training and the lack of a regulatory framework [3].

RESULTS

The new technological possibilities are further illustrated by the introduction of artificial intelligence. Bogachevsky, V. M. and Kuprina T. V. demonstrate how ChatGPT can be integrated into the teaching of English grammar, offering students instant feedback and innovative teaching materials [4]. Their research findings indicate that AI tools can reduce the amount of routine tasks for teachers and provide students with adaptive exercises that meet their individual needs.

For example, ChatGPT can generate grammar exercises, explain errors, and provide contextual examples, thereby making the learning process more interactive and personalized. However, the authors also emphasize that the effectiveness of AI depends on careful methodological planning. Without pedagogical guidance, students may become overly dependent on automated systems, which can weaken their critical thinking skills and reduce their ability to independently analyze language. Therefore, the study emphasizes the importance of combining AI tools with traditional teaching methods, ensuring that technology complements, rather than replaces, the role of the teacher.

Voevoda E.V. and Shpynova A.I., who consider the use of artificial intelligence technologies in business English courses [5], present a similar point of view. Their study focuses on written assignments and demonstrates that AI can improve the quality of students' work by offering recommendations, correcting errors, and simulating real-life business communication scenarios.

Importantly, the study shows that AI supports not only linguistic competence but also professional skills, helping students prepare for communication in the workplace. At the same time, the authors warn that the use of AI tools raises questions of academic integrity and ethical responsibility. Universities should develop clear policies on the acceptable use of AI in curricula, ensuring a balance between innovation, fairness, and transparency. The study concludes that AI technologies have great potential in higher education, but their implementation requires careful regulation and critical assessment.

DISCUSSION

Taken together, these studies confirm that digital media play a critical role in the modernization of higher education. Opportunities for improved communication, flexible learning, and intellectual support are closely linked to issues of authenticity, safety, inequality, and sustainability. The results show that the future of higher education depends on the ability of institutions to balance innovation and accountability.

To fully leverage the benefits of digital media, universities need to develop comprehensive strategies that integrate technological infrastructure, pedagogical innovation, and institutional policies, as well as provide faculty training and student support. This includes investing in network security, enhancing the digital literacy of faculty and students, and creating blended learning models that combine traditional and digital resources. Moreover, the use of artificial intelligence requires ethical standards to ensure that new technologies enhance, rather than undermine, the academic mission of universities.

In conclusion, digital media have become a decisive factor in higher education, changing the process of teaching, administration, and student learning. The five studies analyzed in this article show that while new media, digital platforms and artificial intelligence offer significant opportunities for interactive learning, autonomy and innovation, they also pose challenges related to authenticity, safety, inequality and sustainability. To maximize the benefits, universities need to combine technological innovation with pedagogical adaptation and institutional support. Only such an integrated approach can promote inclusion, innovation and quality in higher education.

References:

1. Cai, Tianshu. Problems and strategies of university teaching staff management in the era of new media / Tianshu Cai // - China Film Daily, January 22, 2025, No. 013.
2. Zhou, Xiaofang. Research on the innovative application of new media technologies in higher education management / Xiaofang Zhou // - Journal of Jilin Agricultural Science and Technology College, 2025, Vol. 34, No. 3, pp. 28-32.
3. Podlesnaya M. M. Individualization and digitalization of foreign language teaching through the eyes of students / M. M. Podlesnaya // - CITISE, 2024, No. 3 (41), pp. 223-233.
4. Bogachevsky V.M., Kuprina, T.V. Using ChatGPT in Teaching English Grammar / V. M. Bogachevsky, T. V. Kuprina // – Business. Education. Law, 2024, No. 2 (67), pp. 306–313.
5. Voevoda E. V., Shpynova, A. I. Using Artificial Intelligence Technologies in Teaching Business English (Based on Written Assignments) / E. V. Voevoda, A. I. Shpynova // – World of Science, Culture and Education, 2023, No. 5 (102), pp. 237–240. DOI: 10.24412/1991-5497-2023-5102-237-240.