Invariants of the Educational Process and Their Technological Transformation in the Era of Digital Intelligence

M.G. Zhabitskii

Abstract


This paper proposes a systems approach to the technological transformation of the educational process in the era of digital intelligence. The approach is based on distinguishing the invariant purpose of education from the technological means used to implement it. The educational process is represented as a composition of state-transformation operators acting on the learner, where the competency model defines the target state, the curriculum specifies the structural and temporal composition of the process, and the assessment framework serves as the measurement and verification subsystem. The applicability of the proposed approach is demonstrated using the lecture operator as a representative example. An inherent contradiction of the conventional lecture model is identified, arising from the combination of continuous learner cognitive activity with discrete and substantially delayed verification of learning outcomes. A distinction is established between conventional digitalization, which improves the presentation and accessibility of educational content, and the application of artificial intelligence, which enables individualized content-based diagnosis of learner understanding without a proportional increase in instructor workload. A reference functional model of the lecture operator is proposed, incorporating the life cycle of a digital course, an individual iterative learning loop, and an ensemble feedback loop for continuous course improvement. The model supports repeated mastery of learning material without academic penalty, accumulation of an individual learning history, and the use of aggregated educational data for the continuous refinement of lecture content. The expected benefits, limitations, and directions for further experimental validation of the proposed model are also discussed.

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References


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