Digital Culture of a Modern Institution of Higher Education in the Context of Technological and Socio-Cultural Transformations

Abstract

The purpose of the article is to conduct a fundamental cultural and pedagogical analysis of the phenomenon of digital culture in the ecosystem of modern higher education institutions in the context of changing technological paradigms. The study aims to identify structural transformations in digital culture under the influence of generative artificial intelligence, visual simulacra, and new communication norms. The main focus is on identifying the characteristics of interaction between the digital cultures of lecturers and students, analysing models of digital maturity of institutions, and substantiating the role of digital hygiene and academic integrity as value markers of the educational environment. The methodology is based on an interdisciplinary approach that integrates methods of cultural analysis, digital humanities, and pedagogical modeling. Theoretical generalisation methods were used to reveal the essence of the concepts of ‘professional digital competence’ (in accordance with the DigComp 2.2 framework), ‘visual culture’, and ‘digital etiquette’. A systematic approach made it possible to consider the digital culture of an individual as a dynamic system that encompasses value, cognitive, ethical, and security components. The comparative method was used to compare strategies for interacting with information among different generations of participants in the educational process, particularly in the context of the transition from ‘technostress’ to ‘techno-eustress’. The scientific novelty of the study lies in conceptualising the digital culture of a higher education institution not as a set of technical skills, but as a specific sociocultural environment (ecosystem) where traditional academic values and the latest technological practices converge. The article details for the first time in the context of Ukrainian art and management education the impact of generative AI on the transformation of students’ learning strategies, in particular, distinguishing between ‘cognitive’ and ‘metacognitive’ types of AI users. It reveals the specifics of the visual culture of learners as the dominant way of perceiving information and analyszes the phenomenon of ‘phygital’ space as a new arena for educational interaction. It substantiates the concept of ‘digital humanism’ as a conceptual response to the challenges of the algorithmisation of creativity. Conclusions. It has been proven that digital culture is a critically important asset of a modern higher education institution, determining its competitiveness and sustainability. It has been established that the harmonisation of digital interaction is possible through the implementation of the principles of digital humanism, the transition from knowledge transfer to facilitation, where information security, ethical partnership with AI, and developed visual literacy play a key role. The library of a higher education institution is defined as a strategic hub for digital transformation and the preservation of cultural memory through open science tools.