DIGITAL TRANSFORMATION OF EDUCATION AS A PREREQUISITE FOR INNOVATIVE ACTIVITY AND TECHNOLOGICAL DEVELOPMENT OF THE ECONOMY

The subject of the present study is the digital transformation of higher education as an institutional prerequisite for innovative activity and technological development of the economy. The work considers the digitalisation of universities as a mechanism for accelerating the reproduction of human capital, enhancing the quality of competence training, and reducing time lags between the generation of knowledge and its practical application in business and the public sector. The theoretical basis of the study is formed by modern approaches to the knowledge economy and innovation ecosystems, within which universities are treated as key elements of technological modernisation through education, science, knowledge transfer, and interaction with industry. The objective of the present study is twofold: firstly, to provide a robust theoretical and empirical basis for understanding the impact of digital transformation on innovation processes and technological upgrading in the economy; and secondly, to identify the key channels of such impact in the context of the growing role of digital platforms, artificial intelligence, and educational analytics. The research methodology is based on systemic, institutional and structural-functional approaches. These are supplemented by a comparative analysis of university digitalisation practices and a logical generalisation of the mechanisms of competence formation. Analytical and synthetic methods were employed to develop an integrated conceptual framework combining the infrastructural, organisational, pedagogical and managerial elements of digital transformation in higher education. The results obtained prove that comprehensive digital transformation has the greatest effect on innovative activity. This occurs when the architecture of the learning platform, digital resources and laboratory facilities are modernised simultaneously; when the digital competencies of personnel are enhanced; when personalisation and learning analytics mechanisms are introduced; and when sustainable models of co-operation between universities and industry are formed. The conclusions show that digital educational platforms and intellectual learning support tools speed up programme updates, reduce the cost of accessing knowledge and expand opportunities for continuous learning. This is important for the rapid diffusion of technologies and adapting to the labour market. The study's practical value lies in its potential to inform the development of digital university strategies aimed at increasing innovation potential, technological competitiveness and economic sustainability.