THE ROLE OF HIGHER EDUCATION AND UNIVERSITIES IN KNOWLEDGE MANAGEMENT IN THE DIGITAL ECONOMY

This paper elaborates on the role of higher education in knowledge management in the conditions of the digital economy, considers challenges and prospects connected with the digital transformation of economy and society and the necessity for the formation of new competencies with employees, analyses the trends of development of the digital economy in the Russian Federation and the level of digital literacy of the population and the state of personnel training for the digital sector, substantiates the importance of adapting the system of higher education to new realities through the integration of digital technologies into the educational process and development of digital competencies of students and teachers, and emphasizes the necessity for the system approach to the development of the digital economy in the Russian Federation, in particular, in the context of import substitution, investments in science and education, and commercialisation of R&D. The research methodology is founded on theoretical approaches to the educational process and its transformation under the influence of modern digitalisation trends. It covers the provisions of connectivism, constructivism, and the theory of active training and socio-cultural theory. These theoretical concepts are analysed in the context of Industry 4.0 and University 4.0, which involves a close integration of digital technologies into production and educational systems. General scientific methods of analysis, synthesis, observation, literature review, graphical method, etc. are used to formulate theoretical conclusions. The main value of the paper lies in substantiation of the necessity to create an adaptive organisational model of knowledge management, which combines academic traditions and values with the flexibility of information systems and the potential of digital technologies, as well as the generalisation of the adaptive measures of the higher education system, which are a reaction to current trends inherent to the educational environment.