Learning Models Using Digital Technologies in the System of Higher Professional Education

The aim of this study was to examine the features of functioning and effectiveness of educational models using digital technologies in the higher professional education systems of the Kyrgyz Republic and China. The Delphi expert evaluation method with the participation of 42 specialists and the method of stratified randomisation in group formation were applied in this work. The testing of the model was carried out from September 2024 to March 2025 in four universities with the participation of 240 students (30 people in the experimental and control groups of each university), studying in the fields of information technology and economics. In the course of the study, five key groups of factors influencing the effectiveness of the implementation of digital educational models were identified: technological, economic, cultural, pedagogical, and institutional. Comparative analysis showed that in the Chinese educational system technological (8.7 points for Internet availability), economic (9.2 points for digitalisation funding), and institutional factors (9.0 points for educational policy) dominated. In the Kyrgyz Republic, cultural factors (8.4 points for traditional values) and technological limitations (5.6 points for Internet availability) prevailed. The results of the testing at Bishkek University showed a 42% increase in students’ motivation and a 0.8-point increase in academic performance. At Osh University an increase of 53% in students’ digital competences was recorded. At Peking University the implementation of the model reduced the time for mastering material by 21% and increased the proportion of independent assignments by 25%. At Xi’an Jiaotong University a 32% increase in students’ professional competence was observed. The practical significance of the study lay in the development of adaptive recommendations for optimising digital educational models, taking into account national and institutional specificities