Background. In the context of digitalization of all spheres of life, the issue of using digital technologies and artificial intelligence in education is becoming especially relevant. The effectiveness of using technologies in a university largely depends on how much the opinions of students and teachers coincide when choosing them. Purpose. Comparison of the opinions of university students and teachers on the effectiveness of digital technologies in professional education. Materials and methods. The main research method is the rank correlation method for investigating the preferences of digital technologies by students and teachers. In addition, an analysis of scientific literature was applied to compile a list of technologies, a comparative analysis was used to compare the answers of the subjects, and the method of interview was applied to determine the reasons for the technology ratings compiled by the participants in the educational process. Results. The preferences of students and teachers generally coincide, which is an indicator of good contact between the participants in the educational process. Differences in the preferences of humanities and IT students concern the assessment of educational platforms and electronic textbooks. IT students believe that with the advent of artificial intelligence, the role of electronic textbooks is declining. Teachers of English and computer science choose the same technologies as effective ones: educational platforms, electronic textbooks, mobile applications. Differences were found in the assessment of the least effective technologies: for foreign language teachers these are simulators, for computer science teachers - artificial intelligence.
Matushak et al. (Wed,) studied this question.