The study's relevance is due to the rapid development of digital technologies and the need for their effective integration into higher education to improve the quality of the educational process. The article examines the introduction of digital technologies and innovations in higher education in the period 2018-2024 with a focus on universities in the United States and Europe. The study was conducted using mixed methods, combining PRISMA bibliometric analysis, content analysis of curricula, and comparative analysis of data from leading US and European universities. The study analysed the impact of artificial intelligence, automated assessment systems, and distance learning platforms: Moodle, Blackboard, Canvas, and virtual and augmented reality. The level of integration of EdTech solutions in leading universities, including Massachusetts Institute of Technology (MIT), Stanford University, Harvard University, University of Oxford, ETH Zurich and Technical University of Munich, is studied, and key differences between American and European approaches to the digitalisation of education are identified. Particular attention is given to analysing the effectiveness of automated assessment systems that increase the transparency and accuracy of academic control and the impact of adaptive learning on student performance. It has been determined that introducing AI assistants and personalised learning platforms increases learning. The use of gamification and VR simulations in the educational process contributes to the growth of student motivation by 32%. The article highlights the challenges associated with integrating the latest technologies, particularly the problem of data privacy, the difficulty of adapting teachers to new digital platforms, and the need to update the regulatory framework. The author proposes areas for promising digital transformation in education, such as the more extensive applications of AI, blockchain integration for the verifications of academic achievements, and the development of hybrid learning models that combine online instruction with traditional teaching methods.
Varhata et al. (Thu,) studied this question.