STRATEGY, CONTENT AND NEW TECHNOLOGIES FOR TRAINING SPECIALISTS IN THE FIELDS OF INFORMATICS, INFORMATION TECHNOLOGY, ELECTRONICS AND AUTOMATION

Design of Adaptive Information Systems for Educational Process Management

Authors

Ye. V. Drahan ORCID 0009-0009-9630-6269
Podillia State University, Kamianets-Podilskyi
DOI https://doi.org/10.31649/1997-9266-2026-186-3-135-142

Keywords

adaptive information systems educational process managemen university digitalization Baltic experience EDEBO X-Road interoperability systematic review digital transformation

Abstract

The paper presents a systematic review and comparative analysis of educational process management systems in Ukrainian and Baltic universities to systematize architectural approaches to digitalization and identify patterns of digital transformation. The research is based on the comparative institutional analysis of representative cases using TOGAF methodology for architectural system analysis. The study reveals a 15—20 year gap in management digitalization between Ukrainian higher education institutions and their Estonian, Latvian, and Lithuanian counterparts, creating threats to competitive positions in the European educational market. The research establishes that the key difference lies in the architectural approach: Baltic systems are based on robust national digital infrastructure (Estonian X-Road with integration of 929+ state institutions, Lithuanian AIKOS as a centralized registry of education providers), while the Ukrainian EDEBO performs predominantly registration functions without full integration with internal university systems due to the lack of open APIs and standardized data exchange protocols.

Through detailed analysis of the University of Tartu (SIS/ÕIS system since 2001 with authentication via national PKI), Riga Technical University (ORTUS portal since 2007 with multi-tenant architecture and Smart Campus IoT project), and Vilnius University (migration to Oracle PeopleSoft with multilingual interface and artificial intelligence for dropout risk prediction), three successful models of digital transformation are systematized: national platform as a service, consortium approach, and corporate solutions with adaptation to national needs. Literature analysis identified five critical success factors for university digital transformation: national digital infrastructure, standardization of exchange protocols, IT project funding, personnel qualification, and leadership support. The comparative analysis revealed a significant gap in digital maturity between Baltic and Ukrainian universities across all key assessment domains.

A three-level conceptual model for adapting Baltic experience to Ukrainian higher education institutions is substantiated: architectural level (development of open APIs for EDEBO integration, standardization of exchange protocols), institutional level (formation of regional consortiums for joint funding and system development), and technological level (modernization of existing LMS infrastructure with analytical components). The research results form a theoretical and methodological foundation for developing national higher education digitalization strategy and substantiating conceptual principles for digital transformation of Ukrainian universities, considering the specifics of national regulatory framework and resource constraints.

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How to Cite

[1]
“Design of Adaptive Information Systems for Educational Process Management”, Вісник ВПІ, no. 3, pp. 135–142, Jul. 2026, doi: 10.31649/1997-9266-2026-186-3-135-142.

Author Biography

Ye. V. Drahan, Podillia State University, Kamianets-Podilskyi

The paper presents a systematic review and comparative analysis of educational process management systems in Ukrainian and Baltic universities to systematize architectural approaches to digitalization and identify patterns of digital transformation. The research is based on the comparative institutional analysis of representative cases using TOGAF methodology for architectural system analysis. The study reveals a 15—20 year gap in management digitalization between Ukrainian higher education institutions and their Estonian, Latvian, and Lithuanian counterparts, creating threats to competitive positions in the European educational market. The research establishes that the key difference lies in the architectural approach: Baltic systems are based on robust national digital infrastructure (Estonian X-Road with integration of 929+ state institutions, Lithuanian AIKOS as a centralized registry of education providers), while the Ukrainian EDEBO performs predominantly registration functions without full integration with internal university systems due to the lack of open APIs and standardized data exchange protocols.

Through detailed analysis of the University of Tartu (SIS/ÕIS system since 2001 with authentication via national PKI), Riga Technical University (ORTUS portal since 2007 with multi-tenant architecture and Smart Campus IoT project), and Vilnius University (migration to Oracle PeopleSoft with multilingual interface and artificial intelligence for dropout risk prediction), three successful models of digital transformation are systematized: national platform as a service, consortium approach, and corporate solutions with adaptation to national needs. Literature analysis identified five critical success factors for university digital transformation: national digital infrastructure, standardization of exchange protocols, IT project funding, personnel qualification, and leadership support. The comparative analysis revealed a significant gap in digital maturity between Baltic and Ukrainian universities across all key assessment domains.

A three-level conceptual model for adapting Baltic experience to Ukrainian higher education institutions is substantiated: architectural level (development of open APIs for EDEBO integration, standardization of exchange protocols), institutional level (formation of regional consortiums for joint funding and system development), and technological level (modernization of existing LMS infrastructure with analytical components). The research results form a theoretical and methodological foundation for developing national higher education digitalization strategy and substantiating conceptual principles for digital transformation of Ukrainian universities, considering the specifics of national regulatory framework and resource constraints.

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