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TYPE
Original Research
PAGE NO.
29-37
DOI
OPEN ACCESS
SUBMITED
17 February 2025
ACCEPTED
15 March 2025
PUBLISHED
16 April 2025
VOLUME
Vol.05 Issue04 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Application of Innovative
Technologies in
Professional Education
Risbay Xaydarovich Juraev
Academician of the Academy of Sciences of the Republic of Uzbekistan,
Doctor of Pedagogical Sciences, Head of Department at Scientific Research
Institute of Pedagogical Sciences named after Kari Niyazi, Uzbekistan
Abstract:
The article addresses the important issue of
applying modern innovative technologies and open
innovations in education. Open innovations can be
utilized as a targeted flow of inbound and outbound
knowledge to accelerate internal innovation and expand
opportunities for external use. This paradigm implies
that higher education institutions and educational
organizations can and should implement ideas that
emerge both internally and externally, using both
external and internal pathways to enter the labor
market, while simultaneously striving to improve their
educational technologies.
Keywords:
Personality formation, methods, innovative
technologies, open innovations, management system,
education system, information, specialists.
Introduction:
The great idea of creating "instrumental"
pedagogy, based on the spontaneous interests and
personal experience of the child, is of particular
relevance. According to this concept, learning should
primarily consist of play and labor activities, where each
action of the learner becomes a tool for their cognition,
their own discovery, a way of grasping the truth.
Such a path of learning was considered more aligned
with the nature of the child than the traditional
transmission of a knowledge system. The ultimate goal
of education, according to John Dewey, should be the
development of thinking skills, understood primarily as
the ability to self-learn. The objectives of education
include the ability to solve life problems, mastering
creative skills, and enriching experience, which includes
both knowledge itself and knowledge of how to act, as
well as cultivating a taste for self-education and self-
improvement.
According to Dewey, the school (today we would say
“educational institution”) must instantly respond to
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changes in society and become a kind of miniature
society itself. It should provide children with maximum
opportunities to develop a social sense of cooperation
and mutual assistance. The school
—
as an educational
environment
—
must fulfill specific tasks: simplifying
complex life phenomena and presenting them to
children in an accessible form; selecting for study the
most common and important elements of human
experience; promoting the leveling of social
differences by creating unity of thought and
coordinated action. The content of education becomes
the acquired experience, which is enriched in a
learning environment. The method of acquiring such
experience lies in solving various practical tasks:
building a model, answering a question, etc. The
acquisition of the necessary knowledge is linked to the
child's interests, which ensures their attention and
engagement. Dewey noted, however, that not
everything essential in life may be of interest to
children, and therefore they need to develop
willpower and character. According to Dewey, the
contradiction between interest and effort is resolved
through the educator’s understanding of the child’s
age-specific traits.
Education, according to Dewey, should begin with
activities that have social content and application, and
only later lead to the theoretical understanding of
material and the nature of things and their production.
Thus, learning content is assimilated as a byproduct of
exploring a problem-based learning environment,
organized as a logical sequence of pedagogical (i.e.,
problem-based) situations. The sole criterion for the
pedagogical value of a subject is its contribution to the
"formation of an internal system of personal
orientation" in the child.
The “Cone of Experience” by American educator Edgar
Dale illustrates the educational outcomes that can be
achieved using various media for delivering learning
content.
As shown, the data reveal a correlation between
teaching methods and the degree of content retention.
It becomes evident that the classical lecture (a
teacher’s monologue without slides or visual aids) is
the least effective method
—
on average, only about 5%
of the content is retained. In contrast, “active learning”
(involving students in various forms of active
engagement) leads to significantly better outcomes.
Shall we believe it? Let’s believe it... Active learning,
problem-based learning, problem-modular learning
—
all these have been explored to some extent in both
general and higher education. However, to be precise
and objective: at different stages of educational
paradigms,
several
specific
methodological
(technological) approaches have been used:
•
Practice
•
Content transmission
•
Case analysis
•
Game
•
Simulation
•
Project work
Practice is the oldest method of learning. The idea is
simple: one acquires professional skills and tools
through real-life engagement. This approach was used
in ancient times for learning hunting and farming, as
well as in medieval craft workshops. In modern
education, practice is still widely used through
internships: industrial, teaching, pre-graduation, etc.
Content transmission
—
very utilitarian
—
is the transfer
of knowledge about a subject or activity from one
person to another. This has been done since ancient
times, when knowledgeable teachers told younger
learners about how the world works. In the 17th
century, the great educator Johann Amos Comenius
refined this approach by developing the classic
classroom-lesson system to ensure students learned
more independently. Today, knowledge transmission
takes many forms: lectures, reading, online learning,
masterclasses, and more.
Is this classical? Yes. But what are its limitations?
If learning is limited to developing practical skills,
students may lack essential theoretical knowledge. If
education is based solely on knowledge transmission, it
can become overly abstract and disconnected from real
life.
The 20th century and new approaches...
At Harvard University, a unique method emerged
—
the
Harvard Case Study Method
—
originally used to train
managers and economists. Its essence lies in identifying
typical scenarios from real professional practice.
Students analyze these cases, propose solutions, and
predict outcomes. This approach fosters professional
thinking and decision-making skills.
As for games... Despite the fact that humans learn about
life primarily through play (remember Marx: "mankind
learns through games"), game-based learning only
entered professional training in the USSR in the pre-war
years. The first business game, “Restructuring
Production Due to a Sharp Change in the Program,” was
conducted by economist M.M. Birshtein in 1932. We
also know of G.P. Shchedrovitsky's organizational-
activity games and American policy exercises by R. Duke
and J. Klabbers. However, these group exercises did not
become widespread in Soviet management training
programs.
Role-playing games, which model behavior in typical
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professional situations
—
often at specific workplaces
—
gained some popularity. Today, with the integration of
mandatory interactive learning formats into curricula,
these methods are likely to attract the serious interest
of educators.
Simulation models originated in the military
—
flight
simulators for training pilots. The education sector,
especially business education, quickly adopted these
ideas, yielding impressive results. In the late 1950s, the
U.S. began using simulation-based learning methods,
allowing students to practice professional procedures,
understand specific fields, and simulate professional
roles. In our country, these methods are known as
“simulations,” “simulators,” or “simulation games.”
Let us clarify: the primary purpose of the project-based
learning method is to provide students with the
opportunity to acquire knowledge independently
through solving practical problems or tasks that
require the integration of knowledge from various
subject areas. When we speak of the project method
as a pedagogical technology, it is understood as a
combination of research, inquiry-based, and problem-
solving methods, which are inherently creative. In this
context, the teacher assumes the role of developer,
coordinator, expert, and consultant. Thus, the core of
the project method lies in the development of
students’ cognitive skills, the ability to construct their
own knowledge, navigate the information space, and
foster critical and creative thinking.
Originally developed in the first half of the 20th century
on the basis
of John Dewey’s pragmatic pedagogy, the
project method has become particularly relevant in
today's information society. In light of new standards
and the much-discussed concept of competence, it is
clear that the main goal of any project is the formation
of various key competencies. In modern pedagogy,
these competencies are understood as complex
personal attributes that encompass interrelated
knowledge, skills, values, and the readiness to mobilize
them when necessary.
In the process of project-based activity, the following
are developed:
•
reflective skills;
•
research (inquiry) skills;
•
teamwork and collaboration abilities;
•
managerial and organizational competencies;
•
communication skills;
•
presentation skills.
So, definitions have been given, key terms mentioned
—
but what, in essence, is an “innovative educational
technology”?
Perhaps it is a complex of three interrelated,
interdependent, and mutually defining components:
1.
Modern content, which is delivered to students
and focuses not so much on mastering subject-specific
knowledge as on developing competencies relevant to
contemporary life and professional practice. This
content must be well-structured and presented through
a variety of learning materials, including multimedia,
and
transmitted
using
modern
means
of
communication.
2.
Modern
teaching
methods
(including
interactive methods), which are based on forming
competencies through student interaction and
engagement in the learning process, rather than passive
reception or rote memorization.
3.
Modern educational infrastructure (technical
tools),
including
information,
technological,
organizational, and communication components that
enable effective use of, for example, distance learning.
Nowadays,
the
term
“innovative
educational
technologies” is often narrowly understood as the
directive use of information and communication
technologies
—
the Internet, multimedia, webinars,
teleconferences
—
rather than the adoption of new or
cutting-edge
teaching
methods.
This
limited
interpretation of innovation does not help improve the
quality of education.
There is also a subtle psychological issue
—
the attitude
toward
innovations
and
change:
acceptance,
indifference, rejection
—
a wide scale, often with
contradictory reactions coexisting within a single
educator.
Psychology identifies several categories of innovation
adopters:
•
Innovators, always open to new ideas,
enthusiastic about novelty, and often adventurous;
•
Early adopters, well integrated with others and
influential, often leaders;
•
Early majority, who take more time to make
decisions;
•
Late majority, generally skeptical about
innovations;
•
Laggards, who are guided by traditional values
and adopt innovations reluctantly, often slowing the
process.
Teachers have become accustomed to living by
externally imposed rules and norms
—
especially in
recent years, which have seen a relentless flow of
directives, circulars, changes, reforms, and new
standards. The standardization of teacher behavior and
mindset, along with the adaptation of teaching methods
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to fit testing and assessment systems, has resulted in
increased reliance on instructional prescriptions. While
teachers integrate smoothly into the professional
community, their creative capacity often diminishes.
Pedagogical innovation, surprisingly, is still in its
formative stage
—
not only in our country, but globally.
The growing demand for it is evident both in science
and in educational practice. And what a noble goal it
has: to contribute to the foundation of a modern,
evolving education system
—
a mission embraced by
those of us who view the future of education with
optimism.
Most often, “innovation” is understood as the
implementation of any new developments or
technologies. Fewer people associate it with the
application of scientific and technical achievements,
investment in promising industries, social changes, or
specific reforms. Many find the concept difficult to
define
—
although, predictably, the higher the
respondents’ education level, the more con
fidently
they define “innovation.” So what should we really
understand by this often-used term?
In 1912, the term “innovation” was first used by
Austrian-American economist Joseph Schumpeter
(1883
–
1950) in his book The Theory of Economic
Development. He defined innovation as the application
of a novelty in production or management within an
economic unit. Schumpeter was the first to suggest
that innovation is a key driver of profit. But what is a
novelty in this context? It is a formalized result of
fundamental or applied research and development in
any field aimed at improving its efficiency. Such
novelties may include discoveries, patents, inventions,
trademarks, technologies, production or management
processes, or know-how.
Today, “innovation” is understo
od as the result of
creative activity aimed at designing, creating, and
disseminating new types of products, technologies,
and organizational forms. According to the Frascati
Manual, an innovation is the final result of innovation
activity that manifests as a new or improved product
introduced to the market, a new or improved process
used in practical activity, or a new approach in the
provision of social services.
The Frascati Manual is the proposed standard for
surveys of research and experimental development. It
is an official set of recommendations by the OECD
(Organisation for Economic Co-operation and
Development) for collecting statistics on R&D. The first
version of the manual was adopted in 1963 at a
meeting in Frascati, Italy, and has since become a
unified methodology for OECD member countries.
The American scholar Peter Drucker (1909
–
2005)
understood innovation as “the means by which the
entrepreneur either creates new resources that
generate wealth or endows existing resources with
enhanced poten
tial for generating profit.”
Notably, both scholars and practitioners emphasize the
importance of bringing innovation to the market. In the
21st
century,
the
competitiveness
of
many
organizations now genuinely depends on the degree of
innovation adoption.
And now
—
something relevant for us, educators!
There are two major types of innovations: closed and
open:
•
Closed innovations refer to an approach that
relies solely on the internal resources of an organization
—
its own research, discoveries, inventions, patents.
This implies the existence of a dedicated department
within the company focused exclusively on innovation
development. Larger organizations can afford to fund
complex
research,
resulting
in
cutting-edge
technologies.
•
Open innovations, on the other hand, allow for
the use of both internal and external sources. The core
idea is that not all smart minds work for the same
company. The theory of open innovation conceptualizes
research and development as an open system. In such
an environment, there are numerous ideas
—
both
inside and outside the organization. These ideas are
accessible, and the experts behind them may be hired
by other organizations. Many individuals have unique,
sometimes revolutionary and breakthrough ideas.
Today, the state
—
including its educational system
—
is
increasingly interested in applying the open innovation
paradigm to its activities. The goals? To promote the
development, production, and even export of
educational technologies by supporting educational
institutions as developers and producers (through
contracts or other legal frameworks), influencing
decision-making, and attracting investment.
Based on this goal, specific tasks emerge:
•
the
creation
of
innovative/integrated
infrastructures,
including
business
incubators,
consulting, training, and coaching centers at
universities, as well as systems for managing intellectual
property rights and integrating them into the economy;
•
expanding
cooperation
with
leading
universities, research organizations, and innovative
companies using existing platforms for innovation
testing;
•
integration into international projects;
•
the
formation
and
implementation
of
technological platforms.
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One of the most famous quotes by English philosopher
and statesman Francis Bacon is: “He who does not
apply new remedies must expect new evils.”
The topic of innovation is gaining popularity year after
year. It is one of the key challenges of the 21st century
—
but it is also a challenge for management systems,
especially in education, which significantly influences
strategy, goals, and operational methods.
A new interpretation of the term "open innovation"
was introduced (and formalized) by Henry Chesbrough
in his 2003 book “Open Innovation: The New
Imperative for Creating and Profiting from
Technology.” In this context, open innovation refers to
the use of targeted knowledge flows to accelerate
internal innovation processes and to expand markets
for more effective utilization of innovations.
Of course, we should not forget our core mission
—
to
teach and educate. Thus, new ideas and the theory of
open innovation are interpreted as a process of
research and development, attracting external ideas
and launching new products not only through internal
efforts but also in collaboration with other educational
institutions. This opens the door to identifying the
principles on which open innovation in education may
be based:
•
shifting from relying solely on internal closed
developments to using external knowledge;
•
acknowledging the vast pool of ideas in the
world that can be beneficial;
•
recognizing that one does not need to be the
originator to benefit from innovation.
Today, education is clearly entering a new phase of
innovation, where the sources of innovative potential
often lie outside the university or even the country.
The center of innovation is shifting from centralized
research institutes and government ministries to
higher education institutions, favoring collaboration
and joint development.
It may be necessary to adopt new strategies, such as:
•
organizing R&D by pooling shared resources;
•
allowing individual universities to develop
specific components of an innovative product or
educational technology;
•
freely
distributing
broadly
applicable
developments that can serve as a foundation for
various innovative methods and tools;
•
reducing bureaucracy in innovation-related
decision-making.
Advocates for open technologies have created an
interesting comparative table, which, when adapted to
education, reveals a significant transformation in
thinking.
As we can see, the concept is often heavily profit-driven,
which raises debate. However, we know of many
outstanding student and faculty discoveries, and
numerous universities benefit from contract-based
projects that generate consistent income. So perhaps
the real change should be in how people perceive your
university? Might involving third parties in the
development and implementation of new technologies
significantly enhance its value? Perhaps collaboration
with other universities and, of course, companies and
organizations seeking graduates is worth exploring?
Building a model of open innovation is largely a matter
of communication with the external environment. The
key? Effective idea management
—
the ability to collect,
discuss, and analyze a flow of proposals and signal
interest. But does academia always have the foresight
to explore all aspects of a problem? Might it not
sometimes approach a challenge head-on, when dozens
of alternative paths may exist?
After all, the most important advances in education,
science, and technology often arise at the intersection
of fields. For example, today there is much talk about
full personalization of learning and the creation of
individual learning paths
—
which require data
management and information systems.
A well-structured search for fresh ideas can save
significant human resources and time
—
someone
nearby may already have a ready-made solution. It is
therefore entirely reasonable to complement internal
university innovations with external contributions.
The value of the Open Innovation Model lies in its ability
to synchronize efforts across internal and external
research and methodological dimensions, thereby
amplifying their impact in the educational process. But
we must remember: this model should not be idealized.
Its implementation and maintenance are themselves
complex
managerial
tasks
requiring
special
competencies from university administration, vice-
rectors, deans, and department heads. Tasks related to
testing and implementation, project coordination, and
team management across faculties and departments
will arise.
It seems that the most sensitive areas are governance
and forecasting
—
these new challenges demand new
approaches. Should we look toward appointing a Vice-
Rector for Innovation or perhaps a Vice-Rector for
Research and Development
—
someone responsible for
intellectual property management, development
strategy, and engagement with the scientific
community?
Additionally, such leaders may face resistance from
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internal institutional lobbies that champion stability
and view any change as a needless risk, showing a
degree of mental inertia
—
surprisingly, even in
academic circles.
He will have to facilitate internal discussions and
engage in strategic balancing... Can we use the term
venture here? We collaborate with leading universities
and research centers, seeking ideas and laboratory
developments that may be of interest to us. The
technological risks are high, yet the required
investment amounts are often relatively low. With a
competent selection process, some of these ideas and
projects may eventually evolve into solid innovative
phenomena
—
or even yield breakthrough innovations
that can signific
antly enhance a university’s
competitiveness, including in comparison with
Western institutions.
Corporate venturing in education
—
but aren’t we
witnessing a form of discrimination? In developed
countries, education often seems excluded from the
global exchange of even mid-level educational
technologies. Access is delayed, if not denied outright,
while some of us try to break in by force. Perhaps that
caution is partially justified. When entering through
the main door proves difficult, maybe it’s worth
slipping quietly through the back
—
it’s still unlocked.
The likely reason: a lack of experience and specialists
in organizing such initiatives. In this case, several
recommendations could be made
—
for instance,
establishing partnerships with already successful
universities or leveraging the vast potential of the
Russian academic diaspora abroad. This could help
acquire valuable experience, avoid common mistakes,
and, crucially, open many doors.
That said, we must remember that openness to
innovation is not always universal. In many cases,
systems remain highly closed, relying entirely on
internal R&D
—
partly to prevent leaks of intellectual
property or educational technologies. And yet, when
catching up is needed, the doors suddenly swing wide
open... So perhaps open innovation is especially
effective as a catch-
up model? Following in others’
footsteps can allow institutions to "cut corners" and
"avoid the rakes"
—
by immediately embedding an
open model into their operations.
Indeed, this gives us a lot to think about
—
especially
under growing administrative pressure to innovate.
This raises a new question: Are we ready to take action
to increase innovation performance indicators?
Perhaps the first step should be to establish a
dedicated interdisciplinary unit within the university
that sits at the intersection of research, methodology,
pedagogy, and administration. And let’s not forget:
innovation requires resources and support before it
begins to generate returns.
This is where we encounter “innovation withi
n
innovation.” Consider the idea of “innovation scouting”
—
searching
for
complementary
educational
technologies, sometimes even in fields far removed
from traditional disciplines. The earlier these
discoveries are made, the better. It contributes to the
creation of a productive, innovation-oriented teaching
staff. And critically, we must establish new
infrastructure that sustains the open innovation model
—
a “soft” infrastructure composed of communication
methods, networks, and channels that facilitate
interaction between the university and the external
world.
Perhaps we should borrow another term from
economics
—
crowdsourcing. It refers to delegating
tasks to a broader group (not the university
administration), often involving volunteers or members
of the academic community. Crowdsourcing can, in
certain cases, be the fastest and most cost-effective way
to address institutional challenges. However, not every
issue can be resolved this way. Tasks must be well-
defined, and both the university and those involved
must be mutually invested in the outcome.
All of this prompts a valid question: Is it too
cumbersome to follow the principles of open
innovation? Or do we actually need innovation in how
we create innovation itself? After all, a university’s
capacity for innovation depends on the intellectual
assets and knowledge it possesses, and on its ability to
use them
—
especially within the framework of
knowledge management. Many researchers currently
focus on the external factors of the innovation process,
often neglecting the internal complexities of innovation
dynamics.
These are not simple questions
—
particularly in today’s
knowledge-based economy, where notions such as
intellectual capital, human capital, innovation, and
innovation activity are tightly interwoven.
In the modern global educational landscape, leading
positions are held by countries that view professional
education as a branch of the economy, and universities
as active participants in international competition.
Integration into the Bologna Process demands a
reinterpretation of the universit
y’s role within this
competition
—
primarily in terms of quality assurance
and governance models.
We have already defined open innovation as a
multifaceted approach to solving innovation challenges.
The
phenomenon
of
organizational
boundary
dissolution and the transition to network-based
knowledge acquisition is well-known and widely used in
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transnational corporate practice. However, it is
typically discussed in relation to non-traditional
business models, rather than as a defining feature of
innovation itself.
In the final decades of the 20th century, several
converging factors began to seriously undermine the
foundation of closed innovation models. One of these
factors was the increased mobility of professionally
trained individuals. Another was the erosion of
knowledge silos, resulting from the growing number of
individuals receiving higher education and continuing
their learning beyond formal schooling. This trend has
helped knowledge escape the confines of traditional
“vertical” systems.
Within the process of open innovation, ideas initially
deemed weak or impractical may prove valuable over
time. Their potential may become apparent only after
integration with other projects. In traditional closed
innovation systems, such opportunities were often lost
forever.
New approaches to higher education development are
now aligned with the transformation of traditional
universities into innovation-driven institutions. Their
development strategies are based on the university as
an
integrated
educational-research-innovation
complex. Such institutions prepare a new generation
of specialists for the intellectual labor market, and
position themselves as full-fledged market actors
—
developers and suppliers of intellectual property,
products, and services with qualities demanded by the
market.
However, progress is currently hindered by several
limiting factors:
•
The process of accumulating experience and
information about innovation universities is still
ongoing, often with references to foreign models. The
next step should be a theoretical analysis of this data
to generate well-grounded legislative proposals on the
status of innovation-based organizations in higher
education. The creation of a legal framework should be
considered an essential part of the evolution of the
traditional education system.
•
A university of a new type requires integration
of research, education, and innovation, but the
concept of “innovation activity” still lacks clarity.
Although innovation policy has been broadly discussed
in academic literature, the theoretical and legal
foundations for developing and managing innovation
strategies in emerging market contexts remain
underdeveloped. This results in subjectivity and
inconsistency,
including
a
wide
variety
of
interpretations of what constitutes innovation activity.
When considering the quality of education as an
innovative component of the reform process in the
education system, it should be emphasized that this is
no longer merely a national issue but a global challenge.
The question faced by all is: how to ensure the quality
of education under the conditions of expanding access
to educational services and rapidly changing dynamics
in the labor and education markets. In one of UNESCO’s
documents, the quality of higher education is identified
as th
e “common denominator” of higher education
reform.
Since the quality of professional education can be
improved, among other things, through the integration
of educational and research activities, an initial step
toward achieving this goal may be simply to restore
science to all higher education institutions. This would
lead to the development of academic, innovation-driven
universities, and the introduction of innovative
technologies into professional education. Within a
system focused on generating, disseminating, and
utilizing knowledge competitively, this integration
transforms university education into a process that is
not only instructional but also research-oriented and
exploratory. It implies educating students not only in
scientific knowledge itself but also in the methodology
of acquiring and applying that knowledge, thus fostering
their capacity for lifelong learning and professional
growth in a transforming society.
Only by following this path can we begin to speak of the
self-sufficiency of education as a social institution and of
its quality. Research activity, therefore, must now be
seen as a key element of an open innovation system,
without which a transition to truly high-quality
education is inconceivable. Comparing the principles of
closed and open innovation, one may view this as a shift
from a model focused on gains from generating good
ideas to a model that emphasizes gains from utilizing
both internal and external ideas.
To ensure the high-quality training of specialists,
perhaps it is time for modern universities to adopt
methods from innovation management, such as
benchmarking? Yes, benchmarking in a university
—
understood as the process of identifying and
implementing new practices and projects, and a
continuous strategy for improving educational quality
and generating academic output.
However, for these methods to be effective, universities
need an infrastructure based on information and
analytical activities that enable the search for,
implementation, dissemination, and management of
educational innovations. This infrastructure may
include:
•
active participation in innovation processes;
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•
the creation of an innovation database;
•
decision-making support through the analysis
of innovation effectiveness, requiring the processing of
large volumes of data;
•
information
exchange
with
various
institutions, including the use of external best practices
in innovation management for the purpose of
discovery, implementation, and promotion.
Since educational innovation is inherently linked to the
operation of a higher education institution, the key
indicators of such a support system will include
information on innovations, educational goals and
content, methods and tools, quality assurance,
diagnostic systems, and the evaluation of learning
outcomes. A bank of educational innovations, quality
monitoring, foresight and recommendations, and the
identification of viable innovations for implementation
—
all form the core of this internal innovation circuit.
Several key drivers underline the need to adopt open
innovation approaches in education:
•
With the advent of ICT, monopolies on
knowledge have largely disappeared due to the global
availability of databases, open-access journals, and
internet resources;
•
Under the new educational paradigm,
universities benefit by embracing external ideas,
avoiding redundant internal research;
•
The dominant logic is “not invented here”
(NIH), where relying on external sources proves more
efficient;
•
Distributed knowledge is greater than that
held by any one university; combining knowledge from
other institutions and stakeholders presents a new
model;
•
Many innovation-capable professionals work
outside one's institution, across countries and
institutions
—
requiring international collaboration;
•
The value of innovation may only emerge after
merging ideas from multiple sources;
•
Hoarding unused ideas is no longer viable,
especially given the increased turnover of researchers
and their mobility.
Thus, the implementation of the open innovation
concept in education could follow these paths:
•
Establishing inter-university and cross-sector
networks, sharing knowledge and ideas;
•
Conducting
external
monitoring
and
benchmarking, employing staff with skills in external
innovation management;
•
Integrating internal and external knowledge to
produce complex new solutions;
•
Commercializing innovations by entering
external markets and licensing IP from or to other
universities, when aligned with institutional innovation
strategies.
The modernization of higher education unfolds amid the
structural transformation of the national economy.
Drawing on global experience, the chosen path
—
innovation-based development
—
is essential for
avoiding lagging behind in global economic trends.
Given its intellectual and scientific potential, the
national higher education system must support an
innovative economy, ensuring continued leadership
among technologically advanced nations.
In a knowledge-driven economy, a modern quality
management system for education must be based on
cutting-edge approaches that ensure competitive
advantages on the international labor market. The
principle of open innovation should be embedded in
quality management, with innovation in education
viewed as a mandatory and strategic element for
progress and sustainable growth.
And yet, a resistant culture often opposes such
progress. The current legal and regulatory frameworks
do not always support, and sometimes even hinder,
innovation in the economy.
Systemic reforms must therefore become a core agenda
item at all levels of government. Not only must the
economy be restructured, but
—
difficult as it may seem
—
the mindset of society must also evolve, or
innovation will remain isolated and sporadic. Some
positive developments can be observed, such as youth
involvement in innovation projects, though these are
still modest.
In summary, we are opening a two-way street... Open
innovations
—
will they become an essential condition
for the very existence of the education system? They
can emerge from within or outside the university, and
their implementation
—
including commercial
—
can
take various forms. This is only possible if the university
is not isolated from the broader innovation ecosystem.
Given the shortage of talent and their high mobility,
institutions must seek ways to attract the best minds.
This requires a clear strategy, defined funding policies,
and an entrepreneurial university culture that values
experimentation and creativity. That is precisely what
open innovation is: the use of targeted inbound and
outbound flows of knowledge to accelerate internal
innovation and expand external opportunities. This
paradigm implies that higher education institutions
must implement ideas from both inside and outside and
pursue both internal and external paths to market,
European International Journal of Pedagogics
37
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European International Journal of Pedagogics
while continuously improving their educational
technologies.
We now understand that open innovation intersects
with the four pillars of the knowledge economy (as
defined by the World Bank):
1.
Education and training in science and
technology;
2.
Information
and
communication
infrastructure;
3.
Economic incentives and policies;
4.
Innovation
systems
of
research
and
development.
Open innovation supports both engineering and
humanities disciplines in the realm of advanced
technologies
—
a field with ongoing global demand.
Innovation programs involving faculty and students
allow participants to gain real-world professional
experience, transforming theories into products and
services. This, in turn, informs how educational
curricula should evolve and which skills future
professionals must acquire.
Considering the complex engineering, social, and
economic challenges faced by the modern world, the
need to apply scientific and technological advances to
global transformation is not just apparent
—
it is
urgent. Engineers, scientists, and educators must
identify new domains for discovery, and universities
should consider creating dedicated departments or
units for advanced technology development.
Governments and private investors must invest in
intellectual capital to ensure collective success. The
most effective way to meet these multifaceted needs
is to invest in partnerships that generate the next
generation
of
breakthroughs
in
educational
technology.
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