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The research aims to identify the influence of globalization processes based on digital technologies on the commercialization of the education system, which has led to the replacement of education with the concept of lifelong learning. In an attempt to emerge from the global crisis engendered by the capitalist mode of production, models of inclusive capitalism have been developed aimed at addressing the exponentially growing income and welfare inequalities in the global community, as well as new forms in the education system (inclusive education) justifying the integration of digital platforms for remote education and student knowledge testing into the learning process. Developed by Prof. K. Schwab and his supporters, inclusive capitalism mentions the shortcomings inherent in classical capitalism, which is based on property. Thus, the elimination of personal property will serve as the basis for solving problems of inequality and unemployment and ensure conditions for the comprehensive and harmonious development of every individual. The authors applied analysis and synthesis of socio-economic processes based on a synergetic-institutional approach, interpretation, and generalization of results. Based on UN statistical data on the decline in the world’s average total fertility rate, global poverty reduction, the intensification of private campaigns and government structures in the field of digitalization in all areas of activity, and the reduction of state expenditures in academic education, the authors concluded that the goal of the global digitalization process is complete control over human behavior, knowledge, and skills. The research utilized a synergetic-institutional approach and methods of political economy (methods of formal logic and dialectical methods of cognition), making it possible to consider the processes of radical change in the education system from the perspective of non-linearity and non-equilibrium, identify the causes that have prompted them, and provide a predictive assessment of the consequences of these trends.

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Economic Reasons for the Transformation of the Education System into Lifelong Learning

  • 章节

  • 发表日期：

    2025年

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  • Sergey V. Shmanev,
  • Liudmila V. Shmaneva,
  • Olesya I. Dontsova

摘要

The research aims to identify the influence of globalization processes based on digital technologies on the commercialization of the education system, which has led to the replacement of education with the concept of lifelong learning. In an attempt to emerge from the global crisis engendered by the capitalist mode of production, models of inclusive capitalism have been developed aimed at addressing the exponentially growing income and welfare inequalities in the global community, as well as new forms in the education system (inclusive education) justifying the integration of digital platforms for remote education and student knowledge testing into the learning process. Developed by Prof. K. Schwab and his supporters, inclusive capitalism mentions the shortcomings inherent in classical capitalism, which is based on property. Thus, the elimination of personal property will serve as the basis for solving problems of inequality and unemployment and ensure conditions for the comprehensive and harmonious development of every individual. The authors applied analysis and synthesis of socio-economic processes based on a synergetic-institutional approach, interpretation, and generalization of results. Based on UN statistical data on the decline in the world’s average total fertility rate, global poverty reduction, the intensification of private campaigns and government structures in the field of digitalization in all areas of activity, and the reduction of state expenditures in academic education, the authors concluded that the goal of the global digitalization process is complete control over human behavior, knowledge, and skills. The research utilized a synergetic-institutional approach and methods of political economy (methods of formal logic and dialectical methods of cognition), making it possible to consider the processes of radical change in the education system from the perspective of non-linearity and non-equilibrium, identify the causes that have prompted them, and provide a predictive assessment of the consequences of these trends.