PERSONALIZED ACCESS TO THE EDUCATIONAL AND ADMINISTRATIVE SERVICES OF THE UNIVERSITY BASED ON THE STUDENT’S DIGITAL IDENTITY IN THE EUNI SYSTEM
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The article is devoted to the study of personalized access to the educational and administrative services of the university based on the student’s digital identity in the context of the digital transformation of higher education. The relevance ofthe topic is due to the growing role of digital platforms in ensuring the quality of the educational process, increasing the transparency of university procedures, and supporting the individual educational trajectory of students. In modern higher education institutions, the problem of fragmentation of digital services still persists, which complicates navigation in the educational environment and reduces the effectiveness of the use of digital tools by students.The article substantiates that a student’s digital identity serves as the basis for integrating educational, communication, and service components within a unified digital space of the university. It shows that personalized access is not limited to the authorization procedure, but is formed as a context of interaction that determines the relevance of services, the content of available information, and the limits of use of educational and administrative functions in accordance with the student’s role and academic parameters. The role of the digital account, integrated class schedule, learning outcomes, consultation chat assistant, and service modules in improving the organization of learning activities and reducing organizational barriers to participation in the educational process is analyzed.The empirical part of the study is based on the results of the pilot implementation of the EUni system at the private higher education institution “European University” in September–October 2025. The data obtained showed positive dynamics in terms of students’ learning activity and academic performance, in particular, an increase in the average final grade, regularity of class attendance, timeliness of assignment submission, and self-monitoring of results. It is summarized that the implementation of a personalizeddigital environment contributes to improving the efficiency of the educational process and corresponds to the logic of a service-oriented university model. The practical value of the article lies in the possibility of using the results obtained for the design and improvement of digital platforms in higher education institutions.
