Immersive Communication Platforms as an Enabler of Academic Mobility in the Context of Military Risks and Globalization Transformations

Abstract

The article reveals a set of theoretical and applied issues related to the institutionalization of immersive communication platforms as an enabler of academic mobility amid military risks and globalization transformations. It is substantiated that the transformation of the current educational environment is taking place under the influence of the digitalization of public administration, security-related challenges (local and international conflicts), and other restrictions (such as the COVID-19 pandemic), which necessitates a reconsideration of the traditional model of international academic mobility. It is demonstrated that the physical mobility of students and academic staff is gradually losing its status as the only form of integration into the global educational environment, while the need for sustainable digital mechanisms of transnational cooperation is becoming increasingly relevant. Emphasis is placed on the conceptualization of immersive communication platforms as an infrastructural element of the research & education system capable of providing the effect of shared presence regardless of the participants’ geographical location. It is substantiated that the integration of 3D visualization and audio interaction technologies into the information and communication infrastructure of higher education institutions creates prerequisites for maintaining the continuity of academic processes, supporting international partnerships, and minimizing risks associated with physical mobility under martial law. It is shown that the effectiveness of such platforms depends on the systematic nature of their implementation, regulatory and legal formalization, and organizational integration into the governance models of educational institutions. Based on the analysis of current trends in the digital transformation across public administration domains, the expediency of shifting from an instrumental understanding of digital services to their institutional recognition as a full-fledged enabler of academic mobility is substantiated. It is concluded that immersive communication platforms should be regarded not as a variant of distance learning but as a structural component of the globalized system of research and education, ensuring the adaptability, resilience, and competitiveness of the national educational system in the face of military threats and increasing international integration.