{"id":4456,"date":"2026-10-30T11:07:50","date_gmt":"2026-10-30T11:07:50","guid":{"rendered":"https:\/\/journal.rhetoric.bg\/?page_id=4456"},"modified":"2026-10-30T11:08:05","modified_gmt":"2026-10-30T11:08:05","slug":"rethinking-the-development-paradigm-in-higher-education-educational-communication-in-the-age-of-technological-transformation","status":"publish","type":"page","link":"https:\/\/journal.rhetoric.bg\/?page_id=4456","title":{"rendered":"Rethinking the Development Paradigm in Higher Education: Educational Communication in the Age of Technological Transformation"},"content":{"rendered":"

Rhetoric<\/strong>, <\/strong>Academic<\/strong>, <\/strong>and<\/strong> Pedagogical<\/strong> Communication<\/strong><\/p>\n

DOI 10.55206\/RKZC9552<\/p>\n

Mykola Chursin<\/strong><\/p>\n

Volodymyr Dahl East Ukrainian National University, Ukraine<\/p>\n

Email: Chursin2N@i.ua<\/p>\n

Halyna Shevchenko<\/strong><\/p>\n

Volodymyr Dahl East Ukrainian National University, Ukraine<\/p>\n

Email: shevchencko.gala@gmail.com<\/p>\n

TetianaAntonenko<\/strong><\/p>\n

Volodymyr Dahl East Ukrainian National University, Ukraine
\nEmail: tl. antonenko4@gmail.com<\/a><\/p>\n

Tetiana Zinovieva<\/strong><\/p>\n

Odesa Polytechnic National University<\/p>\n

Email: zinovieva@op.edu.ua<\/p>\n

<\/a>Abstract<\/strong>. This article critically re-examines the educational \u201cdevelopment paradigm\u201d as a foundational methodological assumption of higher education in the context of accelerating technological transformation and artificial intelligence. It is argued that the traditional understanding of development as an inherently positive educational objective requires critical reconsideration. It is demonstrated that human development, technological development, and educational development no longer represent convergent trajectories and therefore should be conceptualised as complementary yet analytically distinct dimensions. Based on theoretical analysis, comparative interpretation, and critical synthesis of interdisciplinary scholarship, the growing divergence between the exponential dynamics of technological innovation and the cognitive, ethical, and communicative capacities of human beings is examined. Particular attention is devoted to educational communication as the principal mechanism through which knowledge is co-constructed, meanings are negotiated, and human agency is sustained within technology-mediated learning environments. The concepts of sustainable development, limits to growth, limits of destruction, posthumanism, and technological singularity are analysed in relation to their implications for higher education. It is substantiated that technological innovation should be evaluated not solely in terms of efficiency and economic performance but also according to its contribution to human flourishing, ethical responsibility, and democratic participation. It is concluded that the educational \u201cdevelopment paradigm\u201d should be reconceptualised as a differentiated methodological framework integrating technological progress with human agency, communicative ecosystems, educational communication, and future-oriented education in an AI-mediated society.<\/p>\n

Keywords:<\/strong> higher education, educational \u201cdevelopment paradigm\u201d, pedagogical communication, AI-mediated communication, posthumanism, communicative ecosystems; future-oriented education.<\/p>\n

Rhetoric and Communications Journal, issue 69, October 2026<\/p>\n

Read the Original in English<\/strong><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Rhetoric, Academic, and Pedagogical Communication DOI 10.55206\/RKZC9552 Mykola Chursin Volodymyr Dahl East Ukrainian National University, Ukraine Email: Chursin2N@i.ua Halyna Shevchenko Volodymyr Dahl East Ukrainian National University, Ukraine Email: shevchencko.gala@gmail.com TetianaAntonenko Volodymyr Dahl East Ukrainian National University, Ukraine Email: tl. antonenko4@gmail.com Tetiana Zinovieva Odesa Polytechnic National University Email: zinovieva@op.edu.ua Abstract. This article critically re-examines the educational […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"footnotes":""},"class_list":["post-4456","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/journal.rhetoric.bg\/index.php?rest_route=\/wp\/v2\/pages\/4456","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/journal.rhetoric.bg\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/journal.rhetoric.bg\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/journal.rhetoric.bg\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/journal.rhetoric.bg\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=4456"}],"version-history":[{"count":2,"href":"https:\/\/journal.rhetoric.bg\/index.php?rest_route=\/wp\/v2\/pages\/4456\/revisions"}],"predecessor-version":[{"id":4458,"href":"https:\/\/journal.rhetoric.bg\/index.php?rest_route=\/wp\/v2\/pages\/4456\/revisions\/4458"}],"wp:attachment":[{"href":"https:\/\/journal.rhetoric.bg\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=4456"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}