Integration of the Information and educational environments of the fundamental disciplines “Linear Algebra” and “Mathematical Analysis” into the system of professional education in technical and military universities using the Canvas and open EdX platforms

Abstract

In the modern context of the digital transformation of higher professional education, especially in technical and military universities, contradictions arise between traditional methods of teaching fundamental mathematical disciplines, such as linear algebra and mathematical analysis, and the need to increase student engagement through individualization and the use of digital tools. These disciplines form the foundation for engineering and specialized subjects, but the lecture–seminar system does not always ensure deep mastery of abstract material. The relevance of the study is determined by the need to create integrated information and educational environments (IEEs) based on the Canvas and Open edX platforms to adapt the educational process, increase motivation, and improve the effectiveness of training future engineers and officers. The aim of the work is to develop, test, and compare IEE models on these platforms to assess their impact on the quality of mathematical training. The methodological basis was a pedagogical experiment involving 240 first-year students of a technical university, divided into a control group (traditional learning) and two experimental groups (IEE on Canvas and Open edX). The content of the IEEs included theoretical modules, video lectures, interactive assignments, simulators, and forums. Assessment was carried out through entry, intermediate, and final testing; analysis of engagement using the platforms’ built-in tools; surveys; and statistical data processing (variance and correlation analysis). The results showed the initial homogeneity of the groups (average scores 64.78–65.12). At the intermediate stage in linear algebra, the experimental groups demonstrated an increase of 14.99–17.16% (compared to 5.63% in the control group), with a decrease in the proportion of unsatisfactory grades to 2.5–3.75%. The final exam revealed a total increase of 23.25–27.47% in the experimental groups (compared to 9.90%), with the proportion of excellent grades rising to 21.25–26.25%. The Open edX group led in academic performance and use of simulators (41.2 accesses), while Canvas promoted greater communication (4.15 posts per student). Discussion of the results confirms the superiority of IEEs over the traditional approach, with a strong correlation between engagement and academic performance. Open edX is more effective for individual practice of skills and algorithms, while Canvas excels in teamwork and flexibility. Implementation reduces the variance in academic performance, contributing to leveling the preparation. The conclusions emphasize the strategic value of digital environments for modernizing education in technical and military universities, with a recommendation to choose the platform depending on the priority competencies.