International Journal of Science Annals, Vol. 8, No. 2, 2025 рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa EDITORIAL REVIEW ARTICLE Developing an Educational, Pedagogical and Teaching Logistics System for the Higher Education Ecosystem Authors’ Contribution: A – Study design; Pypenko I. S.1,2 DEF , Melnyk Y. B. 1,2 ABDEF B – Data collection; C – Statistical analysis; 1 Kharkiv Regional Public Organization “Culture of Health”, Ukraine D – Data interpretation; 2 Scientific Research Institute KRPOCH, Ukraine E – Manuscript preparation; F – Literature search; Received: 14.09.2025; Accepted: 16.10.2025; Published: 25.12.2025 G – Funds collection Abstract Background and Contemporary realities are rapidly changing the education landscape. Aim of Study: Developing scientific methodology, theory and technologies, including digitalisation and artificial intelligence, requires us to rethink the organisation of the educational process in terms of implementing a logistics system. The aim of the study: to substantiate the interconnection and mutual influence of educational, pedagogical and teaching logistics as elements of the logistics system, and to develop a model of the logistics system of developing the higher education ecosystem. Material and Methods: The present study employed a systems approach methodology and a complex of theoretical research methods. A modelling method was used to develop a model of the logistics system of developing the higher education ecosystem. Results: The essence of the concepts of “educational logistics” and “pedagogical logistics” was clarified, and the concept of “teaching logistics” was introduced into scientific circulation. These concepts were considered for the first time as interconnected and interdependent elements of the logistics system with the possibility of integrating these elements into the higher education ecosystem. To develop the higher education ecosystem, a model of the logistics system containing educational, pedagogical and teaching logistics subsystems was created. Conclusions: The developed model reflects the role of influence for resource flows in achieving the goals of the structural and functional components of the logistics system, as well as the place of stakeholders within this system and the possibilities of using artificial intelligence in each of the educational, pedagogical, and teaching logistics subsystems. Implementing a model of the logistics system of developing the higher education ecosystem will optimise and increase the efficiency of the educational process. Keywords: educational logistics, pedagogical logistics, teaching logistics, interconnection and mutual influence of elements, logistics system model, higher education ecosystem Copyright: © 2025 Pypenko I. S., Melnyk Y. B. Published by Archives of International Journal of Science Annals DOI: https://doi.org/10.26697/ijsa.2025.2.3 Conflict of interests: The authors declare that there is no conflict of interests Peer review: Double-blind review Source of support: This research did not receive any outside funding or support Information about Pypenko Iryna Sergiivna (Corresponding Author) – https://orcid.org/0000-0001- the authors: 5083-540X; iryna.pipenko@gmail.com; Doctor of Philosophy in Economics, Affiliated Associate Professor, Secretary of Board, Kharkiv Regional Public Organization “Culture of Health”; Scientific Research Institute KRPOCH, Ukraine. Melnyk Yuriy Borysovych – https://orcid.org/0000-0002-8527-4638; Doctor of Philosophy in Pedagogy, Affiliated Associate Professor; Chairman of Board, Kharkiv Regional Public Organization “Culture of Health” (KRPOCH); Director, Scientific Research Institute KRPOCH, Ukraine. 5 International Journal of Science Annals, Vol. 8, No. 2, 2025 рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa Introduction Implementing a logistics system in universities Issues related to the implementation of logistics systems significantly impacts the entire specialist training in higher education were discussed in publications by system. This logistics system enables increased Erturgut (2016) and Grala and Jałowiec (2024). efficiency and optimised operations by providing Waller et al. (2008) identified four key macro- structured planning and supply chain management. This environmental factors impacting the current state of ensures that the diverse academic requirements of logistics education: an increase in logistics education stakeholders are met. programmes, a limited supply of logistics-trained This process is characterised by significant changes in faculty, changes to content requirements and a changing pedagogical theory and practice, with the introduction of teaching environment. new approaches, categories and concepts. In collaboration with secondary schools in the The concepts of “pedagogical logistics”, “educational Netherlands, research was conducted into new logistics logistics”, “evolutionary pedagogical logistics”, etc. are methods to organise personalised learning. Bakir et al. becoming increasingly widespread in modern scientific (2011) argue that the data obtained in the course of publications. These concepts have many formulations, logistics research can be applied in an educational depending on the characteristics on which authors base context. School representatives emphasise the need for their understanding, and their vision for optimising the new, fundamental research into developing logistics educational process. This situation leads to a models that prioritise people. The authors (SURF, 2013) misunderstanding of the essence of these concepts, with developed a model of educational logistics through joint insignificant features being isolated and these concepts activities with educational institutions. They believe this being used as synonyms. model helps to make educational logistics more Therefore, the current task is to distinguish between and understandable and concrete. This model visualises the clarify the essence of the concepts of “educational interrelationships between topics such as educational logistics”, “pedagogical logistics” and “training development, planning, certification and assessment. logistics”, and to determine how they are The educational logistics model enables teachers, interconnected. service providers, policymakers and educational Analysis of contemporary scientific publications and institution administrators to initiate discussions about research on educational logistics has revealed that this the importance of educational logistics within their concept is not currently clearly defined or understood. institutions, allowing them to capitalise on opportunities Educational logistics encompasses the processes, in this area. systems and information flows that facilitate the Previous studies have examined the current state of streamlining of education at universities of applied digital education and learning in logistics, focusing on sciences, from educational development to certification. the integration of advanced technologies such as When educational institutions start to embrace blockchain, virtual reality, digital twins and artificial flexibility and make different choices about how they intelligence (Abdillah & Wahyuilahi, 2025; Melnyk & organise education, this inevitably leads to changes in Pypenko, 2020; Santhi & Muthuswamy, 2022). educational logistics (SURF, 2013b). Gonzalez-Mingot and Marin (2025) found that Skoroogatova (2010) argues that educational logistics is educational technology ecosystems could be employed a branch of service logistics as a concept of managing to examine issues relating to the governance of public human flows in all economic spheres, involving the education and the key stakeholders in digital education. management of flows of those who teach and those who Smart logistics is changing the very concept of logistics learn. management. Therefore, the efficiency of logistics According to Shevchenko (2008), educational logistics operations in higher education can be improved by using was defined as a set of principles for optimising information and communication technologies and processes within educational systems and structures. artificial intelligence (Feng & Ye, 2021; Melnyk & The term “pedagogical logistics” is most commonly Pypenko, 2025; Wang et al., 2019). used in Eastern Europe. A study by Khistyeva and Pocsova (2024) examined Livshits (2007) used the terms “psychologised logistics strategies that combine PUSH directive pedagogical logistics” and “evolutionary pedagogical strategies, which focus on structured guidance, with logistics”. In this case, evolutionary pedagogical PULL research methods, which focus on student logistics manages the flow of knowledge, evolutionary initiative. pedagogical psychology, evolutionary learning, Lukman et al. (2021) analysed how sustainable evolutionary health, evolution, information and development topics had been integrated into logistics- equipment. oriented curricula at European universities. In general, Although the term “teaching logistics” appeared in logistics study programmes across Europe do not offer English-language scientific publications (Carravilla & enough flexibility to keep up with recent research and Oliveira, 2004), to date, only one specific definition has development trends, except at universities in the most been introduced into scientific circulation, by Melnyk developed and innovative European countries, such as and Pypenko (2017b). Germany, Denmark and the Netherlands. 6 International Journal of Science Annals, Vol. 8, No. 2, 2025 рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa Recent findings show that the digitalisation of society as significant potential of these models when accounting a whole, as well as the education systems being for the variations that comprise the system. implemented in various countries, is of great importance Logistics models, such as logistics business process for the development of the higher education ecosystem models, logistics system models, logistics flow models, (Degen et al., 2025; Pypenko & Melnyk, 2021; Siyal, logistics chain models and logistics regression models, 2025; Xalxo et al., 2025). are widely used in many different areas of human The situation caused by COVID-19 has been found to activity. However, at the present stage, the logistics have had a significant positive impact on the model (logistics system model) in higher education has digitalisation of higher education and all its stakeholders not yet been developed, substantiated, or empirically (Komljenovic et al., 2025; Melnyk et al., 2022; Mifsud tested. & Orucu, 2025). The aim of the study. To substantiate the interconnection Wu et al. (2025) have studied the use of artificial and mutual influence of educational, pedagogical and intelligence (AI) in the educational ecosystem for teaching logistics as elements of the logistics system, analysing stakeholder activities. and to develop a model of the logistics system of Nguyen (2025) examined how AI should be integrated developing the higher education ecosystem. into higher education, and which ethical and pedagogical principles should guide its use by Materials and Methods educational stakeholders. The present study employed the systems approach The study by Baig and Yadegaridehkordi (2025) methodology, as well as the following theoretical examines how education stakeholders behave with research methods: deduction and induction; analysis and regard to the ongoing use of GenAI systems in higher synthesis; abstraction; comparison; generalisation; education, and evaluates their satisfaction with these systematisation. systems. The modelling method was used to develop a model of An analysis of previous studies indicates that AI is the logistics system for the higher education ecosystem becoming a revolutionary factor in the developing of developing. higher education (Melnyk & Pypenko, 2024). Not only can AI improve learning outcomes, it can also improve Results and Discussion the management of educational resources (Khan et al., An analysis of scientific publications revealed that the 2025). This could help ensure the long-term term “pedagogical logistics” does not have an sustainability of higher education. established definition. Furthermore, it has been replaced Several studies have demonstrated the widespread use by other concepts, such as “educational logistics”, of AI in predicting and influencing students’ academic “psychologised pedagogical logistics”, “evolutionary performance (Johora et al., 2025; Merino-Campos, pedagogical logistics”, etc. We believe that some of 2025). these terms are more “high-ranking”, and that others are Certain publications have largely indicated that training derived from them. Additionally, these concepts are specialists at universities based on the implementation closely interrelated in terms of their characteristics, of logistics potential can not only improve the quality of which scientists sometimes interpret based on the education and prepare more competent specialists in the paradigms and concepts of their research. This caused field of logistics, but also contribute to bringing considerable confusion regarding their essence, university educational models into line with industry hindering their further categorisation. requirements (Drejeris et al., 2024; Liu, 2024; Melnyk As pedagogical logistics is emerging as an in-demand & Pypenko, 2017a; 2020; Pacheco-Velazquez et al., interdisciplinary field of study in various areas of 2025). education, it is important to distinguish and clarify the We believe that utilising the potential of stakeholders essence of these concepts. and incorporating AI into the logistics system will The conceptual and terminological apparatus of improve planning and management efficiency, thereby pedagogical logistics as a scientific direction began to enhancing the synergistic effect. take shape at the beginning of the first decade of this Therefore, there is a need to substantiate a model of a century and is still being formed. Today, it is based on logistics system for the development of the higher concepts borrowed from scientific fields such as education ecosystem, in which stakeholders and AI pedagogy (education, pedagogical system, pedagogical should be represented in all elements of the logistics technology, etc.), psychology (motivation, attitude, system. action, etc.), economics (logistics, marketing, etc.), and Modern higher education institutions actively use AI- management (organisation, management, etc.). based models in their development and application The term “pedagogical logistics” consists of two term- (Aiwa & Hongwei, 2024). Using such models elements, and, in terms of content, it should be broken significantly increases students’ interest in and down into several concepts. The main concepts of engagement with learning, and contributes to their pedagogy are upbringing, teaching, developing and success. education. Rodrigues et al. (2025) investigated the possibilities of The etymology of the word “pedagogy” has ancient modelling reduction scenarios and managing logistics Greek origins (paidos – child and iago – to lead, to costs in higher education institutions. They highlight the educate). 7 International Journal of Science Annals, Vol. 8, No. 2, 2025 рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa The word “pedagogue” (paidagōgos – educator, mentor) concept as interrelated and interdependent with means a person who has special training and is engaged educational and teaching logistics. Together, these three in teaching and educational work; a teacher or lecturer. elements constitute the logistics system. This will enable The etymology of the word “logistics” also comes from these subsystems to be integrated into a more global ancient Greek (logos – mind; log – thinking; logo – to higher education ecosystem. think, to reason; logismos – calculation, reflection, plan; We believe that the concept of “educational logistics” logistea – the art of practical calculation), meaning “the ranks higher than the concept of “pedagogical logistics”. art of reasoning, calculating”. Following the above laws of logic in organising and Analysing the concepts of “pedagogy” and “logistics” constructing the concept, we will give it a definition. enabled us to identify their essential features, based on Educational logistics is the field of education that which the concept of “pedagogical logistics” was determines the overall strategy for its purpose, clarified. forecasting and developing, its specific projecting and Pedagogical logistics is a branch of pedagogy that planning, predicting results, as well as setting standards reveals tactics for taking into account the interaction of that fit educational goals. resources and the realisation of management models We believe that teaching logistics is a lower-ranking aimed at optimising and improving the effectiveness of concept than pedagogical logistics. As this term had not the educational process. been used in any publications prior to our study (Melnyk In defining the essence of the concept of pedagogical & Pypenko, 2017a), we will define it. logistics, we firstly considered the laws of logic in Teaching logistics is a method of organising teaching systematisation and secondly took into account “lexical” that reflects the process of mastering teaching material factors in unification. within a subject, topic or issue; requires special The parameter of term formation (derivation) also organisation for the content, forms and methods of becomes important when clarifying the concept. This is teaching. the ability to form concepts (terms) of subsequent levels, Examples of educational logistics include the concept of higher and lower in rank, from a concept (term) of the education, the educational system and educational same rank and level. technology. So, we have identified the essential and non-essential Examples of pedagogical logistics include the model of features of the concept of pedagogical logistics. The personality-oriented teaching, modular or problem- essential generic feature is “a branch of pedagogy”, the based learning, etc. essential distinctive feature is “that reveals tactics for Examples of teaching logistics include specific forms, taking into account the interaction of resources and the methods and techniques for organising teaching to realisation of management models”, and the non- ensure the effective assimilation of curriculum material essential features are “aimed at optimising and on a subject, topic or issue, such as: “Lesson – improving the effectiveness of the educational process”. immersion in the culture of the era ...”, “Seminar – The identified non-essential features of this concept theoretical conference”, etc. open up prospects for researching numerous ways and Figure 1 shows the interconnection and mutual influence conditions to optimise and improve the effectiveness of of educational, pedagogical and academic logistics as the educational process. elements of the logistics system for developing the It should be noted that, unlike all existing definitions of higher education ecosystem. pedagogical logistics, we are the first to consider this Figure 1 The Interconnection and Mutual Influence of Educational, Pedagogical and Academic Logistics as Elements of the Logistics System Note. The dotted lines represent the mutual influence of elements of the logistics system, which are interconnected and influence each other. Therefore, educational logistics is the foundation for forecasts developments, provides designs and plans, pedagogical and teaching logistics. Educational logistics predicts results and establishes educational standards. determines the overall strategy for appointments, Pedagogical logistics reflects the educational and 8 International Journal of Science Annals, Vol. 8, No. 2, 2025 рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa management processes within an educational institution, - Technical and technological resources: educational combining the content, forms and means of each opportunities and their characteristics within institutions process. This allows it to be a link between educational of the higher education ecosystem, and the availability standards and strategies, and the specific method that a of equipment, technologies and scientific achievements. teacher/lecturer uses in their teaching activities. - Spatial resources: the territory of institutions in the The concepts discussed and clarified above represent a higher education ecosystem, the location of lecture halls, synthesis of achievements in pedagogy, logistics, laboratories, libraries, and so on, as well as the economics, marketing and other sciences generated by possibility of expanding them. social and technical progress. The concepts we have In logistics, the following types of resource flow are presented should not be regarded as dogma. They are distinguished: one of the options that require a creative approach, - depending on the type of systems connected by the involving comparison with your own knowledge and flow: horizontal and vertical; experience. - depending on the place of passage: external and After examining the various concepts of “educational internal; logistics”, “pedagogical logistics” and “teaching - depending on the direction in relation to the logistics logistics”, we have developed the following conceptual system: incoming and outgoing; models to define them: - depending on the type of information carrier: paper, - “educational model”; electronic, mixed; - “psychological and pedagogical model”; - depending on density: low-intensity, medium- - “biosocial model”; intensity, high-intensity; - “cybernetic model”; - depending on frequency: regular, operational, random, - “information model”. online, offline. Research on this topic has enabled us to formulate The flow of information resources may precede the flow theoretical and methodological requirements for of other resources (financial, technical, technological, implementing a logistics system of developing the labour, etc.), proceed simultaneously with them, or higher education ecosystem: follow them. - systematicity (the logistics of the higher education At the same time, the information flow can be directed ecosystem should have all the characteristics of a both in one direction with other resource flows and in system); the opposite (counter) direction: - logicality (interconnection and subordination of all its - The advance information flow in the opposite components); (counter) direction usually contains information about - integrity (unity and interdependence of all its the demand for higher education specialists in society. components); - The advance information flow in the direct direction - efficiency (the ratio of resources spent to results provides advance notice of available specialist training obtained); in a particular field. - optimality (correspondence of tasks to conditions); - Information about the quantitative and qualitative - manageability (the ability to manage results during parameters of the flow of financial, labour, technical, implementation); technological and other resources is transmitted directly - reproducibility (the possibility of application by other alongside the flow of these resources. entities). - Following the flow of resources in the opposite In accordance with the clarifications made, and to (counter) direction, information may be shared about the substantiate the content and direction of resource flows number of applicants enrolled and young specialists within the higher education ecosystem, we will now graduating, in terms of quantity and/or quality. consider the components of resources. In logistics systems, the flow of resources often runs - Information resources: a combination of information ahead of or falls behind that of other resources. These (data) that comes to higher education institutions from flows also have a specific vector correspondence the surrounding environment, accumulates in the feature: they can be either unidirectional or internal environment, as well as the possibility of multidirectional. disseminating information about higher education Due to the variety of elements involved, resource flows institutions in society (media, information packages, can be considered complex, interconnected systems. etc.). The following parameters should be introduced into the - Financial resources: the state of the assets and resource flow system: time, space, quantity, quality, liquidity of institutions in the higher education form and value. ecosystem. The processes of transforming resource flows in - Human resources: the qualifications and adaptability response to changes in parameters such as space, time, of academic and teaching staff at higher education form and properties can be considered the institutions to the demands of society. implementation of a set of logistical functions. - The resources of the organisational management Conversely, implementing logistics functions achieves structure: the character and flexibility of the leadership the necessary transformation of resource flows in terms of institutions in the higher education ecosystem, the of their spatial, temporal, qualitative and other speed of management influence. characteristics. 9 International Journal of Science Annals, Vol. 8, No. 2, 2025 рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa In order to comply with the principles of management determines the level of efficiency of the logistics system and optimise resource flows within the subsystems of in the higher education ecosystem as a whole. the logistics system, new methods and criteria must be This allows us to develop a model of the logistics system developed to evaluate their performance. The degree of of developing the higher education ecosystem consistency between different flow processes largely (Figure 2). Figure 2 A Model of the Logistics System of Developing the Higher Education Ecosystem 10 International Journal of Science Annals, Vol. 8, No. 2, 2025 рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa Taking a systems approach to substantiating the model of subject, topic or issue; requires special organisation for the logistics system of developing the higher education the content, forms and methods of teaching. ecosystem has enabled us to identify three subsystems: The interconnection and mutual influence of educational, educational logistics, pedagogical logistics, and teaching pedagogical and training logistics as elements of the logistics. logistics system were substantiated. Using a systems approach methodology to substantiate The following conceptual models were proposed to this model allowed us to identify the structural and define these concepts: “educational model”, functional components in these subsystems that are based “psychological and pedagogical model”, “biosocial on similar components of the model of higher educational model”, “cybernetic model”, and “information model”. ecosystem (Melnyk & Pypenko, 2025). This opens up prospects for further theoretical and The pedagogical logistics subsystem is represented by methodological research into numerous means and structural components (universities, faculties, conditions for optimising and improving the departments, institutes, centres, etc.). The entities of this effectiveness of the educational process. subsystem have objectives that are implemented in the Theoretical and methodological requirements for teaching logistics subsystem with the involvement of implementing a logistics system of developing the higher stakeholders. education ecosystem were formulated. The stakeholders in the logistics system of the higher The composition of the logistics system's resource flow education ecosystem may include students, teachers and (including labour, information, organisational employers (Melnyk et al., 2015; Pypenko et al., 2020). management structure, technical and technological The teaching logistics subsystem is represented by resources, and spatial and financial resources) was functional components, which are divided into two established and characterised. The types and directions of groups: internal functioning and external functioning. resource flow were identified in order to optimise the use The internal functioning components include educational of all types of resource. This made it possible to content, teaching methods and forms, the assessment of substantiate a model of the logistics system of developing learning outcomes and the administration of educational the higher education ecosystem. services. The developed model includes subsystems of educational External functioning components include academic logistics, pedagogical logistics and teaching logistics. achievements, such as levels of knowledge, skills, and This model reflects the role of influence for resource competencies. flows in achieving the goals of the structural and There are both direct and indirect (feedback) functional components of the logistics system, as well as relationships between functional components. This the place of stakeholders within this system and the makes the process more flexible and manageable, possibilities of using artificial intelligence in each of the enabling you to achieve the intended outcome of educational, pedagogical, and teaching logistics operating the logistics system. subsystems. Implementing a model of the logistics Using artificial intelligence can increase the effectiveness system of developing the higher education ecosystem of implementing this model in practice. will optimise and increase the efficiency of the The logistics system of developing the higher education educational process. ecosystem is significantly influenced by information The present study does not cover all aspects of the issue resources, financial resources, human resources, spatial of implementing a logistics system for the higher resources, technical and technological resources, and the education ecosystem. Further research should focus on organisational management structure (resource flows). developing strategies and technologies to implement a These resources are the basis and driving force for the logistics system across the various levels of the higher implementation of a logistics system of developing the education ecosystem. higher education ecosystem. Ethical Approval Conclusions Research procedure used in the study is approved by the Based on the analysis of contemporary scientific Committee on Ethics and Research Integrity of the publications and research on pedagogical logistics, the Scientific Research Institute KRPOCH (protocol essence of the concepts of “educational logistics” and no. 026-3/SRIKRPOCH dated 10.08.2024). “pedagogical logistics” was clarified, and the concept of Funding Source “teaching logistics” was introduced into scientific This research did not receive any outside funding or circulation. Unlike all existing studies to date, these support. concepts were considered for the first time as interconnected and interdependent elements of the References logistics system with the possibility of integrating these Abdillah, M. R. N., & Wahyuilahi, M. (2025). elements into the higher education ecosystem. Transforming logistics education in higher The term “teaching logistics” was introduced into institutions: The role of digital technologies in scientific circulation, and the essence of this concept was global training contexts. Sinergi International defined – a method of organising teaching that reflects Journal of Logistics, 3(1), 29–42. the process of mastering teaching material within a https://doi.org/10.61194/sijl.v3i1.737 11 International Journal of Science Annals, Vol. 8, No. 2, 2025 рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa Aiwa, H., & Hongwei, T. (2024). Model construction and Studies in Sociology of Education, 34(4), 411– application of artificial intelligence in improving 437. https://doi.org/10.1080/09620214.2024.2442960 the efficiency of ideological and political Grala, D., & Jałowiec, T. (2024). Dilemmas of measuring education. In J. Wu (Ed.), Artificial Intelligence, the effectiveness of logistics personnel training in Deep Learning and Neural Networks conference the military higher education system. Systemy proceeding (pp. 126–131). IEEE. Logistyczne Wojsk – Military Logistics Systems, https://doi.org/10.1109/AIDLNN65358.2024.00028 60(1). https://doi.org/10.37055/slw/193855 Baig, M. I., & Yadegaridehkordi, E. (2025). Factors Khan, S., Mazhar, T., Shahzad, T., Khan, M. A., influencing academic staff satisfaction and Rehman, A. U., Saeed, M. M., & Hamam, H. continuous usage of generative artificial (2025). Harnessing AI for sustainable higher intelligence (GenAI) in higher education. education: Ethical considerations, operational International Journal of Educational Technology efficiency, and future directions. Discover in Higher Education, 22(1), Article 5. Sustainability, 6(1), Article 23. https://doi.org/10.1186/s41239-025-00506-4 https://doi.org/10.1007/s43621-025-00809-6 Bakir, I., van Foreest, N., & Alvarez, J. L. (2011). Khistyeva, D., & Pócsová, J. (2024). Dual Lex: Applying Logistics in schools: Educational logistics for logistics strategies in the educational process. personalised learning project. Centre for Frontiers Education, 9, Article 1407861. Operational Excellence. https://doi.org/10.3389/feduc.2024.1407861 https://www.rug.nl/cope/projecten/onderwijslogi Komljenovic, J., Birch, K., Sellar, S., Bergviken stiek?lang=en Rensfeldt, A., Deville, J., Eaton, C., & Carravilla, M. A., & Oliveira, J. F. (2004). Teaching Williamson, B. (2025). Digitalised higher logistics without formal classes: A case study. education: Key developments, questions, and European Journal of Engineering Education, concerns. Discourse: Studies in the Cultural 29(4), 571–580. Politics of Education, 46(2), 276–292. https://doi.org/10.1080/03043790410001711289 https://doi.org/10.1080/01596306.2024.2408397 Degen, K., Lutzens, R., Beschorner, P., & Lucke, U. Liu, C. (2024). Discussion on the reform of practical (2025). Public education data at the crossroads of teaching of logistics management in colleges and public and private value creation: Orchestration universities. The Educational Review, USA, 8(2), tensions and stakeholder visions in Germany’s 336–339. http://dx.doi.org/10.26855/er.2024.02.026 emerging national digital education ecosystem. Livshyts, V. L. (2007). Pedahohichna lohistyka Electronic Markets, 35, Article 19. [Pedagogical logistics]. Polisvetie, 1, 72–79. https://doi.org/10.1007/s12525-024-00752-w http://nbuv.gov.ua/ Drejeris, R., Katinienė, A., Vaičiūtė, K., & Čiutienė, R. Lukman, R. K., Omahne, V., Sheikh, L. T., & Glavič, P. (2024). Model for assessing engineering (2021). Integrating sustainability into logistics competencies of logistics specialists in transport oriented education in Europe. Sustainability, organisations. Engineering Management in 13(4), Article 1667. Production and Services, 16(3), 56–74. https://doi.org/10.3390/su13041667 https://doi.org/10.2478/emj2024-0024 Melnyk, Yu. B., Prokopenko, Y. O., & Stadnik. A. V. Erturgut, R. (2016) Logistics education in higher (2015). Mozhlyvosti pedahohichnoi lohistyky i education in 21st century: New trends and novi neirobiolohichni pidkhody [The possibilities opportunities. In L. Gómez Chova, A. López of pedagogical logistics and new neurobiological Martínez, & I. Candel Torres (Eds.), Proceedings approaches]. Aktualni pytannia osvity i nauky – of 9th annual International Conference of Current issues of education and science (pp. 127– Education, Research and Innovation (pp. 3144– 130). KRPOCH. 3149). IATED Academy. https://doi.org/10.26697/9789669726056.2015.127 https://doi.org/10.21125/iceri.2016.1701 Melnyk, Yu. B., & Pypenko, I. S. (2024). Artificial Feng, B., & Ye, Q. (2021). Operations management of intelligence as a factor revolutionizing higher smart logistics: A literature review and future education. International Journal of Science research. Frontiers of Engineering Management, Annals, 7(1), 8–16. 8, 344–355. https://doi.org/10.1007/s42524-021- https://doi.org/10.26697/ijsa.2024.1.2 0156-2 Melnyk, Yu. B., & Pypenko, I. S. (2020). How will Johora, F. T., Hasan, M. N., Rajbongshi, A., blockchain technology change education future?! Ashrafuzzaman, M., & Akter, F. (2025). An International Journal of Science Annals, 3(1), 5– explainable AI-based approach for predicting 6. https://doi.org/10.26697/ijsa.2020.1.1 undergraduate students academic performance. Melnyk, Y. B., & Pypenko, I. S. (2025). Implementing of Array, 26, Article 100384. artificial intelligence in a higher educational https://doi.org/10.1016/j.array.2025.100384 ecosystem. International Journal of Science Gonzalez-Mingot, S., & Marín, V. I. (2025). Edtech Annals, 8(1), 13–20. ecosystems in education: Catalan educators’ https://doi.org/10.26697/ijsa.2025.1.1 perspectives on digital actors. International 12 International Journal of Science Annals, Vol. 8, No. 2, 2025 рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa Melnyk, Yu., & Pypenko, I. (2017a). Innovative potential Logistics, 6(1), Article 15. of modern specialist: The essence and content. In https://doi.org/10.3390/logistics6010015 Yu. B. Melnyk (Ed.), Psychological and Rodrigues, G. O., de Cristo, E. M., Simonetto, E. de O., Pedagogical Problems of Modern Specialist & Aragão, P. B. R. (2025). Computer modelling Formation (pp. 9–16). ANAGRAM; KRPOCH. for evaluation of logistic cost scenarios in a higher https://doi.org/10.26697/9789669726094.2017.9 education institution. Revista Gestão & Melnyk, Yu. B., & Pypenko, I. S. (2017b). Sutnist i Tecnologia, 25(3), 178–191. vzaiemozviazok poniat “osvitnia lohistyka”, https://doi.org/10.20397/2177-6652/2025.v25i3.2814 “pedahohichna lohistyka” ta “navchalna Shevchenko, N. V. (2008). Osobennosti obrazovatelnoj lohistyka” [The essence and interrelation of the logistiki v sisteme konstruirovanija karery concepts “educational logistics”, “pedagogical [Features of educational logistics in the career logistics” and “teaching logistics”]. Aktualni development system]. Bulletin of the pytannia osvity i nauky – Current issues of International Slavic University, 11(1), 28–33. education and science (pp. 9–17). KRPOCH. http://nbuv.gov.ua/ https://doi.org/10.26697/9786177089000.2017.9 Skoroogatova, T. N. (2010). Obrazovatelnaia lohystyka: Melnyk, Yu. B., & Pypenko, I. S. (2018). Training of sushchnost y mesto v servysnoi lohystyke future specialists in higher education institutions. [Educational logistics: Essence and place in International Journal of Science Annals, 1(1-2), service logistics]. Scientific Notes of V. I. 4–11. https://doi.org/10.26697/ijsa.2018.1-2.01 Vernadsky Taurida National University, 23(3), Melnyk, Yu. B., Stadnik, A. V., Pypenko, I. S., Kostina, 280–285. http://nbuv.gov.ua/ V. V., & Yevtushenko, D. O. (2022). Impact of SURF. (2013a). Educational logistics model. COVID-19 on the social and psychological state https://www.surf.nl/en/educational-logistics-model- of athletes. The Journal of Sports Medicine and make-educational-logistics-concrete-and-clear Physical Fitness, 62(2), 297–299. SURF. (2013b). Flexible education organisation: https://doi.org/10.23736/S0022-4707.21.12401-6 Educational logistics. Merino-Campos, C. (2025). The impact of artificial https://www.surf.nl/en/themes/flexible- intelligence on personalized learning in higher education-organisation/educational-logistics education: A systematic review. Trends in Higher Xalxo, P. V., Kindo, J., & Kachhap, P. (2025). Online Education, 4(2), Article 17. education ecosystem – Exploring the challenges https://doi.org/10.3390/higheredu4020017 and opportunities. European Journal of Mifsud, D., & Orucu, D. (2025). The experience of Education, 60(2), Article e70085. imposed digitalization of education provision https://doi.org/10.1111/ejed.70085 across sectors: Comparative autoethnographic Waller, M., Gravier, M. J., & Farris, M. T. (2008). An experiences through a Foucauldian lens. analysis of logistics pedagogical literature: Past European Educational Research Journal. and future trends in curriculum, content, and https://doi.org/10.1177/14749041251319823 pedagogy. The International Journal of Logistics Pypenko, I. S., & Melnyk, Yu. B. (2021). Principles of Management, 19(2), 233–253. digitalisation of the state economy. International https://doi.org/10.1108/09574090810895979 Journal of Education and Science, 4(1), 42–50. Wang, B., Geng, Y., & Zhang, Z. (2019). Applying https://doi.org/10.26697/ijes.2021.1.5 genetic algorithm to university classroom Pypenko, I. S., Maslov, Yu. V., & Melnyk, Yu. B. (2020). arrangement problem. Journal of Physics: The impact of social distancing measures on Conference Series, 1325(1), Article 012157. higher education stakeholders. International https://doi.org/10.1088/1742-6596/1325/1/012157 Journal of Science Annals, 3(2), 9–14. Wu, D., Zhang, X., Wang, K., Wu, L., & Yang, W. https://doi.org/10.26697/ijsa.2020.2.2 (2025). A multi-level factors model affecting Raja Santhi, A., & Muthuswamy, P. (2022). Influence of teachers’ behavioral intention in AI-enabled Blockchain technology in education ecosystem. Educational Technology manufacturing supply chain and logistics. Research and Development, 73(1), 135–167. https://doi.org/10.1007/s11423-024-10419-0 Cite this article as: Pypenko, I. S., & Melnyk, Y. B. (2025). Developing of an educational, pedagogical and teaching logistics system for the higher education ecosystem. International Journal of Science Annals, 8(2), 5–13. https://doi.org/10.26697/ijsa.2025.2.3 The electronic version of this article is complete. It can be found online in the IJSA Archive https://ijsa.culturehealth.org/en/arhiv This is an Open Access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (http://creativecommons.org/licenses/by/4.0/deed.en). 13