Disruptive technologies in higher education

In the scope of this study we observe the disruptive technologies which appear in the learning material of the higher education more and more frequently from the end of the 20th century, and we also investigate what effects the disruptive technologies have on the educational environment and the methods in the higher education. This article shows a remarkably good example of CogInfoCom, as during teaching the disruptive technologies the lecturers and the students do a close cooperative work in the digital environment suiting the digital life of Z and CE generations, where the humans and ICT are not separable on cognitive level. We also investigate how the disruptive (creative destructive) effect apply to the environment in the higher education. We are seeking answers to whether the new technologies transform the present model of the higher education and whether they replace the present educational methods and scenes. In an international survey we are looking for the answer to: in which phase of the Gartners Hype Graph the disruptive technologies appearing in the field of engineering are introduced in the higher education. We are trying to reveal the connections between the background causes and effects concerning the time when they appear in the educational material.