Abstract
Digitalisation is penetrating higher education (HE) in Russia. The study explores how three Russian universities have been integrating the Skyes digital learning platform to transform English as a foreign language (EFL) educational practices. The article outlines the main characteristics of the platform, recounts the steps in adopting the technology and addresses the emerging changes to learning and teaching. Students' and teachers' perceptions are examined to review the implementation process. The research is designed as a case study; the methods used are semi-structured interviews and online questionnaires. The study framework combines the Technological Pedagogical Content Knowledge (TPACK) model and the Substitution, Augmentation, Modification, and Redefinition (SAMR) model for a holistic approach to investigating innovation integration in a university setting. TPACK is used to analyse the changes associated with teachers' knowledge of technology, pedagogy and content. SAMR helps to reflect on the current use of the platform showcasing technology integration along substitution, augmentation and modification levels. Based on the findings, the paper discusses the factors influencing the implementation of the Skyes platform and proposes recommendations for its successful integration; they highlight the importance of motivation, feedback both from teachers and students, clear assessment of the learning outcomes, TPACK transformation plan and alignment between the innovation and educational regulations.