The article discusses the problem of introducing innovations into the educational process of higher education. Psychological reasons for resisting innovations are analyzed, as well as the historical prerequisites for this phenomenon. The psychological and organizational features of higher education transition to the new stage of its development are scrutinized. The “digital model” as a new stage of higher education development includes the creation of the electronic information and educational environment of a university, the introduction of electronic online courses into the practice of educating students. The issue of how to prevent the situation, when the ideas of innovation slide down into narrow limits and begin to exist for themselves and the initial purpose of their introduction is lost, are discussed. Using the example of introducing innovations into the educational process of a university, the result of the implementation of the general trend towards “digitalization” of a university is shown. Its main stages are outlined, the key implementation difficulties at each stage are highlighted, and recommendations are given.