The introduction of electronic educational technologies is a long-term development gradient aimed at "sustainability" of higher education in a changing environment. However, the forced rapid transition to distance learning technologies has led the leadership of Russian universities to understand the need for priority steps in line with on-line technologies. The object of this research is the "digital landscape" of higher education. This paper examines aspects of the transition to remote technologies and assesses the consequences of remote interaction formats in higher education. Most universities are only at the initial stage of informatization. The extreme conditions during the pandemic showed that both University leaders and teachers would have to rethink the situation with distance education. The paper shows that the sequence of steps for setting a university on "digital rails" is of great importance: organizational processes, data collection and analysis, reporting systems, cybersecurity, providing teachers with "soft skills". During the development of remote technologies, problems of socio-professional and technical nature were identified: stressful nature, depreciation of the value character`s communication, students` reduced socialization, the phenomenon of "communication vacuum", disinterest and "resistance" of teachers, incorrect understanding of the on-line training` essence, technical and cyber risks, stress load on technical services. Based on the analysis of the Ural University experience, the authors showed that an optimally built system can not only withstand extreme loads, remain stable, but also successfully develop. The forced experiment with remote technologies also revealed positive aspects: "leveled" geographical boundaries, updated metrics with digital "track" students, simplify the perception of educational content, expanded partnership of the university with stakeholders, there were significant energy savings, material resources and the depreciation of the auditorium fund, saving personal time and material resources, possibilities for export of educational services. Based on the analysis of the Ural University` experience, the authors offer directions for development of organizational, socio-professional and technical nature.