The article presents a problem-projective study, which is aimed at pedagogical modeling of the introduction modern ICT in the university educational process. The authors explore the idea that the use of modern ICT at the university should ensure the development of a variety of learning communications. This type of complex communications are a cumulative set of methods, channels, techniques, modes and formats for transportation of knowledge that form the information environment of students training. For the didactic implementation of ICT in the logic of intensification of educational communications, the authors designed a prescriptive model of introducing modern ICT into the system of higher education. This model reflects attributive signs of students' selfrealization, which can serve as pedagogical criteria for the successful application of modern ICTs. To support learning communications and students' selfrealization, the authors propose to be guided by pedagogical principles of ICT introduction that represent the central part of the prescriptive model.