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DIGITALIZATION OF EDUCATION IN UKRAINE: FOREIGN EXPERIENCE AND DOMESTIC PERSPECTIVE OF IMPLEMENTATION
Abstract
Over the past 50 years, human civilization has been developing at an incredible pace. A special role is played here by technological progress which made an improbable jump. Progress led to the fact that along with the evolution of people, also technologies evolve, at the same time gradually being ahead of the creators. Rather natural it is possible to consider the fact that technologies take root in all spheres of human activity today, thereby it is qualitative them improving. The process of implementation of technologies, in the different public relations, has the name digitalization. It should be noted that though it also is directed to improvement and simplification of human activity in various spheres, at the same time itself the world order becomes more difficult, despite high-quality transformations, now for everyone there is a need to understand the difficult principles of work of the latest technologies. It is also promoted by the fact that innovations every day become more difficult and available. Digitalization became one of the basic elements of the world process of globalization what for example statistics of the UN according to which, in 2019 about 4.1 billion people what makes more than 53% of all population of the planet, are Internet users confirms. Also, various researchers predict that in the next 10 years a large number of professions, in the most various areas, will disappear, and work will be performed by smart mechanisms. However, the emergence of new professions, in the fields of science, creativity, management, and other spheres in which the person will always be a necessary component is also predicted. Against the background of so innovations, the fact of the increase in demand for education is logical and quite justified. Also, requirements for quality, availability, and compliances of education to modern needs of mankind grow. It is important that education is a question of mainly state competence today, for example, Article 53 of the Constitution of Ukraine guarantees everyone the right to education. Considering it and the corresponding trends of development of humanity, a digitalization of education is a logical and natural vector of development of this sphere that experience of the leading countries of the world also testifies to. Therefore, it is necessary to investigate whether really the digitalization of education is necessary for Ukraine, having the analyzed process of technical improvement and the experience of other countries that already have considerable achievements in this sphere. Keywords: technological advancement, technologies, digitalization, innovations, education, digitalization of education.
... Ukrainian scientists Sukhonos V.V., Harust Y.V., Shevtsov Y.A. outlines digitalization of education in Ukraine: foreign experience and domestic perspective of implementation. Having analyzed their research it was turned out, that according to «Higher Education Opportunity Act -2008» (a normative document in the USA, includes a large the number of provisions on digitization in education [6]), education in remote mode in the USA transmits two types -Remote lighting in the USA transmits two types -high education and additional (courses, trainings) [9]. In normative documents of Great Britain is also emphasized the necessity of additional technical modifications in higher education. ...
Розвиток сучасної освіти зазнає суттєвих змін унаслідок цифровізації, яка останнім часом набуває глобального характеру. З гуманістичної точки зору, цифровізація різних сфер життєдіяльності, у тому числі освітньої, може розглядатися і як позитивне, і як негативне явище. Неоднозначність впровадження цифрових технологій полягає в тому, що зазначені технології відносяться до інформаційно-комунікативних, які самі по собі з позиції гуманізму є нейтральними, а от їх невикористання може бути позитивним чи негативним – антигуманним. Межі поширення цифрових технологій в освітній сфері та зміст навчального забезпечення на електронних носіях мають контролюватися на державному рівні
The aim – to explore the role of information and communication technologies in the professional development of anesthesiologists, focusing on simulation training, electronic medical records, telemedicine, and electronic learning resources. Materials and Methods. A review of scientific literature, along with an analysis of publications in medical journals and databases such as PubMed, Scopus, and Google Scholar, to identify key trends and results of using of information and communication technologies in anesthesiology was conducted. Results. Simulation training allows anesthesiologists to practice complex clinical scenarios in a safe environment, significantly enhancing their readiness for real emergency situations. Electronic medical records simplify access to patient data, ensuring the accuracy and continuity of medical information, which is crucial for preoperative preparation and postoperative care. Telemedicine opens new possibilities for consultation and training, allowing anesthesiologists to receive advice from colleagues worldwide and participate in remote learning sessions. Electronic learning resources provide continuous access to the latest knowledge, research, and clinical guidelines, fostering ongoing professional development. Conclusion. The integration of information and communication technologies in the training and practice of anesthesiologists enhances the quality of medical care, patient safety, and the professional development of specialists.
Innovative approaches in higher education in Ukraine are crucial to address changing global education dynamics, technological advancements, and evolving workforce needs. The primary aim is to assess the significance of innovation in shaping the educational experience and teaching methodologies. The research employs a mixed-methods approach, combining surveys and in-depth interviews with educators across various disciplines. The collected data from 125 participants provide insights into their perspectives on the importance of innovation. The results indicate a growing interest in innovative methods among educators and students, highlighting a desire for continuous improvement in the learning process. Сhallenges related to the implementation of innovative approaches are identified, including technological barriers, limited resources, and resistance from within the academic community. In conclusion, while innovation remains a crucial component for advancing higher education in Ukraine, strategic planning and targeted support are essential for successful implementation. The study underscores the need for enhanced international collaboration, a focus on overcoming identified challenges, and the development of a comprehensive support system for educators. These findings contribute to the ongoing discourse on the evolution of higher education in Ukraine and offer insights for policymakers, administrators, and educators seeking to foster a dynamic and effective learning environment.
The article deals with the problem of digital transformation in secondary education. The purpose of the article is to determine the relevance and possibilities of digital transformation of school education in Ukraine in times of war. The author notes that traditional educational practices are disrupted in the context of the conflict, and innovative solutions are needed to ensure that the education system continues to function effectively and provide educational opportunities. By harnessing the potential of digital transformation, Ukraine can overcome some of the challenges caused by the war and ensure accessibility, inclusiveness, and high quality of education even in difficult conditions. The author emphasizes that the digital transformation of the secondary education system in Ukraine during the war can be a difficult task and be associated with certain problems. In particular, access to technology and internet connectivity may be limited in conflictaffected areas, which hinders the implementation of digital initiatives. It is important to address gaps in infrastructure, including ensuring broad access to electricity, internet connectivity, and necessary equipment. Efforts should also be made to bridge the digital divide and ensure that all students have equal access to digital resources and opportunities. In addition, proper training and support for educators is crucial for successful digital transformation.
The purpose of this paper is to improve the risk management process in the quality management system of higher education, taking into account the hazardous factors that increase the probability of occurrence and severity of consequences of undesirable events, as well as favorable factors that reduce the probability of occurrence and severity of consequences of hazardous events. The basis of risk management in the quality management systems of higher education institutions is the “Bowtie” method, which involves six main steps of identifying inconsistency, determining the impact of hazardous and favorable factors according to the impact group, ranking hazardous and favorable factors, calculating risk, substantiating precautionary measures and checking calculations. To rank hazardous and favorable factors, the authors used the “Decision Making Trial and Evaluation” method (hereinafter—DE-MATEL), which is based on paired comparison and decision-making tools based on graph theory. An improved process is proposed for risk assessment, which differs from the known ones by the presence of the identification of the cause-and-effect relationship “hazard (inconsistency)-hazardous event-consequences”, identification of hazardous and favorable factors of the internal and external environment that affect the probability and/or the degree of severity of a hazardous event—the appearance of an inconsistency, which is carried out after the inconsistency has been determined; determination of causal hazardous and favorable factors by an acceptable method. Registers of inconsistencies (hazards), hazardous and favorable factors have been developed and proposed based on the requirements for accreditation of educational programs and the international standard ISO 9001:2015, which will allow, based on a risk-oriented approach, to provide a basis for setting the goals of a higher education institution under martial law in order to guarantee effective implementation of the mission and strategy. They are proposed for decision-making in the quality management systems of educational organizations on the substantiation of precautionary or corrective measures based on ranking the risks from identified inconsistencies, which are determined taking into account the impact of the entire set of identified significant hazardous and favorable factors. The value of this paper is to improve the quality risk management process in educational organizations, taking into account the impact of hazardous and favorable factors, and to develop an appropriate step-by-step algorithm of actions and a risk assessment form.
The article is devoted to the study of the process of digitalization of secondary education as a strategic reference point for the development of countries. The following key directions of the digital transformation of education are highlighted – the development of the digital infrastructure of education, the development of digital teaching and methodical materials, digital assessment and certification, the transition to a personalized organization of the educational process. The study analyzes the process of digitalization of secondary education in countries such as the Republic of Korea, Germany, the USA, and Ukraine. In the Republic of Korea, EDUNET can be mentioned among the information approaches, the application of which allowed to really improve the results of students. Also, the Republic of Korea pays special attention to the development and widespread distribution of digital textbooks, the use of which allows schoolchildren, using digital technologies, to learn the correctness of digital decision-making, independence. In Germany, the introduction of the «Digital School Pact» made it possible to promote the division of responsibilities between the federal government and the federal states and municipalities in the issue of the spread of information technologies in secondary education institutions. In the United States of America, digital library distribution strategies such as LearnSmart and Language Arts & Writing Redbird play an important role in making information more accessible to students and teachers. In Ukraine, the Plan for the Restoration of Education and Science plays an important role in the process of digitalization of secondary education. Among the strategic priorities of this plan: the introduction of electronic record-keeping in all educational institutions by the end of 2025, the formation of school reports automatically from the level of individual data and submission in electronic form by the beginning of 2026. Thus, it should be understood that global digitization forms a new digital culture of modern society, which requires a change in the education system in order to be ready to use the opportunities of all technological innovations.
This article highlights the place of digitalization of professional training in Ukrainian higher military educational institutions. In addition, the phenomenon of diversification of the educational sector is considered as the basis for the trend of development of the educational system by means of information digital technologies. In the context of pedagogical analysis, the process of developing foreign language communicative competence in an educational institution focused on training future officers of the Armed Forces of Ukraine is studied. The study draws attention to a number of the most important components of the modern process of developing the foreign language skills of future officers. Attention is paid to one of these components – the foreign language learning environment and its formation. This paper examines the characteristics and analysis of the impact of the formed foreign language environment on cadets, students, all those who are in the center of the process of developing the foreign language communicative competence of military education. The efficiency of using digital technologies for the development of a foreign language environment is analyzed. The following concepts are highlighted in the article: “digitalization”, “digital technologies”, “diversification”, “virtual environment”, “digital technologies”, “video medium”, “foreign language communicative competence”, “linguistic immersion”, “socio-cultural approach”, “psychological aspects”, “socio-cultural adaptation”, “language barrier”. We present the interpretation of the concepts based on the accepted international sources, our own understanding of these concepts and the processes in which they occur. The article presents the results of interviews with cadets (students) who agreed to participate in an experiment on the development of foreign language communication by the method of immersion in a foreign language environment using digital technologies. The cadets answered questions about their life experience, inner feelings, and psychological state that they encountered during the experiment. In the practical part of this study, we paid attention to the cadets' personal assessment of the quality of their communicative foreign language abilities before and after the training immersion. The paper emphasizes the position and impressions of cadets regarding the use of digital technologies to achieve the effect of immersion in a foreign language environment and, as a result, the development of their foreign language communicative competencies. Based on the analysis of the survey results, the authors of the study have identified the most important points that they consider it necessary to recommend paying attention to in order to achieve a qualitative result of foreign language communicative competence development.
The National doctrine for the development of education provides for the active introduction of modern information-communication technologies (hereinafter referred to as ICT), which could ensure further improvement of the educational process and contribute to improving efficiency. The use of ICT in the educational process is no longer a fashionable innovation, but a vital need. At this, the experience of complete transition to online learning has revealed a number of considerable shortcomings that significantly reduce the effectiveness of the educational process. That is why the purpose of the article is to study the digitalization of the educational process, to define the optimal ratio of the use of ICT in the educational environment to achieve the greatest effect that can be expressed in the creation and use of a hybrid learning strategy, as well as to demonstrate successful practical experience on the example of a business organization. For the study of the identified problems and solving the set goal, methods of analysis and synthesis, systematization, scientific abstraction, comparison and generalization were used. In the course of research, it was found that the digital transformation of education is an integral part of its development and consists in the introduction and use of ICT-based electronic digital devices in the educational process. Still, a full-fledged transition to an online education system for Ukrainian educational institutions is currently impossible, since it is necessary to take into account the factors of digital skills of teachers and students, the availability of technical equipment, tools and support technologies that require significant improvement. Therefore in order to ensure maximum efficiency of the educational process, it is advisable to apply and expand the boundaries of the use of a hybrid learning system that combines traditional and online learning in the proportions necessary for a particular group of students. The hybrid learning system eliminates the shortcomings that can arise when using either only classroom-based or only e-learning. Also a significant advantage of the hybrid learning system is that it can be applied in various forms, adapting to the requirements of a particular student. The hybrid learning system is already successfully used in business organizations, for example, at the Academy of Corporate Education of the Ukrainian company «DniproM», but in the State-owned educational institutions such a system is still not widespread, which is the basis for further scientific research
Basing on the analysis of scientific and pedagogical as well as philosophical publications, the scientist clarified in the article the philosophical and general scientific levels of the methodological principles of educating future teachers inthe conditions of digitalization in education. The author's understanding of digitalization of the educational process is demonstrated.The tasks and functions of the methodology are defined, in particular, in the conditions of digitalization. The author concludes that the dialectical laws are characterized, namely: the law of unity and struggle of opposites, the law of transition from the quantitative to the qualitative, the law of negation of negation (philosophical level of research methodology). The author also describes methodological approaches: systemic (integral nonlinear pedagogical process of interaction and equal partnership), pedagogical (worker with a higher education with characteristic features of systemicity, continuity, structure and interdependence, etc.); synergetic (basis for developing a pedagogical concept of educating future teachers in conditions of digitalization in education, as the synergetism of the author's model will be achieved in the combined effect of reaching the end result / achieving the goal and will ensure the effectiveness of the concept being developed, taking into account the possible fluctuations and different ways of movement of future teachers in their professional development); strategic (due to the need to understand long-term prospects for the development of higher pedagogical education, taking into account international requirements for the quality of training; contributes to the anticipation and ability of timely management of educational institutions to the present-day challenges through strategic planning, management decisions, organization of responsible departments, etc.); axiological (will promote awareness of the value of education for higher education, the value of education for research and teaching staff). It is determined that the use of digital technologies by future teachers will increase their level of self-education through getting access to global educational resources and digital libraries, which significantly increases their professional skills and desire for self-improvement. We see prospects for further research in the development of pedagogical concept and conceptual model of education of future teachers in the language of digitalized education, which will focus on the formation and development of values of future teachers in their profession and students in today's digital world.
The main aspects of development of digitalization of education in the theory and practice of pedagogy are considered in the article. It is established that digitalization of education is a large-scale process of introduction and integration of digital technologies and digitized information into the educational environment in order to directly use them and expand the communication capabilities of society in the field of education and more. The scientist found out that today the process of digitalization of education and all branches and spheres of life is quite relevant, because it primarily concerns the introduction of new educational technologies, leads to the restructuring of the education system: generation of educational institutions of any level, distance learning. modernization of communication support, etc. The research notes that the dynamic development of new information and communication technologies in education and innovation processes require the development of innovative forms and methods of interaction between theory and practice, and force people of different ages, with different levels of education to adapt to their use both in everyday life and in professional activities. The author substantiates that teachers, pedagogical workers, scientific and pedagogical workers and other representatives of the educational field should develop the ability to learn to use new technological tools and virtually unlimited information resources, own digital technologies and apply them in their professional activities and in everyday life. , which is an urgent requirement of today.
У статті розглядаються передумови створення Відкритого університету Великої Британії. Аналізуються основні історичні аспекти його становлення. Окреслюються чинники, що сформували концепцію його реалізації. Висвітлюються проблеми та етапи еволюції університету як піонера
дистанційної форми навчання.
Електронна демократія та електронне урядування: досвід сша для україни
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20.12.2019).