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1st Symposium on Advances in Educational
Technology: Outlook
Serhiy O. Semerikov1,2,3,Viacheslav V. Osadchyi4and Olena H. Kuzminska5
1Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine
2Kryvyi Rih National University, 11 Vitalii Matusevych Str., Kryvyi Rih, 50027, Ukraine
3Institute for Digitalisation of Education of the NAES of Ukraine, 9 M. Berlynskoho Str., Kyiv, 04060, Ukraine
4Bogdan Khmelnitsky Melitopol State Pedagogical University, 20 Hetmanska Str., Melitopol, 72300, Ukraine
5National University of Life and Environmental Sciences of Ukraine, 15 Heroyiv Oborony Str., Kyiv, 03041, Ukraine
Abstract. This is an overview of the Proceedings of the 1st Symposium on Advances in Educational
Technology (AET 2020), which was held in Kyiv, Ukraine, on November 12-13, 2020. It includes an
introduction, a summary of the papers, and some reections on the event and its future.
Keywords: AI in education, augmented reality in education, cloud-based learning environments,
cloud technologies for mathematics learning, cloud technologies for informatics learning, computer
simulation in science and mathematics learning, ICT in primary and secondary education, ICT in higher
education, learning environments, learning technology, management of professional development in the
digital space, training of social managers for digital society, massive open online courses, methodology
of informatization in education, modelling systems in education, psychological safety in the digital
educational environment, soft skills development, STEM education, virtualization of learning
1. Introduction
1.1. AET 2020 at a glance
Figure 1: AET 2020 logo
Symposium on Advances in Educational Technology (AET) is
a peer-reviewed international conference focusing on research
advances and applications of combined use of computer hard-
ware, software, and educational theory and practice to facilitate
learning. Today, AET is the premier interdisciplinary forum for
learning scientists, academicians, researchers, professionals, pol-
icy makers, postgraduate students and practitioners to present
their latest research results, ideas, developments, and applications.
AET topics of interest are:
•Articial intelligence, knowledge engineering, and intelligent tutoring systems
"semerikov@gmail.com (S. O. Semerikov); poliform55@gmail.com (V. V. Osadchyi); o.kuzminska@nubip.edu.ua
(O. H. Kuzminska)
~https://kdpu.edu.ua/semerikov (S. O. Semerikov); http://osadchyi.mdpu.org.ua (V. V. Osadchyi);
https://nubip.edu.ua/node/3983 (O. H. Kuzminska)
0000-0003-0789-0272 (S. O. Semerikov); 0000-0001-5659-4774 (V. V. Osadchyi); 0000-0002-8849-9648
(O. H. Kuzminska)
©Copyright for this paper by its authors, published by Academy of Cognitive and Natural Sciences (ACNS).
This is an Open Access article distributed under the terms of the Creative Commons License Attribution 4.0
International (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided
the original work is properly cited.
Educational Technology Quarterly, Vol. 2021, Iss. 4, pp. 429-604 https://doi.org/10.55056/etq.53
•Aspects of environmental augmented reality security and ethics
•Augmented reality gamication
•Augmented reality in professional training and retraining
•Augmented reality in science education
•Augmented reality social and technical issues
•Cloud technologies for informatics learning
•Cloud technologies for mathematics learning
•Cloud technologies for physics learning
•Cloud technologies of mobile learning
•Cloud technologies of open education
•Cloud-based and mobile learning technologies for teacher and VET
•Cloud-based e-learning platforms, tools and services
•Cloud-based learning environments
•Cloud-based learning management systems
•Computer simulation in science and mathematics learning
•Design and implementation of augmented reality learning environments
•
Development of soft skills for teachers of institutions of professional, special before higher
and higher education in the context of digitalization
•Educational data mining and learning analytics
•ICT in higher education for a sustainable future society
•ICT in secondary education for a sustainable future society
•Learning environments models
•Learning technology
•Machine learning, robot learning and articial learning
•
Management of professional development of specialists in the digital space of formal and
non-formal education
•Massive open online courses
•Methodology of informatization in education
•Methods of using cloud-oriented learning tools
•Mobile and blended learning
•Mobile technology of augmented reality
•Modelling systems in education
•Open learning systems and virtual conferences for training professionals
•
Psychological safety of participants in the educational process in the digital educational
environment
•Seamless learning and holistic education modelling and design
•STEAM education
•Supporting the development of 21st century skills through ICT
•
Training and professional development of specialists in the digital twin of the educational
institution
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•
Training of managers of a socio-political prole in the context of society digitalization: a
humanistic aspect
•Virtualization of learning
This article represents the 1st Symposium on Advances in Educational Technology (AET
2020), held in Kyiv, Ukraine, on November 12–13, 2020. AET 2020 proceedings comprises
110 contributed papers that were carefully peer-reviewed and selected from 282 submissions
(https://aet.easyscience.education/2020/). Each submission was reviewed by at least 3, and on
the average 3.1, program committee members. The accepted papers present the state-of-the-art
overview of successful cases and provides guidelines for future research.
The two-volume work presents the contributions of 18 sessions of the symposium.
1.2. AET 2020 program chairs
Dr. Olena Kuzminska, Professor of Department of Infor-
mation Systems and Technologies, National University of
Life and Environmental Sciences of Ukraine, Kyiv, Ukraine.
Olena Kuzminska, born in 1970, received a Candidate of
Pedagogic Sciences degree (PhD) from the National Peda-
gogical Dragomanov University (Kyiv) in 2008 and a Doctor
of Pedagogic Sciences degree (Dr. habil.) from the State Insti-
tution “Taras Shevchenko National University of Luhansk”,
in 2020. Since 2008, she has been working at the National
University of Life and Environmental Sciences of Ukraine.
She research interests include design and integration of
scholarly communication tools to digital educational envi-
ronment of university; use of technologies of inquiry-based
and project-based activities and implementation of teamwork approaches as a tool for devel-
opment of digital competences; transfer and modication of education methods to specialized
teaching of research masters’ programs and courses of e-learning management and scholarly
communication. She has published a number of papers in international journals and volumes
in book series, is a member of program committee of International Conferences on ICT in
Education and Research.
WWW: https://nubip.edu.ua/node/3900,https://cutt.ly/9thm8Un
E-mail: o.kuzminska@nubip.edu.ua
Dr. Viacheslav Osadchyi, Professor of Department of Computer Science and Cybernetics,
Bogdan Khmelnitsky Melitopol state pedagogical university, Melitopol, Ukraine.
Viacheslav Osadchyi, born in 1975, received a Candidate of Pedagogical Sciences (PhD in
Education) from the Vinnytsia State Pedagogical University named after Mykhailo Kotsiubynsky,
Ukraine, in 2006, and a Doctor of Pedagogical Sciences from the Vinnytsia State Pedagogical
University named after Mykhailo Kotsiubynsky, Ukraine, in 2013. Since 1999, he has been work-
ing in the eld of information technology and vocational education at the Bogdan Khmelnitsky
Melitopol state pedagogical university. Now – Head of the Department of Computer Science.
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His research interests include: computer science, informa-
tion networks, ICT, programming, software development,
information systems, data science. He has published a num-
ber of papers in international journals. He is a member
of editorial boards of “Ukrainian Journal of Educational
Studies and Information Technology” (Ukraine), “Comput-
ing Conference” (formerly called “Science and Information
(SAI) Conference”) (UK), Intelligent Systems Conference
(IntelliSys) (The Netherlands), “International Conference
on Higher Education Advances” (Spain), “Transactions of
Kremenchuk Mykhailo Ostrohradskyi National University”
(Ukraine), “Information Technologies and Learning Tools”
(Ukraine), “Scientic papers of Berdyansk State Pedagogical
University Series: Pedagogical sciences” (Ukraine).
WWW: http://osadchyi.mdpu.org.ua
E-mail: poliform55@gmail.com
Dr. Serhiy Semerikov, Professor of Computer Science
and Educational technology, Kryvyi Rih State Pedagogical
University, Ukraine.
Serhiy Semerikov is professor of Department of Com-
puter Science and Applied Mathematics at Kryvyi Rih State
Pedagogical University. He got both PhD and DSc in edu-
cation (informatics) from the National Pedagogical Drago-
manov University in 2001 and 2009, respectively. The main
directions of Dr. Semerikov’ research is methods of learning
and educational technology.
WWW: https://kdpu.edu.ua/semerikov/
E-mail: semerikov@gmail.com
1.3. AET 2020 program committee
Ing. Helena Fidlerová, Ph.D., a senior researcher at the Slovak University of Technology
in Bratislava, Faculty of Materials Science and Technology in Trnava, Institute of Industrial
Engineering and Management, Slovakia.
Ing. Helena Fidlerová, Ph.D. received her Ph.D. degree in the eld of Industrial Management in
2006. Her research aims at issues of education, STEM education, digital competences, Industry
4.0, Education 4.0, industrial engineering, sustainable competences, and the application of
statistical methods. Since her study has extensive experience in domestic research projects
under Slovak Ministry of Education VEGA, KEGA), and international projects e.g. ALTECS -
Knowledge exchange in the framework of alternative economic systems for the promotion
of sustainable regional development; International Visegrad Fund No. 21810100: Academic
Research Consortium integrating databases, robotics, and language technologies. He is a project
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leader for Slovakia in Erasmus + KA2 project: Knowledge Alliance for Business Opportunity
Recognition in SDGs. She is a member of the Slovak Statistical and Demographic Society (SDSS),
a member of the International Association of Engineers (IAENG and member of the editorial
board of Acta logistica.
WWW: https://orcid.org/0000-0002-3426-5803
E-mail: helena.dlerova@stuba.sk
Dr. Irina Georgescu, Lecturer of Computational Intelli-
gence, Department of Informatics and Economic Cybernet-
ics, Bucharest University of Economics, Bucharest, Roma-
nia.
Irina GEORGESCU holds a PhD in Economics from Turku
Centre for Computer Science, Turku, Finland. Currently
she is a lecturer at the Department of Economic Informatics
and Cybernetics, Bucharest Academy of Economic Studies.
Her research interests lie in the areas of fuzzy economics,
computational intelligence and econometrics. She is the
author of about 40 journal papers and 2 books published in
Springer Verlag.
E-mail: irina.georgescu@csie.ase.ro
Dr. Olena Glazunova, Professor of ICT in Education, De-
partment of Information Technologies, National University
of Life and Environmental Sciences of Ukraine.
Olena Glazunova, received a Candidate of Pedagogical
Sciences degree (Dr. phil.) in 2003, and a Doctor of Peda-
gogical Sciences degree (Dr. habil.) from the Institute of
Informational Technologies and Tools in Education NAPS
of Ukraine in 2015. Since 2003, she has been working in the
eld of design and development of cloud-based scientic-
educational environment of the university, use of technolo-
gies of inquiry-based and project-based activities and imple-
mentation of teamwork approaches in IT-students learning,
transfer and modication of educational methods to special-
ized teaching of research masters’ programs and courses of
e-learning management.
WWW: https://nubip.edu.ua/IT.NUBIP
E-mail: o-glazunova@nubip.edu.ua
Dr. Filip Górski, Assistant Professor, Faculty of Mechan-
ical Engineering and Management, Poznan University of
Technology, Poland.
E-mail: lip.gorski@put.poznan.pl
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Dr. Yasemin Gülbahar, Professor of Computer Educa-
tion and Instructional Technologies (CEIT), Ankara Univer-
sity, Ankara, Turkey.
Dr. Gülbahar has got her BS degree from Department of
Mathematics of Science Faculty at Middle East Technical
University (METU) in 1992. Same year she started working
as a programmer at METU Computer Center. Then, in 1998,
she became a research assistant to the Department of CEIT
in the Faculty of Education, METU while studying her MS
degree at the same department. She earned his MS degree
in the eld of Science Education at METU Graduate School
of Science in 1999 and she received her PhD in Department
of CEIT from Graduate School of Sciences in 2002. After, she worked for Başkent University
Faculty of Education Department of CEIT for about 9 years. Since 2011 she is a faculty member
of Ankara University. Dr. Gülbahar has got her Associate Professor degree in 2009 and full
Professor Degree in 2014.
Yasemin Gülbahar has lectured on many topics such as programming languages, problem
solving and algorithms, instructional technologies, instructional design, material design and
development, distance learning, web design, measurement and evaluation, research methods,
teaching methods, software development, technology integration and planning both in under-
graduate and graduate level. She has also many national and international publications as books,
book chapters, journal articles and proceeding papers.
WWW: http://cv.ankara.edu.tr/gulbahar@ankara.edu.tr
E-mail: gulbahar@ankara.edu.tr
Dr. Arnold Kiv, Ben-Gurion University of the Negev,
Israel.
Arnold Kiv received the D. Sc. (Dr. Hab.) degree in solid
state physics from Tartu Institute of Physics, Tartu, Estonia,
in 1978. From 1964 to 1982, he was a Senior Researcher
and a Head of the Laboratory of Radiation Eects, Insti-
tute of Nuclear Physics, Academy of Sciences, Tashkent,
Uzbekistan. From 1983 to 1998, he was a Head of the De-
partment of Theoretical Physics, South-Ukrainian National
Pedagogical University, Odessa, Ukraine. In 1997, he was
an Invited Professor, Western Ontario University, Canada. From 1999 to the present, he is a
Professor-Researcher in the Department of Materials Engineering, Ben-Gurion University of
the Negev, Israel. In 1996 and 2011 he was co-Director of NATO Advanced research Workshops
and an Editor of two NATO Series books. He has about 200 publications, three monographs
and three Invention Certicates in the eld of radiation eects in solid state electronics. His
research interests include mechanisms of formation of radiation defects in solids, interaction
of fast particles with materials, radiation methods in microelectronics, including computer
simulation, analytical calculations and experimental studies.
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Dr. Svitlana Lytvynova, Deputy Director for Research,
Institute for Digitalisation of Education of the NAES of
Ukraine, Kyiv, Ukraine.
Svitlana Lytvynova, born in 1964, received a Candidate
of Pedagogical Sciences degree (Dr. phil.) from the Institute
for Digitalisation of Education of the National Academy of
Educational Sciences of Ukraine in 2011, and a Doctor of
Pedagogical Sciences degree from the Institute for Digital-
isation of Education of the National Academy of Sciences
of Ukraine in 2016. Since 2004, he has been working on
the problems on the implementation of ICT, cloud, mobile,
AR & VR technologies, computer modeling in the educa-
tional process of educational institutions. She has published
a number of papers in international journal and volumes
in book series, is a member of editorial boards of leading
Ukrainian magazines from problem ICT in education and
professional development of teachers.
WWW: https://iitlt.gov.ua/eng/
E-mail: s.h.lytvynova@gmail.com
Dr. Nataliia Morze, Corresponding Member of National
Academy of Educational Sciences of Ukraine, Professor of
Borys Grinchenko Kyiv University Department of Com-
puter Science and Mathematics, Borys Grinchenko Kyiv
University, Kyiv, Ukraine.
Nataliia Morze, received a Candidate of Pedagogical Sci-
ences degree (Dr. phil.) from the Dragomanov National
Pedagogical University (Kyiv) in 1987, and a Doctor of Peda-
gogical Sciences degree (Dr. habil.) in 2004. Her professional
and scientic interests are in the areas of distance learning technologies, education for adults,
implementation of information and communication technologies into education process of
secondary and higher educational institutions, creation of teaching and scientic e-learning
environment and development of teachers information competence. She is the author of more
than 400 scientic papers in the eld of computer science, informatics in a primary and sec-
ondary schools, learning methodology, ICT in education, multimedia, teacher training in the
area of ICT and e-learning. She is researcher and coordinator of Ukraine and international
scientic and educational projects.
WWW: http://wiki.kubg.edu.ua/%D0%9C%D0%BE%D1%80%D0%B7%D0%B5_%D0%9D%D0%
B0%D1%82%D0%B0%D0%BB%D1%96%D1%8F_%D0%92%D1%96%D0%BA%D1%82%D0%BE%D1%
80%D1%96%D0%B2%D0%BD%D0%B0
E-mail: n.morze@kubg.edu.ua
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Ranesh Kumar Naha, is a casual academic sta member
at the University of Tasmania, Australia. He is currently
pursuing his Ph.D. studies on reliable resource allocation
and scheduling in the Fog computing environment with the
same university.
Ranesh Kumar Naha has been awarded a Tasmania Grad-
uate Research Scholarship (TGRS) to support his Ph.D. stud-
ies. He received his Master of Science (M.Sc.) degree from
Universiti Putra Malaysia, in 2015. He has been awarded
a prestigious Commonwealth Scholarship provided by the
Ministry of Higher Education, Malaysia. His research in-
terests include wired and wireless networks, parallel and
distributed computing, security, Blockchain, Cloud comput-
ing, Internet of Things (IoT) and Fog/Edge computing.
WWW: https://kdpu.edu.ua/shramko/yse.htm
E-mail: raneshkumar.naha@utas.edu.au
Vasyl Oleksiuk, PhD (pedagogical sciences), associate
professor of the Department of Computer Science and Teach-
ing Techniques, Ternopil Volodymyr Hnatiuk National Ped-
agogical University, Ternopil, Ukraine.
Vasyl Oleksiuk, born in 1980, received a Candidate of Ped-
agogical Sciences degree (Dr. phil.) from the National Peda-
gogical University, Kyiv, Ukraine, in 2007. Since 2003, he has
been working Department of Computer Science and Teach-
ing Techniques at Ternopil Volodymyr Hnatiuk National
Pedagogical University, where he is currently associate pro-
fessor. His research interests include computer networks,
cloud computing, e-learning, electronic libraries. He has
published a number of papers in Ukrainian and international
journals, is a member of editorial boards of the journals In-
formation Technologies and Learning Tools (Institute for
Digitalisation of Education of the NAES of Ukraine) and The
Scientic Issues of Ternopil Volodymyr Hnatiuk National
Pedagogical University (Series: pedagogy).
WWW: https://tinyurl.com/bd7x8653
E-mail: oleksyuk@zmat.tnpu.edu.ua
Dr. Mariya Shyshkina, Head of Department of Cloud-
based Systems for Education Informatization of the Institute
for Digitalisation of Education of the National Academy of
Educational Sciences of Ukraine, Kyiv, Ukraine.
Mariya Shyshkina, born in 1969, received a Candidate of
Philosophical Sciences degree (PhD, Phylosophy) from the
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Institute of Philosophy of the National Academy of Sciences of Ukraine, Kyiv, Ukraine, 1999,
and a Doctor of Educational Sciences degree (Dr. habil.) from the Institute for Digitalisation of
Education of the National Academy of Educational Sciences of Ukraine, 2016, Kyiv, Ukraine.
Since 1999, she has been working in the eld of information and communication technologies
for education at the Institute for Digitalisation of Education of the NAES of Ukraine where she
is currently a chief of a department. Her research interests include philosophy of education,
ICT for learning and research. She has published a number of papers in international journals
and volumes in book series, is a member of editorial board of Information Technologies and
Learning Tools Journal.
WWW: http://iitlt.gov.ua/eng/structure/departments/cloud/detail.php?ID=269
E-mail: shyshkina@iitlt.gov.ua
Dr. Tetiana Vakaliuk, professor, professor of the depart-
ment of Software Engineering, Zhytomyr Polytechnic State
University, Zhytomyr, Ukraine.
Tetiana Vakaliuk, born in 1983, received a Candidate of
Pedagogical Sciences degree from the National Pedagogi-
cal Dragomanov University, Ukraine, in 2013, and a Doc-
tor of Pedagogical Sciences degree from the Institute for
Digitalisation of Education of the National Academy of Sci-
ences of Ukraine, in 2019. Since 2019, she has been working
in the eld of information technologies at the Zhytomyr
Polytechnic State University. Her research interests include
information technologies, ICT in Education, Cloud technolo-
gies. She has published a number of papers in international
journals, is a member of editorial boards of Information
Technologies and Learning Tools, Zhytomyr Ivan Franko
State University Journal: Pedagogical Sciences, Collection
of Scientic Papers of Uman State Pedagogical University.
WWW: https://sites.google.com/view/neota
E-mail: tetianavakaliuk@gmail.com
Assoc. Prof. Leon A. Abdillah, Associate Professor
of Computer Science, Department of Information Systems,
Universitas Bina Darma, Palembang, Indonesia.
Leon was born in West Limau, Prabumulih, South Suma-
tra. He has studied Information Systems, Information Sys-
tems Management, and Information Retrieval Systems dur-
ing his studies. In 2001 he joined as a lecturer at one of
the leading private universities in Palembang City. In 2010
he became an Associate Professor (Assoc. Prof.) at the
Faculty of Computer Science, Information Systems Study
Program (Accredited A). He is currently the coordinator of
the enterprise systems research group. Assoc. Prof. Leon
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A. Abdillah is active as a speaker, author, editor, reviewer, committee on a number of journals,
conferences/seminars, books/book chapters, etc. He has included 500 Indonesian scientists
(Webometrics, 2015), examiners at Monash University (Group of Eight), Australia, and mentors
at Publons, New Zealand. He also often gets awards for the best undergraduate and post gradu-
ate category, the best computer science lecturer, the best reference article, excellent paper, top
reviewer, selected article, etc.
WWW: https://leonabdillah.wordpress.com/
E-mail: leon.abdillah@yahoo.com
Dr. George Abuselidze, Professor of Economics and
Business, Department of Finance, Banking and Insurance,
Batumi Shota Rustaveli State University, Batumi, Georgia.
George Abuselidze, from the Batumi Shota Rustaveli State
University (in 2001) and Ivane Javakhishvili Tbilisi State
University, Georgia, in 2005, and a Doctor of Economics
Sciences degree (Dr. habil.) from the National Academy of
Sciences of Georgia, in 2005. Since 2002, he has been work-
ing in the Finance and Banking at the Ivane Javakhishvili
Tbilisi State University, since 2006 – Batumi Shota Rustaveli
State University where he is currently Head department
of Finance, Banking and Insurance. His research interests
include Economics, Econometrics, Finance and Social Sci-
ences (miscellaneous). He has published a number of papers
in international journals and volumes in book series, is a
member of editorial or/and review boards of Oeconomia
Copernicana, Journal of Financial Economic Policy, Interna-
tional Journal of Economics and Finance, journal of Science
and studies of accounting and nance: problems and per-
spectives, Management Studies and etc. He also played
instrumental role in dierent prestigious internal collabora-
tive research project with USA, Canada, Lithuania, Poland,
Ukraine, Turkey and etc.
WWW: https://orcid.org/0000-0002-5834-1233
E-mail: george.abuselidze@bsu.edu.ge
Dr. Svitlana Ahadzhanova, PhD, Head of Department
of Cybernetics and Informatics, Sumy National Agrarian
University, Sumy, Ukraine.
WWW: https://tinyurl.com/5ahjs8bv
E-mail: svagadzhanova@gmail.com
Dr. Svitlana Amelina, Doctor of Education, Professor,
Head of the Department of Foreign Philology and Transla-
tion, National University of Life and Environmental Sciences
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of Ukraine, Kyiv, Ukraine.
Svitlana Amelina, born in 1961, received a Candidate of Philological Sciences degree (Dr.
phil.) in 1994 and a Doctor of Pedagogical Sciences degree (Dr. habil.) in 2009. She studied
at the Humboldt-Universität zu Berlin, trained at the largest universities in Germany and
France. Since 2012, she has been working at the National University of Life and Environmental
Sciences of Ukraine. Her research interests include theory and methodology of professional
education; pedagogy of higher school; methods of teaching foreign languages and translation;
syntax, semantics and pragmatics of the Germanic languages. She participated in numerous
scientic-theoretical and scientic-practical conferences. She was a member of numerous
scientic-theoretical and scientic-practical conferences. She is the author of many scientic
publications, including monographs, articles, and reports.
E-mail: svetlanaamelina@ukr.net
Dr. Vira Andriievska, Associate Professor, Department
of Informatics, H. S. Skovoroda Kharkiv National Pedagog-
ical University, Kharkiv, Ukraine.
Vira Andriievska, born in 1980, received a Candidate of
Pedagogical Sciences degree (2009) and a Doctor of Pedagog-
ical Sciences degree (2019) from the H.S. Skovoroda Kharkiv
National Pedagogical University. Research coordinator of
the Faculty of Physics and Mathematics (2020). Since 2004,
she has been working in the eld of primary education at
the H.S. Skovoroda Kharkiv National Pedagogical Univer-
sity. Her research interests include training future primary
school teachers to use ICT in their professional activities.
Present research interests include the project-based learn-
ing, STEM education and social media in education. She
has published a number of papers in international journals.
WWW: http://kanfo.org.ua
E-mail: andvera80@gmail.com
Dr. Dmytro Antoniuk, Assistant Professor of the De-
partment of Software Engineering, Zhytomyr Polytechnic
State University, Zhytomyr, Ukraine.
Dmytro Antoniuk, born in 1981, received a Candidate of
Pedagogical Sciences degree (PhD) from the Institute for
Digitalisation of Education , Ukraine, in 2018. Since 2003,
he has been working in the eld of Software Engineering
and Information Technologies at the Zhytomyr Polytech-
nic State University, where he is currently Assistant Pro-
fessor of the Department of Software Engineering and in
the practical eld of IT business. His research interests in-
clude software engineering, business in IT, computer-based
business-simulation, economic and nancial literacy of tech-
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nical professionals. He has published a number of papers and proceedings in the journals and
material of conferences.
WWW: https://ztu.edu.ua
E-mail: dmitry_antonyuk@yahoo.com
Prof. Dr. Vitalina Babenko is Professor (Full) of Interna-
tional E-commerce and Hotel&Restaurant Business Depart-
ment, V. N. Karazin Kharkiv National University (Ukraine),
Dr. Sci. (habil.) in Economics, PhD in Technical Sciences.
Her sphere of scientic interests includes the manage-
ment of innovation processes, economic-mathematical mod-
elling, information systems and technologies. She has pub-
lished around 300 papers in peer-reviewed journals and in
the proceedings of conferences. She has taken part in more
than 100 conferences and workshops as a Chair, Keynote
Speaker, member of the Scientic Program Committee, an
Organizer and Session Chair. She is Editor-in-Chief of Jour-
nal of International Relations, Economics, Country Studies,
Tourism; International Journal of Economics and Management Systems and member of edi-
torial board of some scientic journals. She is the Member of Doctoral Academic Councils
in Economics, Expert of the Ministry of Education of Ukraine and Expert of Ukrainian Insti-
tute Scientic Technical Information. Council many national and international informatics
associations.
WWW: http://international-relations-tourism.karazin.ua/Babenko
E-mail: vitalinababenko@karazin.ua
Dr. Liudmyla Bilousova, Full Professor, Independent
researcher, Kharkiv, Ukraine.
Liudmyla Bilousova got a M.A. in Radio-physics from
Kharkiv State University, USSR (1959), and PhD in physical-
mathematical science from Kharkiv State University, USSR
(1970). Liudmyla Bilousova headed Computer Science De-
partment at H. S. Skovoroda Kharkiv National Pedagogical
University for 27 years (1991–2018). She is a founder and a
head of her scientic school on the problems of development
of Informatics education and the implementation of innova-
tive technologies in educational process. In the framework
of the school a series of PhD and doctoral research has been
completed. Dr. Liudmyla Bilousova is a scientic supervisor
of 23 PhD theses. She is an author of about 400 scientic
and methodical works including 5 collective monograph
and 64 tutorials. Liudmyla Bilousova is a PC member of
International Conference ICTERI-2019, International Workshop CTE, and ICon-MaSTEd.
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WWW: https://tinyurl.com/2daayb2u
Dr. Olga Bondarenko, Candidate of Pedagogical Sci-
ences, Associate Professor, Department of Geography and
Methods of Teaching, Kryvyi Rih, Kryvyi Rih State Peda-
gogical University Kryvyi Rih, Ukraine.
Olga Bondarenko, born in 1979, in 2001 graduated with
honors from the geographical faculty of Kryvyi Rih State
Pedagogical University, majoring in “Pedagogy and Method-
ology of Secondary Education. Geography and Biology”,
acquired Bachelor Degree. In 2002 she received a Master
Degree with honors in the major “Pedagogy and Method-
ology of Secondary Education. Geography”, qualied as a
teacher of geography. In 2009, she successfully defended her
PhD thesis at the Republican Higher Educational Institution
“Crimean Humanities University” (Yalta) and received a PhD
in Pedagogical Sciences. Since 2005 he has been working
at Kryvyi Rih State Pedagogical University. Author of a
number of scientic publications on vocational education,
training of future teachers for pedagogical activity. Her research interests include teacher
training, the use of ICTs and GIS technologies in the educational process.
WWW: https://kdpu.edu.ua/personal/ovbondarenko.html
E-mail: bondarenko.olga@kdpu.edu.ua
Dr. Olena Bondarchuk, Professor of Psychology, De-
partment of Management Psychology, University of Educa-
tional Management, Kyiv, Ukraine.
Olena Bondarchuk, born in 1961, received a Candidate of
Psychological Sciences degree (Dr. phil.) from the Research
Institute of Psychology of Ukraine, USSR, in 1990, and a
Doctor of Psychological Sciences degree (Dr. habil.) from
the G. S. Kostiuk Institute of Psychology of the National
Academy of Educational Sciences of Ukraine, in 2008. Since
1990, she has been working in the eld of psychology at
the University of Educational Management, where she is
currently head of department. Her research interests include
social and organizational psychology. She has published a
number of papers in international journals, is a member of
editorial boards of Organizational psychology. Economic
psychology, Bulletin of postgraduate education, Information Technologies and Learning Tools.
WWW: http://umo.edu.ua/institutes/cippo/struktura/kafedra-psikhologhiji/sklad
E-mail: bei.07@ukr.net
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Dr. Victoria Buzko, Physics teacher, specialist of the
highest qualication category, teacher-methodologist, PhD
in Pedagogic Sciences.
Victoria Buzko, born in 1974. Since 1999, he has
been working Physics teacher Municipal Establishment
“Teaching-Educational Union No. 6 “Spesialized Secondary
School of I-III Grades, Aesthetic Upbringing Centre “Nathne-
nia” Kirovohrad City Council Kirovohrad Region”. Laureate
of the competition “Teacher of the Year – 2005” in the cat-
egory “Physics”, winner of the city competition “Teacher
of the Year – 2009” in the category “Physics”, Laureate of
the regional competition ‘Teacher of the Year – 2009” in the
category “Physics”, winner of the All-Ukrainian competition “Best STEM-lesson” (2019).
WWW: https://sites.google.com/site/zikacecikavovazlivoprekrasno/
E-mail: vika.buzko@gmail.com
Dr. Roman Danel, researcher at Department of Me-
chanical Engineering, Faculty of Technology, Institute of
Technology and Businesses (VŠTE) in České Budějovice,
Czech Republic; assistant at Department of Applied Infor-
matics, Faculty of Economics, VŠB-Technical university of
Ostrava, Czech Republic; visiting professor at WSG Byd-
goszcz, Poland.
Roman Danel, born in 1967, spent 18 years in commercial
practice in the eld of IT / ICT, where he worked as an an-
alyst, senior programmer, database and system administra-
tor, project manager in information systems development,
branch manager and for 4 years ran his own company spe-
cializing in SW supplies for industrial systems. He has been
working at the university since 2009, in 2012-2017 he was
the head of the Automation department at the Faculty of
Mining and Geology, VŠB-Technical university of Ostrava.
Since 2012, he has also been lecturing databases, information systems, operating system, MES
system in production and www technologies at University of Economy Bydgoszcz (WSG),
Poland. His research interests include information systems and automatic control in industry,
databases, software engineering and business information systems.
E-mail: danel@rdanel.cz
Dr. Hanna Danylchuk, Associate Professor of the De-
partment of Economics and Business Modeling, The Bohdan
Khmelnytsky National University of Cherkasy, Cherkasy,
Ukraine.
Hanna Danylchuk, born in 1969, received her PhD in
Economics (East European University of Economics and
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Management) in 2015. Since 2006 she has been working in the eld of economic systems
modeling at The Bohdan Khmelnytsky National University of Cherkasy. Research interests:
modeling of crisis phenomena in nancial markets. She has published a number of papers in
international journals.
E-mail: abdanilchuk@gmail.com
Vasily Derbentsev, Ph.D., Professor, Department of
Information Technologies in Economics, Kyiv National
Economic University named after Vadym Hetman, Kyiv,
Ukraine
Vasily Derbentsev was born in 1971, graduated from the
Cybernetics Department of Taras Shevchenko Kiev State
University in 1996. Since 2000 he has been working in
Kyiv National Economic University named after Vadym
Hetman, since 2016 he has been a professor of Department
of Information Technologies in Economics. In 2001 he ob-
tained scientic degree of candidate of economic sciences
in specialty 08.00.11 – Mathematical methods, models and
information technologies in the economics. His research
interests include system analysis, modeling of complex sys-
tem, big data, machine learning, and articial intelligence. He is the author (co-author) of 5
textbooks and more than 50 papers in scientic journals and volumes in book series, among
them 9 papers in journals indexed in Scopus and one chapter published in Springer. He is a
reviewer of such journals as Intelligence System in Accounting, Finance and Management; and
Financial Innovation Journal.
E-mail: derbvd@gmail.com
Prof. Dr Tetiana M. Derkach, Chair of Professional
Education in Technologies and Design, Professor at the De-
partment of Industrial Pharmacy at Kyiv National University
of Technologies and Design, Kyiv, Ukraine.
Education: Doctor of Science in Education (Habilitation),
Institute of Higher Education of the National Academy of
Educational Sciences of Ukraine, Kyiv, 2015; PhD in Chem-
istry, Ukrainian State University of Chemical Technology,
Dnipropetrovsk, 2000; MSc with Highest Honours in Phys-
ical Chemistry, Faculty of Chemistry, Dnipropetrovsk State
University, 1987. Publications/Presentations: Author/co-
author of more than 200 publications in refereed journals,
conference proceedings and patents. The publication list
includes three monographs, seven textbooks, such as text-
books “Inorganic Chemistry for Technologists” (in English),
“Analytical Chemistry for Technologists” (in English), “In-
formation and Communication Technologies in Chemistry
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Teaching”, etc. Organising committees for a few national/international conferences in chemistry
and education. Research interests and hands-on experience in experimental work: development
of new experimental techniques in analytical chemistry; application of information and com-
munication technologies in education; formation of chemical competencies in a mixed learning
environment.
WWW: https://knutd.edu.ua/university/faculties/tlp/tlppmpn/
E-mail: derkach.tm@knutd.edu.ua
Dr. Emre Erturk, PhD, Eastern Institute of Technology,
New Zealand.
Emre Erturk joined EIT in 2011. He earned his PhD from
the University of Oklahoma in 2007. Emre has experience
teaching in distance learning as well as face-to-face. He
also has a background in institutional research. Emre won
the CEO’s Research Award in 2017. Recently, he has held a
number of leadership roles in community organizations, the
Royal Society of New Zealand, and CITRENZ (Computing
and Information Technology Research and Education New
Zealand).
WWW: https://www.eit.ac.nz/sta/emre-erturk/
E-mail: eerturk@eit.ac.nz
Prof. Halina Falfushynska, Dr. Sci. Biochem-
istry, Vice-rector for Research and International Relations,
Ternopil Volodymyr Hnatiuk National Pedagogical Univer-
sity, Ukraine.
Halina Falfushynska was awarded by Fulbright (2015)
and Alexander von Humboldt Foundation (2017). Serve as
an editorial board member for several journals including
that belong to the Elsevier and De Gruyter. She have au-
thored nearly 138 publications in peer-reviewed journals (76
publications in Scopus), 115 conference abstracts, 3 books,
monograph and chapter in monograph, 14 patents. h-index
= 16 (Scopus); h-index = 19 (Google Scholar). She have
been in charge of 18 national and international projects
as investigator, Co-PI or PI. Serve as a supervisor for four
PhD students, ve Master students (including international
one) from Ternopil Volodymyr Hnatiuk National Pedagogical University. Serve as a national
coordinator of Erasmus Mundus project MER2030 and ECT+ EMJMD. Serve as an editorial
board member for Marine Environmental Research (ScienceDirect), Limnological Review (De
Gruyter, Poland), International Journal of Medicine and Biomedical Science (Ukraine) and
Scientic Reports of Ternopil V.Hnatiuk National Pedagogical University: Biology (Ukraine).
Serve as reviewer for a number of scientic journals including Aquatic Toxicology, Marine
Environmental Research Chemosphere, Journal of Comparative Physiology – B, Ecotoxicology
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and Environmental Safety, Science of Total Environmental, Comparative Biochemistry and
Physiology Part C, Toxins, Archives of Medical Science, Polish Journal of Fishery Science,
Toxicology in Vitro, Saudi Journal of Biological Science etc.
WWW: http://tnpu.edu.ua/about/upravlinnia/nauk/CV_Falfushynska_Eng.pdf
E-mail: falfushynska@tnpu.edu.ua
Dr. Liudmyla Gryzun, Full Professor of Information
System Department at Simon Kuznets Kharkiv National
University of Economics, Kharkiv, Ukraine.
Liudmyla Gryzun earned a M.A. in Applied Mathemat-
ics from the Kharkiv State University, USSR (1986); PhD
and Second Doctoral Degree in Pedagogical science from
G.S. Skovoroda Kharkiv National Pedagogical University
(Ukraine). The sphere of her research is focused on the
curriculum and educational content design in higher ed-
ucation, the process of curriculum disciplines structuring,
based on scientic knowledge integration; AI application to
pedagogical problems solution; IT tools for inquiry-based
and holistic learning etc. She is an author of more than 120
scientic and methodical works including 1 monograph, 2
collective monographs, and 6 tutorials. Liudmyla Gryzun
has delivered a number of Keynote presentations at the In-
ternational conferences: 2018 ICTEL (Rome, Italy), 2018 ICRTEL (Barcelona, Spain), 2019 ICSTR
(Rome, Italy), 2020 ICSTR (Berlin, Germany; Paris, France; London, UK) and others. She is also
a reviewer of the foreign journals (Universal Journal of Educational Research (USA); Athens
Journal of Education, IJIRES (International Journal of Innovation and Research in Educational
Sciences)). Liudmyla Gryzun is a PC member of International Workshop CTE and ICon-MaSTEd
2020.
WWW: http://www.is.ksue.edu.ua/?q=node/295,
https://www.linkedin.com/in/liudmyla-gryzun-68769280/,
https://www.researchgate.net/prole/Liudmyla_Gryzun
E-mail: Lgr2007@ukr.net
Dr. Vita Hamaniuk, Professor of German, Literature
and Didactics, Department of German, Literature and Di-
dactics, Kryvyi Rih State Pedadogical University, Kryvyi
Rih, Ukraine.
Vita Hamaniuk, born in 1965, 1995 received a Candidate
of Pedagogical Sciences degree (Dr. ped.) from the Kharkiv
State Pedagogical H. Scovoroda University, in 2013 – a Doc-
tor of Pedagogical Sciences degree (Dr. habil.) from the
East-Ukrainian National Volodymyr Dahl University. In
2001 she received his habilitation as the Docent (Assoc.
Prof.) at the Department of Foreign Languages of Kryvyi
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Rih State Pedagogical University. In 2015 she received his habilitation as the Professor (Full
Prof.) at the Department of German, Literature and Didactics of Kryvyi Rih State Pedagogical
University. From September 1995 until now Vita Hamaniuk worked as a head of Department of
Foreign Languages, as an Associate Professor, Head of Department, Full Professor of Department
of German, Literature and Didactics. From April 2017, she works as vice-rector for research
at Kryvyi Rih State Pedagogical University. Her research interests include foreign languages
teaching and learning, didactics of multilingualism, e-learning, blended learning, comparative
researches in Education. She has published a number of papers in Ukrainian and international
journals, actively participates in international conferences and projects.
WWW: https://kdpu.edu.ua/personal/vagamanuk.html
E-mail: vitana65@gmail.com
Dr. Pavlo Hryhoruk, Professor of Department of Auto-
mated Systems and Modeling in Economics of Khmelnytskyi
National University, Khmelnytskyi, Ukraine.
Pavlo Hryhoruk, received a Doctor of Economic Sciences
degree (Dr. habil.) from the Khmelnytskyi National Univer-
sity, in 2013. Since 1997, he has been working in the eld of
economic and mathematical modeling at the Khmelnytskyi
National University, where he is currently Head of Depart-
ment of Automated Systems and Modeling in Economics.
Directions of studies are related to decision-making, mul-
tidimensional modeling of socio-economic systems, com-
prehensive assessment of economic phenomena latent char-
acteristics, nancial security, sustainable development, in-
formation technologies in education. He has published a
number of papers in domestic and international journals,
monographs and volumes in book series. Since December
2020 he is Editor-in-Chief of Herald of Khmelnytskyi Na-
tional University. Economic Sciences.
E-mail: violete@ukr.net, hryhoruk@khnu.km.ua
Dr. Anna Iatsyshyn, Senior Researcher, Department of
Civil Protection and Innovation, State Institution “The Insti-
tute of Environmental Geochemistry of National Academy
of Sciences of Ukraine”, Kyiv, Ukraine.
Anna Iatsyshyn, born in 1984, received a Candidate of
Pedagogic Sciences degree from the Ivan Ziaziun Institute of
Pedagogical and Adult Education of the National Academy
of Educational Sciences of Ukraine, in 2010. A. Iatsyshyn is
actively engaged in scientic activities in such areas as ICT
in education and research, digitalization of education, adult
education, electronic libraries, electronic social networks,
training of future PhD, scientometrics. She has published a number of papers in international
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journals and monographs, is an associate member of editorial board of journal “Information
Technologies and Learning Tools” and a member of editorial board of journal “Education and
Development of Gifted Personality”.
WWW: https://tinyurl.com/2w547j4j
E-mail: anna13.00.10@gmail.com
Dr. Oleksii Ignatenko, deputy director of research, In-
stitute of Software Systems NAS Ukraine, Kyiv, Ukraine.
Oleksii Ignatenko, born in 1979, received a Candidate of
Physical and Mathematical Sciences from V. M. Glushkov
Institute of Cybernetics NAS Ukraine, in 2007 and a Doctor
of Physical and Mathematical Sciences from Institute of
Software Systems NAS Ukraine in 2019. Since 2002, he has
been working in the eld of game theory and its applications
in computer science, agent-based modeling, reinforcement
learning. He is an associate professor at the Institute of
Applied System Analysis of Igor Sikorsky Kyiv Polytechnic
Institute (from 2006), Kyiv-Mohyla Academy (from 2019)
and Kyiv Academic University (from 2019). He is a Vice
Editor of Problem of Programming Journal.
WWW: http://www.nas.gov.ua/EN/PersonalSite/Pages/
default.aspx?PersonID=0000004947
E-mail: o.ignatenko@gmail.com
Dr. Maryna Illiahova, University of Educational Man-
agement, Kyiv, Ukraine.
WWW: http://umo.edu.ua/en/institutes/cippo/struktura/
kafedra-fod/sklad/illjakhova-marina-volodimirivna
E-mail: kairos_m@ukr.net
Dr. Nila Khrushch, Professor, Head of Department of
Finance, Banking and Insurance of Khmelnytskyi National
University, Khmelnytskyi, Ukraine.
Nila Khrushch, received a Doctor of Economic Sciences
degree (Dr. habil.) from the Institute of Market Prob-
lems and Economic & Ecological Researched of National
Academy of Sciences of Ukraine, Odesa in 2007. Since 1993,
she has been working in the eld of innovation-investment
and strategic management at the Khmelnytskyi National
University, where she is currently Head of Department of
Finance, Banking and Insurance. Area of studies includes
nancial and economic research and modeling of business
entities activity, nancial security, sustainable development,
strategic and nancial management. She has published a
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number of papers in domestic and international journals, monographs and volumes in book
series, is a member of editorial board of Herald of Khmelnytskyi National University. Economic
Sciences.
E-mail: nila.ukr@gmail.com, khrushch@khnu.km.ua
Dr. Liubov Kibalnyk, Head and Professor of Depart-
ment of Economics and Business Modelling, Cherkasy Bo-
hdan Khmelnytsky National University, Cherkasy, Ukraine.
Liubov Kibalnyk, born in 1969, received a Candidate
of Economic Sciences degree (Dr. phil.) from the Taras
Shevchenko National University of Kyiv, Ukraine, in 2002,
and a Doctor of Economic Sciences degree (Dr. habil.) from
the Institute of International Relations of Taras Shevchenko
National University of Kyiv, in 2015. Since 1994, she has
been working in the eld of economics, international eco-
nomic relations and modeling at the Cherkasy Bohdan
Khmelnytsky National University, where he is currently
Head of Department.
She specialized in the eld of modeling economic pro-
cesses in the global environment. She is the author of more
than 150 scientic and methodological works published in
international and national editions.
WWW: http://econom-law.cdu.edu.ua/?page_id=804
E-mail: liubovkibalnyk@gmail.com
Dr. Oleksandr Kolgatin, Professor of Informatics, De-
partment of Information Systems, Simon Kuznets Kharkiv
National University of Economics, Kharkiv, Ukraine.
Oleksandr Kolgatin, born in 1966, received a Candidate
of Technical Sciences degree (Dr. phil.) from the Institute
for Low Temperature Physics and Engineering of the Na-
tional Academy of Sciences of Ukraine, in 1995, the eld of
scientic interests was computational modeling of the heat
and mass transfer processes. Since 1990, he worked in the
eld of teaching informatics and using information tech-
nologies in education and received a Doctor of Pedagogical
Sciences degree (Dr. habil.) from the Institute of Information
technologies and Learning Tools of the National Academy
of Educational Sciences of Ukraine, in 2011. His research
interests include computational modeling, pedagogical diag-
nostics, information systems and technologies in education.
He has published a number of papers in international journals and volumes in book series, is a
member of editorial boards of Journal of Information Technologies in Education and associate
editor of Information Technologies and Learning Tools.
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WWW: http://www.is.hneu.edu.ua/?q=node/294
E-mail: kolgatin@ukr.net
Prof. Elena Komarova, Dr. of Pedagogical Sciences,
Baltic Federal University named after I. Kant, Institute of
Living Systems, Kaliningrad, Russia.
Elena Komarova was born in 1978 in the city of Torez,
Donetsk region, in a family of teachers. In 2000 she grad-
uated from the Krivoy Rog State Pedagogical University
with a degree in Biology and Chemistry. In 2005, defended
her thesis, in 2017, her doctoral thesis, specializing in The-
ory and Methodology of Education (Biology) (Institute of
Pedagogy, Ukraine). From 2000 to 2019 she worked at the
Krivoy Rog State Pedagogical University, from 2019 – at
the Baltic Federal University named after I. Kant (Institute
of Living Systems and Institute of Education). Sphere of
scientic interests – issues of biology teaching methods in
high school and school, axiology of biology, bioethics.
WWW: http://mybio.education/
E-mail: komarova1978@mail.ru
Dr. Valerii Kontsedailo, PhD, Head of Product at Inner
Circle, Amsterdam, The Netherlands.
Valerii Kontsedailo, born in 1991, received a Candidate of
Pedagogical Sciences degree from Institute of Informational
Technologies and Learning Tools of National Academy of
Educational Sciences of Ukraine, Ukraine, in 2019. Since
2013, he has been working in the eld of software product
management at Easygenerator, global SaaS e-Learning au-
thoring software, where he is currently the Product Owner,
Head of Product. His research interests include simulation
and serious games, soft skills in software development. He
has published a number of papers in scientic journals.
WWW: https://easychair.org/smart-program/SS2021/person163.
html
E-mail: valerii.kontsedailo@gmail.com
Dr. Svitlana Kovpik, Doctor of Philological Sciences,
Professor of the Department of the Ukrainian and World
Literatures, Kryvyi Rih State Pedagogical University, Kryvyi
Rih, Ukraine.
Svitlana Kovpik, born in 1977, received the Candidate of
Philological Sciences degree (Dr.phil.) from Kherson State
University in 2005, and Doctor of Philological Sciences degree (Dr. habil.) from Taras Shevchenko
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National University of Kyiv, in 2011. Since 2001, she has been working in the eld of Philology
at Kryvyi Rih State Pedadogical University, where she is currently a Professor. Her research
interests include poetics of ction. She has published a number of articles in international
journals and she is the editor-in-chief of the scientic journal “Literatures of the World: Poetics,
Mentality and Spirituality”.
E-mail: kovpiks@ukr.net
PhD of Public Administration, Oksana Kovtun, asso-
ciate professor, Department of Public Administration and
Project Management, State Higher Educational Institution
“University of Educational Management”, Kyiv, Ukraine.
Oksana Kovtun, born in 1971, received a Candidate of
Public Administration degree (Dr. phil.) from the Council
for the Study of Productive Forces of Ukraine at the National
Academy of Sciences of Ukraine, Ukraine, in 2010. Since
2000, she has been working in the eld of public nance
research, household nancial behavior and mechanisms for
their activation in Classic Private University (Zaporizhzhya).
She is currently an associate professor at the Department
of Public Administration and Project Management, State
Higher Educational Institution “University of Educational
Management”. Her research interests: modeling of nancial
markets, study of structural changes in the economy, inno-
vations in the nancial sector. She has published a number
of papers in international journals and workshops.
WWW: https://tinyurl.com/29bznwx8
E-mail: kovtun.oa71@gmail.com
Dr. Volodymyr Kukharenko, Professor of Technical
Cryophisics Department, National Technical University
“Kharkiv Polytechnic Institute”, Kharkiv, Ukraine.
Volodymyr Kukharenko, born in 1947, received a Can-
didate of Technical Sciences degree from Physical Technic
Institute of Low Temperature National Academy of Sciences
of Ukraine. Since 1976, he has been working in the eld
of low temperature at the National Technical University
“Kharkiv Polytechnic Institute”, where he is professor of
Technical Cryophisics Department and academician of In-
ternational Academy of Refrigeration UD.
His research interests include distance learning. He has
published a number of papers in international journals and
six books from creating distance courses, about tutor, blended learning.
WWW: https://dl.khpi.edu.ua
E-mail: kukharenkovn@gmail.com
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Dr. Andrey Kupin, Professor, Head of the Department
of Computer Systems and Networks, Kryvyi Rih National
University, Kryvyi Rih, Ukraine.
Andrey Kupin was born in Slovianoserbsk, Luhansk re-
gion, Ukraine, in 1972. He received the engineering degree
in robotic systems and complexes from East-Ukrainian State
University, in 1994.
He received the Ph.D. degree in automation from Kryvyi
Rih Technical University, in 2001. From 2006 to 2007, he
worked as an Associated Professor of the Department of
Informatics, Automation and Control Systems. In 2010 he
became a doctor of science in automation, professor (2013).
Dean of the Faculty of Information Technology (2011–2015).
From 2007 he is the Head of the Department of Computer
Systems and Networks. He is the author more than 190
articles and 8 patents. Professor Kupin as a scientic adviser
has prepared 4 PhD and 1 DrSc. His research interests include articial intelligence, information
and integrated automation of technological processes.
WWW: http://t.knu.edu.ua/page/kafedra-komp-yuternykh-sistem-i-setey
E-mail: kupin@gmail.com
Dr. Olena Lavrentieva, Full Professor, Professor of the
Department of Innovative Technologies in Pedagogy, Psy-
chology and Social Work, Alfred Nobel University, Dnipro,
Ukraine.
Olena Lavrentieva, born in 1968, received a Candidate
of Pedagogical Sciences degree (Dr. phil.) from the Lesya
Ukrainka East European National University, Ukraine, in
2005 by specialty 13.00.09 «Theory of Education», and a
Doctor of Pedagogical Sciences degree (Dr. habil.) from
the Institute of Teacher Education and Adult Education of
the National Academy of Sciences of Ukraine by specialty
13.00.04 «Theory and Methods of Professional Education»,
in 2015. During 2003-2020 she was working in the Kryvyi
Rih State Pedadogical University, now she is working in
Alfred Nobel University. Her research interests include
didactic and methodology issues of vocational training process. She has published a number of
papers in international journals and volumes in book series, is a member of editorial boards of
Physical and Mathematical education.
E-mail: lavrenteva.o@duan.edu.ua
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Ph.D., assistant professor Nadiia Lobanchykova, the
Dean of the Faculty of Information and Computer Technol-
ogy, assistant professor Department of computer engineer-
ing and cybersecurity at the Zhytomyr Polytechnic State
University, Zhytomyr, Ukraine.
Nadiia Lobanchykova, born in 1978, defended the the-
sis by specialty 05.13.06 – Information Technology (122
Computer Science and Information Technology) at Kherson
National Technical University and received a Candidate of Engineering in 2010. Associate
Professor of the Department of Information and Communication Systems Security since 2012.
Her research interests include cybersecurity of critical infrastructure objects, cloud computing
security; information technology for the construction and protection of Internet of things.
WWW: https://ztu.edu.ua/en/structure/faculties/kt/
E-mail: lobanchikovanadia@gmail.com
Prof. Olena Lokshyna, Dr. Sc., Head of the Department
of Comparative Education, Institute of Pedagogy of the
National Academy of Educational Sciences of Ukraine, Kyiv,
Ukraine.
Olena Lokshyna, born in 1959, received a Candidate of
Educational Sciences degree (Dr. phil. in Education) in 1992,
and a Doctor of Sciences degree (Dr in Education) from the
Institute of Pedagogy of the National Academy of Educa-
tional Sciences of Ukraine, in 2011. She has been working
in the area of comparative and international education at
the Institute of Pedagogy of the National Academy of Ed-
ucational Sciences of Ukraine since 1990. She received her
Professor rank in 2015 and was elected as a Corresponding
Member of the National Academy of Educational Sciences
of Ukraine in 2019. Her research interests focus on developmental trends and innovations
in education in Ukraine and abroad through the lens of comparison, with special interest in
reforms, curricula, competences, students’ assessment, education quality monitoring, VET,
methodology of comparative education research, education policy analyses. Olena Lokshyna
is an author/co-author of about 300 works – monographs and analytical studies, textbooks
and course outlines, journal papers and conference abstracts. She teaches courses on compar-
ative and international education for PhD students at the Institute of Pedagogy and at Borys
Grinchenko Kyiv University. She is a member of the editorial boards of the Ukrainian Peda-
gogical Journal, Education Modern Discourses Journal and Studies in Comparative Education
Journal.
WWW: http://undip.org.ua/
E-mail: luve2001@hotmail.com
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Oksana Lytvyn, Candidate of Physical and Mathemat-
ical Science, Senior Researcher, Head of the Chair of Com-
puter Science and Mathematics, Faculty of Informational
Technology and Management, Borys Grinchenko Kyiv Uni-
versity, Kyiv, Ukraine.
Educational background: 1993 – graduated from faculty
of physics and mathematics of Precarpathian Stefanyk Uni-
versity, Ivano-Frankivs’k, speciality: mathematics; from
1997 to 2001 – postgraduate student, physics and mathe-
matics sciences, Institute of Semiconductor Physics NAS
Ukraine, Scanning Probe Microscopy Lab, received a Can-
didate of Physical and Mathematical Science in 2001. Re-
searches and expertise: Computer simulation and mathe-
matical methods in the eld of scanning probe microscopy;
methodology of teaching higher mathematics and computer science in higher educational insti-
tutions. Published over 200 works, h-index in Scopus – 17. Participation in international projects:
Eurasia “Development of students’ mathematical competencies through Digital Mathematical
Modeling (DeDiMaMo)”; Erasmus+K2 “Partnership for Learning and Teaching in University
Mathematics (PLATINUM)”, Tempus “Development of Embedded System Courses with the
implementation of Innovative Virtual approaches for integration of Research, Education and
Production in UA, GE, AM”.
E-mail: o.lytvyn@kubg.kiev.ua
Dr. Svitlana Malchenko, Candidate of Physical and
Mathematical Sciences, Associate Professor of Astrophysics
and methodics of teaching astronomy, Department of
Phisycs, Kryvyi Rih State Pedagogical University, Kryvyi
Rih, Ukraine.
Svitlana Malchenko, born in 1981, defended dissertation
“Be-stars of spectral class B0-B3 in young open stellar clus-
ters” for the degree of candidate of physical and mathe-
matical sciences (Dr. phil.), specialty 01.03.02 Astrophysics,
radio astronomy at the I. I. Mechnikova Odesa National Uni-
versity, Ukraine, in 2010. Since 2009, she has been working
in the eld of astrophysics and method of teaching astron-
omy at the Kryvyi Rih State Pedagogical University, where
she is currently associate Professor. Her research interests
include such as spectroscopy of Be and binary stars also
as the problems of teaching astronomy in terms of inclu-
sive education. She has published a number of papers in
international journals.
WWW: https://kdpu.edu.ua/personal/slmalchenko.html
E-mail: malchenko.svitlana@kdpu.edu.ua
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Ph. D. Maiia V. Marienko, PhD (in Pedagogics), Senior
Researcher in Department of Cloud-Oriented Systems of
Education Informatization, Institute for Digitalisation of
Education of the NAES of Ukraine, Kyiv, Ukraine.
WWW: https://iitlt.gov.ua/eng/structure/departments/
cloud/detail.php?ID=565
E-mail: popel@iitlt.gov.ua
Ph. D. Oleksandr Merzlykin, Senior Lecturer, Depart-
ment of Computer Science and Applied Mathematics De-
partment, Kryvyi Rih State Pedagogical University, Kryvyi
Rih, Ukraine.
Oleksandr Merzlykin, born in 1990, received a Candidate
of Pedagogical Sciences degree (Ph. D.) from the Institute
for Digitalisation of Education of the National Academy of
Educational Sciences of Ukraine, in 2017. Since 2017, he has
been working in the eld of Computer Science Education at
the Kryvyi Rih State Pedagogical University. His research
interests include informational and communicational tech-
nologies of Science Education. He has published a number
of papers in international journals and volumes in book
series.
WWW: https://kdpu.edu.ua/personal/ovmerzlykin.html
E-mail: avm@ccjournals.eu
Liliia Midak, Candidate of chemical sciences, Associate
Professor at the Department of Environmental Chemistry
and Chemical Education, Vasyl Stefanyk Precarpathian Na-
tional University, Ivano-Frankivsk, Ukraine.
Liliia Midak graduated from the Vasyl Stefanyk Pre-
carpathian University in 2002 (speciality Chemistry). In
2006 presented the candidate dissertation on subject “Physic-
chemical and antifriction properties of composites on ther-
mal stability polymers in interaction with titanium alloys”.
She is a corresponding member of the Technical sciences
Academy of Ukraine, the chairman of the public organi-
zation “STUDY INNOVATION WORKSPACE LICO”. Her
research interests include technology and characteristics
of antifriction composite polymeric materials; mathemat-
ical methods of planning and experiment analysis; safety of
food (products); toxicology of synthetic washing chemicals;
modern educational learning technologies; digital learning
tools; augmented and virtual reality in education.
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WWW: https://chemeducation.pnu.edu.ua/5319-2/
Ph. D. Iryna Mintii, associate professor of Computer Sci-
ence, Department of Computer Science and Applied Math-
ematics, vice dean of Faculty of Physics and Mathemat-
ics, Kryvyi Rih State Pedagogical University, Kryvyi Rih,
Ukraine.
Iryna Mintii received a Candidate of Pedagogical Sciences
degree (Ph. D.) from the National Pedagogical Dragomanov
University, Kyiv, Ukraine, in 2013. Her research interests
include ICT in education. She has published a number of
papers in international journals.
WWW: https://kdpu.edu.ua/personal/ismintii.html
E-mail: irina.mintiy@kdpu.edu.ua
Dr. Natalia Moiseienko, Associated professor of Com-
puter Science and Applied Mathematics Department, Kryvyi
Rih State Pedagogical University, Kryvyi Rih, Ukraine.
Natalia Moiseienko, born in 1973, received a Candidate
of Philosophical Sciences degree (Dr. phil.) from the Odessa
National Polytechnic University, Ukraine, in 2004. Since
1995, she has been working in the eld of programming
and computer modelling at the Kryvyi Rih State Pedagog-
ical University, where she is currently associated professor.
Her research interests include computer graphics, computer
game programming and educational technologies. She has
published a number of papers in international journals, is a
Member of the Program Committee of many international
conferences.
WWW: https://kdpu.edu.ua/personal/nvmoiseienko.html
E-mail: n.v.moiseenko@gmail.com
Andrii Morozov, Candidate of Technical Sciences (PhD),
Associate Professor, Department of Computer Science, Zhy-
tomyr Polytechnic State University, Zhytomyr, Ukraine.
Andrii Morozov, born in 1985, received a Candidate of
Technical Sciences degree (Dr. phil.). From 2006 he works at
the Zhytomyr Polytechnic State University as an assistant,
associate professor, head of department, dean of the faculty,
vice-rector for scientic and pedagogical work. His research
interests include transport logistics, discrete optimization,
information and communication technologies in education. He has published a number of
papers in international journals and volumes in book series, is a member of editorial boards of
scientic professional edition of Ukraine “Technical Engineering”.
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WWW: https://www.facebook.com/morozov.andriy
E-mail: morozov@ztu.edu.ua
Dr. Ganna Muzychenko, Professor of Sciences and Law,
South Ukrainian National Pedagogical University named
after K. D. Ushynsky, Odessa, Ukraine.
Ganna Muzychenko, born in 1975, received a Candidate
of Political Sciences degree (PhD) from the Mykolayiv State
University for the Humanities named after Petro Mohyla,
Ukraine, in 2005, and a Doctor of Political Sciences degree
(Dr. habil.) from, South Ukrainian National Pedagogical
University named after K. D. Ushynsky, in 2013. Since 2013,
she has been working in the eld of political sciences and
public nance at the South Ukrainian National Pedagogi-
cal University named after K. D. Ushynsky, where she is
currently assistant rector. Her research interests include
public policy and decision making process on the national
and local levels, globalization and its inuence on public
politics, nance and legislative process, intergovernmental
relationships and combating corruption process. She has
published a number of papers in international journals and
volumes in book series, is a member of editorial board of scientic journal “Politicus”.
E-mail: gannamuzychenko@gmail.com, muzychenko@pdpu.edu.ua
Pavlo Nechypurenko, Associate Professor of Depart-
ment of Chemistry and Methods of its Teaching, Kryvyi Rih
State Pedagogical University, Kryvyi Rih, Ukraine.
Pavlo Nechypurenko, born in 1981, received a Magister of
Teaching of Chemistry from Kryvyi Rih State Pedagogical
University, Ukraine, in 2004, and a Candidate of Pedagog-
ical Sciences degree (Dr. phil.) from the Luhansk Taras
Shevchenko National University, Ukraine, in 2017. Since
2004, he has been working in the eld of analytical chem-
istry and method of solving chemical problems at the Kryvyi
Rih State Pedagogical University. His research interests
include using of ICT on Chemistry education, Analytical
Chemistry, Technique of chemical experiment. He has pub-
lished a number of papers in Ukrainian and international
journals and developed a series of virtual laboratory work
to teaching chemistry.
E-mail: acinonyxleo@gmail.com, acinonyxleo@kdpu.edu.ua
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Yulia Nosenko, Leading Researcher, Department of
Cloud-Oriented Systems of Education Informatization, Insti-
tute for Digitalisation of Education of the NAES of Ukraine,
Kyiv, Ukraine.
Yuliia Nosenko, born in 1984, received a Candidate of
Pedagogical Sciences degree (Ph.D.) in 2011. In 2010-2015
worked at Taras Shevchenko National University of Kiev
(part time). Since 2010 has been working at the Institute for
Digitalisation of Education of National Academy of Educa-
tional Sciences of Ukraine, where she is currently leading
researcher. Her research interests relates to implementation
and use of cloud services in education, formation and de-
velopment of educators’ digital competence, use of ICT as
a tool for supporting inclusive learning. She has published
over 80 scientic papers, including articles in international
journals, is a member of editorial board of peer-reviewed
e-journal “Information Technologies and Learning Tools”.
WWW: http://iitlt.gov.ua/structure/departments/cloud/
detail.php?ID=48
E-mail: nosenko-y@ukr.net
Dr. Nadiia Olerenko, Chief in Department of Com-
puter Science, H. S. Skovoroda Kharkiv National Pedagog-
ical University, Kharkiv, Ukraine.
WWW: http://hnpu.edu.ua/en/olerenko-nadiya-vasylivna
E-mail: nadiia.olerenko@hnpu.edu.ua
DSc Kateryna Osadcha, Associate professor, Depart-
ment of Computer Science and Cybernetics, Bogdan Khmel-
nitsky Melitopol state pedagogical university, Melitopol,
Ukraine.
Kateryna Osadcha, born in 1977, received a Candidate
of Pedagogical Sciences (PhD in Education) from the Vin-
nytsia State Pedagogical University named after Mykhailo
Kotsiubynsky, Ukraine, in 2010 and received a Doctor of
Pedagogical Sciences (PhD in Education) from the Classic
Private University (Zaporizhzhia), Ukraine, in 2020. Since
2011, she has been working as an Associate professor of
the Department of Computer Science and Cybernetics at
the Bogdan Khmelnitsky Melitopol state pedagogical university. Her research interests in-
clude: computer science, network technology, programming, ICT, e-learning, engineering
education, educational technology, tutoring. She is author of about a hundred scientic works,
including textbooks, monographs, author’s certicates. She is a member of editorial boards of
“Ukrainian Journal of Educational Studies and Information Technology” (Ukraine), “International
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Conference on Higher Education Advances” (Spain), “Transactions of Kremenchuk Mykhailo
Ostrohradskyi National University” (Ukraine), “Professional Education: Methodology, Theory
and Technologies” (Ukraine), “Computing Conference 2021” (United Kingdom).
WWW: http://osadcha.mdpu.org.ua
E-mail: okp@mdpu.org.ua
Dr. Olena Ostrianska, University of Educational Man-
agement, Kyiv, Ukraine.
WWW: https://tinyurl.com/585ccj93
E-mail: elena.ostryanskaya@ukr.net
Dr. Liubov Panchenko, Professor at the Department of
Sociology, National Technical University of Ukraine “Igor
Sikorsky Kyiv Polytechnic Institute”, Kyiv, Ukraine.
Liubov Panchenko was awarded a Candidate of Pedagogi-
cal Sciences degree (Dr. phil.) from H. S. Skovoroda Kharkiv
National Pedagogical University, Kharkiv, Ukraine, in 1995,
and a Doctor of Pedagogical Sciences degree (Dr. habil.)
from the Luhansk Taras Shevchenko National University,
in 2012. Since 1993, she has been working in the eld of
information and communication technology in education.
Since 2016 she has been a Professor at the Department of
Sociology, National Technical University of Ukraine “Igor
Sikorsky Kyiv Polytechnic Institute”. Her research interests
include information and communication technology in edu-
cation, university’s educational environment, MOOCs, data
analysis and multivariate methods in scientic research,
digital storytelling, adult education. She has published a
number of papers and text books (“Computer data analy-
sis”, “Data analysis practicum”, “Mathematical and statistical
methods of sociological information’s analysis”) and is an
editorial board member of the Ukrainian journals “Informa-
tion Technologies and Learning Tools” (associated editor),
“e-Environment of Modern University”, and “Humanization
of the educational process”.
WWW: http://www.sociology.kpi.ua/en/faculty-2
E-mail: lubov.felixovna@gmail.com
Dr. Iryna Perevozova, Head of Department of En-
trepreneurship and marketing, Ivano-Frankivsk national
technical university of oil and gas, Ivano-Frankivsk,
Ukraine.
E-mail: perevozova@ukr.net
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Larysa Petrenko, Habilitated doctor, Doctor of Peda-
gogical Sciences, Department of vocational and higher ed-
ucation of the University of Educational Management, Kyiv,
Ukraine.
Larysa Petrenko, born in 1951, received a Candidate of
Pedagogical Sciences degree (Ph.D.) in 2006 from the Insti-
tute of Pedagogy of the National Academy of Educational
Sciences of Ukraine, and a Doctor of Pedagogical Sciences
from the Institute of Vocational Education of NAESU in
2014. Since 2019, she has been a professor in the eld of
vocational and higher education at the University of Educational Management. Her research
interests include the informational culture, information and analytical competence of peda-
gogical, scientic-pedagogical sta and heads of educational institutions of various types. She
has published a number of articles in domestic and foreign collections of scientic papers and
monographs were published. She is also a member of the editorial board of researcher’s digest
«Scientic Herald of the Institute of Vocational Education and Training of NAESU. Professional
Pedagogy».
WWW: http://umo.edu.ua/institutes/cippo/struktura/kafedra-upop/sklad
E-mail: laravipmail@gmail.com
Olga Pinchuk, Deputy Director for Scientic Experimen-
tal Work, Leading Researcher, PhD (in Pedagogics), Senior
Researcher in the eld of information and communication
technologies in education. Education: M.P. Drahomanov
Kyiv State Pedagogical Institute in specialties of Mathemat-
ics, Computer Science and Computer Engineering teacher.
Currently the experience in teaching is 25 years. Since 2005
she work in the Institute for Digitalisation of Education of
the NAES of Ukraine.
She worked on the implementation of the tasks of the
scientic research works “Scientic and methodological
foundations use of computer oriented tools in teaching nat-
ural and mathematical subjects in prole School”, “Scientic
and methodological principles of organization of distance
learning environment in secondary schools”, “Methodology
of design network resource centers of distance education of secondary schools”, “Formation of
information and educational environment for learning high school students through technology
electronic social networks” (Head of Scientic Research), “System of computer modeling of
cognitive tasks for the formation of competencies of students in natural and mathematical sub-
jects”. She have more than 80 published scientic works, the author of collective monographs,
manuals. She also obtain the post of co-editors-in-chief of “Information Technologies and
Learning Tools”, a peer-reviewed e-journal in educational sphere, publishing full-text articles
online with immediate open-access.
WWW: http://iitlt.gov.ua/
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E-mail: opinchuk@iitlt.gov.ua
Dr. Nataliia Prykhodkina, Candidate of Pedagogical
Sciences (PhD in Education), Associate Professor, Dept. of
Pedagogy, Administration and Special Education, Educa-
tional and Scientic Institute of Management and Psychol-
ogy of the State Higher Educational Institution “University
of Education Management” of the National Academy of
Educational Sciences of Ukraine, Kyiv, Ukraine.
Research interests: media culture and media education,
education in the information society, world experience in
the development of education, innovative technologies and
educational trends, management of the establishment.
WWW: http://umo.edu.ua/en/institutes/imp/struktura-institutu/
kaf-upravl-navch-zaklad/sklad/prikhodjkina-natalja-oleksijivna
E-mail: prykho2@gmail.com
Dr. Oleg Pursky, Professor of Computer Science and
Information Systems, Head of Department of Computer
Science and Information Systems, Kyiv National University
of Trade and Economics, Kyiv, Ukraine.
Oleg Pursky, born in 1967, received a Candidate of Sci-
ences in Physics and Mathematics degree (Dr. phil.) from
the Institute for Low Temperature Physics and Engineering
of the National Academy of Sciences of Ukraine, in 2001,
and a Doctor of Sciences in Physics and Mathematics degree
(Dr. habil.) from the Taras Shevchenko National University
of Kyiv, Ukraine, in 2010. His research interests include
informational systems development, computer simulation
and modeling of socio-economic systems. He has published
a number of papers in international journals, monographs
and volumes in book series, is a member of editorial board
of International Journal of Economic Theory and Applica-
tion, reviewer of scientic journals International Journal of
Modern Physics (B) and Heat Transfer and certied Data
Science&Machine Learning specialist. He is a member of Sci-
entic Council section of Ukrainian Ministry of Education
and Science on the specialty “Informatics and Cybernet-
ics”. Currently, he is working as a Head of Department of
Computer Science and Information Systems, Kyiv National
University of Trade and Economics.
WWW: https://knute.edu.ua/blog/read/?pid=12695&uk
Dr. Ganna Romanova, D.Ed., Professor, Department of
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Educational Technology Quarterly, Vol. 2021, Iss. 4, pp. 429-604 https://doi.org/10.55056/etq.53
Philosophy and Pedagogy, National Transport University, Kyiv, Ukraine.
E-mail: roman-ania@ukr.net
Dr. Zoya Ryabova, Doctor of Education, Professor, Uni-
versity of Educational Management, Kyiv, Ukraine.
WWW: http://umo.edu.ua/en/institutes/cippo/struktura/
kafedra-dergavn-slugby/sklad/rjabova-zoja-viktorivna
E-mail: Ryabova69@gmail.com
Dr. Zarema Seidametova, Professor, Chair of Ap-
plied Informatics Department, Fevzi Yakubov Crimean
Engineering-Pedagogical University, Simferopol, Crimea.
Zarema Seidametova, received her Ph.D. in uid mechan-
ics from Institute of Mechanics and Earthquake Engineering
Academy of Sciences of Uzbekistan, Tashkent, in 1988, and
her science degree doctor of sciences in Computer Science
Education from Dragomanov National Pedagogical Univer-
sity, Kyiv, Ukraine, in 2008. She held visiting positions
at Statistical Department at Educational Testing Service
(Princeton, NJ) in 2004, and Computer Science Department
at Duke University (Durham, NC) in 2013-2014. She is a
member of ACM. Her research interests include computer
science education. She has published a number of papers
in international journals and volumes in book series.
WWW: https://tinyurl.com/4w4t5zra
E-mail: z.seydametova@gmail.com
Dr. Yevhenii Shapovalov, Chief specialist in Ministry
of Digital Transformation of Ukraine and Researcher in
National Center “Junior Academy of Science of Ukraine”.
Yevhenii Shapovalov was born in 1992, received Ph.D. in
2020 from the National University of Life and Environmen-
tal Sciences of Ukraine in biotechnology. He worked in the
eld of digitalization of chemistry education in the National
Center “Junior Academy of Science of Ukraine” from 2014 to
2020 and then start to work in the Ministry of Digital trans-
formation. He has studied the anaerobic digestion of high
nitrogen content in biotechnology and modern approaches
in the digitalization of education, such as using AR, smart
tools, and ontologies to structure education content. He is a
board member of NGO “European Studies’ Platform for Sus-
tainable Development” and has experience in international
educational projects (Erasmus+).
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WWW: http://www.nas.gov.ua/UA/PersonalSite/Pages/
default.aspx?PersonID=0000026333
E-mail: sjb@man.gov.ua, shapovalov@thedigital.gov.ua
Ph.D. Svitlana Shokaliuk, Associate Professor of The-
ory and Methodic Educational of Computer Science, De-
partment of Computer Science and Applied Mathemat-
ics, Kryvyi Rih State Pedagogical University, Kryvyi Rih,
Ukraine.
Svitlana Shokaliuk, born in 1980, received a Candidate
of Pedagogical Sciences degree (Dr. phil.) from the Dra-
homanov National Pedagogical University, Kyiv, Ukraine,
in 2010. Since 2002, she has been working in the eld of
Computer Science and Informational Technology in Educa-
tional the Kryvyi Rih State Pedagogical University. Her re-
search interests include Methodic Educational of Computer
Science in secondary and higher schools, ICT in educational
process, Computer Mathematics.
WWW: https://kdpu.edu.ua/personal/svshokaliuk.html
E-mail: shokalyuk15@gmail.com
Dr. Iryna Slipukhina, D.Ed., Professor at the Depart-
ment of General and Applied Physics, National Aviation
University, Kyiv, Ukraine.
Slipukhina Iryna Andriivna graduated from Kyiv State
Pedagogical Gorky Institute, Faculty of Physics and Math-
ematics, specialty “Physics and Astronomy”. Candidate of
Physical and Mathematical Sciences since 1999, specialty
01.04.10 – physics of semiconductors and dielectrics, PhD
thesis “Laser spectroscopy of CdP2 crystals of tetragonal
modication”. Doctor of Pedagogical Sciences since 2015,
specialty 13.00.02 – Theory and Teaching Methods (tech-
nical disciplines), thesis “Theoretical and methodological
principles of formation of technological competence of fu-
ture engineers using a computer-based system of physical
experiment”. Since 2015, Slipukhina I. A. is a professor at
the Department of General and Applied Physics, and since
2020 – also a leading researcher of the department for the
creation of educational-thematic knowledge systems of the
National Center “Junior Academy of Sciences of Ukraine”. By the current time her scientic
and pedagogical experience is 20 years. She is a member of the public organization “Innovative
University and Leadership”. Her Polish language prociency level is B2. She involves junior
students, high school students in research work, takes an active part in training seminars
for teachers of natural sciences.For many years of conscientious, impeccable and active work
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on scientic guidance of students of NAU Slipukhina I. A. received diplomas, awards and
acknowledgments from the rector of the National Aviation University and the Direction of the
Junior Academy of Sciences. She has more than 150 scientic and methodological publications
on education and teaching methods. Research interests: STEM and other interdisciplinary
approaches in teaching, training of STEM educators, instrumental digital didactics, innovative
learning technologies.
WWW: http://www.slipukhina.in.ua/
Dr. phil. Oleksandra Sokolyuk, Acting Deputy of Sci-
entic Secretary Institute for Digitalisation of Education of
the NAES of Ukraine, Kyiv, Ukraine.
Oleksandra Sokolyuk, born in 1962, received a Candidate
of Pedagogical Sciences degree (Dr. phil.) from the National
Pedagogical University named after M. Drahomanov, Kyiv,
Ukraine. Senior Researcher in specialty 13.00.10 – informa-
tion and communication technologies in education (2014).
His research interests include IKT in education, educational
research, is a member of editorial boards of “Information
Technologies and Learning Tools”.
WWW: http://iitlt.gov.ua/eng/structure/
E-mail: sokolyuk62@gmail.com
Oleg Spirin, Doctor of Pedagogy, Full Professor, Corre-
sponding Member of the National Academy of Pedagogical
Science of Ukraine, Vice Rector for Research and Digital-
ization of the University of Educational Management, Kyiv,
Ukraine.
Oleg Spirin, born in 1965, 1989 – graduated from Zhy-
tomyr Ivan Franko State University, Ukraine, majoring in
Mathematics and Physics. Scientic degree: Ph.D (2002),
Thesis “Dierentiated approach to the Study of the Founda-
tions of Articial Intelligence in Computer Science Course
Physics and Mathematics in Higher Educational Institu-
tions”; Doctor of Pedagogical Sciences (2009), Thesis “Theo-
retical and Methodological Basis of Credit-modular System
of Future Teachers of Informatics Training”. Academic status: Associate Professor of Computer
Science (2004), Professor of the specialty 13.00.10 – Information Technologies in Education
(2013). Prof. Spirin is an expert in the informatization of education and science and informa-
tion training of students. He has published a number of papers in international journals and
volumes in book series, is Deputy Editor-in-Chief of Electronic scientic edition “Information
Technologies and Learning Tools”, member of the Editorial Boards of the specialized journals
“Information Technologies in Education”, “Computer in School and Family”.
WWW: http://umo.edu.ua/en/university/leadership/spirin-olegh-mikhajlovich
E-mail: oleg.spirin@gmail.com
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Dr. Andrii Striuk, Ph.D., Head of Simulation and Soft-
ware Engineering department of Kryvyi Rih National Uni-
versity, Kryvyi Rih, Ukraine.
Andrii Striuk, born in 1979. In 2000 he graduated from
the Kryvyi Rih Technical University with a degree in Au-
tomated Systems Software. In 2001, he received a master’s
degree in computer science. Has been working at the De-
partment of Modeling and Software of Kryvyi Rih National
University since 2000. Combines educational activities with
practical, developing and implementing educational soft-
ware products. In 2011 he defended his Ph.D. thesis. From
2014 to 2017 he is studying at the doctoral program in Insti-
tute for Digitalisation of Education of the NAES of Ukraine
(Kyiv, Ukraine). In 2017, he was awarded the Prize of the President of Ukraine for young
scientists. Heads the Simulation and Software Engineering department of Kryvyi Rih National
University since 2018. Field of scientic interest: professional training of software engineers,
mobile learning technologies, the use of augmented reality technologies in education.
WWW: http://mpz.knu.edu.ua/pro-kafedru/vikladachi/224-andrii-striuk
E-mail: andrii.striuk@knu.edu.ua
PhD. Viktoriia Tkachuk, associate Professor, Depart-
ment of Professional and Social-Humanitarian Education,
Kryvyi Rih National University, Kryvyi Rih, Ukraine.
Viktoriia Tkachuk, born in 1986, received a Candidate
of Pedagogical Sciences degree from the State Institu-
tion „Taras Shevchenko National University of Luhansk”,
Ukraine, in 2020. She has been working at the Kryvyi Rih Na-
tional University since 2008. Her research interests include
Information and Communication Technologies in Education
and Augmented Reality in Education. She has published a
number of papers in international journals and chapters in
book.
WWW: https://tinyurl.com/p5ppwcac
E-mail: viktoriya.tkachuk@gmail.com
Dr. Iryna Mykolaivna Trubavina – Doctor of Pedagog-
ical science, Professor of the Department of Social and Hu-
manitarian Disciplines of the National Academy of the Na-
tional Guard of Ukraine, of the Department of General ped-
agogics and pedagogic of High education, H. S. Skovoroda
Kharkiv National Pedagogical University, consultant of the
La Strada-Ukraina (2000-2015), scientic consultant of the
State Social services for families, children and youth (2000–
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2006). Field of scientic interest: social pedagogics, social work, education, family, pedagogic‘s
skills. She is Editor of the journal “Social Work in Ukraine: Theory and Practice”, “Społeczna
Pedagogika”.
WWW: https://tinyurl.com/488fbb4n
E-mail: trubavina@gmail.com
Dr. Maryna Vardanian, Full Professor of Children’s
Literature and Comparative Literature, Faculty of Foreign
Languages, Kryvyi Rih State Pedagogical University, Kryvyi
Rih, Ukraine.
Maryna Vardanian, born in 1979, received a Candidate
of Philological Sciences degree (PhD in Philology) from
The Volodymyr Vynnychenko State Pedagogical University
of Kirovograd (Kropyvnytskyi, Ukraine), in 2010, and a
Doctor of Philological Sciences degree (Dr. habil.) from
The Bohdan Khmelnytsky National University of Cherkasy,
Ukraine, in 2019. Since 2012, she has been working in the
eld of children’s literature and comparative literature at
The Kryvyi Rih State Pedagogical University, where she
is currently Dean of Faculty of Foreign Languages. Her
research interests include literary imagology, translating
studies and literature written by Ukrainian Diaspora. She
has published a number of papers in journals, is a member
of International Research Society for Children’s Literature,
and editorial board of Literatures of the World: Poetics,
Mentality and Spirituality.
WWW: https://kdpu.edu.ua/personal/pm_rectora.html
E-mail: maryna.vardanian@gmail.com
Dr. Hanna Varina, Associate Professor at Department
of Psychology, Bogdan Khmelnitsky Melitopol State Peda-
gogical University, Ukraine.
WWW: https://www.researchgate.net/prole/Hanna_
Varina
Dr. Vladyslav Velychko, Associate Professor of Meth-
ods of Teaching Mathematics and Methods of Teaching
Computer Science, Faculty of Physics and Mathematics,
Donbas State Pedagogical University, Sloviansk, Ukraine.
Vladyslav Velychko, born in 1973, received a Candidate of
Physical and Mathematical Sciences degree (Dr. phil.) from
the Kyiv Taras Shevchenko National University, Ukraine,
in 2006, and a Doctor of Pedagogical Sciences degree (Dr.
habil.) from the Donbas State Pedagogical University, in
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2019. Since 1994, he works in the eld of algebra, methods of teaching computer science, the
use of information and communication technologies in education at Donbas State Pedagogical
University, where he is now head of the department. Research interests – quasi-ideals of semi-
groups, algorithms on algebraic structures, free software, open electronic educational resources.
He has published a number of articles in international journals and made presentations at
international conferences and seminars.
WWW: https://ddpu.edu.ua/cc/velychko
E-mail: vladislavvelichko@gmail.com
Nataliia Veretennikova, PhD, candidate of social com-
munication, assistant of the Department of Information Sys-
tems and Networks, Lviv Polytechnic National University,
Lviv, Ukraine.
Nataliia Veretennikova, born in 1990, received PhD de-
gree from Vernadsky National Library of Ukraine in 2017.
She is a winner of the President’s Award for Young Scien-
tists in 2019 and a winner of the Regional Prize for Young
Scientists and Researchers for Scientic Achievements that Contribute to Social and Economic
Transformation in the Region and Arm the High Authority of Lviv Region Scholars in Ukraine
and in the World. Her scientic research relates to the eld of electronic science, linguistic
support, and social communications. She is an author of a lot of papers in domestic and interna-
tional journals as well as volumes. She is a member of editorial boards and joins in Programme
and Organizing committees of international conferences or workshops.
WWW: http://wiki.lp.edu.ua/wiki/%D0%92%D0%B5%D1%80%D0%B5%D1%82%D0%B5%D0%
BD%D0%BD%D1%96%D0%BA%D0%BE%D0%B2%D0%B0_%D0%9D%D0%B0%D1%82%D0%B0%D0%
BB%D1%96%D1%8F_%D0%92%D1%8F%D1%87%D0%B5%D1%81%D0%BB%D0%B0%D0%B2%D1%
96%D0%B2%D0%BD%D0%B0
E-mail: nataver19@gmail.com
Dr. Kateryna Vlasenko, Professor of Maths, Depart-
ment of Mathematics, National University of “Kyiv Mohyla
Academy”, Kyiv, Ukraine.
Kateryna Vlasenko, born in 1966, received a Candidate of
Pedagogical Sciences degree (PhD) from the National Ped-
agogical Dragomanov University, Ukraine, in 2004, and a
Doctor of Pedagogical Sciences degree (D.Sc. in Educational
Science) from the Bohdan Khmelnytsky National University
of Cherkasy, in 2011. Since 2008, she has been working
in the eld of mathematical and pedagogical modeling at
Donbas State Engineering Academy. Her research inter-
ests include the issues of mathematics education. She has
published a number of papers in international journals and
volumes in book series, is a member of editorial boards
of Innovative Solutions in Modern Science, Topical Issues
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of Natural and Mathematical Education (Sumy State Pedagogical University named after A.
Makarenko).
WWW: http://formathematics.com/tutors/kateryna-vlasenko/
E-mail: vlasenkokv@ukr.net
Nataliia P. Volkova, Doctor of Pedagogy, Professor,
Head of the Department of Innovative Technologies in Peda-
gogy, Psychology and Social Work, Alfred Nobel University,
Dnipro, Ukraine.
Leading expert in pedagogy of higher education in
Ukraine. Chairperson of Specialized Academic Board on
PhD dissertations in “Theory and Methodology of Profes-
sional Education”. Author of more than 170 printed works,
three monographs, two textbooks with a stamp of the Min-
istry of Education and Science of Ukraine, three study guides
with a stamp of the Ministry of Education and Science of
Ukraine, 12 educational and practical study guides, arti-
cles in leading Ukrainian and foreign journals. Author of
“Pedagogy”, “Professional-Pedagogic Communication” – the
textbooks now fundamental in many leading institutions of
higher education in Ukraine.
WWW: https://tinyurl.com/v3kbw85n
E-mail: npvolkova@yahoo.com
Tetiana Voloshyna, associate professor of Department
of Information Systems and Technologies, National Univer-
sity of Life and Environmental Sciences of Ukraine.
Tetiana Voloshyna, received a Candidate of Pedagogical
Sciences degree (Dr. phil.) in 2018 from the Institute of In-
formational Technologies and Tools in Education NAPS of
Ukraine. Since 2011, she uses of a hybrid cloud-based learn-
ing environment for forming the self-education competence
of future IT specialists and technology of project-based ac-
tivities in IT-students learning
WWW: https://nubip.edu.ua/node/3958
E-mail: t-voloshina@nubip.edu.ua
Dr. Yuliia Yechkalo, Associate professor, Department
of Physics, Kryvyi Rih National University, Kryvyi Rih,
Ukraine.
Yuliia Yechkalo, born in 1981, received a Candidate of
Pedagogical Sciences degree from the Kirovograd State
Vladimira Vinnichenka Pedagogical University, Ukraine,
in 2013. Since 2005, she has been working at the National
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Metallurgical Academy of Ukraine. She has been working at the Kryvyi Rih National University
since 2012. Her research interests include theory and methods of education (physics) and
information and communication technologies in education.
E-mail: uliaechk@gmail.com
Dr. Nataliia Zachosova, Professor of Management and
Economic Security Department, Bohdan Khmelnytsky Na-
tional University of Cherkasy, Cherkasy, Ukraine.
Nataliia Zachosova, born in 1986, received a Candidate
of Economic Sciences degree (Dr. phil.) in 2011, and a Doc-
tor of Economic Sciences degree (Dr. habil.) in 2017. In
2018 she received the Scholarship of the Cabinet of Minis-
ters of Ukraine for Young Scientists (and in 2020 she got it
once again) and in 2019 – the Nominal Scholarship of the
Verkhovna Rada of Ukraine for the Most Talented Young
Scientists. Since 2014, she has been working in the eld of
nancial and economic security management at the Bohdan
Khmelnytsky National University of Cherkasy, where she
is currently Professor and the Chairman of the Council of
Young Scientists. Her research interests include security ori-
ented management, strategic and personnel management.
She has published a number of papers in international journals and volumes in book series,
is a member of editorial boards of Bulletin of the Cherkasy Bohdan Khmelnytsky National
University, Series “Economic Sciences”.
WWW: https://orcid.org/0000-0001-8469-3681
E-mail: natazachosova@gmail.com
2. Articles overview
2.1. Session 1: Artificial intelligence in education
One of the relevant current vectors of study in machine learning is the analysis of the application
peculiarities for methods of solving a specic problem. Oksana V. Klochko (gure 2), Vasyl
M. Fedorets, Vitalii I. Klochko and Maryna V. Kormer study this issue on the example of
methods of solving the clustering and classication problem. Currently, we have a considerable
number of machine learning algorithms – e.g. Expectation Maximization, Farthest First, K-
Means, Expectation-Maximization, Hierarchical Clustering, Support vector machines, K-nearest
neighbor, Logistic regression, Random Forest etc. – which can be used for clustering and
classication. However, not all methods can be used for solving a specic task. The article
“The use of ensemble classication and clustering methods of machine learning in the study
of Internet addiction of students” [
97
] describes the technology of empirical comparison of
methods of clustering and classication problems solving using WEKA free software for machine
learning. Empirical comparison of data clustering methods was based on the results of a survey
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conducted among students majoring in Computer Studies and dedicated to detecting signs of
Internet Addiction (IA) (Internet Addiction is a behavioural disorder that occurs due to Internet
misuse). As a continuation of the study of Internet Addiction of students, a survey of students of
other specialties was conducted. Ensemble methods of machine learning classication were used
to analyze these data. Empirical comparison of clustering algorithms (Expectation Maximization,
Farthest First and K-Means) and ensemble classication algorithms (AdaBoost, Bagging, Random
Forest and Vote) with the application of the WEKA machine learning system had the following
results: it described the peculiarities of application of these methods in feature clustering and
classication, the authors developed data instances’ clustering and classication models to
detect signs of Internet addiction among students, the study concludes that these methods may
be applicable to development of models detecting respondents with signs of IA related disorders
and risk groups.
This article highlights further research by the authors, begun in [95].
Figure 2: Presentation of paper [97].
The basis of any discipline is a set of didactic units. The task of the educational process
management apparatus is to ensure compliance with the requirements for the order of the
didactic units and their full implementation within the framework of the formation of the
curriculum while minimizing its duration. A signicant diculty is the logical linking of didactic
units with each other, since it is impossible to break the logic of presentation of materials of one
discipline and there is a relationship between didactic units of dierent disciplines. The article
“Analysis and application of semantic networks in education” [
94
] by Arnold E. Kiv, Vladimir
N. Soloviev, Elena Yu. Tarasova (gure 3), Tetyana I. Koycheva and Katrina V. Kolesnykova
the topological characteristics of the concept graphs related to various disciplines. Authors
develop the algorithm to implement the subject area model in the form of a semantic knowledge
network. 125 concepts are analyzed that provide optimal mastering disciplines and establish
the connection between them. A survey of the dynamics of the popularity of the term “network
science” from 2004 to 2020 using Google Trends showed a steady trend of user interest. On
average, 80 requests are executed (calculated in arbitrary units), with the largest volume of
requests being 100.
This article highlights further research by the authors, begun in [91,253,254].
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Figure 3: Presentation of paper [94].
The article “Ontological approach to the presentation of the subject area of the discipline”
[
285
] by Ivan M. Tsidylo (gure 4), Serhii V. Kozibroda, Tetiana I. Gargula, Anatolii A. Hryhoruk,
Lyubov M. Lytvyn and Andrei V. Voznyak considers the problem of methodology of designing
computer ontology of the subject area of the discipline by future specialists in the eld of digital
technologies. The scheme of ontology of the subject discipline is presented in which the set of
concepts of the future computer ontology and the set of relations between them are represented.
The main criteria of the choice of systems of computer ontologies for designing computer
ontology of the subject discipline: software architecture and tools development; interoperability;
intuitive interface are established. The selection of ontology design methods by means of
computer ontology systems has been specied. An algorithm for designing a computer ontology
of the subject area of the discipline by future specialists in the eld of digital technologies is
proposed. The eectiveness of the proposed scheme of ontology of the subject area of the
discipline and the proposed method of technology has been investigated experimentally on
three indicators: 1) the speed of construction of ontologies; 2) the number of defects; 3) the
speed of addition of already created ontologies.
This article highlights further research by the authors, begun in [39,286,287].
Data science is the eld of study that involves tools, algorithms, and knowledge of maths
and statistics to discover knowledge from the raw data. Data science is developing fast and
penetrating all spheres of life. More people understand the importance of the science of data
and the need for implementation in everyday life. Data science is used in business for business
analytics and production, in sales for oerings and, for sales forecasting, in marketing for
customizing customers, and recommendations on purchasing, digital marketing, in banking and
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Figure 4: Presentation of paper [285].
insurance for risk assessment, fraud detection, scoring, and in medicine for disease forecasting,
process automation, and patient health monitoring, in tourism in the eld of price analysis,
ight safety, opinion mining, etc. The article “Data science in economics education: examples
and opportunities” [
224
] by Nina O. Rizun, Maryna V. Nehrey (gure 5) and Nataliia P. Volkova
concerns the issue of data science tools implementation, including the Text Mining and Natural
Language Processing algorithms for increasing the value of Economics Education for the
development of modern and technologically exible society. The article deeply discusses the
opportunities of using Text Analytics and Topic modeling for conducting scientic studies and
applying them in the educational process. Presented examples demonstrate the nature of tasks
and approaches which could develop students’ research skills in the public perception analysis.
Such approaches also allow students to gain practical experience in the study and interpretation
of the inuence of additional metadata, characterizing the comments authors, on dierences in
their opinions about events, companies, goods, and services. Finally, the Data science study
programs for economics at top-20 universities are selected and discovered.
This article highlights further research by the authors, begun in [328].
The article “Using intelligent agent-managers to build personal learning environments in
the e-learning system” [
204
] by Oleksandr Yu. Burov, Nadiia B. Pasko, Oleksandr B. Viunenko,
Svitlana V. Agadzhanova (gure 6) and Karen H. Ahadzhanov-Honsales focuses on the issues of
developing the structure of a multi-agent environment for e-learning systems and proposes
a computer technology to ensure student activities in e-learning modular systems. The rele-
vance of the research topic is due to the low level of modern e-learning systems adaptation to
the individual characteristics of the student, the lack of ability to predict learning outcomes.
The technology enables to take into consideration the factors aecting the students’ learning
outcomes and to form an individual trajectory of the learning session from a holistic perspective.
This article highlights further research by the authors, begun in [35,36,212].
2.2. Session 2: Augmented reality in education
Using the virtual teaching aids with AR technology in dierent spheres of education, including
physics, has been analysed by Oleksandr V. Kanivets (gure 7), Irina M. Kanivets, Tetyana
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Figure 5: Presentation of paper [224].
M. Gorda and Oleksandr Yu. Burov in the article “Development of augmented reality mobile
application in physics to study the electric circuit” [
82
]. The analogy between physical and
electronic models has been drawn and the development of mobile app to study simple electric
circuit has been substantiated. The reasonability of creating the technique of the augmented
reality mobile apps has been given. The milestones in the development of the augmented reality
app have been outlined: development of electronic models, installation of the game engine
Unity3D, development of all program scenes, operation testing and demonstration. Using the
scenarios for electronic models rotation and movement has been particularly focused on. Own
developed augmented reality mobile app for mobile devices “Augmented reality program to
study the simplest electric circuit” has been presented. The created mobile app reads, recognizes
the designer marker and displays the product electronic model on the screen. It is established
that the augmented reality program developed by the team of authors as the mobile teaching
software can be used to do the tasks for the students’ individual work, as well as for the
classroom studies at the universities.
This article highlights further research by the authors, begun in [37,80,81].
The article “Digital technology implementation for students’ involvement base on 3D quest
game for career guidance and estimating students’ digital competences” [
222
] by Oleksandr V.
Prokhorov, Vladyslav O. Lisovichenko, Mariia S. Mazorchuk, Olena H. Kuzminska (gure 8)
reveals the process of creating a career guidance 3D quest game for applicants who aim to
apply for IT departments. The game is based on a 3D model of the computer science and
information technologies department in the National Aerospace University “Kharkiv Aviation
Institute”. The quest challenges aim to assess the digital competency level of the applicants and
rst-year students. The paper features leveraged the theoretical background, software tools,
development stages, implementation challenges, and the gaming application scenario. The game
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Figure 6: Presentation of paper [204].
scenario provides for a virtual tour around a department of the 3D university. As far as the game
replicates the real-life objects, applicants can see the department’s equipment and class-rooms.
For the gaming application development, the team utilized C# and C++, Unity 3D, and Source
Engine. For object modeling, authors leveraged Hammer Editor, Agisoft PhotoScan Pro, and the
photogrammetry technology that allowed for realistic gameplay. Players are oered various
formats of assessment of digital competencies based on the Digital Competence Framework
for Citizens (DigComp 2.1): test task, puzzle, assembling a computer, and setting up an IT-
specialist workplace. The experiment conducted at the online open house day 2020 proved the
3D quest game eciency. The applicants estimated a 3D quest, as more up-to-date and attractive
engagement. According to the results of the 3D quest, applicants demonstrated an average level
of digital competence with some certain items diculties at 0.5. Several psychometric item
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Figure 7: Presentation of paper [82].
characteristics were analyzed in detail that would allow us to improve the item’s quality.
This article highlights further research by the authors, begun in [122,123,221].
Figure 8: Presentation of paper [222].
The article “Using the augmented/virtual reality technologies to improve the health-preserving
competence of a physical education teacher” [
98
] by Oksana V. Klochko (gure 9), Vasyl M.
Fedorets, Mariya P. Shyshkina, Tetiana R. Branitska, Nina P. Kravets deals with the results of
the research aimed at the improvement of methodology of use of augmented reality for the
development of health-preserving competence of a Physical Education teacher under conditions
of post-graduate education. From the point of Umwelt phenomenology, augmented reality is
characterized by correspondence to human nature, its cognitive, metaphoric, diverse, interactive,
anthropomorphic nature. The article analyzes the vectors of using augmented reality in the
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professional activity of a Physical Education teacher, particularly the one that is aimed at health
preservation. The software that may be used with this purpose has been described. The positive
attitude of Physical Education teachers to the use of the augmented/virtual reality for preserving
students’ health and development of their motion skills, intellect and creativity was determined
in the research. The results of the survey show that the majority of teachers positively react to
the idea of using augmented reality in their professional activity. However, in some cases, not a
fully formed understanding of this issue was observed. The ways of solving the stated problem
could be the inclusion of augmented technologies’ techniques into the process of post-graduate
education, taking into consideration the anthropological, ethical, cultural contexts as well
as teacher involvement in the stated process. Based on the use of augmented/virtual reality
technologies, the software application “Virtual Model of Identifying the Risks for Locomotor
Apparatus Caused by Ligament Stretching”, has been developed, which consists of 5 models.
Namely, the virtual models of joints used in order to shape a teacher’s understanding of the
risks for the locomotor apparatus, which are represented as an anthropological-spatial system.
As a result of research of eciency of application of virtual models as a part of a methodology
of development of the health-preserving competence of the Physical Education teachers the
positive dynamics of educational results of the Physical Education teachers is dened.
This article highlights further research by the authors, begun in [96,99,333].
Figure 9: Presentation of paper [98].
The article “Assessing augmented reality possibilities in the study of school Computer Science”
[
179
] by Vasyl P. Oleksiuk and Olesia R. Oleksiuk (gure 10) analyzes the phenomenon of
augmented reality (AR) in education. AR is a new technology that complements the real world
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with the help of computer data. Such content is tied to specic locations or activities. Over the
last few years, AR applications have become available on mobile devices. AR becomes available
in the media (news, entertainment, sports). It is starting to enter other areas of life (such as
e-commerce, travel, marketing). But education has the biggest impact on AR. Based on the
analysis of scientic publications, the authors explored the possibilities of using augmented
reality in education. They identied means of augmented reality for teaching computer science
at school. Such programs and services allow students to observe the operation of computer
systems when changing their parameters. Students can also modify computer hardware for
augmented reality objects and visualize algorithms and data processes. The article describes
the content of author training for practicing teachers. At this event, some applications for
training in AR technology were considered. The possibilities of working with augmented reality
objects in computer science training are singled out. It is shown that the use of augmented
reality provides an opportunity to increase the realism of research; provides emotional and
cognitive experience. This all contributes to engaging students in systematic learning; creates
new opportunities for collaborative learning, develops new representations of real objects.
The authors studied the relationship between some factors that inuence the introduction of
augmented reality in school computer science, such as: the age of teachers, student interest, the
use of gadgets in education, play and entertainment style of learning. Several augmented reality
STEM projects have been selected. On the basis of expert evaluation, the attitude of teachers to
these projects was determined and the most rated of them were evaluated.
This article highlights further research by the authors, begun in [10,177,178].
Figure 10: Presentation of paper [179].
Motivation students by providing personalized researches and using IT during classes is
relevant in the frame of STEM approach of education. However, there is a lack of researches
devoted to the justication of these approaches. The aim of the article “Comparing Google Lens
recognition accuracy with other plant recognition apps” [
27
] by Zhanna I. Bilyk (gure 11),
Yevhenii B. Shapovalov, Viktor B. Shapovalov, Anna P. Megalinska, Sergey O. Zhadan, Fabian
Andruszkiewicz, Agnieszka Dołhańczuk-Śródka and Pavlo D. Antonenko is justifying of the
choosing of AR-plant recognition application choosing to provide personalized during both,
educational process at school and extracurricular activities. All apps were analyzed and charac-
terized by all processes of interaction of the app with the user. In addition, social environments
of the apps and their usage during extracurricular activities described. The didactics of usage
of AR-recognition apps on biology classes have been described. To provide usability analysis,
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a survey of experts on digital education on installation simplicity, level of friendliness of the
interface, and correctness of picture processing was conducted. To evaluate the rationality of
usage, apps were analyzed on the accuracy of plants recognition of the “Dneprovskiy district of
Kiev” list. It is proven that Google Lens is most recommended to use. Taking to account results
of the analysis, as alternative Seek or Flora Incognita; however, these apps were characterized
by lower accuracy.
This article highlights further research by the authors, begun in [26,243,244].
Figure 11: Presentation of paper [27].
The article “Using Unity to teach game development” [
125
] by Vladyslav S. Kuznetsov,
Mykhailo V. Moiseienko, Natalia V. Moiseienko (gure 12), Bohdan A. Rostalny and Arnold E.
Kiv gives an overview of issues arising in connection with the organization and conduct of the
course “Computer game development” in the master’s program 014.09 Secondary education
(Informatics). The study of the experience of similar courses in other educational institutions
does not give an idea of what conditions are the best for conducting it, because “Computer
game development” is mainly present in the curriculum of the Software Engineering specialty
and is not limited to one course. The game development course is described in terms of content,
software and teaching methods. This course, which was attended by 40 students in three
years, was evaluated in the light of the approach proposed by A. D. Ritzhaupt and based on the
students’ opinion. As a result of this research, it was concluded that a course in video game
development could be based on the Unity Engine, as it has a small entry threshold, free for
academic purposes, a crossplatform, real game engine, common in the gaming industry. A team
strategy for this course is also eective.
This article highlights further research by the authors, begun in [61,69,85].
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Figure 12: Presentation of paper [125].
2.3. Session 3A: Cloud-based learning environments
The article “Systematicity of students’ independent work in cloud learning environment of the
course "Educational Electronic Resources for Primary School" for the future teachers of primary
schools” [
103
] by Oleksandr H. Kolgatin (gure 13), Larisa S. Kolgatina, Nadiia S. Ponomareva,
Ekaterina O. Shmeltser, Aleksandr D. Uchitel deals with the problem of out-of-class students’
independent work in information and communication learning environment based on cloud
technologies. Results of appropriate survey among students of pedagogical university are
discussed and used for preparing courseware “Educational Electronic Resources for Primary
School” for the future teachers of primary schools. It is determined that the leading problems
are needs in more careful instruction according to features of the task completing, insucient
experience in self-management, the lack of internal motivation. Most of all, students recommend
to provide the tasks with detail instruction (oral or written) and to pay attention to careful
planning the time that is necessary for full completion of the task. Results of students’ learning
activity and achievements during study this course in conditions of COVID-19 pandemic are
discussed. Some requirements for management of students’ out-of-classroom independent work
in cloud learning environment are formulated as a result of this analysis.
This article highlights further research by the authors, begun in [102,217,237].
The article “Familiarity with free software through online services” [
317
] by Vladyslav Ye.
Velychko (gure 14), Svitlana O. Omelchenko, Elena G. Fedorenko and Hennadiy M. Kravtsov
considers the use of online services in the study of free software. Free software is based on the
philosophy of freedom and the right to intellectual creativity. To date, a signicant number
of software products have been created and distributed through the repository, but they are
not used in educational activities. The study allowed to clarify the factors that promote and
hinder the use of free software in educational activities. Based on questionnaires, analysis of
open data, the work of researchers on the use of free software provided an opportunity to draw
conclusions about the feasibility of using free software in educational activities. The article
gives examples of the use of free software in educational activities. To get acquainted with free
software, it was useful to use online resources, which is the purpose of this study.
This article highlights further research by the authors, begun in [89,312,315].
The article “Web-based support of a higher school teacher” [
3
] by Vitaliy V. Achkan (gure 15),
Kateryna V. Vlasenko, Iryna V. Lovianova, Olha H. Rovenska, Iryna V. Sitak, Olena O. Chumak
and Serhiy O. Semerikov looks into the issue of theoretical aspects of using Web 2.0 technology
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Figure 13: Presentation of paper [103].
in higher education. This paper describes the answers of 87 respondents who have helped to
nd out the types of activities that higher school teaches carry out and determine such Web 2.0
tools that can make this activity full. The authors carry out a theoretical analysis of researches
and resources that consider the development of theoretical aspects of using Web tools in higher
education. The research presents the characteristics common to online courses, principles of
providing a functioning and physical placement of online systems in Web space. It is reasonable
to make a conclusion about the feasibility of promoting online courses, the aim of which is to
get Mathematics teachers acquainted with the technical capabilities of creating educational
content developed using Web 2.0 technology.
This article highlights further research by the authors, begun in [138,320,321].
The article “Using the LearningApps.org online service in the Moodle system in the process
of training of specialists in economic specialties” [
72
] by Roman M. Horbatiuk, Uliana T. Dudka
(gure 16), Vitalii V. Kabak, Liliia Z. Rebukha, Olga Yu. Serdiuk, Ivan G. Riznitskii deals
with the peculiarities of using LearningApps.org online service in the Moodle system in the
process of training of specialists in economic specialties. Methodology of integrating interactive
tasks in economic disciplines of LearningApps.org online service into the Moodle learning
management system has been considered. Practical aspects of using interactive tasks while
teaching professionally oriented educational disciplines by education applicants of economic
specialties have been reected. The didactic component of the Moodle system in the process
of realization of distance and mixed learning in the pandemic period and formation of future
specialists’ professional, informational and communicative competencies, development of their
creative thinking has been revealed in the process of research activities.
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Figure 14: Presentation of paper [317].
This article highlights further research by the authors, begun in [70,71,126].
The article “Peculiarities of using LearningApps service in the process of developing a motiva-
tional component of professional training of future professionals in terms of adaptive learning”
[
310
] by Hanna B. Varina (gure 17), Viacheslav V. Osadchyi, Svetlana V. Shevchenko, Kateryna
S. Averina and Evgeniy A. Lavrov considers the adaptive learning system as a system that can
help each student to achieve the optimal level of intellectual development in accordance with
his natural abilities and inclinations. The main advantages of using interactive exercises in the
process of organizing educational activities using the technical capabilities of the LearningApps
service are considered. The paper demonstrates the ways of using the appropriate service in
the process of implementing a personalized approach to educational activities, presents the
results of an empirical study focused on the implementation of the LearningApps service in
the process of studying rst-year students of psychological disciplines. Statistic data show the
feasibility of using the service LearningApps in the development of the motivational component
of professional training of future professionals in the conditions of adaptive learning.
This article highlights further research by the authors, begun in [187,190,307].
The need for additional analysis of the eectiveness of e-learning implementation models and
their resource support in higher education institutions in the context of the COVID-19 pandemic
has been actualized. An overview of solutions and case studies in the context of selecting and
analyzing the eectiveness of individual services and learning management platforms is provided
by Olena G. Glazunova, Maksym V. Mokriiev (gure 18), Olena H. Kuzminska, Valentyna I.
Korolchuk, Nataliia V. Morze, Liliia O. Varchenko-Trotsenko and Roman A. Zolotukha in
the article “Moodle tools for educational analytics of the use of electronic resources of the
university’s portal” [
56
]. It has been studied that in order to investigate the eectiveness of
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Figure 15: Presentation of paper [3].
using electronic resources to meet students’ educational needs, it is advisable to use quantitative
indicators in addition to student description results. This includes data from educational
analytics on the frequency and duration of students’ use of individual e-resources. Reviewed the
functionality modules “Course Comparison” of the Moodle LMS and “Statistics”, as well as the
optional Analytics module. The results of applying these modules to the analysis of e-learning
courses of the National University of Life and Environmental Sciences of Ukraine and Boris
Grinchenko Kyiv University are presented. The reasons for students’ low use of individual
e-courses were investigated.
This article highlights further research by the authors, begun in [54,57,58].
The article “The use of serverless technologies to support data processing within the open
learning and research systems” [
19
] by Ihor A. Bezverbnyi and Mariya P. Shyshkina (gure 19)
highlights the promising ways of providing access to cloud-based tools using serverless solutions
to support data processing within the open learning and research environment. It is emphasized
that the implementation of serverless technologies is a current trend in the development of
modern ICT open learning and research systems. The concept of the hybrid serverless cloud is
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Figure 16: Presentation of paper [72].
considered. The analysis and evaluation of the existing experience of using dierent types of
cloud-based solutions to data processing support are considered and evaluated. The example of
the wave les processing using the lambda-function is examined. The issues of integration of
dierent services within the open systems of learning and research are covered. A concept of
the cloud-based open learning and research university environment involving the use of the
serverless cloud-based components is considered. The reasonable ways of tools selection are
evaluated and the prospects for their use within the cloud-based open learning and research
environment are described.
This article highlights further research by the authors, begun in [170,249].
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Figure 17: Presentation of paper [310].
2.4. Session 3B: Cloud technologies for mathematics learning
The article “CoCalc tools as a means of open science and its didactic potential in the educational
process” [
147
] by Pavlo V. Merzlykin, Maiia V. Marienko, Svitlana V. Shokaliuk (gure 20) covers
the questions of expedient CoCalc environment use as an integrator of services that can be
used during dierent kinds of learning activities.
This article highlights further research by the authors, begun in [136,152,288].
The article “Selection cloud-oriented learning technologies for the formation of professional
competencies of bachelors majoring in statistics and general methodology of their use” [
296
] by
Tetiana A. Vakaliuk (gure 21), Olga D. Gavryliuk, Valerii V. Kontsedailo, Vasyl P. Oleksiuk,
Olga O. Kalinichenko scientically substantiates the criteria for the selection of cloud-oriented
learning technologies for the formation of professional competencies of bachelors majoring in
statistics, as well as presents the results of expert evaluation of existing cloud-oriented learn-
ing technologies by dened criteria. The criteria for the selection of cloud-oriented learning
technologies for the formation of professional competencies of bachelors majoring in statistics
were determined: information-didactic, functional, and technological. To implement the selec-
tion of cloud-oriented learning technologies for the formation of professional competencies
of bachelors majoring in statistics, and eective application in the process of formation of
relevant competencies, the method of expert evaluation was applied. The expert evaluation
was carried out in two stages: the rst one selected cloud-oriented learning technologies to
determine the most appropriate by author’s criteria and indicators, and the second identied
those cloud-oriented learning technologies that should be used in the educational process as a
means to develop professional skills Bachelor of Statistics. According to the research, the most
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Figure 18: Presentation of paper [56].
appropriate, convenient, and eective cloud-oriented learning technologies for the formation of
professional competencies of future bachelors of statistics by the manifestation of all criteria
are cloud-oriented learning technologies CoCalc and Wolfram|Alpha. The general structure
of the methodology of using cloud learning technologies for the formation of professional
competencies of future bachelors of statistics is described.
This article highlights further research by the authors, begun in [289,292,293].
The article “Methodical recommendations for the development of online course structure and
content” [
324
] by Kateryna V. Vlasenko, Iryna V. Sitak, Daria A. Kovalenko, Sergii V. Volkov,
Iryna V. Lovianova, Serhiy O. Semerikov, Serhiy L. Zahrebelnyi (gure 22) looks into the matter
of developing methodical recommendations for the structure and content of online courses. The
research is dedicated to the analysis of peculiarities of developing the content of online systems
and developing methodical recommendations for educational materials of online courses. The
research considers the experts’ experience in preparing, structuring, and developing the content
of online courses and answers to the volunteers who have agreed to test the educational materials
of the course “Methods for Teaching Mathematics to Students in Technical Universities” (http:
//formathematics.com/courses/imt/mnmtzvo-en/). The participants’ responses have allowed
evaluating the quality of the developed course and detecting its insignicant drawbacks. The
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Figure 19: Presentation of paper [19].
Figure 20: Presentation of paper [147].
article discusses general requirements for the structure and content of the online course, means
for the implementation of a testing subsystem, peculiarities of developing educational video
content and educational materials in PDF format, issues of implementing forum and survey
subsystems, as well as means of assessing learning outcomes. Authors have grounds to conclude
that the quality of the course is determined by the range of factors, among which they point
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Figure 21: Presentation of paper [296].
out the course organization based on weekly planning, implementation of a testing subsystem
under conditions of extended functionality, creation of abilities to organize feedback.
This article highlights further research by the authors, begun in [321,322,325].
In accordance with its aim, the article “Modelling in GeoGebra in the context of holistic
approach realization in mathematical training of pre-service specialists” [
22
] by Liudmyla I.
Bilousova, Liudmyla E. Gryzun (gure 23), Svitlana H. Lytvynova and Valentyna V. Pikalova
represents students’ modeling activity (held within inter-university projects of Kharkiv GeoGe-
bra Institute) which resulted in the complex of GeoGebra models focused on holistic learning of
Mathematics at higher school and university. Proper theoretical background for the complex
design is elaborated and the stages of the students’ modeling activity are covered. The models
in the developed complex are grouped in the three sections. The rst group consists of the
models which enable to facilitate mastering basic essential mathematical concepts (objects)
by the potential trainees. The second group is focused on the realization of transdisciplinary
connections between Mathematics and other subject domains. The third group embraces models
which provide real-life problems solving based on the models investigation. All the groups
are represented in the article along with specic examples of the models. In order to facilitate
potential trainees’ personal cognitive activity that is expected by holistic education, it was
elaborated procedure of cognitive activity which includes some tips on changing the parameters
of the dynamic model, monitoring the results, investigating, making conclusions etc. Such a
procedure is aimed to streamline understanding the essence of the concept (phenomenon). The
didactic support for each model was developed by the students to involve potential trainees
into the solving special problems and real-life tasks which encourage them to obtain holistic
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Figure 22: Presentation of paper [324].
understanding of the basic concepts via special cognitive activity based on work with dynamic
models. The said didactic support is characterized in the paper. The prospects of further research
are outlined.
This article highlights further research by the authors, begun in [23,24,173].
The purpose of the article “Digital technologies in specialized mathematics education: appli-
cation of GeoGebra in Stereometry teaching” [
114
] by Tetiana H. Kramarenko (gure 24), Olha S.
Pylypenko and Olga Yu. Serdiuk is to improve methodology of teaching Mathematics via the use
of digital technologies. The task of the paper is to identify the issues that require a theoretical
and experimental solution. The objective of the paper is the educational process in the higher
education institution, the subject of the paper is modern ICT. The result of the study is the
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Figure 23: Presentation of paper [22].
learning tools of pedagogically considered and adequate bending of conventional and modern
learning environment implemented into the educational process. The possibilities of using
cloud technologies and Dynamic Mathematics system GeoGebra in the educational process
through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic
Mathematics in Stereometry teaching will favourably inuence the formation of students’ STEM
competencies. In order to encourage Mathematics and Computer Science teachers to implement
eectively the elements of STEM education, it is suggested that cloud-based learning tools such
as GeoGebra be used in the teaching process.
This article highlights further research by the authors, begun in [113,115,216].
2.5. Session 3C: Cloud technologies for informatics learning
The article “Cloud labs as a tool for learning Cisco CyberSecurity Operations and DevNet
Associate Fundamentals courses” [
12
] by Nadiia R. Balyk, Yaroslav Ph. Vasylenko, Vasyl P.
Oleksiuk, Olesia R. Oleksiuk, Galina P. Shmyger (gure 25) is devoted to the study of the problem
of using the corporate cloud of the university in the process of studying some courses of the
Cisco Network Academy. Today, many universities have similar academies, while others can
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Figure 24: Presentation of paper [114].
open them. Based on the free software platforms Apache CloudStack and EVE-NG Community
Edition, the authors have developed and implemented 2 cloud labs. One of them is designed
to teach the course “CCNA CyberOperations”, and other is “DevNet Associate Fundamentals
Courses”. Both laboratories work on the IaaS model. Thanks to the technology of built-in
virtualization, the work of many virtual machines, storage of their state, trac analysis and
visualization of network topologies is supported. The article describes the experience of teaching
students majoring in “Secondary Education. Computer Science”. The authors conducted a
survey of students who studied in the courses. The purpose of the survey was to determine how
satised the learners were with the course. Statistical processing of the results was performed
based on the Rasch model using MiniSteps software and R language. Students highly rated
on-line curriculum materials, access to virtual machines, clear and easy to understand lessons,
presenting information in multiple ways.
This article highlights further research by the authors, begun in [68,176].
The article “An experiment on the implementation the methodology of teaching cloud tech-
nologies to future Computer Science teachers” [
181
] by Vasyl P. Oleksiuk (gure 26), Olesia R.
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Figure 25: Presentation of paper [12].
Oleksiuk and Tetiana A. Vakaliuk deals with the problem of training future computer science
teachers for the use of cloud technologies. The authors analyzed courses from leading universi-
ties to study cloud technologies. On this basis the model of application and studying of cloud
technologies in the process of training of future teachers of informatics was developed. The
basic principles of this model are proposed: systematic, gradual, continuous. It contains target,
content, operating and eective component. Therefore, the stages of using cloud computing
technology were proposed: as a means of organizing learning activities, as an object of study,
as a means of development. The article summarizes the experience of designing a cloud-based
learning environment (CBLE). The model is based on such philosophical and pedagogical ap-
proaches as systemic, competent, activity, personality-oriented, synergistic. Hybrid cloud is the
most appropriate model for this environment. It combines public and private cloud platforms.
CBLE also requires the integration of cloud and traditional learning tools. The authors described
the most appropriate teaching methods for cloud technologies such as classroom learning,
interactive and e-learning, practical methods. The article contains many examples of how to
apply the pro-posed methodology in a real learning process. The evaluation of the eectiveness
of the author’s methodology was carried out by using diagnostic tools such as analysis of
questionnaires, tests, laboratory and competency tasks. The paper contains a justication and
description of the pedagogical experiment. The authors performed a quantitative analysis of its
results and veried their reliability using the methods of mathematical statistics.
This article highlights further research by the authors, begun in [8,180,255].
The application of virtualization technologies to train future IT specialists in IP telephony has
been considered in the article “Virtualization technologies in the training future IT specialists to
the subject "IP telephony"” [
206
] by Vitaliy I. Mezhuyev, Liliia V. Pavlenko, Maksym P. Pavlenko
(gure 27). Requirements for students’ professional training in the eld of IP telephony have
been dened. The components of the network training laboratory for training IP telephony
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Figure 26: Presentation of paper [181].
have been determined. Modern approaches to the application of virtualization technologies
have been analyzed. Features of using virtualization technologies for learning IP telephony
have been determined. The analysis of modern virtualization technologies has showed the
prospects of using native virtualization as a basis for creating a virtual training laboratory using
VirtualBox software. The conducted pedagogical experiment has conrmed the eectiveness of
using the developed virtual laboratory and repository of virtual hosts for training IP telephony
to future IT specialists. Virtual machines increase student mobility, they can be exported and
moved to another computer, and there the virtual machine can be started immediately. This is a
signicant advantage of virtualization during the SARS-CoV-2 pandemic, when students have
to study remotely. Each student can have his own virtual laboratory.
2.6. Session 4: Computer simulation in science and mathematics learning
The article “Using dynamic vector diagrams to study mechanical motion models at agrarian
university with GeoGebra” [
51
] by Leonid O. Flehantov, Yuliia I. Ovsiienko, Anatolii V. Antonets,
Vladimir N. Soloviev (gure 28) is devoted to study of eectiveness of one of the visualization
options we use when teaching the students of an agricultural university the basics of math
modeling. The main goal of this research is to test the hypothesis that visibility and visualization
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Figure 27: Presentation of paper [206].
improve the educational achievements of students if for visualization we use the dynamic vector
diagrams of characteristics of mechanical movement (in particular, these are velocity and
acceleration or the acting force). There are discussion of the methodology and examples of the
use of dynamic vector diagrams when teaching the basics of mathematical modeling. Authors
described how their students are computing and plotting graphs and dynamic vector diagrams
when they doing their practical learning exercises in math modeling and how they using
them to analyze the mechanical motion of a body. Primarily authors research and discuss the
eectiveness of using dynamic vector diagrams. Other visualization options such as using
plots of the dynamic characteristics of mechanical movement by Excel and GeoGebra was
discussed earlier in [
50
]. In this article authors described their experience of using of dynamic
vector diagrams in teaching the basics of math modeling at agrarian university and compared
the research results were obtained with previous ones. Also authors compare the educational
achievements of students in the basics of math modeling were obtained by them using Excel
and by GeoGebra software which allow to plot and study the dynamic vector diagrams much
easy.
This article highlights further research by the authors, begun in [17,201,234].
Computer geometric modeling is important pre-processing steps in the object’s mathematical
representation using curves that may be constructed using analytic functions, a set of points, or
other curves and surfaces. The article “Some geometric objects related to a family of the ballistic
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Figure 28: Presentation of paper [51].
Figure 29: Presentation of paper [232].
trajectories in a viscous medium” [
232
] by Zarema S. Seidametova (gure 29) and Valerii A.
Temnenko describes some remarkable curves related to a family of the ballistic trajectories
in a viscous medium with a linear resistance. The envelope of the family of trajectories, the
trajectory of the farthest ight and the curve of maximum ight altitudes are presented in
parametric form. A geometric interpretation of the entire set of ballistic trajectories in the form
of some surface (the Galileo’s dome) is also presented.
This article highlights further research by the authors, begun in [227,228,230].
Another article “An inverse method of the natural setting for integer, half-integer and rational
"perfect" hypocycloids” [
231
] by Zarema S. Seidametova (gure 30) and Valerii A. Temnenko
describes a family of remarkable curves (integer and half-integer hypocycloids and rational
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perfect hypocycloids) given in an inverse-natural form using a simple trigonometric relation
𝑠=𝑠(𝜒)
, where
𝑠
is the arc coordinate and
𝜒
is the angle dening the direction of the tangent.
In the paper authors presented all perfect hypocycloids with the number of cusps
𝜈≤10
. From
designing the hypocycloid using inverse natural setting easy to determine the number of cusps
and nd the values of the 𝜆𝑚parameter, corresponding to perfect hypocycloids.
-1.0 -0.5 0.0 0.5 1.0
-1.0
-0.5
0.0
0.5
1.0
X
Y
Figure 30: Presentation of paper [231].
The article “Guessing games experiments in Ukraine. Learning towards equilibrium” [
76
]
by Oleksii P. Ignatenko (gure 31) deals with experimental game theory and data analysis.
The research question, formulated in this work, is how players learn in complex strategic
situations which they never faced before. Author examine data from dierent games, played
during lectures about game theory and present ndings about players progress in learning
while competing with other players. Author proposed four “pick a number” games, all with
similar-looking rules but very dierent properties. These games were introduced (in the body
of scientic popular lectures) to very dierent groups of listeners. In this paper Oleksii P.
Ignatenko present data gathered during lectures and develop tool for exploratory analysis using
R language. Finally, he discuss the ndings propose hypothesis to investigate and formulate
open questions for future research.
This article highlights further research by the author, begun in [74,75].
2.7. Session 5A: ICT in primary and secondary education
The main topic of the article “Strategic branches of economic and managerial training of princi-
pals in Ukraine using business-simulations” [
209
] by Vitalii Ya. Pazdrii (gure 32), Viktoriya O.
Kuprievych and Svitlana H. Lytvynova focused on ways of introducing and using of modern
simulation into education of youth 14-19 ages in schools, colleges, institutes and universities of
post-socialistic countries (for example Ukraine). Actuality of this theme is determined by need of
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Figure 31: Presentation of paper [76].
increasing of economic literacy, activity and responsibility of Ukraine’s society for really realiza-
tion of economic reforms. All persons, especially youth age 14-19, must have new instruments
and skills for reaction and self-realization in new dynamic and quickly changing world. Authors
discovered experience, problems and innovative decisions of practical realized state experiment
project “Development business education in Ukraine as part of entrepreneurial state policy”,
which had started from six secondary’s schools in Kropyvnytskyi (Central Ukraine). Project
team used business-simulation ViAL+ for experiment and modernization of entrepreneurial
education. Because, this instrument is adopted for Ukrainian conditions, laws and economic
culture, traditions. This project became part of the developing of entrepreneurial skills of pupils,
which is one of the priorities of the concept of the New Ukrainian School. Also, this experi-
ence became a case of providing of entrepreneurial education at the other Ukrainian regions.
The main parts of experiment are courses for secondary school “Business Education” for 7-10
classes, summer schools of Business Leadership, local and All-Ukrainian business-tournaments.
Also authors described experience of using simulation for youth 16-19 ages in colleges and
universities. In articles also are revealed main problems and ways of solving.
This article highlights further research by the authors, begun in [60,140,208].
The current state of implementation of distance learning in general secondary education
institutions and the existing disadvantages in the organization of this form of education during
quarantine were analyzed in the article “Build a technology for mass organization of distance
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Figure 32: Presentation of paper [209].
learning for pupils in quarantine” [
256
] by Oleg M. Spirin, Kateryna R. Kolos (gure 33), Olena
A. Kovalchuk, Olena O. Demianchuk and Feliks M. Zhuravlev; besides, the necessary means
for the eective organization of distance learning were allocated. The expediency of the
deployment on the basis of the Moodle platform “Educational portal for general secondary
education institutions” was substantiated and the preconditions for its using by the participants
of the educational process of these institutions are determined; the structure of the electronic
educational resource is presented. It is established that it is much better for students to use the
weekly format of the course, which provides enough time for any student not only to learn
educational materials either independently or with the support of a tutor according to the
curriculum, but also for homework, recreation, hobbies and self-improvement. An example of
the structure of a distance course for a particular class of general secondary education is given.
Compulsory content elements in the structure of the distance course are distinguished.
This article highlights further research by the authors, begun in [182,185,298].
The article “The use of software and hardware Arduino for the students’ formation of research
and engineering competencies” [
334
] by Vitalii M. Zadorozhnii (gure 34) and Nataliia V. Valko
shows the experience of using the Arduino hardware and software complex in order to develop
research competencies of secondary school and high school students. Here are some examples of
research projects that allow children to demonstrate their engineering skills and encourage them
to further study subjects such as physics and computer science. The possibilities of Arduino to
improve ready-made projects and develop their own engineering ideas are outlined. Particular
attention is paid to the development of measuring devices and installations for school physical
experiment, in particular devices for the study of uniformly accelerated motion. The results
of research received by students during the experiment are shown. The results of students’
research activities and their devices can be reproduced by other teachers and students for use
during the teaching of physics in a specialized school, especially during a school experiment.
This article highlights further research by the authors, begun in [191,299,302].
The article “Social media as a strategic tool in school management: experience of Ukraine and
USA” [
84
] by Liubov A. Kartashova, Nataliia O. Prykhodkina, Tetiana A. Makhynia, Hanna M.
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Figure 33: Presentation of paper [256].
Tymoshko, Olena A. Sholokh and Feliks M. Zhuravlev presents the results of the analysis of using
of social media in school management in Ukraine and United States of America. Social media is
broadly dened as a lot of relatively inexpensive and widely available electronic instruments
that allow any person to publish and receive information, collaborate and build relationships
with other people. The authors of the article break up social media into social networks,
blogs, content hosting. There are some constructive conclusions made in the article. The
educational opportunities of social media among Ukrainian specialists are very underestimated.
The value of social media as an instrument of the educational process is undeservedly belittled.
Many educators treat them with neglect and skepticism, considering social media exclusively
as an entertaining resource. Using of social media for educational purposes is perceived by
American students, teachers, researchers as self-evident and inalienable function. The American
didactic experience reveals that social media can be successfully used to arrange the work of the
teaching sta and students, hold individual and collective consultations enhancing intellectual
and creative potential of students. The data reports “Global Guide 2020”, “90 days that changed
K-12 teaching & learning: strengthening the bonds of communications”, “2019 Social Media
Trends in Education Report”, “Digital learning during the pandemic: Emerging Evidence of
an Education Transformation” and the Ukrainian State Education Quality Service for 2020 are
analyzed in the article. The authors had a content analysis on the massive open online courses
(MOOC) by the Ukrainian platforms EdEra, Prometheus and VUM online and the English ones
such as edX, Udemy, FutureLearn, XuetangX and Coursera, whose self-study contributes to the
readiness for the eective using of social media in school management.
The purpose of the article “Prospects of quantum informatics and the study of its basics in
the school course” [
134
] by Liudmyla V. Lehka, Andrii O. Bielinskyi, Svitlana V. Shokaliuk,
Vladimir N. Soloviev, Pavlo V. Merzlykin, Yelyzaveta Yu. Bohunenko (gure 35) is to review the
main points of the experimental content of the basics of quantum computer science adapted for
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Figure 34: Presentation of paper [334].
lyceum students, based on the prospects of the quantum approach to information processing for
ultra-fast calculations in modeling objects of complex dynamical systems. In addition, software
tools and Internet services are oered to organize eective training.
This article highlights further research by the authors, begun in [135,136,335].
Figure 35: Presentation of paper [134].
The article “The practical experience of the use of digital learning resources by Ukrainian
teachers to ensure the sustainable development and democratization of education process” [
197
]
by Oksana V. Ovcharuk, Iryna V. Ivaniuk, Oleksandr Yu. Burov, Maiia V. Marienko, Nataliia V.
Soroko, Olena O. Gritsenchuk and Oksana Y. Kravchyna deals with the revealing and analysis of
the practical experience of the Ukrainian teachers’ use of the digital resources in the classroom
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activities with pupils. The online instruments and digital resources for the realisation of STEM-
education, Education for Democratic Citizenship, and Entrepreneurship Education are presented
in the article. The national online resources revealed in the article ensure the creation of the
sustainable, multicultural, and democratic environment for teachers and students including key
competencies areas: entrepreneurship, citizenship, civic education and STEM. The presented
digital learning tools reveal the results of the teachers’ works on the implementation of the key
subject areas trough ICT and allow to creative use of digital technologies, identify teachers’ and
pupil’ needs and nding didactic approaches, solve technical problems, identifying gaps in digital
and civic competencies. Using the analysed resources teachers become aware of the need to
improve and update their own digital competence and pupils’ digital competence as well; ability
to support the creative and sustain digital environment in their schools; search for opportunities
for self-development and awareness of digital evolution that is proclaimed by the UN ‘2030
Agenda for Sustainable Development’ adopted in 2015; the need to raise awareness how to
organise distance learning in the conditions caused by COVID-19 pandemic. The objective
is to present the examples and the experience of the use of digital educational resources by
Ukrainian educators, which are aimed at building the digital environment, developing the key
competencies: digital civic and entrepreneurship according to the European tendencies. The
presented experience can be applied in the schools and improve the existing gaps in the teachers’
use of digital learning tools.
This article highlights further research by the authors, begun in [195,196,257].
The use of digital technology in various elds of education today is one of the most important
trends in the educational process in the world. The article “The state of ICT implementation
in Ukrainian general secondary education institutions in 2019 and 2020” [
294
] by Tetiana A.
Vakaliuk (gure 36), Dmytro S. Antoniuk and Olga O. Kalinichenko presents the results of the
analysis of the current state of implementation of ICT in the educational process of institutions
of general secondary education in Ukraine. For this purpose, a survey was conducted among
students of the rst year of the Zhytomyr Polytechnic State University of 2019 and 2020 years of
admission, within which 17 questions were asked to students related to the use of information
and communication technologies in the educational process. As a result of the research, the
introduction of the discipline “Educational technologies and digital education” into the training
of future information technology specialists was substantiated, as well as the certication
educational program “Information systems and cloud technologies in the educational process”,
designed for general education teachers, educators for higher education institutions, experts
in the eld of additional educational services, and other professionals. Besides, the course
“Application Packages” for specialties 121 “Software Engineering”, 122 “Computer Science”, 123
“Computer Engineering”, 125 “Cybersecurity” and 126 “Information Systems and Technologies”
at the Zhytomyr Polytechnic State University has been expanded for study some cloud services
that can serve as an alternative to the usual MS Oce. In conclusion, authors can conclude that
the positive dynamics in the use of various ICT tools in education is present (in comparison
with school graduates in 2019 and 2020). This means that teachers are increasingly turning to
such tools when teaching their subjects.
This article highlights further research by the authors, begun in [153,239,291].
The article “The formation of a successful personality of primary school children during media
education implementation (using praxeological tales)” [
279
] by Hryhorii V. Tereshchuk, Iryna I.
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Figure 36: Presentation of paper [294].
Kuzma (gure 37), Oleksandra I. Yankovych, Halyna I. Falfushynska and Iryna A. Lyakhova
substantiates the relevance of implementing the technology of formation of a successful person-
ality of a primary school age pupil during media education implementation using praxeological
tales at primary school. A technology model is developed. The necessity of solving problems of
success simultaneously with increasing the level of media culture of a pupil, the formation of
key competencies for life, preparation of a child for the life’s self-realization on the basis of the
partnership implementation of schoolchildren, parents and teachers is proved. The necessity
of the embodiment of the pedagogy of heart and the pedagogy of success by spreading the
idea about the connection between success and sensitivity, humanity, providing support to
those who need it is shown. The results of the latest research on the role of moral values,
cooperation in human evolution, the prosperity of society, are reected. The need for these
results discussion with parents and pupils is shown. The diagnostic toolkit for determining
the levels of formation of the successful personality of primary school pupils is specied. The
eective forms and methods of the schoolchildren education are substantiated: the creation of
electronic books, projects “Rules of Success Achievement”, “Stories of Success”, “Sensitivity and
cruelty: which wins?”, “Rivalry or cooperation: my choice?”, watching movies about successful
people with special needs, analysis of media products on the topic of success. The ways of
educating parents about the problems of children’s success are determined. The results of
experimental research are analyzed. The necessity of studying the rules of achieving success on
the basis of reading and comprehensive analysis of praxeological tales, improving the content
of textbooks in the context of achieving success, increasing interest to children’s periodicals is
revealed. The formation of a successful pupil is considered as one of the ways to strengthen the
Ukrainian state. The necessity of raising the authority of the teaching profession is proved.
This article highlights further research by the authors, begun in [47,278,330].
The article “Educational trainings as one of the eective forms of digital competence devel-
opment of secondary school teachers” [
67
] by Tetiana L. Hodovaniuk, Tetiana M. Makhometa,
Irina M. Tiahai, Mariia O. Medvedieva, Svitlana M. Pryshchepa and Andrei V. Voznyak (gure 38)
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Figure 37: Presentation of paper [279].
considers possibilities of developing digital competence of teachers by using educational training
as an optional form of organization of the educational process and professional development
of teachers. Dierent approaches to the interpretation of the concept of digital competence of
specialists, in particular practicing teachers, are identied. Described training as one of the
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active forms of obtaining knowledge in the system of continuing education of teachers. Given
examples of online tools that were used during training sessions for practicing teachers to
develop one of the main components of their professional competence – digital competence.
Provided static data on the eectiveness of this form of digital competence development, ob-
tained as a result of a survey of participating teachers described in the article of educational
trainings.
This article highlights further research by the authors, begun in [66,210,290].
Figure 38: Presentation of paper [67].
Ukrainian primary schools are experiencing signicant changes as to Reform ‘New Ukrainian
School’; it reects rapid updating of information technology and high level of children’s in-
formational activity. Nowadays education has a number of resources to support the teaching
and learning for primary school students considering the fact that this school generates the
foundation for student’s success in the contemporary digital society. Primary schools are
basically focused on development of subject knowledge and general study skills. The article
“Practical activity organization of primary school students with using e-simulators” [
172
] by
Nadiia V. Olerenko (gure 39), Vira M. Andriievska, Nataliia O. Ponomarova, Olena O. Gulich,
Lyudmila P. Ostapenko and Iryna A. Lyakhova deals with the practical activity organization
of primary school students with using e-simulators as one of resources for developing subject
knowledge and general study skills. The examples of using interactive e-simulators for young
learners by teachers-to-be are demonstrated in the article. The research shows that interactive
e-simulators provide real task variability, uniqueness of exercises, operative assessment of
correction, adjustment of task diculty, shade of competitiveness and game. The paper presents
principles of construction of interactive authors’ e-simulators: developed e-simulators should
generate learners’ interest; be visually presented to create pleasant emotional background;
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problem denition should involve learners into critical analysis of input data as to their ade-
quacy, redundancy, relevance; e-simulators should allow learners to operate free; the principle
of reliance on pedagogical and research tools of personal IT devices means the recognition of
the power of modern personal IT devices and their feasibility of use in the learning process as
eective and aordable tools of educational and research activities. Based on the analysis of
existing experience of using e-simulators in the practice of primary education, authors found
that for primary school teachers it is important not only the ability to use ready-made simulators,
but also the ability to create ones independently, improve them, use knowledge of tools and
their functional capabilities, select and formulate tasks for young learners, assess adequately
the quality of the developed e-simulators.
This article highlights further research by the authors, begun in [173,174,218].
Figure 39: Presentation of paper [172].
The article “Integrated use of the LearningApps.org resourse and information devices in the
process of biology school course studying” [
261
] by Alla V. Stepanyuk (gure 40), Liudmyla
P. Mironets, Tetiana M. Olendr, Ivan M. Tsidylo and Maryna V. Kormer considers the problem
of integrated use of the LearningApps.org online resource in the process of Biology studying
in secondary schools and information devices. The appropriateness of moving to a mixed
form of learning that involves the creation of a polysubjective educational environment has
been justied. The article concretizes the essence of the notion “polysubjective educational
environment” (teacher, pupil, online resources, and information devices). It has been examined
how well the scientic problem is developed in pedagogical theory and educational practice. The
methodology of using the LearningApps.org online resource in the process of Biology studying
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in a basic secondary school, which involves the use of information devices, the PlayMarket
server applications, Smart technologies and a website has been created. In particular, a series
of exercises of the LearningApps.org online resource has been simulated, the implementation
of which should be integrated using a SMART Board, a mobile phone, a computer, a laptop, a
tablet or other information devices. Possibilities of their combination with the methodology of
using information devices at the lesson in the process of homework checking, learning new
material, generalization and systematization of knowledge have been revealed. The proposed
assignments can be used as individual exercises for pupils at the lesson and in extracurricular
activities. The paper suggests the approach for homework checking, which involves besides
computer control of pupils’ learning outcomes, the use of Miracast wireless technology. The
methodology of conducting a mobile front-line survey at the lesson on the learned or current
material in Biology in the test form, with the help of the free Plickers application, has been
presented. The expediency of using the website builder Ucoz.ru for creation of a training website
in Biology has been substantiated. The methodology of organizing the educational process
in Biology in a basic secondary school using the training website has been developed. The
eectiveness of the proposed methodology of using the LearningApps.org online resource in
combination with information devices in the process of Biology studying in a basic secondary
school has been substantiated.
This article highlights further research by the authors, begun in [62,262,284].
Figure 40: Presentation of paper [261].
The article “The current state of using the cloud-based systems of open science by teachers
of general secondary education” [
145
] by Maiia V. Marienko (gure 41) presents the analysis of
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the results of the ascertaining stage of the pedagogical experiment “Design of a cloud-oriented
methodological system of training teachers of natural and mathematical subjects to work in a
scientic lyceum”. An analysis of recent research and publications has shown that scholars have
suciently considered the problem of reforming teachers’ training. A valuable trend is revealed
in Ukrainian research on the design of cloud-based systems, it is devoted to the systems of
open science, but the proposed systems relate exclusively to certain specialties, or are entirely
scientic. Currently, there is no cloud-based system that would become a tool in the teachers
of science and mathematics training to prepare them to work in the scientic lyceum. The
current state of the art of using open science services by teachers of natural and mathematical
subjects during the preparation of educational materials was claried; the readiness of teachers
to perform their own research and teach students to conduct research work is analyzed and
the level of teachers’ awareness of the functions and requirements of scientic lyceums is
determined. The analysis of the conducted survey showed that most teachers recognize the
need in scientic activities for a teacher of a scientic lyceum. Most respondents do not use
English language resources and services due to their low level of language prociency. It has
been found that one of the most important ways to get involved in science, as for the math
teachers’ view, is the participation in scientic conferences. Analysis of the results of the
ascertaining stage of the pedagogical experiment shows that there is a problem of preparing
teachers of natural sciences and mathematics for work in the scientic lyceum. It needs further
solution through preliminary testing and implementation of a specially created cloud-based
methodological system that would support the introduction of the open science systems and
services in teachers’ training and educational process.
This article highlights further research by the authors, begun in [168,251].
Figure 41: Presentation of paper [145].
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2.8. Session 5B: ICT in higher education
The article “Integration of modern higher education into the global information space” [
49
]
by Elena G. Fedorenko, Vladyslav Ye. Velychko, Olha G. Naboka and Hennadiy M. Kravtsov
focuses on the special importance of informatization of education as the main aspect of the
existence and development of modern higher education. Emphasis is placed on the importance
of informatization of education, because the informatization of education is the main driving
force for the integration of modern higher education in the global information space. The
process of computerization of education is considered as the main basis of its informatization
in the historical aspect. The importance of the introduction of information and communication
technologies in the educational process of free software and the interest of scientists in this
eld of education is emphasized. The interest of modern scientists in consideration of such
problems as application of information and communication technologies in training is analyzed;
problems of informatization of education and goals of informatization of education; didactic
and psychological aspects of application of information and communication technologies in
educational process; problems associated with the widespread introduction of information
and communication technologies in higher education and informatization of education in
general. Emphasis is placed on the importance of acquired skills and abilities acquired as a
result of informatization of education and introduction of information and communication
technologies into the educational process. The goals of informatization of education of a
modern higher educational institution are determined. The priority goals of informatization
of education are singled out. The types of education that are directly related to information
and communication technologies are considered. It is noted that the practice of introducing
information and communication technologies in the educational process of higher education
institutions is spreading every day and brings only positive results. The importance of free
software during the COVID-19 pandemic is described, as GNU-licensed systems are used to
organize distance learning. The conclusions emphasize the relevance of this study. It is noted
that educational activities based on the use of information and communication technologies are
the basis for changes in the structure of the educational process for both teachers and learners.
This article highlights further research by the authors, begun in [201,263,313].
The article “Possibilities of using the game simulator Software Inc in the training of future
software engineers” [
297
] by Tetiana A. Vakaliuk, Valerii V. Kontsedailo, Dmytro S. Anto-
niuk, Olha V. Korotun, Serhiy O. Semerikov, Iryna S. Mintii, Olga O. Kalinichenko (gure 42)
presents the possibilities of use game simulator Software Inc to form a sustainable professional
competence of a software engineering specialist: the ability to: apply knowledge in practical
situations; communicate in a foreign language; work in a team; act based on ethical considera-
tions; commitment to preserving the environment; evaluate and take into account economic,
social, technological and environmental factors aecting the sphere of professional activity;
for lifelong learning. The use game simulators, in the educational process, allows to improve
the quality of educational material and to enhance the educational eects from the use of
innovative pedagogical programs and methods, as it gives teachers additional opportunities for
constructing individual educational trajectories of students. In the process of research, students
gain knowledge, skills of the future IT specialist and competences of the legal protection of
the results of intellectual activity, technological audit, marketing, product realization in the
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market of innovations. There are many ways in which a company can achieve a dominant
position in the industry. For example, the sta of a virtual company can work on developing
editorial software for designers, business tools for oces, video games for the console, and
even, if time and skill level allows, they can develop their operating system. So in the game
simulator Software Inc students are invited to build and design oce buildings for optimal
working conditions of their own software development company.
This article highlights further research by the authors, begun in [5,233,265].
Figure 42: Presentation of paper [297].
The article “Application of R programming language in learning statistics” [
205
] by Vitaliy I.
Mezhuyev, Liliia V. Pavlenko, Maksym P. Pavlenko, Vitalii H. Khomenko (gure 43) examines
the problem of teaching statistics to future programmers. The theoretical content of teaching
statistics has undergone signicant development and requires a change in its focus on the
practical eld, even while studying at a higher education institution. It is determined that
the improvement of teaching statistics to students requires moving from theoretical teaching
methods to the practical solution of applied problems and shifting of emphasis from the process
of statistical calculations to the analysis and results interpretation. The research allowed
establishing that the training of statistics of future programmers should be based on the use of
applied system of tasks developed with the help of real data sets obtained as a result of statistical
research. Such tasks allow increasing the educational motivation of students in comparison
with synthetic examples, which are usually used in the study of statistics. The research has
analyzed the software for statistical data analysis as well as identied features of its application
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in the learning process. It is oered to use a specialized programming language R as the main
learning tool.
Figure 43: Presentation of paper [205].
The article “Analysis and summarization of the experience of developing adaptive learning
systems in higher education” [
184
] by Kateryna P. Osadcha, Viacheslav V. Osadchyi, Vladyslav
S. Kruglyk and Oleg M. Spirin (gure 44) provides a brief analysis and summarization of the
existing experience of developing adaptive learning systems in higher education. Existing
models of adaptive learning systems, which are necessary for the educational process in higher
education, are analyzed. Conclusions are made as for the requirements for the design and
modeling of the author’s adaptive system of future specialists’ professional training in a blended
learning environment. The main ones are requirements for the approaches to modeling, types
of adaptation implemented in the system, ways to ensure individualization and personication
in the process of both face-to-face learning and learning with the help of information and
communication technologies.
This article highlights further research by the authors, begun in [182,183,189].
The article “Features of the use of software and hardware of the educational process in
the conditions of blended learning” [
34
] by Dmitriy O. Bukreiev, Alona V. Chorna (gure 45),
Iryna M. Serdiuk and Vladimir N. Soloviev reveals the results of a study of the feasibility of
using software and hardware for the educational process in a blended learning environment in
secondary, higher and vocational education. The author conducted an analysis of domestic and
international research on distance learning (distance learning needs, requirements for distance
learning platforms, experience in implementing distance and blended learning). In the course of
the research, the author revealed the standard composition of modern software and hardware
of the educational process in the conditions of blended learning and analyzed the market of
Ukraine for the availability of ready-made complexes of the company. Recommendations for
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Figure 44: Presentation of paper [184].
approaches to teaching in each age group of students and approaches to choosing a complex
for implementation in a mixed and distance learning environment, taking into account the
individual needs of each educational institution or educational organization. The research is
theoretical in nature and designed to create a basis for further research in a given vector.
This article highlights further research by the authors, begun in [237,280,282].
Figure 45: Presentation of paper [34].
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Increasing demand for experts capable of high-quality assessment of the impact of a particular
planned activity on the environment involves a more eective use of information and commu-
nication technologies (ICT) in the educational process of training ecology students. Iryna M.
Barna (gure 46), Liudmyla R. Hrytsak, Halyna R. Henseruk and Svitlana H. Lytvynova present
a methodology for students to study the educational material of the “Environmental Impact As-
sessment” course by using ICT. The methodology and algorithm for using the Padlet interactive
whiteboard, Mindomo mind maps, Easel infographics, Google Drive and Google Docs in lectures
and practical lessons are described in the article “Features of utilization information and commu-
nication technology in the process of teaching the "Environmental Impact Assessment" course”
[
16
]. Particular attention is paid to the preparation of a group and individual projects using ICT.
Tested in the Ternopil Volodymyr Hnatiuk National Pedagogical University, the methodology
allows to implement a number of tasks such as: promotion of intensication and eectiveness
of teaching; acquisition of practical skills to quickly nd the necessary information on various
online resources for ecology students; simulation of the real procedure of environmental impact
assessment in the classroom; development of the ability to professionally communicate with
experts in other elds of knowledge or activity, etc. Examination of the results of using ICT
to study the “Environmental Impact Assessment” course has shown a signicant increase in
informational literacy among ecology students and their individual professional growth.
This article highlights further research by the authors, begun in [15,139,223].
Figure 46: Presentation of paper [16].
The article “Innovative methods of information visualization in transport logistics and train-
ing organization” [
151
] by Olena M. Mikhailutsa, Tatiana O. Melikhova (gure 47), Andriy
V. Pozhuyev and Hennadiy M. Kravtsov analyzes the benets of using interactive teaching
methods for students of technical and economic specialties using visualization as an example.
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Figure 47: Presentation of paper [151].
In the analysis of existing innovative educational methods, attention is focused on the use of
information technology in the formation of competencies of future specialists. In the process
of building a software product, a comparative analysis of platforms for developing graphic
applications as the main means of visualization on the Internet was carried out. To solve logistic
problems that are of practical importance for both economic and technical areas, a visualization
of the ant colony optimization algorithm is implemented. It includes building a graph, simulating
dynamic network visualization the movement of a large number of ants, saving and loading
the graph, providing the user with the ability to remove visible layers. To test the eectiveness
of this approach, a multistage experiment was conducted, the results of which allowed us to
draw a number of positive ndings. In addition, the comparative survey of students from the
experimental and control groups made it possible to nd out the students’ needs in the process
of dual learning, which provided an opportunity to increase students’ satisfaction with the
quality of teaching disciplines.
This article highlights further research by the authors, begun in [117,194].
A new training module on EU Food Safety Control was developed and implemented at the
Department of Veterinary and Sanitary Examination (currently Department of Veterinary Hy-
giene) of NULES. The article “Information and communication technologies in application,
dissemination and evaluation of Erasmus+ Jean Monnet activities” [
52
] by Mariia A. Galaburda
(gure 48), Olena H. Kuzminska and Mykola K. Halaburda describes ICT used for the achieve-
ments of results of Erasmus+ Jean Monnet Module “EU Food Safety Control”. Module in the
EU food safety control was design to contribute to better understanding of applied system of
European food safety assurance and the objectives of ocial food control at EU level within the
frameworks of dierent types of competencies. To assess the eect of the educational course on
food safety control, at the start and after completion of the Module, participants’ knowledge
were evaluated. The monitoring of the project results presents a comparative analysis of the
implementation strategy for blended learning stage (before spring 2020) and distance learning
under the COVID-19 disruption. Tools and the degree of involvement and satisfaction of par-
ticipants in the project outputs were determined. Impact eort matrix technique reviled that
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action taken with ICT are the best for achieving project result.
This article highlights further research by the authors, begun in [112,121,124].
Figure 48: Presentation of paper [52].
The article “Formation of information culture of vocational education specialists” [
327
] by
Oksana P. Voitovych, Roman M. Horbatiuk, Ihor S. Voitovych (gure 49), Mariya P. Shyshkina
and Nadiia M. Shostakivska reects the system of multilevel continuing professional teaching
of vocational education specialists. The basic principles of this process are investigated and
the structure of training of vocational education specialists is determined by means of the
analysis of the state standards of preparation of graduates in a specialty “Professional education”,
educational programs and curricula. There is made comparative analysis of the maintenance
of preparation of graduates of a specialty “Professional education” on specializations “Digital
technologies” and “Sphere of service (Tourist service)” for formation of their information culture.
This article highlights further research by the authors, begun in [192,219,250].
The article “Modern information and communication technologies in professional training
of sociology students: the mainstreaming of the needs and signicance” [
79
] by Liudmila V.
Kalashnikova, Alla S. Lobanova, Iryna V. Hrabovets, Liudmila S. Chernous, Viktoria A. Chorna,
Yevhen O. Davydenko and Feliks M. Zhuravlev (gure 50) presents an overview of the main
possibilities of using information and communication technologies in applied sociology, as well
as the urgent need and importance of computer training of the students. Filed the results of
comparative analysis of universal, semi-universal statistical packages of computer processing
of sociological information and professionally focused software products on the market today.
Outlining the advantages and disadvantages of their use in empirical sociology to describe
the quantitative and qualitative characteristics of objects of study, explanations of causality,
forecasting of social processes. Characterized by modern information technology used for
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Figure 49: Presentation of paper [327].
collecting and storing social data. It is proved that the leading component of the computer
literacy specialist-sociologist is the formation, the development of algorithmic thinking, the
ability to make the right choice in favor of a software package that satises all the requirements,
and that would eciently and professionally perform all the tasks of an applied nature.
This article highlights further research by the authors, begun in [77,78,137].
Figure 50: Presentation of paper [79].
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2.9. Session 6: Learning environments
The article “The evolution of the information and educational environment in the context
of the theory of generational development” [
260
] by Aleksander V. Spivakovsky, Lyubov Ye.
Petukhova, Serhii A. Omelchuk, Yevheniia A. Spivakovska, Vira V. Kotkova (gure 51) and
Yuriy Yu. Yurchuk is devoted to reviewing system-organizing and personalized approaches to
the modern learning environment. It is explored following modern society’s requirements and
technology. Authors suggested 6 stages in the development of the learning environment, stages
of e-learning development, visualized the interdisciplinary approach to EdTech and comparative
characteristics of traditional and e-learning. E-learning is understood as an umbrella term that
covers web-based instruction, online learning, networked learning, computer-assisted learning
and computer-mediated learning. Authors consider a model of the modern learning environ-
ment taking into account the characteristics of its subjects belonging to dierent generations.
Generation theory is reviewed providing recommendations for the best possible educational
content for Baby Boomers, Generations X, Millennials or Generation Y and Generation Z suitable
to their adaptive style and values.
This article highlights further research by the authors, begun in [258,259,319].
Figure 51: Presentation of paper [260].
The article “Methodology for using cloud-oriented environment for ipped learning of
the future IT specialists” [
55
] by Olena G. Glazunova, Valentyna I. Korolchuk, Oleksandra V.
Parhomenko, Tetiana V. Voloshyna, Natalia V. Morze and Eugenia M. Smyrnova-Trybulska
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(gure 52) substantiates the components of a cloud-oriented environment for ipped learning in
the process of training future information technology specialists in higher education institutions.
The methodology for using services and resources of the cloud-oriented environment of the
university, including mass open online courses, educational portal of the university, professional-
oriented software and services for project management for ipped learning in the process of
training future professionals is presented in three stages: preparatory, basic and integrated. In
these stages, the necessary professional and personal skills were formed during the project tasks
performing using the appropriate cloud resources and services of the university environment.
At the preparatory stage, students worked on collective projects within one discipline using
the cloud service Microsoft Teams in order to form and develop general competencies. At
the basic stage, students were oered to perform tasks of mini-projects, group and individual
projects during studying professionally-oriented disciplines using the GitHub cloud service.
The integrated stage was implemented during work on interdisciplinary projects, the tasks for
which were formed on the basis of the study of several disciplines using the Jira service. This
paper investigates the eectiveness of the application of the developed methodology for ipped
learning using the components of the university‘s cloud-oriented environment.
This article highlights further research by the authors, begun in [157–159].
Figure 52: Presentation of paper [55].
Rapid development of modern machinery and its increasing complexity make high demands
to the quality of training of its users. Among the variety of kinds, the important one is vehicles,
both civil and military. In the teaching of associated subjects, there is an accepted hierarchy
of teaching aids that includes common visual aids (posters, videos, scale models etc.) on the
rst stage, followed by simulators ranging in complexity, and nishing at real vehicles. It
allows achieving some balance between cost and eciency of training by partial replacement
of more expensive and elaborated aids with the less expensive ones. However, the analysis of
teaching experience in the Institute reveals that this balance is still suboptimal: the quality and
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abundance of common aids may be increased, and the simulators may be used more eective.
This fact raises the problem of extending the range and quality of available teaching aids
for vehicle-related subjects, which is the aim of the article “360°photographic panoramas as
an eective multifunctional aid for teaching technology subjects” [
14
] by Igor V. Barkatov,
Volodymyr S. Farafonov, Valeriy O. Tiurin, Serhiy S. Honcharuk, Andrei A. Lozko, Volodymyr
V. Marushchenko, Kostyantyn V. Korytchenko, Vitaliy I. Barkatov and Roman F. Muravlyov
(gure 53). Beneting from the modern information and visualization technologies, authors
present a collection of new teaching aids, which are based on 360
∘
(spherical, 3D) photographic
panoramas joined with H5P interactive content framework or virtual reality devices. The nature
of the aids, their potential applications, limitations and benets in comparison to the common
aids are discussed, and the practical recommendations about creating and implementing the aids
are given. The proposed aids are shown to be cost-eective and proven to increase eciency
of training, according to the results of a teaching experiment. For the implementation, a
tight collaboration between the Institute and an IT company was established. The authors
conclude that the proposed aids may signicantly improve the cost-eciency balance of teaching
technology subjects.
This article highlights further research by the authors, begun in [13].
4
Fig. 1. Sensational features provided by the teaching aids in the accepted hierarchy. The com-
plexity and cost of implementation increase top to bottom and left to right. The question mark
represents the gap.
In the described situation only the two basic sensational features of simulators are
used out of four that is evidently suboptimal.
The second identified deficiency is while the basic teaching aids (posters and vid-
eos) are generally available at present, their abundance is still limited, and technical
level often does not meet the standards of modern technology. Videos and animations
are valuable means for teaching technical disciplines, which study the structure and
functioning of mechanisms and systems. If the former is relatively easy to learn by
means of static posters, drawings, diagrams, the latter implies understanding some
processes occurring in time and, thus, demands animated visualizations for effective
learning. The same is true for studying exploitation of devices, including vehicles,
where the object to learn is the procedure (sequence of actions) that must be per-
formed by operator (trainee) to get some result. Importantly, the role of such aids
strongly increases in conditions of distance learning when the access of trainees to
simulators may be limited. Therefore, the problem of improving their quality and
abundance deserved thorough attention.
To create a teaching video about vehicle one needs corresponding visual content,
which at present is obtained in either of two ways:
Manual drawing a flat or three-dimensional (3D) model of the vehicle from scratch
using specialized graphics or engineering software (3D Studio MAX, SolidWorks,
AutoCAD etc.), with further animating it.
Recording the video of performing operations on a real vehicle using camera.
Unfortunately, both ways are associated with significant difficulties, which limit their
application in practice:
The first way is very labor-intensive. It requires having highly detailed information
about the vehicle (dimensions and appearance of its elements). Further, the model
Audiovisual
perception
Audiovisual
perception
Immersion
experience
Immersion
experience
Motor, tactile
experience
Motor, tactile
experience
Feedback
Feedback
(limited)
Audiovisual
perception
?
1. Poster, video
2. Simulator
3. Real vehicle
Figure 53: Presentation of paper [14].
The article “The implementation of inquiry-based learning in the organization of students’
research activities on Mathematics” [
323
] by Kateryna V. Vlasenko, Olha H. Rovenska (gure 54),
Iryna V. Lovianova, Oksana M. Kondratyeva, Vitaliy V. Achkan, Yana M. Tkachenko and Mariya
P. Shyshkina looks into the issue of developing an interest of students’ research activities on
Mathematics. The study is dedicated to the feasibility of involving the inquiry-based learning
to the organization of students’ scientic research during the practice on the Approximation
Theory and Fourier Series. The research considers the results of the survey among students who
helped to evaluate their emotional state during the workshop. To collect the data authors used
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Figure 54: Presentation of paper [323].
the tool of express evaluation of positive and negative emotionality the Dierential Emotion
Scale by Izard. The article discusses the positive inuence of the environment developed through
the inquiry-based learning on students’ emotional state and forming their interest in scientic
research while organizing practic classes. Authors have grounds to conclude that there is
the eciency of implementing workshops based on the inquiry-based learning. The index
reduction of students’ negative emotions encouraged their activity during the practice and the
improvement of interest in research activities.
This article highlights further research by the authors, begun in [171,225,226].
Liudmyla L. Nezhyva (gure 55), Svitlana P. Palamar, Halyna O. Vaskivska, Olha V. Kotenko,
Liudmyla A. Nazarenko, Maryna S. Naumenko and Andrei V. Voznyak worked on expanding
the methodological basis for the use of augmented reality on the examples of alphabets in
accordance with the objectives of the school program of the 1st-grade of the New Ukrainian
School, namely the content lines: “Interact orally”, “Exploring the media”, “Exploring linguistic
phenomena”. The methodological aspect of the application of augmented reality on the basis of
interactive art books has also been expanded. In particular, within the line “Theatricalize” it is
proposed to involve students in stage art, in the conditions of which they gained experience
of performance, tried to improvise. Observation of artistic expression through augmented
reality, work with interactive coloring pages and stickers, expression of appropriate emotions
through acting ensures the development of the child’s emotional intelligence, creative thinking,
initiative, self-awareness, self-control, ability to overcome barriers associated with uncertainty
and risks, eectively cooperate with and understand one another. The result of the research
characterizes dierent directions of application of augmented reality in the literary eld of
primary education: visualization, observation and research of artistic image, demonstration of
its expression; visualization, observation and research of the artistic world of a literary work;
organization of the reader’s interaction with the literary hero; organization of game activities
in the lesson of literary reading (study of the work with the help of a game developed by means
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of augmented reality); organization of theatrical performances with the help of interactive
bracelets and stickers with AR applications. The article “Augmented reality in the literary
education of primary school children: specics, creation, application” [
169
] is devoted to the
creation of an augmented reality appendix to the topic “Ukrainian folk tales”. Due to the fact
that the leading activity in primary school is gaming, the AR application based on a fairy tale as
a game-trip was created. The development of the application provides for the implementation
of further tasks: analysis of the work, interpretation of the work, activation of the emotional
impact of works on the reader. The augmented reality for the accompaniment of the creative
reading of the fairy tale was created with the help of Unity programs and the Vuforia plugin.
The basis of the game-trip is a fairy-tale map with stations and special interactive tags. A
specially designed program attaches a virtual AR object to the label and activates the image of
the hero, the episode of the fairy tale, the text of the question on the screen.
This article highlights further research by the authors, begun in [6,167,198].
Figure 55: Presentation of paper [169].
2.10. Session 7: Learning technology
The article “Introspection as a condition of students’ self-management in programming training”
[
25
] by Liudmyla I. Bilousova, Oleksandr H. Kolgatin (gure 56), Larisa S. Kolgatina and Olena
H. Kuzminska is devoted to the study of types of managing the student’s educational activity.
The educational discipline “Practicum of problem solving in informatics” for students of third
year study, future teachers of informatics have been chosen for realising pedagogical conditions
of computer-oriented management of students’ educational activity. Progressive turn from
direct management through co-management, subsidiary management to self-management was
the main idea of designing the courseware. The information and communication educational
environment has been based on the platform of learning management system Moodle. The
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Workshop elements of Moodle played the central role in management of students’ educational
activity. The results of pedagogical observation and assessment showed the eciency of
suggested approach. Additionally, there were shown the lack of students’ competency in time
planning and introspection on the base of the experimental data.
This article highlights further research by the authors, begun in [21,101,237].
Figure 56: Presentation of paper [25].
The main idea of the article “The values of biological education from the point of view of
2020 events (or biotechnological human improvement through the eyes of students)” [
108
]
by Elena V. Komarova (gure 57) and Arnold E. Kiv is that the value potential of academic
disciplines contributes to the implementation of the idea of sustainable development in the
framework of secondary and higher biological education. As a result of a study carried out
in 2019, authors found that in basic school the content of the subject “Biology” is primarily
aimed at the formation of ideas about the main terminal values – “life”, “health”, “nature"; in
high school – about terminal values – “life”, “health”, and also about instrumental values –
“persistence”. In their 2020 study, authors investigated the inuence of the bioethical content
of biological disciplines on the formation of value ideas of future biology students and future
biology teachers about modern scientic innovations (using the example of genome editing and
biotechnological human improvement), the development of the ability to evaluate them from
a bioethical point of view. It is assumed that the formation of the ability to give a bioethical
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assessment of events taking place in the scientic world and ongoing discoveries is one of the
main in the implementation of the idea of sustainable development in the eld of education.
This article highlights further research by the authors, begun in [104–106].
Figure 57: Presentation of paper [108].
The article “The learning-style-based approach and optimal use of e-resources in teaching
ecological disciplines” [
46
] by Tetiana M. Derkach, Tetiana V. Starova (gure 58) and Alexander V.
Krajnikov aims to optimise electronic resources used in teaching ecological chemistry following
the educational preferences of students. An approach is used to select e-resources in accordance
with the available individual learning preferences of students, teaching styles of teachers and the
content of the discipline. The R. Felder and B. Soloman model studied the learning preferences
of students of Kryvyi Rih State Pedagogical University majoring in chemistry and informatics
and students of Kyiv National University of Technologies and Design majoring in industrial
pharmacy. Most students in both groups study visually, sensitively, actively and sequentially.
Didactic materials on the theme “Ecological chemistry of the lithosphere” of the content module
“Ecological chemistry of environmental objects” were elaborated according to student groups’
learning proles. Expanding the content of the course of ecological chemistry is proposed
by including an additional topic on the problems of environmental pollution of medicinal
plants. The new topics’ content is considered to better match the educational material with
the prevailing sensitive learning style in most students and simultaneously strengthen the
ecological component and form the necessary competencies in future professionals. Forms of
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work that involve the use of dierent cognitive functions are described and therefore contribute
to their balanced development. It allows a person to be exible in the unrestrained development
of technological progress, be open to dierent ways of obtaining information, and perceive it
without resistance and stress.
This article highlights further research by the authors, begun in [45,100,248].
Figure 58: Presentation of paper [46].
The article “Content analysis of course books and online courses for teaching English for
specic purposes for IT professionals” [
270
] by Svitlana V. Symonenko, Nataliia V. Zaitseva,
Kateryna P. Osadcha and Olena H. Kuzminska deals with the issue of English language training
for IT professionals at Ukrainian universities. Understanding the importance of studying foreign
languages has been conrmed by a number of normative documents. Peculiarities of professional
training of IT specialists at higher education institutions with the focus on foreign language
training are considered. Pedagogical conditions for formation of the communicative competence
of IT professionals are analysed. The content analysis of existing English course books, textbooks
and online courses for IT professionals has been conducted to nd out the content of foreign
language training. It is stated that English language teaching aids in information technology,
computer engineering, computing and software engineering can be used in the learning process,
however, their use requires thorough renement and modication. The series of guides, manuals
and online courses for teaching English for professional purposes are presented.
This article highlights further research by the authors, begun in [269,271,272].
Integration of ICT signicantly increases the possibilities of the educational process and
extends the boundaries of the educational sphere as a whole; it is also a necessary condition
for the implementation of distance learning. Publicly available resources, such as e-mail, blogs,
forums, online applications, video hosting sites, can serve as the basis for building open learning
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and education. Informational educational technologies of learning foreign languages are in the
focus of this study. The article “Use of YouTube resources in the process of training German
Language Teachers” [
43
] by Olha V. Chorna, Vita A. Hamaniuk (gure 59), Oksana Y. Markheva,
Andrei V. Voznyak and Aleksandr D. Uchitel represents the results of theoretical analysis of
content on the subject of its personal- and didactic-denite orientation, as well as some aspects
of the practical use of commonly used YouTube video materials in the process of teaching
German as the rst or second foreign language in higher education, namely at the pedagogical
university. Taking into account the practical experience of using the materials of several
relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic
analysis of their product is presented and recommendations on converting video content into
methodological material in the framework of practical course of German language by future
teachers are oered. Possibilities of using alternative resources of YouTube in terms of distance
learning in view of mediation skills development in the interpretation of this concept by authors
of CEFR Companion Volume with New Descriptors (2018) are considered. Four groups of
resources that can be used as teaching materials are identied and analyzed; some examples of
their preparing and use by the training of future foreign language teachers are oered. The focus
was also on open resources ONCOO and TWINE, which can be used in particular to develop
the autonomy of future foreign languages teachers, and the capabilities of these resources
are characterized. Due to the suggested recommendations, the following tasks can be solved:
enrichment of the vocabulary; semantization of phraseological units, constant gures of speech,
cliché; development of pronunciation skills; expansion of linguistic and ICT-competences;
improving listening and speaking skills; increasing motivation to learn, etc.
This article highlights further research by the authors, begun in [44,86,198].
The article “Professional preparation of future teachers of vocational training in the transport
area of expertise with use of the author’s educational application” [
213
] by Mykhailo H. Po-
horielov, Olena O. Lavrentieva (gure 60), Volodymyr I. Bondarenko, Igor G. Britchenko, Andrii
A. Dorohan and Aleksandr D. Uchitel presents the content, as well as approaches to the use
in the educational process of the author’s Electronic educational methodical complex (EEMC)
“Construction of car”. The course is created for students of the speciality 015 Professional
education (Transport, the operation and repairing of automobiles). Its content covers general
topics including the study of a car engine, electrical equipment and automotive driveline. The
created electronic course embraces, in addition to textual material, illustrations, dynamic models,
instructions, manuals, textbooks, reference books and glossaries, test material for each topic.
Its possibilities of application during lectures, in the course of performing 15 laboratory works,
organizing test control of knowledge, as well as for managing students’ independent study
activities have been shown. Approaches to expert evaluation of the developed electronic study
course by 11 criteria have been disclosed. The directions for further improvement of the content
and methods of organizing the study and cognitive activity of students when using the course
have been highlighted. These include the organization of level assimilation of the material, the
creation of an individual educational trajectory of students. A rather high assessment of the
developed author’s course received from experts allows it to be used in the system of vocational
preparation specialists in the transport area of expertise.
This article highlights further research by the authors, begun in [127–129].
The article “Teaching foreign language professional communication using augmented reality
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20
opinion of the user who performs mediation, but includes those communicative
activities that were not considered before. "In mediation, the user/learner acts as a
social agent who creates bridges and helps to construct or convey meaning,
sometimes within the same language, sometimes from one language to another (cross-
linguistic mediation).
The focus is on the role of language in processes like creating the space and
conditions for communicating and/or learning, collaborating to construct new
meaning, encouraging others to construct or understand new meaning, and passing on
new information in an appropriate form. The context can be social, pedagogic,
cultural, linguistic or professional" [43: 103]. The Companion Volume considers at
least three aspects of the concept of "mediation" as a descriptor and the main
activities, which are described in CEFR 2018 and shown at Fig 1.
Mediation
Fig. 1 Three aspects of concept of "mediation"and their main activities [43: 109-
123].
These actions can be developed by the use of existing YouTube content.
We will analyze the available context of resources posted on YouTube, that can be
used in the process of teaching German (as the first and/or the second language) for
future teachers. We consider it advisable to observe resources according to the nature
of the offered material, after all it is decisive at the didactic stage.
The first group includes educational materials that are not directly related to
foreign language teaching, but contain information related to those topics that are
included in the program and are studied in practical German course as the first or the
second language, or reveal the content of particular modules or blocks of other
disciplines of the educational program, such as the history of the German language,
literature, stylistics or intercultural communication. The vast majority of such
Mediation of communication:
speech interaction in a group, joint design of content /
information /, presentation of a common point of view and the
ability to organize speech interaction in a group to develop a
common opinion and its verbal design through communication;
to communicate, create conditions for its course (creating a
multicultural environment, performing the functions of a
mediator that provides communication in informal situations, as
well as simplifies communication in conflict or similar situations
with significant differences in the views of interlocutors).
Mediation of content:
to convey the content of the text (to convey specific information
orally and / or in writing); describe data (graphs, charts, tables,
etc. orally and / or in writing; processing of texts orally and / or in
writing; translate written text (orally and / or in writing.)
Mediation of
meanings (concepts):
to prepare abstracts
(reports, seminars,
presentations,
discussions) orally
and / or in writing; to
express a personal
opinion (including on
the content of the
literary text); analyze
and critically process
works of fiction or
fragments of these
works; convey
conceptual
information (work in
a group or manage
group work).
Figure 59: Presentation of paper [43].
elements” [
4
] by Svitlana M. Amelina (gure 61), Rostyslav O. Tarasenko, Serhiy O. Semerikov
and Yuliya M. Kazhan deals with the analysis of the possibilities of AR-technology application
for the development of foreign language professional communication skills when students learn
a foreign language (on the example of German). The advantages of using AR-technology in
this process are dened, namely: the possibility of involving dierent channels of information
perception, the integrity of the representation of the object under study, and detailing its indi-
vidual structural elements if necessary, more ecient acquisition of the domain terminological
vocabulary, and the development of foreign-language communicative skills. It is shown that QR
codes can be easily and aordably used to retrieve information about the object of study from
public internet sources. The use of AR elements in the process of learning a foreign language,
in the form of virtual excursions, is proposed. The results of a survey of students after the
virtual excursions are presented. The technological and didactic requirements for organising
vocational foreign language studies using AR-technology have been determined.
This article highlights further research by the authors, begun in [273,276,281].
The article “Media education technology at preschool educational institutions” [
41
] by
Volodymyr M. Chaika, Iryna I. Kuzma, Oleksandra I. Yankovych (gure 62), Kateryna M. Binyt-
ska, Oksana T. Pysarchuk, Tetiana V. Ivanova, Halyna I. Falfushynska and Iryna A. Lyakhova
substantiates the media educational technology at preschool educational institutions, in which
diagnostic-target, integration and analytical stages are distinguished. The problems in media
education implementation at preschool establishments have been identied and the prospects
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Figure 60: Presentation of paper [213].
for their solving have been determined. The psychological factors of forming media literacy
of children of the senior preschool age have been highlighted. Diagnostic toolkit has been
developed and indicators of high, sucient and low levels of media literacy of preschoolers have
been determined. The experience of conducting media educational classes “Grains of media
education”, the use of media educational tales in working with children have been highlighted.
The expediency of media education for kindergarten teachers of preschool educational institu-
tions of Ukraine, formation their motivation for media educational activities with children has
been proved. The eectiveness of implementing the media education technology at preschool
educational institutions has been conrmed on the basis of positive dynamics of levels of
preschoolers’ media literacy formation.
This article highlights further research by the authors, begun in [278,329,330].
The purpose of the article “Training teachers-to-be to create infographics and its expert
evaluation” [
175
] by Nadiia V. Olerenko (gure 63), Nataliia O. Ponomarova, Vira M. Andri-
ievska, Olena O. Gulich, Andrii Y. Gaidus and Iryna A. Lyakhova is to develop methods for
preparing students to create infographics for educational purposes and its expert evaluation.
Creating an educational infographic is an interesting, but quite complex activity for a teacher,
which requires both the expansion of existing psychological and pedagogical knowledge and
skills, and the formation of new ones. The modules “Infographics in educational activities” and
“Expert evaluation of e-tools’ quality for teaching students” are oered for teachers-to-be. The
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Figure 61: Presentation of paper [4].
determination of the weighting factor of each criterion by expert evaluations was organized.
Experimental implementation of the developed modules is carried out. On the basis of the
criterion rank, the signicance of each criterion was calculated. The indicators to determine the
level of preliminary expert evaluations of e-tools are proposed. The results are calculated with
nonparametric methods of mathematical statistics. The conclusion is the expert evaluation has
dierent activity stages, gradually becoming a common phenomenon.
This article highlights further research by the authors, begun in [173,174,218].
The aim of the article “The algorithm of electronic multilingual terminological dictionary
compilation” [
295
] by Tetiana A. Vakaliuk, Oksana A. Chernysh (gure 64) and Vitalina O.
Babenko is to provide a thorough analysis of the algorithm of electronic multilingual termino-
logical dictionary compilation. Electronic multilingual terminological dictionary is viewed as a
dynamic electronic lexicographic edition that provides translation, explanatory, encyclopedic
parametres of terminological units and is open to current trends in its elds of knowledge
representation. Electronic multilingual terminological dictionary covers ve knowledge areas,
namely Information Technologies, Linguistics, Accounting and Taxation, Engineering, and
Economics. It provides English, French, German, Polish and Russian equivalents with encyclo-
pedic reference in all target languages. Moreover, it is absolutely adapted to constant updating,
extension and integration with other systems needed. Such dictionary creation presupposes
determination of its volume and structure, lexical units’ selection and their frequency feedback,
and proper arrangement of translation equivalents. Therefore, the algorithm of electronic
multilingual terminological dictionary compilation includes seven stages that are dedicated to
register creation and arrangement, information system creation and trial, as well as dictionary
set-up. All stages are interconnected and interrelated. Accordingly, meticulous stages com-
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Figure 62: Presentation of paper [41].
pletion signicantly contributes to quality electronic multilingual terminological dictionary
compilation.
This article highlights further research by the authors, begun in [153,154,247].
The article “Organisation of Business English for specic purposes course on Moodle” [
241
] by
Hanna M. Shalatska (gure 65), Olena Yu. Zotova-Sadylo, Oksana V. Balanaieva and Hennadiy
M. Kravtsov investigates the factors that determine organizing of business English for specic
purposes courses on Moodle platform. Authors have analyzed the Moodle tools that contribute to
student’s language skills development which are in line with prospective professional activities
of the learners. In addition, authors have considered the means Moodle provides in terms of
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Figure 63: Presentation of paper [175].
Figure 64: Presentation of paper [295].
their capability to replenish lack of classic instructor-led in-class teaching and switching of the
educational process to online mode as a result of COVID-19 pandemic. The objective of the study
is to examine English for specic purposes (ESP) Moodle-based courses as a means to advance
the level of English language prociency in distant learning environment; and to analyze the
content peculiarities of ESP courses “Business Communication Technology for Law Students”
and “Business English” (for Computer Engineering) focusing on nourishing four fundamental
language skills (speaking, reading, listening, writing). Some principles of ESP Moodle course
tailoring have been highlighted; they are outcome-oriented approach (providing the learning
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results are applicable in the professional activity, the materials have been added to the course by
right), functional language application (the language structures should be presented in career
relevant context), layout (focus on speaking and listening activities), learner’s centered approach
(a student is a key stakeholder) and facilitating role of the educator. One aim of this study is to
assess the extent to which the services providing by Moodle, like Interactive Content (H5P),
WIKI, Database Activities, Forums, BigBlueButton and others contribute to enhancing four
language skills of the learners. The comprehensive analysis has revealed some predicaments
the course designer has to cope with, for example lack of background knowledge in the specic
domains or signicant dierence in the level of English language prociency within one class.
Experimental courses are being testing currently in Donetsk Law Institute of Ministry of Internal
Aairs of Ukraine and Kryvyi Rih National University. More than 300 students of dierent legal
and IT specialisms are engaged in the approbation. It should be taken into account that the
article represents the interim results and the experimental study has development outlook.
This article highlights further research by the authors, begun in [146,240,242].
Figure 65: Presentation of paper [241].
The problem of improvement of educational technologies in connection with the revealed
problems, aggravated in the conditions of COVID-19, is considered in the article “Ensuring the
eectiveness of e-learning based on online technology analysis of factors inuencing the cogni-
tive independence of students” [
133
] by Evgeniy A. Lavrov, Viktoriya G. Logvinenko (gure 66),
Viacheslav V. Osadchyi, Olga Ye. Siryk and Yana I. Chybiriak. A new approach to building a
system of exible learning, based on “tuning” the technologies of student interaction with the
educational environment, is proposed. Such adaptation is carried out using the mathematical
model of educational process control developed by the authors, the parameters of which are
characteristic of the factors that form the cognitive independence of students.The presented
information technology for assessing the factors that shape the cognitive independence of
students can be integrated into any educational system due to the universal capabilities that
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Google services provide. The developed technology is very useful for studying the real picture
of individual factors of cognitive independence in the educational process, organized with the
help of electronic educational technology.The main functional capabilities and advantages of
the developed information technology are: the ability to organize adaptive learning, the ability
to organize questionnaires in any electronic educational system, simplicity and ease of use,
modular structure, and others.
This article highlights further research by the authors, begun in [130–132].
Figure 66: Presentation of paper [133].
The article “Expanding opportunities for professional development through the use of inte-
grated teaching” [
29
] by Svitlana V. Bodnar (gure 67), Viktor V. Koval, Mariana M. Petrova,
Tetiana M. Lesina, Mykhailo M. Bocharov and Antonina V. Kichuk highlights the problem of
introducing integrated teaching the students majoring in economics in the educational process
of Ukrainian tertiary non-linguistic schools. It presents the peculiarities of the immersion into
a foreign language environment arising from the acquisition of the professional knowledge
in a foreign language. Some strategies for integrated teaching are suggested: 1) systematic
repetition of the linguistic and professional material; 2) use of each language unit, which is under
study, in its maximum possible linguistic and professional environments and in the connection
with the previously learned material; 3) implementation of a major subject (Microeconomics)
and a foreign language (English) integration in the educational process of Ukrainian tertiary
schools. The programme duration was 4 months. A total of 90 students majoring in economics
participated in the programme of integrated teaching. After the completion of the programme
the students’ professional knowledge and foreign language prociency were assessed and their
feedback collected and analyzed. Data were obtained from pre-and-post assessment tests of
language and professional prociency. Results indicated the eectiveness of the suggested
educational strategies, the use of which provided a possibility of the transition from training
period to a real professional communication.
2.11. Session 8: Training of social managers for digital society
The article “Online training of youth club members of Ukraine in projecting volunteer activities
in the conditions of the spread of COVID-19” [
119
] by Oleksandr G. Kucheryaviy, Dmytro G.
Gryshchuk and Olena G. Glazunova deals with the features of the solution of the problem of
value and meaning content and the methodology of online training of young people (platforms:
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Figure 67: Presentation of paper [29].
Zoom, Moodle, Google Classroom, etc.) to project volunteer actions in the situation of a global
coronavirus pandemic. A certicate is submitted concerning the acquisition by youth club
members of previous experience of spiritual, patriotic and online design activities. The volunteer
project competences framework as a target for relevant online learning is highlighted. The
following guiding principles for the development of its content are dened, namely: domi-
nance of online – providing motivation for the activity of young people in the creation of
socially signicant volunteer projects; priority in the content of the basis of knowledge about
information and communication technologies, project method, gerontology, psychotherapy,
psycho-hygiene, self-organization, health culture and readiness for volunteer action in crisis
conditions, continuity of content of online education of volunteers by means of self-preservation
of personality, preventing and overcoming panic, fear and anxiety in a situation; personal orien-
tation and emotionally-sensual saturation of the methodology of online support of subjects of
the projecting volunteer activity, etc. Based on these principles, emphasis is placed on the value
and meaning potential of the projected experimental special course. The sum of two groups of
humanistic methods online-preparation of young people to create volunteer projects is dened,
namely: 1) methods of motivation and organization of volunteer project action; 2) methods of
stimulation of projecting activity of young volunteers. Attention is paid to the features of the
experimental testing of the special course and methodology, and to the criteria for assessing the
readiness of youth club members to the create the volunteer projects.
This article highlights further research by the authors, begun in [53,57,58].
In recent years, the concept of gender mainstreaming in project management has become more
popular and in demand. Mainstreaming gender in project management cycle requires knowledge
and skills of all stakeholders and coordinated actions and commitments of all actors (government,
international donors, territorial communities, non-governmental organizations, educational
institutions and others). The article “Training on gender mainstreaming in project management:
case of international donor programs and projects for Ukrainian local communities’ development”
[
18
] by Galina V. Berezhna, Olena V. Aleinikova, Oksana A. Kovtun, Hanna B. Danylchuk,
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Vitalina O. Babenko and Pavlo P. Nechypurenko (gure 68) focuses on nding an answer to the
main question – how to mainstream gender in project cycle management to ensure eectiveness
and gender-sensitivity of local development projects, taking into account the requirements of
international donor programs and projects. The paper highlights the main issues of theory and
practice of gender mainstreaming in programs and projects, engendering of community-based
development projects, role and participation of women in project management, prospects of
implementing gender mainstreaming concept in educational process for project managers.
Questions which are raised in paper are: “What is gender mainstreaming and how it should be
implemented into project cycle?”, “How to mainstream gender in dierent types of Ukrainian
local-development projects according to requirements and approaches of international donors
and national legislation?”, “What is project management now and how it would change in the
future?”; “What is the current state of women in project management profession – globally
and in Ukraine?”; “What challenges / barriers / obstacles women face as project managers?”;
“Prospects for women in project management – how can they meet challenges and overcome
barriers?”, “How gender mainstreaming should be implemented in the design of education
policies and programs for project managers?”
Figure 68: Presentation of paper [18].
The article “Main determinants of the use of cloud technologies in the development of profes-
sional stability of the future specialist in the conditions of adaptive learning” [
309
] by Hanna B.
Varina (gure 69), Kateryna P. Osadcha, Svetlana V. Shevchenko, Valentyna V. Voloshyna, Ivan
G. Riznitskii and Aleksandr D. Uchitel considers practice-oriented possibilities of using cloud
technologies in the process of development of the main components of professional stability of
the future specialist of socionomic direction in the conditions of blended learning. The research
is devoted to the use of cloud services in the formation of not only ICT competence, but also
the development of professional stability of the future specialist. The study substantiates the
importance of cloud services and analyzes the use of cloud technologies Google Workspace
for Education, distance learning system Moodle in the modern information and educational
environment of higher education. The authors clarify the didactic capabilities of cloud services
and identify the psychological and pedagogical conditions for the development of components
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of professional stability, as a dominant integral of the competitiveness of the future specialist.
The methodical aspects of designing the process of development of professional stability of the
individual on the basis of the use of cloud services aimed at improving the mental capacity of the
applicant of higher education are highlighted. In the framework of theoretical and methodolog-
ical analysis of the problem of professional stability of the psychologist identied the following
main components: cognitive, motivational, behavioral, emotional and volitional. Professional
stability is closely interrelated with the processes of professional and personal development,
professional adaptation, the level of eciency of the individual. In the process of implementing
the program of implementation of cloud technologies, the authors consider the professional
stability of man as a dialectical synthesis of sustainability and variability, preservation and
development. As a result of processing the empirical research at the ascertaining stage, it
is determined: the motive of “obtaining a diploma” is dominant among students; there is a
tendency of students to dominate the external negative motive (ie uncertainty, lack of internal
personal meaning of the choice of profession); most respondents found an underestimated level
of development of empathic abilities; the pragmatic type of orientation dominates, ie the system
of dominant needs is plans and successes in the activity executed by the person; the level of
anxiety, frustration, aggression and rigidity in most students is on average; identied the level
of formation of the components of the vitality of the individual, as a measure of the individual’s
ability to withstand a stressful situation, maintaining internal balance and not reducing the
success of professional activities; Assessing the features of emotional self-regulation of students
in blended learning, it was found that most students are dominated by the average level of
development of this ability (moderate level of fatigue, monogony, oversaturation, stress). The
results of the formative stage revealed signicant positive changes in the manifestation of the
components of professional stability of future professionals. Prospects for further research are
the development of a comprehensive program for the use of cloud technologies in non-formal
education and personalization of the process of professional development of future professionals.
This article highlights further research by the authors, begun in [188,306,307].
2.12. Session 9: Massive open online courses
The article “The criteria of usability design for educational online courses” [
326
] by Kateryna
V. Vlasenko, Sergii V. Volkov (gure 70), Iryna V. Lovianova, Irina V. Sitak, Olena O. Chumak,
Serhiy O. Semerikov and Nataliia H. Bohdanova addresses the issue of implementing the
usability principles of educational internet resources. The paper debates the latest researches
on the question concerning the search for the factors that inuence the results of online
education. The analysis, which authors carried out, allowed us to focus on such known six
criteria of usability design as Information Quality, System Navigation, System Learnability,
Visual Design, Instructional Assessment, and System Interactivity and suggest the existence of
the seventh criterion named Responsiveness. The research considers the principles of usability
implementation following the example of the open platform of online education “Higher School
Mathematics Teacher”. The answers given by 203 respondents during the survey allowed
dening the direction of implementing the usability criteria on the platform. Authors were
eager to know the opinion of teachers and students who became the rst users of the platform.
The article discusses the criteria implementation while developing online courses on the platform.
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Figure 69: Presentation of paper [309].
There was ground to conclude that when designing online platform courses, all seven usability
subcategories are important.
This article highlights further research by the authors, begun in [90,111,236].
Figure 70: Presentation of paper [326].
Massive open online courses (MOOCs) are the new additional dimension of education that
allow to study online courses from dierent universities geographically located anywhere
around the world. Zarema S. Seidametova (gure 71) consider the MOOCs classication based
on pedagogical approaches and product functionalities (cMOOC, xMOOC, quasi MOOC) in
the article “MOOCs types and course development” [
229
]. Author present diagrams of the
planning, prior preparation and the development of the MOOC. There are four stages of the
process: preproduction, production, postproduction and maintenance. Author present the
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typical roadmap of MOOC development: guidelines to develop course content, video content
implementation, and development of roles. Author introduce as example the video content
matrix of the quasi-MOOC “Unity Augmented Reality for Beginners”. Author recommend the
following roles for the MOOC development team: experts, curriculum designers and technical
specialists. This set of roles needs for eective design of MOOC.
This article highlights further research by the authors, begun in [227,228,230].
Figure 71: Presentation of paper [229].
2.13. Session A: Methodology of informatization in education
The article “The method of teaching graphic 3D reconstruction of architectural objects for
future IT specialists” [
65
] by Ihor V. Hevko (gure 72), Olha I. Potapchuk, Iryna B. Lutsyk,
Viktorya V. Yavorska, Lesia S. Hiltay and Oksana B. Stoliar present the method of teaching
future IT specialists modern 3D technologies of graphic reconstruction of architectural objects
has been developed and tested in the educational process. The peculiarity of the implementation
of the stages of the proposed methodology of graphic reconstruction is exemplied through
building the model of the Parochial Cathedral of St. Mary of the Perpetual Assistance of the
1950s. Sequence and content of operations for analytical and design engineering stage are
substantiated. After analysing and assessing the most popular specialized software means, the
3DS Max environment is chosen to build a three-dimensional model. The complex method of
graphic reconstruction of historical architectural objects is proposed. This method consists in
constructing a three-dimensional model of an object, based on a combination of a design tech-
nique using modern 3D technologies and methods for analysing archival descriptive information
and data on a set of images using parallax estimation of a data array of stereopairs of images.
The cathedral model is built on the basis of archive photographs and drafts. Reconstruction
of spacious conguration of the objects is based on parallax assessment of images. There are
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described methods of implementing modelling by 3DS Max tools and preparing the model for
3D printing in Cura. Substantiated the eectiveness of the proposed training method to teaching
future IT specialists of 3D technologies of graphic reconstruction. This method contributes
to the formation of students’ system of theoretical and practical knowledge on the design of
buildings and structures using modern digital technologies for their graphic reconstruction it
has been proved.
This article highlights further research by the authors, begun in [63,64].
Figure 72: Presentation of paper [65].
Modern tendencies of development of digital educational environment of university and
model of its introduction in pedagogical university are considered by Nadiia R. Balyk, Galyna
P. Shmyger, Yaroslav Ph. Vasylenko and Vasyl P. Oleksiuk (gure 73). The article “Digital
educational environment of teachers’ professional training in pedagogical university” [
11
]
analyses the concept of the educational environment, its components and features of the
structure. The concept of digital educational environment is introduced. The components of
digital educational environment for the teachers’ professional training of the Ternopil Volodymyr
Hnatiuk National Pedagogical University (TNPU) are described: technological, didactic and
social. The features of this environment such as: information saturation and openness, digital
transformation, social practices and cooperation are considered. The study of the eectiveness
of digital educational environment for teachers’ professional training was carried out on the
basis of TNPU. In total, 432 masters of all specialties of the University participated in this study.
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The study used the method of expert assessments for statistical processing of results. The study
was conducted to determine the level of importance of all indicators of each component of the
digital educational environment. The results of the study illustrate the signicant changes in
the technological and social components of the university digital educational environment,
which have a signicant impact on the teachers’ professional training.
This article highlights further research by the authors, begun in [9,10,180].
Figure 73: Presentation of paper [11].
Modern development of education is associated with the use of information and communi-
cation technologies. To date, there is considerable experience in the use of computer training
systems. New forms and methods of teaching based on modern information and communication
technologies are being developed and used, the concept of e-education has appeared. In relation
to free software, the period of systematization of the accumulated experience and its theoretical
substantiation of application in educational activity has come. The theoretical basis proposed in
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the article “Theoretical bases of application of Free Software in preparation of pre-service teach-
ers of Mathematics, Physics and Computer Science” [
316
] by Vladyslav Ye. Velychko (gure 74),
Elena H. Fedorenko and Olga Yu. Serdiuk provided an opportunity to develop a system of free
software in the training of pre-service teachers of Mathematics, Physics and Computer Science,
which contains the conceptual, semantic, technological subsystem and subsystem of qualitative
and quantitative indicators. The main purpose of the use of free software in the training of
pre-service teachers of Mathematics, Physics and Computer Science is to increase the level of
formation of information competence, which can not be fully formed without free software.
This article highlights further research by the authors, begun in [48,313,314].
The article “Experimental verication of eciency of the formation of information and digital
competence of bachelors of primary education based on an integrated approach” [
332
] by Olga
G. Yaroshenko, Olena D. Samborska and Arnold E. Kiv (gure 75) deals with the organization,
process and results of the experimental verication of the integrated approach to the mod-
ernization of information and digital training of future primary school teachers, which was
theoretically grounded in the research. The experiment, which took place in some pedagogi-
cal colleges, involved the main forms of the educational process (classes, independent work,
practical training, and tests), and included the study of the author’s elective course “Modern
Information and Digital Technologies in the Educational Process of Primary School”. Appro-
priate methodological support has been developed for the formative stage of the pedagogical
experiment. It consists of an electronic textbook “Modern Information and Digital Technologies
in the Educational Process of Primary School”, lesson plans, tasks for independent work and
undergraduate pedagogical practice, test tasks of various types for current and nal control, al-
gorithms for practical work, and project topics. The educational process was based on electronic
teaching aids such as slide libraries, video clips, interactive exercises and illustrations, electronic
textbooks, including the author’s teaching aids to the module “Google services in the work of
primary school teachers”. The two-year formative stage of the pedagogical experiment, which
was attended by control and experimental groups of future bachelors of secondary education,
conrmed the positive impact of the integrated approach on modernization of information and
digital training of future primary school teachers and proved its eectiveness. During the period
of its implementation, the levels of formation of cognitive, operational and value components of
students’ ID competence in the experimental group were signicantly higher compared to the
levels in the control group. Students in the experimental group were better prepared to conduct
online training of primary school children in the conditions of quarantine restrictions caused by
respiratory disease COVID-19. The statistical evaluation of the results of formation of students’
ID competence in the conditions of realization of the integrated approach to modernization
of ID training at the bachelor’s level of higher education carried out by criterion 2 proved its
eciency.
This article highlights further research by the authors, begun in [20,220,331].
The ability to use the means of modern communication at dierent stages of the educational
process, combining technical means with the latest educational technologies, is now a prereq-
uisite for modern education. The methodological features of the use of ICT in information
retrieval, project development, evaluation and self-evaluation are highlighted in the article “Use
of information and communication technologies in the organization of blended learning of
future vocational education professionals” [
118
] by Svitlana L. Kucher (gure 76), Roman M.
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Figure 74: Presentation of paper [316].
Horbatiuk, Olga Yu. Serdiuk, Mykhailo M. Ozhha, Natalia M. Hryniaieva and Mark M. Fridman.
Options for the appropriate use of public computer programs and means of communication to
support online and blended learning, optimize feedback between the subjects of the educational
process, an innovative approach to complex tasks. Mastering the tool software should become
a fundamental part of the methodological system of education at the University.
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Figure 2 shows that during the formative stage of the pedagogical experiment the
number of students with a high level of formation of the operational component of ID
competence in the experimental group increased by 34.5% and at the same time the
number of students with an average level of the studied phenomenon decreased by
34.5%. In the control group, all the three levels underwent inconspicuous changes
(changes ranged from 1.8% to 3.7%).
Fig. 3. Dynamics of formation of the value component of ID competence of control and
experimental group students.
Comparison of diagnostic data on the levels of formation of the value component of ID
competence of students in control and experimental groups indicates a tendency to
change the levels of formation of ID competence, which took place in the previously
considered cognitive and operational components. Thus, in the experimental group, the
number of students with a high level of formation of the value component of ID
competence increased by 38%. The number of students with an average level decreased
by 34.5%. In the control group, students with an average level of the value component
formation of ID competence dominated (46.3%), and only 20.4% of higher education
students had a high level of the value component.
The results of the formative stage of the pedagogical experiment were processed
using statistical evaluation by the criterion χ2. Using the formula for calculating the
empirical value χ2 =7,13 was obtained. After comparing the obtained value with the
critical value given in the statistical tables, the ratio χ2 =7,13 > 20.05 = 5.99 was
obtained, which indicates the statistical reliability of the results of the formative stage
of the pedagogical experiment.
Figure 75: Presentation of paper [332].
Figure 76: Presentation of paper [118].
In order to perform professional functions in the modern educational media space, the future
computer science teacher must have skills of working with information and communication
technologies, be aware of the methods of teaching educational material using media, be able to
develop critical and analytical thinking and apply multimedia technologies in the educational
process. The article “Development of media education in Ukraine: current state and modern
requirements” [
161
] by Iryna M. Naumuk (gure 77) and Nataliia V. Valko focuses on the
peculiarities of the introduction media education in Ukraine and highlights the importance of
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media education development. The authors emphasizes the importance of media education
and media literacy, which open up many opportunities for both students and teachers. As a
result, the teacher develops the ability to assess information security, competently use sources
of information, assess the reliability, see the correlation of information and knowledge, and
properly organize the information process. Media education opens up great opportunities, helps
to develop intellectual and creative potential, as well as critical thinking. The article describes
the criteria for the future computer science teachers’ media competence development.
This article highlights further research by the authors, begun in [42,287,301].
Figure 77: Presentation of paper [161].
The actuality of the article “Digital twin of an educational institution: an innovative concept
of blended learning” [
83
] by Liubov A. Kartashova, Andrii M. Gurzhii, Valentyn O. Zaichuk,
Tamara M. Sorochan and Feliks M. Zhuravlev lies in the fact that it features and singles out the
problems occurring in organization of educational process during the period of forced breaks
and formed needs of information society. It highlights the necessity of introduction of blended
learning used to support the educational process continuity and to ensure the formation of
motivation and interest of students/learners in process of knowledge acquirement. It shows the
need to update the educational environment in conditions of digital prototype of educational
institution, created in order to provide quality knowledge and ability to build an individual
development trajectory for each learner. For the rst time the use of state-of-the-art Digital
Twin (DT) technology has been proposed to build a digital prototype of educational institution.
It is shown that this technology is quite actively used in various elds. An analytical review of
successful DT practices and clarication of problems caused by COVID-19 quarantine leads
to the conclusion that DT can be used eectively in slowing down and limiting the spread
of the disease, as well as preparing for possible long-term disruption of school attendance
by learners. It is assumed that the usage of DT for each educational institution requires the
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creation of authentic digital environment (web environment) aimed to support the educational
process in blended learning format and based on integration of traditional teaching aids and
digital resources. It is justied that the involvement of DT in education will logically combine
physical and digital spaces as well as functional components of each educational institution and
create their digital prototypes, which will actually function as dynamic and open web resources.
DTs open to all participants of educational process the opportunity to obtain quality results
in any circumstances that may be dictated by the society, while maintaining the integrity of
educational system and pedagogical values of each educational institution.
2.14. Session B: Modelling systems in education
The article “Structural equation modeling in educational research: a case-study for PhD training”
[
203
] by Liubov F. Panchenko (gure 78) and Vladyslav Ye. Velychko deals with the problem of
using structural equation modelling (SEM) methodology in educational research. It allows the
researcher to build multidimensional models of the phenomena and processes that are being
studied. The SEM methodology is based on many well-known methods such as correlation,
regression, factor analysis, variance analysis and covariance analysis. The methodology is
mainly based on deductive logic, involves the preliminary construction of a structural model of
relationships between variables in order to further check for consistency with the experimental
data. The article summarizes the use of various SEM software in the training of doctors of
philosophy of the world’s leading universities and provides an example of using the SEM
methodology in educational research for PhD student training. An important point in preparing
specialists for using SEM is to select or obtain the necessary data sets that are representative and
valid. During the research the Ukrainian teacher’s self-ecacy model with SEM methodology
was checked, and the obtained results were compared with the research data of the worldwide
teacher’s survey – The Teaching and Learning International Survey (TALIS). The lower self-
ecacy of Ukrainian teachers, especially in the student engagement block, was showed.
This article highlights further research by the authors, begun in [199,200,202].
For a number of reasons, in particular the introduction of urgent quarantine measures, a
temporary change is taking place in the format of full-time studies on distance learning. This
requires a quick reorientation of the teacher and students to use educational solutions to provide
remote access to teaching material. The article “Construction of an education model of natural
disciplines’ students in the distance learning conditions” [
305
] by Nataliia V. Valko, Viacheslav
V. Osadchyi and Liudmyla V. Kuzmich studies the requirements for building a distance course in
order to quickly adapt full-time education to distance learning. The features of the organization
of distance STEM education are determined. The pedagogical and technological aspects of
supporting distance learning STEM are established. The problems that may arise during the
organization of distance learning are analyzed and models for overcoming them are considered.
An example of constructing a course in accordance with established requirements is given.
This article highlights further research by the authors, begun in [120,300,304].
The analysis of four curricula of teachers training of natural sciences in higher education
institutions is presented in the article “Analysis and prospects of the future teachers training
of the integrated course "Natural sciences"” [
303
] by Nataliia V. Valko (gure 79) and Viach-
eslav V. Osadchyi. The question of curricula developing for pre-service teachers of natural
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Figure 78: Presentation of paper [203].
sciences and introducing integrated courses in biology, physics and chemistry studying and
conducting a new specialization in the educational branch “Secondary Education” should be
studied. Authors analyzed the characteristics and the current state of curricula implementation
into the educational process. The analysis of the normative framework regulated the teacher’s
activity is also made. In the framework of the components of teacher’s professional activity
there is considered terms of qualication characteristics. The considered professional standards
and qualication characteristics made it possible to conclude the curricula correspond to the
normative documents and modern requirements for the professional teacher’s activity. The
analysis of four curricula by sections is carried out. It made possible to compare the list of
their components and the logical sequence of courses and to determine their common and
distinctive features. The existence of the integrative component of each curriculum and its
conformity to the formation of the professional competences of future teachers was established.
The use of problem-oriented learning technology can form the subject competence, formulated
in accordance with the basic subjects: physics, chemistry, biology, natural science. Subject
competence in science is an integrative part of the course. They are based on the formation of
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the integrity of representations of nature, the use of science and information on the basis of
operation of the basic general laws of nature. The classication of integrated courses is made
on the basis of the nature of the relationships between disciplines and the integration degree.
The existence of integrative components in the list of the educational-professional/scientic
program and their conformity with the classication of the integration of courses is established.
Authors also dened the disciplines of inuence on the formation of integrative competences of
pre-service teachers of integrated courses of natural sciences.
This article highlights further research by the authors, begun in [59,186,302].
Figure 79: Presentation of paper [303].
2.15. Session C: Psychological safety in the digital educational environment
The article “The psychological safety of the educational environment of Ukrainian higher
education institutions in a pandemic: empirical data of a comparative analysis of partici-
pants’ assessments studying online” [
33
] by Olena I. Bondarchuk (gure 80), Valentyna V.
Balakhtar, Yuriy O. Ushenko, Olena O. Gorova, Iryna M. Osovska, Nataliia I. Pinchuk, Nataliia O.
Yakubovska, Kateryna S. Balakhtar and Maksym V. Moskalov highlights the problem of ensuring
the psychological safety of participants of the educational process in the mass transition to
distance learning, caused by the complex conditions of our time and the specic features of
the digital environment in the COVID-19 pandemic. The study demonstrates the results of a
comparative analysis of students’ assessments studying online in a pandemic, the peculiarities
of the psychological safety of the educational environment and its impact on students studying
online in a pandemic. Also, this paper reveals the insucient tendency to decrease the level
of psychological safety of the educational environment for a signicant number of subjects.
There are statistically signicant dierences in the peculiarities of the psychological safety of
participants in the educational process as to gender, age, and status. The survey of participants
in the educational process presents the results as to their attitude to the peculiarities of learning
under the conditions of the COVID-19. They testify to the deterioration of psychological safety
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in the educational environment of higher education institutions, and, accordingly, the subjective
well-being of participants in the educational process in a pandemic. There was a decrease in
the number of respondents with a positive attitude to distance learning and a willingness to
work exclusively online. The study displays the expediency of full-time and distance learning
as such, which is optimal for the organization of the educational process and contributes to the
psychological safety of participants in the educational process.
This article highlights further research by the authors, begun in [31].
significantly improved
2.3*
2.7*
* – p < 0.05
From the data given in table 5, it follows that the number of students for whom well-being has significantly
deteriorated is higher than for teachers (15.0% and 5.4%, respectively). On the other hand, those students for whom the
level of psychological well-being has improved are significantly less than teachers (12.0% and 32.4%, respectively)
(statistically significant differences were found by criterion 2, p < 0.05).
We attribute these results to the pandemic situation - a reasonably large number of respondents became ill with
COVID-19 (fortunately, there were no fatalities among them), so it had a negative impact on their mental state. Based
on our experience of interacting with such students, some of them even refused to turn on their video cameras in cla ss,
citing poor appearance and the fact that they have not yet fully recovered from the disease.
For many of them, the state of the disease came as a shock: after all, the media constantly spread information about
the risk of the disease, especially for the elderly and, mainly, the retired ones, respectively, they did not perceive the
situation as threatening to themselves. This situation, in our view, raises the issue of the adequacy of media coverage in
general and in a pandemic in particular.
It is noteworthy that at the level of secondary education of Russian secondary school pupils and teachers revealed a
different trend: teachers of secondary education found a higher level of psychological safety than students [49]. The
latter, according to researchers may indicate that the psychological safety of the educational environment for the
teachers and the students can be determined by various factors [14, 94].
Also, the age-related characteristics of the experience of psychological safety by participants in the educational
process were confirmed and even became more pronounced. At the first stage, at the beginning of the year.
Furthermore, according to the age of participants in the educational process, 2 categories of respondents feel more
protected. Firstly, it is young people (up to 20 years old) – mostly students, which indicates, in our opinion, the gradual
implementation of the student-centred approach in higher education. Secondly, senior responds over the age of 50
(mostly teachers who have acquired professional status, have degrees and titles) and are well established in their
educational institution (differences in the level of trends, р = 0,103).
The second phase of the study at the end of the year draws attention to a certain decrease (compared to previous
data) in levels of psychological safety for young people (up to 20 years old) and senior responses over the age of 50
with the general preservation and strengthening of the previously identified trend. (Fig. 2. р < 0.01).
Figure 2. The peculiarities of psychological safety of the educational environment of participants
in the educational process depending on age and professional status
Figure 80: Presentation of paper [33].
The article “Development of heads’ personal readiness of vocational education institutions
for managerial activity in the conditions of distance postgraduate education” [
211
] by Nataliia
I. Pinchuk (gure 81), Svitlana V. Kazakova, Yuriy O. Ushenko, Ivan V. Pustovalov, Nataliia
V. Hordienko, Oksana L. Anufrieva, Olena A. Prokopenko, Oleksandra I. Pinchuk and Olga
V. Fliarkovska highlights the problem of psychological features of heads’ personal readiness
of vocational education institutions to manage in the context of digitalization of educational
space. The personal qualities of vocational education heads, signicant in the context of the
introduction of digital technologies of vocational training, are highlighted. The psychological
features of adult education in general and postgraduate education, in particular, are determined.
Specic problems of distance learning and distance postgraduate education are highlighted.
The results of an empirical study of the peculiarities of the manifestation of indicators of heads’
personal readiness to manage in the context of digitalization are presented. Diculties in the
manifestations of entrepreneurial activity, in assessing their eectiveness, the predominance of
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egocentric orientation, dierentiated attitude to others concerning the subjective, situational
factors, limiting the focus on creating a creative digital educational environment in a large
number of respondents were outlined. An insucient general level of heads’ personal readiness
of the system of vocational education for management in the conditions of digitalization
is stated. Psychological means of promoting the development of heads’ personal readiness
of vocational education institutions for management activities in the conditions of distance
postgraduate education are determined. The program of development of heads’ personal
readiness of institutions of professional education to administrative activity in the conditions of
distance postgraduate education is covered. The results of the analysis of the eectiveness of the
program for the development of heads’ personal readiness of vocational education institutions
for management activities in the process of psychological training in the conditions of distance
postgraduate education are presented.
Figure 81: Presentation of paper [211].
The article “Creativity of foreign languages teachers in Ukrainian higher education institu-
tions: empirical data” [
7
] by Kateryna S. Balakhtar (gure 82), Olena I. Bondarchuk and Serhii E.
Ostapov highlights the problem of creativity of foreign languages teachers of higher education
as a powerful resource for self-realization and the development of the personality of higher
education student. The research aims at describing the teachers’ creativity as their ability to cre-
ative non-standard thinking, to eectively solve complex problems of both professional activity
and their own lives. The article highlighted the results of empirical research of value, cognitive
and behavioural components and individual-psychological and organizational-professional
factors of creativity of foreign language teachers. According to the results of ANOVA, there
were established statistically signicant dierences in the manifestations of creativity of for-
eign language teachers depending on their gender, age and organizational and professional
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characteristics. Authors oer the structure of the program of the development of creativity of
the foreign languages teacher directed on the development of value, cognitive and behavioural
components and individual-psychological and organizational-professional factors..
Figure 82: Presentation of paper [7].
The focus of the article “Experience of using ICT tools for monitoring the psychological
component of the quality of teacher’s activity of the higher education institutions” [
32
] by
Olena I. Bondarchuk (gure 83), Valentyna V. Balakhtar, Kateryna S. Balakhtar, Valeriy O.
Kyrichuk, Nataliia O. Yakubovska, Serhii E. Ostapov and Tamara V. Grubi is on the quality
of education as a multifaceted category, and the monitoring of the quality of education – as
a purposeful and specially organized system of studying, assessment, analysis of data on the
state of education of students. Emphasis is on the psychological component of monitoring the
quality of education, which involves creating a positive socio-psychological atmosphere for
participants in the educational process, both students and teachers. Creating a comfortable
atmosphere allows teachers to perform their work eectively, and higher education institutions
– implement the main task of ensuring the quality of teaching sta. The article highlighted
the experience of monitoring the psychological component of the quality of higher education
using various ICT tools – Google services, specially created websites for professional psycho-
logical diagnostics, author’s programs of psychological testing (“Comprehensive diagnosis of
psychosocial development of the teacher’s personality using a computer program “Personnel
–
Ψ
””), etc. This study aims to study current conditions, namely the development of digital
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technologies. The need to use electronic resources (Google services) has increased, which allows
you to create text documents, presentations, spreadsheets, forms, drawings, programs and other
documents. In order to provide the monitoring of the quality of the psychological component
of higher education teachers’ activity, Google Forms was elaborated to obtain information
about the psychological state and satisfaction with the quality of educational services by the
participants of the educational process, their relationship, the socio-psychological climate in
higher education and others, amongst to respond to social and educational change on time.
Figure 83: Presentation of paper [32].
Trends of modern society development, boom of the computer technologies, globalization
and informatization aect all areas of public life, including education. In the conditions of
transformational and epidemiological changes the signicance, aim and mission of modern
education include not just gaining basic knowledge and necessary skills and abilities but also
the development of a cultural code, an independent approach to acquiring new knowledge,
cultural values, and new forms of the activity. Currently, to solve this problem, innovative
methods are used; these methods contribute to more eective acquisition of new knowledge
with a high degree of students’ involvement in the educational process. These methods also
include augmented and virtual reality technologies, i.e. they can be both a learning tool and the
research objectives. The article “Features of implementation of augmented and virtual reality
technologies in the psycho-correctional process of development of emotional intelligence of
high school students in terms of professional self-determination” [
308
] by Hanna B. Varina
(gure 84), Kateryna P. Osadcha, Svetlana V. Shevchenko and Olena G. Glazunova presents a
practice-oriented model of introducing the components of augmented and virtual reality in
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the process of developing the high school students’ emotional intelligence at the stage of their
professional self-identication as a key factor of the development of professional self-awareness.
An empirical study of high school students’ emotional intelligence, based on the elements
of augmented and virtual reality, which was carried out before piloting the program showed
the following results – the majority of students are dominated by a low level of emotional
intelligence. The least pronounced is the ability to manage both their own emotional state
and the emotions of other people. In particular, authors have to emphasize a tendency of
high school students of social type of professional self-identication to recognize the emotions
of other people. Participants with a realistic type of professional self-identication have a
low level of empathy; those having the entrepreneurial type of professional self-identication
have low scores on the scale of emotional management. As a result of approbation of the
components of augmented and virtual reality, it was found out that the level of intrapersonal
emotional intelligence signicantly increased among the respondents with a social orientation
of professional self-identication. The priority task of designing a comprehensive program for
the introduction of augmented reality in the modern educational space is to increase ergonomics,
safety of the use of augmented and virtual reality elements in the process of development of
high school students’ key life competencies.
This article highlights further research by the authors, begun in [187,190,193].
Figure 84: Presentation of paper [308].
The article “Psychological security in the conditions of using information and communication
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technologies” [
336
] by Larysa P. Zhuravlova, Liubov V. Pomytkina, Alla I. Lytvynchuk (gure 85),
Tetiana V. Mozharovska and Valerii F. Zhuravlov substantiates the relevance and expediency of
the study of psychological security of the personality in the conditions of using information
and communication technologies (ICT). The purpose of the research is an empirical study of
the psychological safety of teachers of higher education institutions in the conditions of using
information and communication technologies. The inuence of traditional (classroom, oine)
and distance (online) types of training on the sense of security of teachers of higher education
institutions in the conditions of using ICT is analyzed. Today’s realities, in particular the global
pandemic caused by the spread of COVID-19 virus infection, have signicantly accelerated the
introduction and implementation of distance learning and signicantly expanded the range of
participants in the educational process. Therefore, it has been suggested that teachers of higher
education institutions assess traditional (classroom, oine) learning as safer than distance
(online). The results of an empirical study of psychological safety in the conditions of using
ICT by teachers of higher education institutions are presented. A comparative analysis of
the sense of security by teachers of higher education institutions in the context of traditional
(classroom, oine) and distance (online) learning was performed. Associations of distance and
traditional learning have been found to have signicant dierences. Groups of concepts in
which associations of respondents are invested (“negative”, “positive”, “neutral”) are dened. It is
analyzed that associations for the phrase “distance learning”, “full-time learning” are located on
three semantic “elds”: actions, states and characteristics of the referent of the word-stimulus;
actions, states and characteristics of other subjects; feelings and emotions. Dierences in the
perception of distance and traditional learning by teachers depending on the time they spend
on online learning were identied. It is determined that the level of psychological security is
equally mediocre in both traditional and distance learning. Statistically signicant relationships
were found between the sense of security in online and oine learning.
The article “Research of teachers’ occupational health by means of digital technologies” [
150
]
by Halyna M. Meshko, Oleksandr I. Meshko, Iryna M. Trubavina, Nadia M. Drobyk, Vasil V.
Grubinko, Nadiia I. Bilyk and Nataliia V. Habrusieva (gure 86) is devoted to the problem of
studying the teachers’ state of occupational health and nding ways of its preservation and
strengthening under the conditions of quarantine, caused by a coronavirus infection. To study
the general state of teachers’ occupational health, authors used Google Forms questionnaire,
which had been developed by the authors of the research. The questionnaire included dening
the characteristics of teachers’ motivation to engage in healthy activities, the study of the internal
picture of occupational health, and their emotional well-being at school before and during the
quarantine. The focus of the research was the analysis of the main psychological indicators
of occupational health (emotional well-being, occupational stress resistance, satisfaction from
teaching), considering the length of working in a school, type of school, gender. The results of
the study of teachers’ occupational health and its comprehensive analysis served as the basis
for determining the content and form of providing them with consulting services. The study
presents functions, directions, and the program of the Center of Pedagogical Consulting to
preserve and strengthen teachers’ occupational health, identify the opportunities to use digital
technologies in the implementing of pedagogical consulting under quarantine restrictions,
associated with the COVID-19 pandemic.
This article highlights further research by the authors, begun in [148,149,283].
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Figure 85: Presentation of paper [336].
Figure 86: Presentation of paper [150].
2.16. Session D: So skills development
The article “Development of professional competence of primary school teachers of the New
Ukrainian School in the aspect of foreign language teaching” [
116
] by Inna A. Kravtsova, Alina
O. Kravtsova, Vita A. Hamaniuk (gure 87), Olga S. Bilozir and Andrei V. Voznyak is devoted
to the problems of development of professional competence of primary school teachers in the
aspect of teaching foreign languages according to the requirements of the concept of the New
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Ukrainian School. The analysis and the description of Internet resources as a means of providing
the results of foreign language learning in a primary school are made. As knowledge of a foreign
language is a social necessity of a contemporary person, the use of Internet resources will help to
modernize the study of foreign languages in primary school in accordance with the requirements
of the concept of the New Ukrainian School. Acquirement of professional competence of primary
school teachers in the method of organizing distance learning is a priority of higher education
institutions in the training of future teachers and continuing education.
This article highlights further research by the authors, begun in [6,198,210].
In the era of the information society, with the experience of social isolation during the
pandemic, each of us is permanently inuenced by a urry of information that varies in content,
quality, veriability, motivational orientation. Therefore, the primary task is to create conditions
for information security. One approach to solving this problem is media literacy education. The
article “The role of media literacy in the conditions of information risks: specics of educational
communicative experience 2020 regarding the freedom of media communication and social
isolation” [
215
] by Iryna K. Pokulyta, Olha V. Sotska and Ivan G. Riznitskii discusses strategies
of the introduction of media education in international organizations, analyzes the specics of
media education and media literacy in various aspects and examines the role of critical thinking
in countering information aggression as an intensication of risks and dangers in terms of
establishing norms of social distance for prevention of epidemiological threats.
This article highlights further research by the authors, begun in [214].
The article “The use of Moodle in the teaching of philosophy and distance learning” [
2
]
by Andrii I. Abdula, Halyna A. Baluta, Nadiia P. Kozachenko (gure 88), Darja A. Kassim
and Feliks M. Zhuravlev highlights the importance of philosophy and special philosophical
disciplines for the modern general education, assuming their role in the soft skills training,
and more concretely in developing critical thinking in students. However, the emerging trend
of reducing the university philosophy courses can make it dicult to fulll this role in full.
In this context using the distance learning tools and learning management systems can help
to provide an appropriate educational environment (also in view of the current pandemic
situation) to ensure the sucient level of learning outcomes in philosophical literacy and critical
thinking skills. Moreover, the modern e-learning tools and technologies can facilitate the
involvement of students into the global educational space and promote development of their
lifelong learning skills. In elaborating a virtual learning environment for philosophy courses,
one has to take into account certain features of philosophical disciplines, which are instrumental
in their structure and may cause some diculties by its implementation. Namely, the learning
outcomes in philosophy courses may not easily be parametrized, philosophical questions often
allow for multiple alternative answers, and philosophical discourse is essentially communicative.
Remarkably, the Moodle learning management system is well suited for addressing these issues
and enhancing the learning process. To this eect authors propose various task types to maintain
high standards of learning achievements: test control in the ipped classroom, control of work
with primary sources, control of self-study, test implementation of interim thematic control.
In this way the Moodle system can well be regarded as an ecient virtual tool for an on-line
support of a general philosophy course. Still, one should be fully aware that this tool can only
play a supporting role and cannot entirely replace a substantive philosophical dialogue actually
occurring either in a “physical” classroom or by means of a video-conference platform (such as
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Figure 87: Presentation of paper [116].
Zoom, Google Meet, etc.). Modes of study, directly related to communication, are integral part
of the methodology of philosophy and its teaching, since philosophy itself is a discursive and
pluralistic eld. Nevertheless, taking into account the features of the discipline, it is possible to
provide not only an eective test control, but also to implement a number of general educational
goals, such as updating the basic knowledge, memorization, activating the cognitive interest,
developing the ability to reason, and - last but not least – the skill of acquiring and assimilating
information. The paper presents a comparative statistical analysis of the student academic
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achievement by studying philosophy in a lecture room and distantly during the pandemic.
This article highlights further research by the authors, begun in [1,40,207].
Figure 88: Presentation of paper [2].
The article “Applied technology of ction and non-ction conceptual presentation via ICT
tools: pedagogical function of graphic mimesis” [
142
] by Rusudan K. Makhachashvili, Svetlana
I. Kovpik (gure 89), Anna O. Bakhtina, Nataliia V. Morze and Ekaterina O. Shmeltser deals
with the technology of structuring and visualizing ctional and real life empirical concepts with
the help of emoji symbols in open source digital text mining platforms that not only activates
students’ thinking, but also develops creative attention, makes it possible to reproduce the
meaning of poetry in a succinct way, develops comprehensive digital literacy. The application
of this technology has yielded the signicance of introducing emoji in the study and mastering
of literature is absolutely logical: an emoji, phenomenologically, logically and eidologically
installed in the digital continuum, is separated from the natural language provided by (ethno)logy,
and is implicitly embedded into (cosmo)logy. The technology application object is the text of
the twentieth century Cuban poet José Ángel Buesa. The choice of poetry was dictated by the
appeal to the most important function of emoji – the expression of feelings, emotions, and
mood. It has been discovered that sensuality can reconstructed with the help of this type of
meta-linguistic digital continuum. It is noted that during the emoji design in the Emoji Maker
program, due to the technical limitations of the platform, it is possible to phenomenologize one’s
own essential-empirical reconstruction of the lyrical image. Creating the image of the lyrical
protagonist sign, it was sensible to apply knowledge in linguistics, philosophy of language,
psychology, psycholinguistics, literary criticism. By constructing the sign, a special emphasis
was placed on the facial emogram, which also plays an essential role in the transmission
of a wide range of emotions, moods, feelings of the lyrical protagonist. Consequently, the
Emoji Maker digital platform allowed to create a new model of digital presentation of ction,
especially considering the psychophysiological characteristics of the lyrical protagonist. Thus,
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the interpreting reader, using a specic digital toolkit – a visual iconic sign (smile) – reproduces
the polylaterial metalinguistic multimodality of the sign meaning in ction. The eectiveness
of this approach is veried by the poly-functional emoji ousia, tested on texts of ction. The
experiment with the construction of signs and concepts in the Emoji Maker platform was
supplemented by another experiment involving students in its visualization. The location
specicity of the experimenters and respondents of the experiment is taken as the basis for
generating a sign – the image of Borys Grinchenko as a patron of the Borys Grinchenko Kyiv
University. Consequently, an individual approach to the visualization of corpus data was tested
using the web application Voyant Tools, which works as an open source, providing text mining
data. It is proved that with the support of reading and interpreting texts or corpus, digital
analysis of the text becomes a signicant linguistic addition to the generated sign. And the
visual complement can be based both on a specic text (poetry by Jose Angel Buesa) and on
keywords / concepts (the image of Borys Grinchenko in the context of a specied location – at
Borys Grinchenko Kyiv University).
This article highlights further research by the authors, begun in [144,156,235].
Figure 89: Presentation of paper [142].
The aims of the article “Digital and ICT literacy skills as one of the key competences of future
foreign language teachers” [
110
] by Tetiana V. Konovalenko (gure 90), Yuliia A. Nadolska,
Olga Yu. Serdiuk, Tamara B. Poyasok and Andrii M. Striuk are to share the results of the action
research of the future foreign language teachers’ digital and ICT literacy skills development
and to demonstrate the opportunities for their development while pre-service teacher training
process with the focus on the courses of Methodology of foreign language teaching and Practical
course of foreign language as well as other positive practices. The authors present the results of
comparative analysis of Ukrainian and American educational programmes for future foreign
language teachers as for their opportunities to develop their digital and ICT literacy skills. The
article discusses the digital and ICT literacy skills use in learning and teaching as an important
component of future teachers’ training and a contribution to the university education quality
and the employability of university graduates. The projects which inuenced the action research
elaborating are described. The results of three surveys are presented. The post-action-research
stage is described as the one inuenced with students’ and teachers’ participation in projects
alongside with the extremely increased use of ICT in the conditions of the pandemic.
This article highlights further research by the authors, begun in [109,264,266].
The aims of the article “Development of future foreign language teachers’ soft skills by means
of ICT in Ukrainian universities” [
30
] by Natalia V. Bondar (gure 91), Tetiana V. Konovalenko
and Ivan G. Riznitskii are to overview the main aspects of soft skills development by means
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Figure 90: Presentation of paper [110].
of ICT in higher education Ukraine. The ways of future foreign language teachers’ soft skills
development are identied within the core and selective parts of the curriculum of Bachelor’s
level. The article discusses the essence of soft skills, their dierence from hard skills and the
main recent tendencies of their development by means of ICT in Ukrainian higher education.
The idea of creating educational-professional hub and its programme aimed at future foreign
language teachers’ soft skills development is outlined.
Current trends in improving the educational system involve the parallel acquisition of multi-
faceted knowledge, the maximum expansion of horizons and the preparation of students for
the optimal choice of profession. Scientists and methodologists from many countries work in
this direction. The solution of these problems is inextricably linked with the task of developing
general intelligence and creative thinking. The role of lateral thinking in the creative process
is discussed in the article “The development of creative thinking as an important task of edu-
cational process” [
92
] of Arnold E. Kiv, Kateryna V. Kolesnykova, Tatyana I. Koycheva, Alina
O. Vinkovska (gure 92) and Ivan I. Donchev. Lateral thinking is an important component
of creative thinking. The article discusses the essence of lateral thinking and possible ways
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Figure 91: Presentation of paper [30].
to test it. Here authors discuss also the features of the probability distribution function for
various psychological parameters characterizing the personality. It was noticed that the more
universal the psychological parameter, the closer its probability distribution to the ideal normal
distribution. It is shown that the probability distribution of the lateral thinking parameter is
similar to the normal distribution of Eysenck’s parameter for general intelligence. The latter
indicates that lateral thinking is a fairly universal personality trait.
This article highlights further research by the authors, begun in [93,238,318].
Figure 92: Presentation of paper [92].
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2.17. Session E: STEM education
The ideas of the constructivist paradigm of education continue to develop in the XXI century.
In this context, the STEM approach is being implemented very dynamically for the formation
of curricula of formal and non-formal education institutions. At the same time, M. Montessori
pedagogy educational centers remain popular in Ukraine. Based on the use of web mapping
service Google Maps, Iryna A. Slipukhina (gure 93), Arkadiy P. Polishchuk, Sergii M. Mieniailov,
Oleh P. Opolonets and Taras V. Soloviov searched, identied and quantitatively analyzed
the distribution of educational institutions in Ukraine that use the STEM-STEAM-STREAM
approach and methodological tools of M. Montessori pedagogy. The results of data processing
are presented in the article “Methodology of M. Montessori as the basis of early formation of
STEM skills of pupils” [
252
] via maps and diagrams, which indicate the number of Montessori
pedagogy centers and STEM-STEAM-STREAM training centers for each region. Based on
the data of the ocial websites of educational institutions, an analysis of the content and
organization of some Montessori centers in Ukraine was carried out that is demonstrated by
means of examples. To obtain a conclusion about the state of development of pedagogical
technologies the method of Gartner Hype Cycle is used. Comparison of the principles of
pedagogy M. Montessori and STEM approach to education reveals many common didactic
features based on the ideas of constructivism in education. In particular, authors want to note
the features of active interaction of subjects of the educational process, the development of
curiosity, change of the teacher functions.
Figure 93: Presentation of paper [252].
Under STEM education, a lot of computer-based methods were used to improve motivation,
personalization and enchaining of the quality educational process. However, the attention has
not been devoted to using of the IoT and smart tools to measure parameters during educational
research process. It stands even more relevant due to the growth of the amount of the smart-
watch/band used by people. The methods of using personal smart tools under STEM classes and
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researches have been developed in the article “Using of personal smart tools in STEM education”
[
245
] by Yevhenii B. Shapovalov (gure 94), Zhanna I. Bilyk, Stanislav A. Usenko, Viktor B.
Shapovalov, Kateryna H. Postova, Sergey O. Zhadan and Pavlo D. Antonenko. Colmi land 1,
Xiaomi Mi Band, Samsung Smart Fitness Band, Xiaomi Mi Smart Scale were used to test the
proposed methods. Firstly, As is – To be Business Process Model and Notation method was
used to evaluate changes in educational processes for both, pedagogical and technical points of
views. It is proven that proposed methods are characterizing by the higher eciency compare
to classical educational process. For the rst time, the techniques of using personalized smart
tools to measure during the experiments are described in the paper and ready to use.
This article highlights further research by the authors, begun in [246,274,275].
Figure 94: Presentation of paper [245].
The current state of development of robotics as an applied industry shows its intensive
development. As a result, there is a growing demand for robotics specialists because of an
urgent need for specialists to develop, design and program robots. This contributes to the
popularity of robotics as an educational trend in Ukraine and around the world. The introduction
of educational robotics as a part of STEAM education is a powerful step for development
of students’ soft skills, training for the implementation of real socially signicant projects,
formation of practical value of theoretical knowledge, scientic world outlook and successful
life in a digital society as a whole. Taking into account the trends in the development of robotics
as an applied industry and educational trend, there is a need in training pre-service teachers
to make them able to teach children educational robotics. In this regard, there is the issue of
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determining the structure of competences in educational robotics for teachers and ways of their
development. The research proves that pre-service computer science teachers are the readiest
to teach educational robotics in secondary schools. The article “Model of the competences in
educational robotics” [
160
] by Nataliia V. Morze and Oksana V. Strutynska (gure 95) is devoted
to the issues of developing a model of competences in educational robotics for teachers, as well
as their formation in pre-service computer science teachers. The eectiveness of the model of
competences in educational robotics is conrmed within the process of teaching disciplines of
educational robotics for pre-service computer science teachers.
This article highlights further research by the authors, begun in [73,159,267].
Figure 95: Presentation of paper [160].
2.18. Session F: Virtualization of learning
The article “The problem of the limitations of the educational model experiment on population
genetics and its solution” [
107
] by Elena V. Komarova (gure 96) and Arnold E. Kiv highlights the
diculty of conducting an educational model experiment on population genetics is in meeting
the requirements of mass and replication. The evolution of a model experiment to study the
Hardy-Weinberg law according to the methods proposed by the authors is considered – from
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the use of material models and manual counting of alleles and genotypes to the transition to
automatic random distribution of elements of the genotypic structure of the population and
automatic calculation of the resulting indicators. The technique of fully automated modeling of
the genetic structure of the population allows to increase the size of the model sample by orders
of magnitude. When using the technique in group work of students, it becomes possible to
demonstrate the essence and dierences of technical and biological replication as requirements
for organizing a biological experiment. The technique is currently developed to work only with
very large ideal populations.
This article highlights further research by the authors, begun in [104–106].
Fig.8 Results of a model experiment with a number of 200000 individuals, allele frequencies p (0,2) and q (0,8)
Third. The number of generations of the population has been increased. In the proposed variant, it is equal to 5.
I.e. together with the parental population, the total number of replications of the experiment is equal to 6. In previous
variants of the experiment, the number of replications was equal to 3 (one parental generation and two daughter
generations). In addition, note that it is technically possible to increase the number of replications by times. This will
offer an opportunity, first of all, to quickly get a picture of the genetic structure of the population, without bothering
students with mechanical work on mixing and distribution of genotypes, since there is an automatic distribution of
genotype frequencies within the limits of the ideal population. Secondly, it contributes to the implementation of one of
the tasks pursued by us – an increase in the number of replications of the experiment within the limit of one sample
(population). This function opens an opportunity to conduct the technical replication of experiments.
The visualized replication results are displayed on the user's screen by clicking the «Show graphs and
diagrams» button. Note that in one session the user can only see the results of technical replication, i.e. distribution of
alleles and genotypes in generations with initially specified parameters (number of individuals and allele frequencies).
The generations of the population will act as technical replications. In order to simulate biological replication, it is
necessary to load the page once again without closing the previous one and enter other initial data (the number of
individuals, allele frequencies). Within each session, generations of a population in relation to each other will act as
technical replications, but in relation to the first population and its generations – biological replications.
3.2 The results of the experimental stage of the study
In 2019/2020 academic year, the developed web page was tested with the participation of 6 students of the 3rd year of
the Institute of Living Systems of Immanuel Kant Baltic Federal University, in specialty «Biology» and 12 students of
the 11th form of the Municipal Budgetary General Education Institution General Secondary School «School of the
Future» of Guryevsky district of Kaliningrad Region (Russian Federation). The approbation took place within the
framework of carrying out by Municipal Budgetary General Education Institution General Secondary School «School
of the Future» together with the National Research University Higher School of Economics of the conference
«Effective High School» (January 23-25). Within the framework of the conference, there were organized practical
classes for pupils of 11th forms on the topic «Modelling of the genetic evolutionary processes in the population». One of
the proposed experiments for carrying out was a model experiment «Study of the genetic structure of an ideal
population» according to the methodology updated by us without using material objects.
In approbation, the participants were divided into 2 groups (3 students and 6 pupils). One group was asked to
start with an experiment at http://mybio.education/mod/exp1/en/index.html, and then at
http://mybio.education/mod/exp6/en/index.html. Another group was asked to click a link to the web page
http://mybio.education/mod/exp6/en/index.html (Model experiment 1. Study of the genetic structure of the ideal
population (third variant) and simulate the genetic structure of a population of any number more than a thousand with
an arbitrarily given combination of allele frequencies. It was proposed three times to the participants to carry out model
experiment in the third variant with different initial data (number of individuals of the population, allele frequencies).
Each of the participants of the approbation both in the first and second groups in carrying out of the third variant of the
Figure 96: Presentation of paper [107].
The article “Using the virtual chemical laboratories in teaching the solution of experimental
problems in chemistry of 9th grade students while studying the topic "Solutions"” [
164
] by Pavlo
P. Nechypurenko (gure 97), Tetiana V. Selivanova, Maryna P. Chernova, Olga O. Evangelist,
Yevhenii O. Modlo and Vladimir N. Soloviev discusses the importance of student research
activities for the eective formation of the key competencies of a future specialist in the eld
of chemistry, the importance of the skills of primary school students to solve experimental
problems in chemistry and the conditions for the use of virtual chemical laboratories in the
process of the formation of these skills. The concept of “experimental chemical problem” was
analyzed. The essence of the concept of “virtual chemical laboratories” is considered and their
main types, advantages and disadvantages that dene the methodically reasonable limits of the
use of these software products in the process of teaching chemistry, in particular, to support
the educational chemical experiment are described. The main advantages and disadvantages
of the virtual chemical laboratories on the modeling of chemical processes necessary for the
creation of virtual experimental problems in chemistry are analyzed. The features of the virtual
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chemical laboratory VLab, the essence of its work and the creation of virtual laboratory work
in it are described. It is determined that to support students’ research activities, two types of
virtual chemical laboratories are used: distance and imitation. The combination of these types
of virtual chemical laboratories in the study of the topic “Solutions” provides an opportunity
to take advantage of each of them and increase the level of support for learning research
activities of students. Examples of developed virtual chemical works and their essence are given.
Based on the implementation of virtual chemical laboratories in the educational process of
various educational institutions, it is justied the assumption about the eectiveness of using
the developed virtual experimental chemical problems to develop students’ research activities
when studying the topic “Solutions”.
This article highlights further research by the authors, begun in [162,163,165].
Figure 97: Presentation of paper [164].
The article “Trends in the development of e-learning for civil servants” [
88
] by Yevhen M.
Khrykov (gure 98), Olga M. Ptakhina, Tetiana V. Sych, Dmytro I. Dzvinchuk and Maryna V.
Kormer generalizes the information on numerous components of the system of public servants’
lifelong education. One of the key areas of public administration development is the development
of e-government, so e-learning is considered as an important means of preparing public servants
to implement this task. The domestic and world experience of e-learning of public servants,
which is realized in the form of distance education, mixed learning and as a component of the
traditional classroom educational process, is analyzed. The threats and benets of ICT training,
based on the survey of civil servants trained in ICT in Ukrainian higher educational institutions
are highlighted. The trends in the development of e-learning have been identied on the basis
of scientic and empirical facts. These trends are more or less inherent in some countries, that
is why these countries can determine the current challenges of e-learning development.
This article highlights further research by the authors, begun in [87,268].
The article “Perception and interpretation of emoji in the pedagogical process: aposterior
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Fig. 6. The results of the assessment of threats to the learning process
that may be caused by the use of IT
Statistical analysis confirmed the reliability of the results of experimental
work. The coefficient of variation for significant 4 indicator does not exceed 0.26,
and for insignificant 3 − from 0.41 to 0.47, which indicates a good relative
consistency of experts’ opinions. The concordance coefficient (0.74) indicates a
good degree of agreement between the experts’ opinions of the whole experiment.
As can be seen from the above data, respondents see a greater threat to the
consequences of the introduction of ICT technologies in education in the
formalization of educational process and the creation of favorable conditions for
the spread of plagiarism. Thus, actions to prevent these threats are the use of
innovative interactive methods of teaching and conducting a policy of academic
charity in domestic higher educational institutions. The solution of this problem
will be facilitated by the use of modern information technologies and the direction
of funds for the provision of educational process with modern technical equipment
and software.
Therefore, according to the results of the analysis it is established that:
• e-learning is an important means of preparing public servants for e-
government, which allows them to respond to new challenges of today and
implement training in modern conditions;
Figure 98: Presentation of paper [88].
features of articial digital language” [
143
] by Rusudan K. Makhachashvili (gure 99), Svetlana
I. Kovpik, Anna O. Bakhtina, Nataliia V. Morze and Ekaterina O. Shmeltser is based on data
collected from an experiment that was conducted involving participants in the educational
process. The essence of the experiment is to test the articial digital language of emoji in the
learning process from the standpoint of both teachers and students in the eld of education.
But the experiment was augmented by representatives of other professions (programmers,
economists, artists, writers), which helped to expand the object of the study, extrapolating the
ndings of the experiment on dierent areas of activity surveyed. The results were obtained
for the following categories of respondents: age, profession, knowledge of foreign languages.
Experimental data helped revealed the following issues: 1) articial emoji language reproduces
polylaterality in structure (elements of sign generation) and semantics (multi-vector perception
and interpretation of the sign). This explains the scale of dierentiation of emoji characters;
2) the polylateral perception and interpretation of emoji depends on the speaker, which in study
was classied according to the above categories. It was concluded that the perception and
interpretation of the emoji sign depends on all the highlighted categories with an advantage
to the professional activity of the speaker and their experience in a particular profession. The
concept of a priori and a posteriori of articial languages was also revealed for the purpose of
the research. Language of emoji authors categorize as an apriori-posteriori since by form and
meaning digital emoji signs display features of both types: the shape of the components of the
emoji sign refer to other semiotic systems (such as cuneiform or Morse code); in terms of content,
the emoji sign in digital communication can be interpreted depending on individual verbal skills,
which, in turn, was considered through the prism of frame semantics (P-semantics) of Charles
Fillmore. The experiment results demarcated perceptual characteristics and interpretation
of digital emoji signs by respondents depending on the nature of their professional activity.
Thus, it was concluded that representatives of the humanities and social sciences (both in
service teachers and applicants for the pedagogical profession) and representatives of sciences
(economists, programmers) have antithetical properties of perception and interpretation of
emoji in digital communication. This coincides with the concept of mental frames embedded
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in the thinking structure of each individual. The prospects of this research consist of bringing
other educational professionals into the experiment, as well as non-teaching professionals to
determine the deductive hypothesis of the role, function and inuence of digital language of
emoji on teachers and non-teachers. The latter will make it possible to identify the advantages
and disadvantages of digitalization of society both in the educational process and outside its
framework.
This article highlights further research by the authors, begun in [141,144,155].
Figure 99: Presentation of paper [143].
The article “Implicit potential of immersive technologies implementation in the educational
process at the universities: world experience” [
28
] by Kateryna M. Binytska (gure 100), Olha
O. Bilyakovska, Oleksandra I. Yankovych, Galyna V. Buchkivska, Olena P. Binytska, Valentyna
V. Greskova, Inna P. Ocheretna, Oleksandr Yu. Burov and Svitlana H. Lytvynova identies the
implicit potential of immersive technologies implementation in in the educational space of
universities around the world. The content of basic research concepts has been determined.
The advantages and disadvantages of using immersive technologies have been analyzed. The
achievements of the world’s universities have been claried: the use of immersive technologies
in the professional training of the future archaeologists to perform work on archaeological
excavations has been reected; in training architects and engineers for computer modeling of
any of the most complex projects; in the training of the future pilots to guide the landing of
aircraft on the aircraft carrier; in training rescuers to extinguish res and rescue people; in
the training of the future physicians for surgery or for experiments with hazardous chemicals.
Emphasis is placed on the use of immersive technologies in the education of students with
special educational needs to create inclusive learning environment, taking into account the
needs and capabilities of each student. Based on the analysis of world experience in the use
of immersive technologies in the educational space of universities, it was found that these
technologies are used in the following areas: a) immersive learning technologies are actively
used during distance learning, which allows, in particular during video conferencing to improve
learning eciency (University of British Columbia); b) to determine the level of empathy for the
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problem of homelessness, which allows to get the social experience of a person who becomes
homeless (Central Pacic Institute in Hawaii); c) to study the eects of ocean oxidation on
coral reefs, to provide knowledge about the environmental problem and to develop negative
emotions in students about human activities that harm the beautiful and pristine ecosystem
(Punahou International University). It is generalized that the use of immersive technologies in
the educational space of universities of the world is used not only in the process of professional
training for various sectors of the economy to gain professional competencies, but also to gain
social, emotional experience and to actualize environmental issues.
This article highlights further research by the authors, begun in [35,37,38].
Figure 100: Presentation of paper [28].
The article “Opportunities and ways of using laboratory equipment in a distance learning
environment” [
311
] by Liudmyla V. Vasylieva, Denys Yu. Mikhieienko (gure 101), Iryna A.
Getman and Maryna V. Kormer considers the issue of possibility and ways of performing
laboratory works in the conditions of distance learning as well the experience of using virtual
works as a forced replacement of traditional practical training. The peculiarities of distance
learning organization under conditions of coronavirus pandemic are analyzed. The problems
faced by the higher educational institutions in this situation based on the analytical data of
the international commissions are reviewed. The problems that arose in the use of laboratory
equipment for work in the conditions of the pandemic are analyzed. The advantages and
disadvantages of remote execution of laboratory works are discussed. The problems arising when
replacing real laboratory work with virtual ones are considered. The example of performing
laboratory works under distant learning conditions by providing remote access to them via
the Internet on the example of bioelectronics and biomechanics laboratory is considered. The
directions of further development of virtual practical work at the department of computer
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information technologies are formulated.
This article highlights further research by the authors, begun in [277].
Figure 101: Presentation of paper [311].
The digitalization of education is much slower than in other areas, due to the high cost of
digital solutions and their complex functionality. Recently, the situation is changing, and now
education can get real benets from technology with simple software solutions. Analysis of
the eectiveness of education has shown that the countries of Europe and Central Asia have
signicant potential for the development of education. Technologies used in education used in
Tutoring, Language learning, MOOC, School Education (K-12), STEM & coding, Robotics, Infor-
mation platforms, for teachers, LMS (learning management system), IT Education, Upskilling,
Tools, and Talent. These technologies provide an opportunity to improve learning processes
and increase its eciency. The article “EdTech landscape in Ukraine: smart education future in
digital age” [
166
] by Maryna V. Nehrey (gure 102), Larysa M. Zomchak and Abdel-Badeeh M.
Salem is show that in 2020, the EdTech startup ecosystem of Ukraine has more than 80 startups
that have been used for education. SWOT-analysis indicate that the EdTech startup ecosystem
is characterized by more weaknesses and threats than strengths and opportunities. Ukrainian
education has signicant potential for increasing eciency and development.
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Figure 102: Presentation of paper [166].
3. Conclusion
AET 2020 was organized by Academy of Cognitive and Natural Sciences (Ukrainian branch),
University of Educational Management (with support of the vice-rector for research and digi-
talization Oleg M. Spirin), Bogdan Khmelnitsky Melitopol State Pedagogical University (with
support of the rector Anatolii M. Solonenko) and National University of Life and Environmental
Sciences of Ukraine (with support of the rector Stanislav M. Nikolaienko) in collaboration
with Kryvyi Rih State Pedagogical University (with support of the rector Yaroslav V. Shramko),
Kryvyi Rih National University (with support of the rector Mykola I. Stupnik) and Institute for
Digitalisation of Education of the NAES of Ukraine (with support of the director Valeriy Yu.
Bykov).
We are thankful to all the authors who submitted papers and the delegates for their participa-
tion and their interest in AET 2020 as a platform to share their ideas and innovation. Also, we are
also thankful to all the program committee members for providing continuous guidance and ef-
forts taken by peer reviewers contributed to improve the quality of papers provided constructive
critical comments, improvements and corrections to the authors are gratefully appreciated for
their contribution to the success of the workshop. Moreover, we would like to thank the develop-
ers and other professional sta of Academy of Cognitive and Natural Sciences (https://acnsci.org)
and Not So Easy Science Education platform (https://notso.easyscience.education), who made it
possible for us to use the resources of this excellent and comprehensive conference manage-
ment system, from the call of papers and inviting reviewers, to handling paper submissions,
communicating with the authors etc.
We are looking forward to excellent presentations and fruitful discussions, which will broaden
our professional horizons. We hope all participants enjoy this workshop and meet again in
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more friendly, hilarious, and happiness of further AET installments.
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