Modern information and communication technologies in professional training of sociology students: Evolving needs and significance in the digital age

Liudmila V. Kalashnikova; Alla S. Lobanova; Iryna V. Hrabovets; Liudmila S. Chernous; Viktoria A. Chorna; Yevhen O. Davydenko

doi:10.55056/cte.922

Authors

Liudmila V. Kalashnikova Kryvyi Rih State Pedagogical University https://orcid.org/0000-0001-9573-5955
Alla S. Lobanova Kryvyi Rih State Pedagogical University https://orcid.org/0000-0003-3852-2675
Iryna V. Hrabovets Kryvyi Rih State Pedagogical University https://orcid.org/0000-0002-0704-4167
Liudmila S. Chernous Kryvyi Rih State Pedagogical University https://orcid.org/0000-0003-0916-7205
Viktoria A. Chorna Petro Mohyla Black Sea National University https://orcid.org/0000-0002-6205-7163
Yevhen O. Davydenko Petro Mohyla Black Sea National University https://orcid.org/0000-0002-0547-3689

DOI:

https://doi.org/10.55056/cte.922

Keywords:

digitalization of sociology education, information and communication technologies, digital sociology, statistical software packages, digital divide, critical digital pedagogy, algorithmic thinking

Abstract

This article presents a comprehensive analysis of the evolving landscape of information and communication technologies (ICT) in applied sociology, with a focus on their integration into the professional training of students. We examine the current state and future directions of digital tools for sociology education, including statistical software packages, digital data collection platforms, AI-assisted analysis tools, and data archiving systems. The comparative analysis encompasses both universal and specialized software products available on the market today, highlighting their advantages and disadvantages for empirical sociology research. We address how these technologies support quantitative and qualitative analysis, causal explanations, and social process forecasting. The paper also examines the impact of the COVID-19 pandemic on accelerating digital transformation in sociology education and explores the digital divide challenges in educational contexts. Critical digital pedagogy frameworks and contemporary learning theories are discussed as foundations for effective technology integration. We conclude that the core component of digital literacy for sociology specialists involves developing algorithmic thinking and the ability to select and implement appropriate technology solutions for various research needs. The paper offers strategic recommendations for sociology departments, instructors, software developers, and students to enhance the effectiveness of ICT integration in sociology education.

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