CTE Workshop Proceedings is a Diamond Open Access peer-reviewed journal focused on the ways in which digital technology can enhance education. CTE Workshop Proceedings welcomes research papers on the pedagogical uses of digital technology where the focus is broad enough to be of interest to a wider education community: adaptive learning platforms, blended learning, cloud-based AI education applications, cloud-based e-learning platforms, tools and services, cloud-based learning environments, competency-based education platforms, design and implementation of immersive learning environments, digital transformation of education, educational data mining, emotion AI, immersive technologies, mobile learning, VR/AR gamification etc.
Academy of Cognitive and Natural Sciences
Classification of artificial intelligence tools for educational research by the criterion of research autonomy
Existing frameworks classify AI tools for academic research by data type or functional role, leaving unanswered the question that most directly concerns research integrity: how much of the cognitive labour constitutive of scientific inquiry has been transferred to an algorithm? This paper proposes a classification built on a single criterion - research autonomy - defined as the degree to which a researcher retains control over the cognitive operations of scientific knowledge production. Five functional clusters form a spectrum from maximum to minimum research autonomy: (I) computational data analysis, where the algorithm performs only mathematically specified procedures; (II) content and discourse analysis, where it applies pre-validated category systems; (III) search and navigation, where it independently determines relevance; (IV) multimodal analysis, where it performs primary categorisation of pedagogical events; and (V) content generation and synthesis, where it generates text and proposes conceptual connections. For each cluster, the paper specifies educational research applications, characteristic methodological constraints, and ethical requirements. The framework supports three practical ends: methods reporting standards, cluster-differentiated institutional AI governance, and AI literacy curricula grounded in epistemic consequences.
Copyright (c) 2026 Tetiana A. Vakaliuk, Serhiy O. Semerikov, Oleh M. Spirin, Viacheslav V. Osadchyi, Vasyl P. Oleksiuk https://creativecommons.org/licenses/by/4.0
Postgraduate education system as an environment for the development of digital competence of an art teacher
The article analyzes scientific approaches to interpreting the concepts of "digital competence" and "digital competence of an art teacher". It examines the core characteristics of digital competence as defined in domestic regulatory documents and explores various researchers' perspectives. Based on this analysis, the study identifies and describes the key components of a modern art teacher's digital competence: cognitive, operational-activity, and value-motivational. Digital competence is defined as a dynamic combination of knowledge, skills, and value orientations that enable teachers to effectively and critically utilize digital technologies in their professional artistic-pedagogical activities. The paper focuses on the primary areas of digital competence implementation based on the DigCompEdu framework and describes the experience of training art teachers through formal, non-formal, and informal education. Special attention is paid to the challenges art teachers face in developing digital competence, including infrastructure limitations, age-related barriers, and the impact of wartime conditions on Ukrainian education. The study analyzes the role of postgraduate education in developing art teachers' digital competence and establishes that the postgraduate educational environment facilitates continuous professional growth and fosters readiness to integrate digital technologies into artistic-pedagogical activities. The article discusses the implications of recent developments in artificial intelligence tools for art education and identifies directions for future research in the context of post-pandemic digital transformation and ongoing educational challenges in Ukraine.
Copyright (c) 2026 Liudmyla H. Kondratova https://creativecommons.org/licenses/by/4.0
Behavioral analytics as FAIR impact proxies: a longitudinal study of Digital Library NAES of Ukraine (2012-2025)
This longitudinal study analyzes fourteen years (2012-2025) of web analytics data from the Digital Library of the National Academy of Educational Sciences (NAES) of Ukraine to develop proxy indicators for monitoring the behavioral impact of FAIR-aligned repository design. Using Google Analytics metrics across three platform generations (Classic Analytics, Universal Analytics, and Google Analytics 4), we propose a conceptual mapping between behavioral metrics and FAIR principles while acknowledging significant limitations. The dataset encompasses 1.34 million active users in 2025, with traffic source analysis revealing sustained direct access patterns (86.6%) alongside declining organic search visibility (3.7%). Geographic distribution shows substantial international reach with 183 countries accessing resources, though the dominant share from non-Ukrainian sources (particularly China at 57.0%) raises questions about potential automated traffic. Device analysis demonstrates desktop dominance (94.6%) with limited mobile adoption (5.3%). The study identifies distinct phases: establishment (2012-2014), acceleration (2015-2021), and maturation (2022-2025), including crisis periods (COVID-19 pandemic, 2022 invasion). We propose a Key Performance Indicator framework using web analytics as proxy indicators for FAIR impact assessment, explicitly distinguishing between behavioral metrics and intrinsic FAIR compliance. This approach provides repository administrators with practical monitoring tools while recognizing the gap between usage patterns and data quality attributes.
Copyright (c) 2026 Alla V. Kilchenko, Svitlana M. Ivanova, Tetiana L. Novytska, Mykola A. Shynenko https://creativecommons.org/licenses/by/4.0
Encyclopedic web resources and generative artificial intelligence: a methodological dimension
This article addresses a critical gap in the methodological foundations for designing, operating, and developing encyclopedic web resources in the context of generative artificial intelligence (GenAI) integration. While existing research has examined GenAI's applications in information systems, a systematic framework for preserving epistemic quality in encyclopedic knowledge systems remains underdeveloped. We analyze the transformational impact of GenAI on the structure, functionality, and content of encyclopedic web resources as components of web-oriented automated information systems. We argue that GenAI functions not merely as an automation tool but as a factor fundamentally altering user-knowledge interaction patterns, necessitating reconceptualization of encyclopedic resources as human-machine intelligent systems. The article examines the principal methodological risks of GenAI adoption, with particular emphasis on information reliability degradation and cognitive engagement reduction in knowledge creation processes. These risks, we contend, directly affect the epistemic quality of encyclopedic content and demand specific quality assurance mechanisms. We propose a framework for ensuring epistemic quality structured around five criteria: justification, reliability, accuracy, verifiability, and consistency. Three complementary methodological approaches are outlined: a human-centered approach delineating roles between GenAI and experts; a hybrid approach defining GenAI integration scenarios; and a multi-level quality control approach emphasizing preventive mechanisms. We highlight the limitations of traditional post hoc peer review under conditions of widespread GenAI adoption. The proposed framework, we suggest, provides methodological foundations for developing encyclopedic web resources while maintaining their scientific and educational value. However, we acknowledge that this conceptual framework requires empirical validation through implementation in specific encyclopedic platforms.
Copyright (c) 2026 Valerii Yu. Bykov, Olha P. Pinchuk https://creativecommons.org/licenses/by/4.0
Digital transformation of education in Kryvyi Rih, Ukraine (2019-2025): a multi-framework comparative analysis of infrastructure development and digital learning ecosystems
Wartime digitization in Kryvyi Rih, Ukraine (2019-2025), reveals extensions to established education technology frameworks. Documentary analysis maps infrastructure deployment (11,614 Chromebooks, 150 Starlink units, universal xPON connectivity) and digital ecosystem development (Educational Portal with 15,409 publications, 100\% electronic journal adoption) against EU Digital Education Action Plan and UNESCO ICT Competency Framework indicators. Results show infrastructure investment with connectivity resilience unique to conflict contexts, but reveal limitations in applying standard frameworks to war-affected settings: device ratios remain below targets, and no outcome data link inputs to learning improvements. The case identifies boundary conditions for framework transferability and proposes resilience indicators missing from existing models.
Copyright (c) 2026 Vita A. Hamaniuk, Tetiana P. Kripak https://creativecommons.org/licenses/by/4.0
When machines create, who takes responsibility? An ethical competence framework for graphic design education in the age of generative AI
When generative AI produces a racially stereotyped image, who is responsible - the developer, the platform, or the designer who delivers it to a client? This question, unanswerable within existing competency models, reveals an ethical rupture that generative AI has introduced into design practice. Unlike general AI literacy or digital ethics frameworks, which treat ethical competence as one component among several, the Ethical Information-Communicative Competence (EICC) model proposed in this paper positions ethical competence as a cross-cutting dimension that permeates all aspects of professional design activity - from information evaluation through communication to technology use and reflection. The paper maps the ethical challenge landscape of AI-driven design, develops EICC around five cross-cutting ethical challenges (bias, provenance, disclosure, intellectual property, and environmental impact) that manifest differently across professional domains, and defines proficiency in terms of ethical reasoning levels (compliance, deliberative, transformative) rather than skill acquisition stages. It further proposes TPACK-Ethical as a pedagogical architecture that integrates ethical knowledge into studio-based instruction, and reveals through gap analysis of the Ukrainian B2 Design standard that ethical competence is systematically absent from current standards. An integrative framework links EICC, TPACK-Ethical, and constructive alignment into a cyclical model for curriculum transformation.
Copyright (c) 2026 Yuliia V. Yechkalo https://creativecommons.org/licenses/by/4.0
Modelling information-communicative competence for AI-era designers
The rapid diffusion of generative artificial intelligence (AI) in design practice is transforming the professional competencies required of designers, yet the theoretical foundations guiding educational responses remain underdeveloped. A recent scoping review found that 73.7% of studies on generative AI in design education are entirely atheoretical, while domain-specific competency constructs for the AI era remain scarce. This conceptual paper proposes an integrative theoretical framework that (1) operationalises information-communicative competence (ICC) as a four-component construct for designers in the context of AI-driven professional transformation; (2) adapts the TPACK model to account for AI tools and studio pedagogy; and (3) identifies gaps when mapping national design competency standards to ICC. The study employs a conceptual analysis approach combining theory synthesis with framework adaptation. Terminological differentiation situates ICC among adjacent constructs (digital competence, ICT competence, information literacy, media competence). The framework is developed through systematic integration of TPACK, studio pedagogy theory, and competency-based education. ICC is operationalised as a four-component model comprising information-analytical, communicative, technological, and reflective components, each incorporating AI-specific descriptors. An adapted TPACK model reconceptualises Technological Knowledge to encompass prompt engineering, AI tool selection, and critical evaluation of AI outputs. A gap analysis of the Ukrainian B2 Design standard against ICC reveals systematic omissions in AI-related competencies across all four components. The integrative framework synthesises these three pillars into a coherent theoretical foundation for curriculum transformation. The proposed framework addresses the dominant atheoretical trend in generative AI design education research by providing a domain-specific theoretical architecture that can guide curriculum redesign. Its three-pillar structure - what knowledge is needed (TPACK), how it is acquired (studio pedagogy), and what standards require (competency mapping) - offers a replicable model for other professional fields undergoing AI transformation.
Copyright (c) 2026 Oleksandr O. Musiienko https://creativecommons.org/licenses/by/4.0
Methodological evolution in educational technology research: a paradigm-sensitive narrative review of ICT integration studies
This narrative review critically examines the methodological landscape of educational technology and ICT integration research through the lens of evolving educational paradigms. Utilising Scopus AI's analytical capabilities, this paper examines how shifts from behaviourist to constructivist to connectivist paradigms have fundamentally reshaped research methodologies in the field. The review identifies methodological strengths, persistent weaknesses, and critical gaps in current EdTech research, proposing a paradigm-conscious methodological framework that aligns research approaches with underlying philosophical assumptions about learning, technology, and educational management. Drawing on sources spanning 2010-2025, the analysis documents the emergence of design-based research, learning analytics, mixed methods, and AI-enhanced approaches while identifying concerning patterns including theoretical thinness, paradigm-method incoherence, quality limitations, and the systematic overestimation of technology effects. The review contributes a comprehensive mapping of paradigm-methodology relationships, a comparative analysis of contemporary methodological approaches, quality criteria across research traditions, and practical guidelines for paradigm-coherent research practice. Implications for researchers, doctoral training, and the field's methodological development are discussed, with an emphasis on achieving "principled diversity" - the embrace of multiple approaches united by shared commitments to rigour, transparency, and the improvement of technology-enhanced learning.
Copyright (c) 2025 Olena Yu. Tarasova, Olena L. Pinska, Halyna I. Alieka, Natalia V. Moiseienko https://creativecommons.org/licenses/by/4.0
Empowered through digital social media: exploring university students' perceptions and engagement with sustainability practices
This study examines how social media enables Tanzanian university students to adopt sustainable practices. Using social cognitive theory and an explanatory sequential mixed-methods design, we address two research questions: (1) What are students' perceived social media empowerment factors and their engagement with sustainability practices? (2) How do these empowerment factors contribute to sustainability engagement? Descriptive analysis (n=510) revealed that social media serve as powerful tools for resource access (mean score=4.31, 94.12% positive), self-expression and control (mean score=4.09, 88.82%), and participation in virtual sustainability discussions (mean score=4.05, 83.33%). Structural equation modelling showed that self-expression and control were the strongest predictors of sustainability-related collaboration (β=0.797), community outreach (β=0.817), and behavioural change (β=0.827, p<.0001). Access to resources and support demonstrated moderate positive effects on all outcomes (β=0.482-0.537, p<.0001), while participation and engagement showed smaller but significant influences (β=0.122-0.136, p≤.003), underscoring their supplementary roles. Qualitative focus groups (n=12) highlighted peer validation as key to translating engagement into action, although information credibility and motivation gaps persist. The findings extend social cognitive theory by showing that digital feedback amplifies self-efficacy in resource-constrained contexts. Implications include integrating social media into Tanzania's digital education strategy and global Sustainable Development Goals frameworks, with emphasis on digital literacy and peer-supported action. This study bridges gaps in Tanzanian research, offering actionable insights for instructors and policymakers in the Global South.
Copyright (c) 2026 Raymond Mutasingwa Bitegeko, Abdallah Jacob Seni https://creativecommons.org/licenses/by/4.0
Integrating ICT in science lessons to promote science teachers' competencies in Tanzania
The study examines the integration of ICT in science lessons to develop the competencies of science teachers in diploma teacher colleges in Tanzania. A multiple-case study research design was employed to capture the views and experiences of 66 participants. Data was analysed using thematic analysis. Results from the interview, focus group discussion, observation and documentary review revealed that the integration of ICT in science lessons is limited. The limited integration of ICT is due to inadequate skills, limited administrative support, and the inadequate delivery of ICT materials when needed, as well as improper conditions for ICT materials. The study concludes that, despite the availability and tutors' willingness to use ICT in teaching and learning science subjects, its application in classrooms is still unimpressive. Therefore, student-teachers are likely to remain incompetent in science subjects. The study recommends the use of ICT materials in science lessons, the provision of indoor training, and the timely procurement of ICT materials.
Copyright (c) 2025 Angelina Kanyabwoya, Huruma Olofea Bwagilo, Tumaini Samweli Mugaya https://creativecommons.org/licenses/by/4.0
Primary school teachers using mobile smartphone applications for professional development in Monduli District, Arusha Region
This study explored the challenges primary school teachers face in incorporating mobile smartphone applications into their professional development in Monduli District, Tanzania. Using a mixed-methods approach, the research combined quantitative data from structured questionnaires with qualitative insights from face-to-face interviews. 68 teachers, chosen through simple random and purposive sampling, participated from ten government primary schools. Quantitative data were analysed using descriptive statistics in SPSS, while qualitative data underwent thematic analysis to identify significant patterns. Results show that although mobile applications have the potential to support professional learning, their adoption is limited by several challenges, including restricted internet access (mean = 1.85), high data costs, a lack of digital training (mean = 1.66), and inconsistent access to development programmes. Interview responses highlighted the roles of school leadership, peer collaboration, and recognition in influencing teachers' utilisation of mobile tools. The study emphasises the necessity for context-specific interventions, such as enhancing digital infrastructure, providing affordable internet packages for educators, and offering regular, ongoing training programmes. The findings contribute to both local and global conversations on mobile learning, providing theoretical, practical, and methodological insights for education policymakers and stakeholders.
Copyright (c) 2025 James James Makula, Francis Kyambo William, Festo Beda Nguru https://creativecommons.org/licenses/by/4.0
Regional trends in the implementation of artificial intelligence in the system of teacher training in distance learning during martial law
The study is devoted to analysing regional trends in introducing artificial intelligence (AI) into the in-service training system of teachers in the Kherson region of Ukraine in the context of distance learning during martial law. The study's originality lies in identifying specific regional features of the use of AI in the educational process in emergency conditions and developing targeted in-service training programmes adapted to the challenges of wartime. The study aims to identify effective ways to integrate artificial intelligence technologies into the teacher training system and develop their information and digital competence in distance learning. The research methodology included a comprehensive analysis of the regulatory framework, scientific and methodological literature, and a survey of teachers on their readiness for professional development in AI implementation. The study results revealed the main advantages (access to data-based resources, personalisation of the educational process, automation of assessment, creation of interactive learning environments, use of virtual assistants, etc.) and disadvantages (lack of teacher training, ethical issues and technical limitations) of using artificial intelligence in the educational process. Based on the study of AI tools, the content lines of the advanced training programmes "Artificial Intelligence in the Educational Process" and "Neural Networks in Education" of 30 hours (1 ECTS credit) were developed. The study's findings can serve as a basis for developing regional strategies for introducing AI into the educational process, including training, infrastructure development, and cooperation between educational institutions and technology companies.
Copyright (c) 2025 Nataliia Osypova, Olena Kokhanovska, Iryna Zhorova https://creativecommons.org/licenses/by/4.0
Tutors' perceptions of ICTs in promoting computational thinking among pre-service teachers in Tanzanian colleges
The current study explores tutors' perceptions of using information and communication technologies (ICTs) to develop computational thinking (CT) skills among pre-service teachers. The semi-structured interviews were conducted with purposively selected 4 principals and 20 tutors, and focus group discussions were held with 32 purposely selected pre-service teachers from 4 colleges, making a total of 56 participants. The findings revealed that tutors dominantly perceive CT as a digital literacy skill while ignoring the cognitive processes that underlie CT skills such as abstraction, algorithmic thinking, decomposition, and pattern recognition. Further, the findings show that tutors had limited understanding of identifying appropriate methods for developing CT, such as block-based programming tools. The study recommends that policymakers explicitly include CT and its aspects in the teacher education curriculum and conduct pilot testing of professional development training to foster CT skills using ICT among tutors.
information and communication technologies
Copyright (c) 2025 Vicky Mrosso, Placidius Ndibalema, Abdon Ephrem https://creativecommons.org/licenses/by/4.0
The evolution of cloud computing in education: from Hype Cycle to mainstream adoption (2012-2024)
This paper presents a longitudinal analysis of cloud computing adoption in educational contexts from 2012 to 2024, examining how these technologies have progressed through Gartner's Hype Cycle stages to become mainstream educational tools. Building upon initial research conducted in 2012, we integrate recent scholarly developments to construct a comprehensive framework for understanding cloud technology integration in education. Through systematic analysis of adoption patterns, we identify regional variations between Eastern European and Western educational institutions, highlighting how the COVID-19 pandemic accelerated cloud adoption trajectories. Our original contribution includes the development of an integrated Cloud Education Readiness Framework (CERF) that synthesizes elements from Technology Acceptance Model, UTAUT, and Hype Cycle perspectives. The results reveal that while cloud technologies have largely reached the plateau of productivity in Western educational contexts, Eastern European institutions demonstrate distinctive adoption patterns characterized by later adoption timelines but accelerated implementation during the pandemic period. Security, privacy concerns, and institutional readiness remain significant barriers to adoption, while the integration of AI and edge computing represents the emerging frontier. This research provides valuable insights for educational leadership, technology planners, and policy makers seeking to optimize cloud technology investments and implementation strategies in diverse educational environments.
Copyright (c) 2025 Olha V. Chorna https://creativecommons.org/licenses/by/4.0
Artificial intelligence in education and science: imaginary threats or new opportunities?
This opinion paper, selected by the editorial board, is a translation of a blog post originally published in Ukrainian on the Kryvyi Rih State Pedagogical University website [1]. The author examines the integration of large language models, particularly ChatGPT, into educational and scientific practices, arguing against prevalent concerns about academic integrity violations and the erosion of traditional scholarly methods. Drawing parallels with historical resistance to technological innovations such as calculators and typewriters, the paper contends that artificial intelligence represents a tool for enhancing productivity rather than a threat to intellectual rigour. The author critiques current institutional responses, including AI detection systems and mandatory disclosure requirements, as misguided attempts to regulate what should be recognised as an emerging standard tool in academic work. The paper advocates for the organic integration of AI technologies into education and science, emphasising that these tools augment rather than replace human critical thinking and creativity. Ultimately, the author argues that the academic community should focus on teaching responsible and effective use of AI tools rather than attempting to restrict or stigmatise their application.
Copyright (c) 2025 Yaroslav Shramko https://creativecommons.org/licenses/by/4.0
Educational game for conflict mediation training in wartime conditions using large language models
Interpersonal conflicts increase significantly during wartime, negatively impacting psychological well-being and social cohesion. This research introduces an innovative educational game that teaches mediation skills through interactive dialogue with characters generated by large language models (LLMs). The game features dynamically generated conflicts and personalized responses based on player actions, allowing users to practice mediation strategies in a safe, repeatable environment. We implemented the system using the Gemini 1.5 Flash LLM and conducted experiments to optimize model parameters and evaluate the effectiveness of different mediation strategies. Our results demonstrate that the compensation strategy proves most effective in our generated conflict scenarios. The system provides a quantitative method for evaluating mediation strategies, which has been impossible in real-world settings. This novel approach fills a significant gap in mediation education, offering an accessible tool for training mediators, particularly in conflict-affected regions such as Ukraine.
Copyright (c) 2025 Sophia V. Ilkova, Pavlo V. Merzlykin, Natalia V. Moiseienko https://creativecommons.org/licenses/by/4.0
Pedagogical techniques of Earth remote sensing data application into modern school practice
The article dwells upon the Earth remote sensing data as one of the basic directions of Geo-Information Science, a unique source of information on processes and phenomena occurring in almost all spheres of the Earth geographic shell (atmosphere, hydrosphere, lithosphere, etc.). The authors argue that the use of aerospace images by means of the information and communication technologies involvement in the learning process allows not only to increase the information context value of learning, but also contributes to the formation of students’ cognitive interest in such disciplines as geography, biology, history, physics, computer science, etc. It has been grounded that remote sensing data form students’ spatial, temporal and qualitative concepts, sensory support for the perception, knowledge and explanation of the specifics of objects and phenomena of geographical reality, which, in its turn, provides an increase in the level of educational achievements. The techniques of aerospace images application into the modern school practice have been analyzed and illustrated in the examples: from using them as visual aids, to realization of practical and research orientation of training on the basis of remote sensing data. Particular attention is paid to the practical component of the Earth remote sensing implementation into the modern school practice with the help of information and communication technologies.
Copyright (c) 2022 https://creativecommons.org/licenses/by/4.0
A construction of course is in Moodle and use of Ejsapp for studies of physics
The aim of this study is to develop a method of forming competencies in cloud physics oriented learning environment. Research tasks are an analysis of construction and functioning of electronic courses in Moodle and bringing in of the extraneous programs of worked out by means of programming of Java language. The object of research is a process of functioning of course in Moodle, and services that he gives to the teachers for the improvement of educational process from physics. The subject of research is the use of cloudy services of Moodle, for organization of scientific and educational activity. To achieve these objectives boule research methods used: analysis, generalization and systematization of studies on the use of standard and informal modules in Moodle. Results of the study: generalization and formulation, in relation to the use of Java – application in electronic courses.
The results of implementation methods of using cloud technologies as tools of formation high school students’ research competencies in profile physics learning
The purpose of this study is experimental verification of the methods of using cloud technologies as tools of high school students’ research competencies forming in profile physics learning. The main task is organization and implementation appropriate pedagogical experiment and processing of it’s results. The object of study is high school students’ research competencies forming in profile physics learning. The subject of study is using cloud technologies as tools of high school students’ research competencies forming in profile physics learning. Main research methods are pedagogical experiment and statistical methods. Profile physics learning is the base of innovation activity both in science and in engineering. That’s why forming of high school students’ research competencies in profile physics learning will further socio-economic development of society. Realization of the purpose and tasks of profile physics learning is impossible without taking into account the principle of flexibility. This principle implies, in particular, satisfaction of students’ individual needs by individual plans and programs in distant learning which is mainly realized by mediated interactions of distant participants of learning process in specialized environment which is functioning on the basis of modern psychological, pedagogical, information and communication technologies (ICT), such as cloud ICT of learning. In our opinion pedagogically reasonable implementation of cloud technologies in profile physics learning promotes the growth of high school students’ research competencies.
methods of using cloud technologies as tools of high school students’ research competencies forming in profile physics learning
Methodical aspects of usage of blended learning in studying the course «Methodology and Distance Learning Technologies» in institute of higher education
The aim of this study is to examine the practical possibility of use of blended learning technologies in the learning process on the example of course «Methodology and Distance Learning Technologies» in institute of higher education. Objectives of the study is to prove theoretically the concept «blended learning» and to consider methodological features of practical use of blended learning in the learning process in learning the course «Methodology and Distance Learning Technologies». The object of research is the studying the course «Methodology and Distance Learning Technologies» using the blended learning. The subject of research is the methodical aspects of blended learning usage in studying the course «Methodology and Distance Learning Technologies» in institute of higher education. In this work the defined that practical application of blended learning in the educational process have an influence on the improvement of students’ knowledge quality, indicating of effectiveness and availability of blended learning usage.
distance learning system «Kherson Virtual University»
Acquiring and development of teachers’ e-competences in the system of qualification improvement
Research goals: expansion of the IT component of system of teachers’ training. Research objectives: to provide guidance on the methodology of certain types of studies and scenario for building of seminar for teachers depending on the capabilities and desires of students and choice of e-Competences. Object of research: the system of qualification improvement. Subject of research: acquiring and development of teachers’ e‑competences in the system of qualification improvement. Research methods used: analysis of international standards, publications and educational process. Results of the research. In the paper it’s described the experience and practical results that was obtained in the training of teachers from Ukrainian HEI in the seminar of qualification improvement “Management of Distance Education”, which for many years is conducted at the Centre of Distance Education of National Technical University «Kharkiv Polytechnic Institute». The main objective of the seminar is to acquire its audience a set of e-competences that will enable them to start or speed up the implementation of the methodology and tools of e-learning in their departments. The seminar is based on a blended learning. The main conclusions. It’s shown that the chosen methodology, together with the use of numerous practical results of NTU "KPI" System of Distance Education, is optimal for achieving this goal.
Elements of a mobile learning environment
Research goals: to consider the possibility of using QR-codes in the learning process. Research objectives: to determine the advantages and disadvantages of using QR-codes, as well as the application of QR-codes in learning process. Object of research: mobile learning environment of higher education. Subject of research: technology of recognition and QR-codes as elements of the mobile learning environment. Research methods used: synthesis of existing research. Results of the research. It is noted that the technology of recognition and QR-codes can be attributed to elements of the mobile learning environment. Examples of the use of QR-codes in the learning process (hyperlink to media sources and resources, project activities, surveys and testing forms of gaming, covers educational materials, information booths, applications to educational facilities; identification). The main conclusions. Established that elements of the mobile learning environment (including technology development and recognition of QR-codes) have sufficient capacity in education. The use of QR-codes in the learning process activates the learning activities of students while allowing teachers to use new types of learning tasks.
Educational technology for gender mainstreaming in project management: Advances in training approaches and digital tools
In recent years, the concept of gender mainstreaming in project management has become more popular and in demand, while educational technology has emerged as a powerful tool for implementing gender training. This paper explores the intersection of educational technology, gender mainstreaming, and project management, with a particular focus on training approaches for ensuring effectiveness and gender-sensitivity in local development projects. We examine the evolution of digital tools and platforms for gender training, e-learning approaches to gender mainstreaming education, case studies of educational interventions, and evaluation metrics for technology-enabled gender training. The study presents a comprehensive analysis of how educational technology can enhance gender training in project management contexts, particularly within international donor programs supporting Ukrainian local communities' development. Our findings reveal that while blended learning approaches and virtual learning environments show promise, significant challenges remain in designing culturally appropriate, accessible technology-enhanced learning experiences that effectively promote gender equality in project management. The paper concludes with recommendations for educational institutions, project management organizations, and international development agencies to leverage educational technology for more effective gender mainstreaming in project management training.
Copyright (c) 2025 Galina V. Berezhna, Olena V. Aleinikova, Oksana A. Kovtun, Hanna B. Danylchuk, Vitalina O. Babenko, Pavlo P. Nechypurenko https://creativecommons.org/licenses/by/4.0
Psychological safety of participants in the educational process during the COVID-19 pandemic: a comparative analysis of online learning
This paper examines the psychological safety of participants in the educational process during the COVID-19 pandemic, with a focus on the mass transition to distance learning. The study presents a comparative analysis of students’ assessments of online learning during the pandemic, highlighting the peculiarities of the psychological safety of the educational environment and its impact on students. The results reveal a statistically significant difference 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 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.
Copyright (c) 2025 Olena I. Bondarchuk, Valentyna V. Balakhtar, Yuriy O. Ushenko, Olena O. Gorova, Iryna M. Osovska, Nataliia I. Pinchuk, Nataliia O. Yakubovska, Kateryna S. Pavlenok, Maksym V. Moskalov https://creativecommons.org/licenses/by/4.0
Media literacy education: strategies and challenges
In the era of the information society, the abundance of information that we are exposed to is overwhelming. The quality, verifiability, and motivational orientation of this information vary widely, making it difficult to discern what is true and what is not. This is especially true in the context of the pandemic, where social isolation has made us more reliant on digital media for information. As a result, creating conditions for information security has become a primary task. One approach to solving this problem is media literacy education. Media literacy education is the process of teaching people how to critically analyze and evaluate media messages, as well as how to create their own media messages. It is an essential skill in today’s world, where we are constantly bombarded with information from a variety of sources. This article discusses strategies for introducing media education in international organizations. It analyzes the specifics of media education and media literacy in various aspects and examines the role of critical thinking in countering information aggression. Critical thinking is an essential tool for evaluating the quality and verifiability of information, and it is particularly important in countering the risks and dangers associated with establishing norms of social distance for the prevention of epidemiological threats.
Copyright (c) 2025 Iryna K. Pokulyta, Olha V. Sotska https://creativecommons.org/licenses/by/4.0
Logic programming constitutes a significant paradigm within computer science, offering a unique approach to programming based on formal logic rather than conventional imperative instructions. This review examines contemporary methodologies for teaching logic programming, spanning various paradigms including Prolog, Answer Set Programming (ASP), Datalog, and Constraint Logic Programming (CLP). Through a comprehensive analysis of literature, we identify effective pedagogical strategies, common obstacles faced by educators and students, and emerging trends in instructional techniques. Our findings reveal that visualization tools, problem-based learning, integration with other programming paradigms, and contextual application-based approaches demonstrate the most promise for enhancing student comprehension and engagement. Additionally, we explore cognitive challenges specific to declarative thinking, educational challenges related to curriculum integration, and motivational issues that affect student learning outcomes. This review offers evidence-based recommendations for practitioners and identifies promising directions for future research in logic programming education.
Copyright (c) 2025 Serhiy O. Semerikov, Iryna S. Mintii, Natalia V. Moiseienko https://creativecommons.org/licenses/by/4.0
Modern information and communication technologies in professional training of sociology students: Evolving needs and significance in the digital age
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.
Copyright (c) 2025 Liudmila V. Kalashnikova, Alla S. Lobanova, Iryna V. Hrabovets, Liudmila S. Chernous, Viktoria A. Chorna, Yevhen O. Davydenko https://creativecommons.org/licenses/by/4.0
Integrated approach to the formation of information and digital competence in future primary school teachers
This article presents an expanded analysis of the experimental verification of an integrated approach to modernizing information and digital training of future primary school teachers. The research responds to the growing importance of digital competence in contemporary educational environments, particularly in light of the digital transformation of society. The study employed a comprehensive experimental design involving control and experimental groups of students at pedagogical colleges over a two-year period. The integrated approach encompassed all major forms of the educational process, including an author's elective course ``Modern Information and Digital Technologies in the Educational Process of Primary School''. Robust methodological support was developed, consisting of electronic teaching materials, interactive learning activities, and practical tasks embedded throughout the curriculum. Statistical analysis of cognitive, operational, and value components of students' information and digital (ID) competence confirmed the significant effectiveness of the integrated approach. The experimental group demonstrated markedly higher levels of digital competence formation across all measured dimensions. Beyond statistical validation, the research revealed how this approach better prepared future teachers for the challenges of online education during the COVID-19 pandemic. This study contributes to the theoretical understanding of digital competence formation in teacher education and provides practical insights for modernizing primary teacher preparation in the digital age.
Copyright (c) 2025 Olga G. Yaroshenko, Olena D. Samborska https://creativecommons.org/licenses/by/4.0
Digital learning environments and bioethical reasoning: A study of biology students' engagement with human enhancement ethics
This study examines how digital learning environments shape biology students' bioethical reasoning, focusing particularly on perceptions of biotechnological human enhancement. As technological advances in gene editing coincided with the global pandemic, both events catalyzed significant changes in biological education and highlighted the importance of bioethical understanding. Through a survey of 80 students at different educational levels, we explored how exposure to bioethical content in digital educational settings influenced students' ethical reasoning about emerging biotechnologies. Our findings reveal that students who experienced interactive and dialogic digital learning formats demonstrated more nuanced ethical positions, with greater recognition of social implications and potential risks of biotechnological enhancements. The research provides insights into how technological mediation of bioethics education shapes value formation in biology students and suggests strategies for effective digital pedagogical approaches when teaching complex bioethical topics. These findings have significant implications for technology-enhanced biology education during and beyond crisis periods, particularly for preparing future biologists to navigate complex ethical landscapes in their professional practice.
Copyright (c) 2025 Elena V. Komarova https://creativecommons.org/licenses/by/4.0
Fostering scientific inquiry and STEM skills in higher education: A Ukrainian case study
This paper presents a case study of the scientific activities and STEM education initiatives implemented at the Department of Computer Sciences at Dmytro Motornyi Tavria State Agrotechnological University in Ukraine. The study examines how engaging students in research projects, scientific circles, and STEM-focused curricula can enhance their acquisition of technical skills, problem-solving abilities, and overall academic performance. Findings suggest that participation in these activities fosters a sense of responsibility, creativity, and teamwork among students while preparing them for successful careers in their chosen fields. The paper discusses the key components of the department's approach, including intelligent systems projects, robotics workshops, and industry collaborations, as well as the challenges and opportunities encountered in the implementation process. Recommendations are provided for adapting and scaling similar initiatives in other higher education contexts. The study underscores the importance of integrating scientific inquiry and STEM education into the undergraduate experience to cultivate a new generation of skilled and innovative professionals.
Copyright (c) 2025 Dmytro V. Lubko https://creativecommons.org/licenses/by/4.0