9th Workshop on Cloud Technologies in Education: Report CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii 9th Workshop on Cloud Technologies in Education: Report Arnold E. Kiv1, Serhiy O. Semerikov2,3,4,5, Mariya P. Shyshkina4, Andrii M. Striuk3, Mykola I. Striuk3, Yuliia V. Yechkalo3, Iryna S. Mintii2,4, Pavlo P. Nechypurenko2, Olga O. Kalinichenko2, Larisa S. Kolgatina6, Kateryna V. Vlasenko7,8, Svitlana M. Amelina9 and Olena V. Semenikhina10 1Ben-Gurion University of the Negev, P.O.B. 653, Beer Sheva, 8410501, Israel 2Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine 3Kryvyi Rih National University, 11 Vitalii Matusevych Str., Kryvyi Rih, 50027, Ukraine 4Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine, 9 M. Berlynskoho Str., Kyiv, 04060, Ukraine 5University of Educational Management, 52A Sichovykh Striltsiv Str., Kyiv, 04053, Ukraine 6H. S. Skovoroda Kharkiv National Pedagogical University, 29 Alchevskyh Str., Kharkiv, 61002, Ukraine 7National University of “Kyiv Mohyla Academy”, 2 Hryhoriya Skovorody Str., Kyiv, 04070, Ukraine 8Technical University “Metinvest Polytechnic” LLC, 71A Sechenov Str., Mariupol, 87524, Ukraine 9National University of Life and Environmental Sciences of Ukraine, 15 Heroiv Oborony Str., Kyiv, 03041, Ukraine 10Sumy Makarenko State Pedagogical University, 87 Romenska Str., Sumy, 40002, Ukraine Abstract. This is an introductory text to a collection of selected papers from the 9th Workshop on Cloud Technologies in Education (CTE 2021) which held in Kryvyi Rih, Ukraine, on the December 17, 2021. It consists of short introduction, papers’ review and some observations about the event and its future. Keywords: Adaptive Cloud Learning Platforms, Blended Learning, Blockchain in Education, Cloud- based AI Education Applications, Cloud-based E-learning Platforms, Tools and Services, Cloud-based Learning Environments, Competency-Based Education Platforms, Digital Transformation of Education, Educational Data Mining, Emotion AI, Immersive Technology Applications in Education, Mobile Learning, Smart Campus Technologies, Social Analytics in Education i CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii 1. Introduction 1.1. CTE 2021: At a glance Cloud Technologies in Education (CTE) is a peer-reviewed international Computer Science workshop focusing on research advances, applications of cloud technology in education. The Workshop occupies contributions in all aspects of educational technologies and cloud- based learning tools, platforms, paradigms and models, functioning programmes or papers relevant to modern engineering and technological decisions in the IT age. Figure 1: CTE 2021 logo. CTE topics of interest since 2017 [77, 81, 82, 183]: • Adaptive Cloud Learning Platforms • Blended Learning • Blockchain in Education • Cloud-based AI Education Applications • Cloud-based E-learning Platforms, Tools and Services • Cloud-based Learning Environments • Competency-Based Education Platforms • Digital Transformation of Education • Educational Data Mining • Emotion AI • Immersive Technology Applications in Education • Mobile Learning • Smart Campus Technologies " kiv.arnold20@gmail.com (A. E. Kiv); semerikov@gmail.com (S. O. Semerikov); marimodi@gmail.com (M. P. Shyshkina); andrey.n.stryuk@gmail.com (A. M. Striuk); stryukm@gmail.com (M. I. Striuk); uliaechk@gmail.com (Y. V. Yechkalo); irina.mintiy@kdpu.edu.ua (I. S. Mintii); acinonyxleo@gmail.com (P. P. Nechypurenko); olgakalinichenko6@gmail.com (O. O. Kalinichenko); larakl@ukr.net (L. S. Kolgatina); vlasenkokv@ukr.net (K. V. Vlasenko); svetlanaamelina@ukr.net (S. M. Amelina); e.semenikhina@fizmatsspu.sumy.ua (O. V. Semenikhina) ~ https://ieeexplore.ieee.org/author/37087598865 (A. E. Kiv); https://kdpu.edu.ua/semerikov (S. O. Semerikov); https://iitlt.gov.ua/eng/structure/departments/cloud/detail.php?ID=269 (M. P. Shyshkina); http://mpz.knu.edu.ua/pro-kafedru/vikladachi/224-andrii-striuk (A. M. Striuk); https://scholar.google.com.ua/citations?user=hNEo4l8AAAAJ (M. I. Striuk); https://scholar.google.com.ua/citations?user=OuJGtoUAAAAJ (Y. V. Yechkalo); https://kdpu.edu.ua/personal/ismintii.html (I. S. Mintii); https://kdpu.edu.ua/personal/pnpavlo.html (P. P. Nechypurenko); https://kdpu.edu.ua/personal/ookalinichenko.html (O. O. Kalinichenko); http://hnpu.edu.ua/uk/kolgatina-larysa-sergiyivna (L. S. Kolgatina); http://irbis-nbuv.gov.ua/ASUA/0005870 (K. V. Vlasenko); https://nubip.edu.ua/node/6245 (S. M. Amelina); https://fmo-journal.org/index.php/fmo/Editor-in-chief (O. V. Semenikhina) � 0000-0002-0991-2343 (A. E. Kiv); 0000-0003-0789-0272 (S. O. Semerikov); 0000-0001-5569-2700 (M. P. Shyshkina); 0000-0001-9240-1976 (A. M. Striuk); 0000-0002-7456-3725 (M. I. Striuk); 0000-0002-0164-8365 (Y. V. Yechkalo); 0000-0003-3586-4311 (I. S. Mintii); 0000-0001-5397-6523 (P. P. Nechypurenko); 0000-0002-7057-2675 (O. O. Kalinichenko); 0000-0003-2650-8921 (L. S. Kolgatina); 0000-0002-8920-5680 (K. V. Vlasenko); 0000-0002-6008-3122 (S. M. Amelina); 0000-0002-3896-8151 (O. V. Semenikhina) CTE Workshop Proceedings © 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. ii mailto:kiv.arnold20@gmail.com mailto:semerikov@gmail.com mailto:marimodi@gmail.com mailto:andrey.n.stryuk@gmail.com mailto:stryukm@gmail.com mailto:uliaechk@gmail.com mailto:irina.mintiy@kdpu.edu.ua mailto:acinonyxleo@gmail.com mailto:olgakalinichenko6@gmail.com mailto:larakl@ukr.net mailto:vlasenkokv@ukr.net mailto:svetlanaamelina@ukr.net mailto:e.semenikhina@fizmatsspu.sumy.ua https://ieeexplore.ieee.org/author/37087598865 https://kdpu.edu.ua/semerikov https://iitlt.gov.ua/eng/structure/departments/cloud/detail.php?ID=269 http://mpz.knu.edu.ua/pro-kafedru/vikladachi/224-andrii-striuk https://scholar.google.com.ua/citations?user=hNEo4l8AAAAJ https://scholar.google.com.ua/citations?user=OuJGtoUAAAAJ https://kdpu.edu.ua/personal/ismintii.html https://kdpu.edu.ua/personal/pnpavlo.html https://kdpu.edu.ua/personal/ookalinichenko.html http://hnpu.edu.ua/uk/kolgatina-larysa-sergiyivna http://irbis-nbuv.gov.ua/ASUA/0005870 https://nubip.edu.ua/node/6245 https://fmo-journal.org/index.php/fmo/Editor-in-chief https://orcid.org/0000-0002-0991-2343 https://orcid.org/0000-0003-0789-0272 https://orcid.org/0000-0001-5569-2700 https://orcid.org/0000-0001-9240-1976 https://orcid.org/0000-0002-7456-3725 https://orcid.org/0000-0002-0164-8365 https://orcid.org/0000-0003-3586-4311 https://orcid.org/0000-0001-5397-6523 https://orcid.org/0000-0002-7057-2675 https://orcid.org/0000-0003-2650-8921 https://orcid.org/0000-0002-8920-5680 https://orcid.org/0000-0002-6008-3122 https://orcid.org/0000-0002-3896-8151 https://acnsci.org/cte https://creativecommons.org/licenses/by/4.0 https://acnsci.org CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii • Social Analytics in Education This volume represents the proceedings of the 9th Workshop on Cloud Technologies in Education (CTE 2021), held in Ukraine, Ukraine, on December 17, 2021. It comprises 26 contributed paper that were carefully peer-reviewed and selected from 37 submissions (https://notso.easyscience.education/cte/2021/). Each submission was reviewed by at least 3 program committee members. The accepted paper present the state-of-the-art overview of successful cases and provides guidelines for future research. The volume is structured in six parts, each presenting the contributions for a particular workshop session. 1.2. CTE 2021 Program Committee Assoc. Prof. Leon A. Abdillah, Associate Professor of Computer Science and Information Systems, Department of Information Systems, Universitas Bina Darma, Palembang, Indonesia. Leon A. Abdillah, was born in Limau Barat, Prabu- mulih/Muara Enim, South Sumatra. He has studied Infor- mation Systems, Information Systems Management, and Information Retrieval Systems during the study period. In 2001 he joined as a lecturer at one of the leading private universities in the city of Palembang. In 2010 he became Associate Professor (Assoc. Prof.) at the Faculty of Com- puter Science Program Information Systems Studies (Ac- credited A). Assoc. Prof. Leon A. Abdillah is active as speaker, author, editor, reviewer, committee on a number of journals (Scopus, Clarivate Analytics/WoS, SINTA, etc.), conferences/seminars [AIP, Atlantis Press, EAI, IEEE, IOP, SCITEPRESS], books/book chapters, etc. He includes 500 Indonesian scientists (Webometrics, 2015), examiner at Monash University (Group of Eight), Australia, and mentor at Publons, New Zealand. He also often gets awards for the best undergraduate and post graduate categories, the best computer science lecturer, the best reference article, excellent paper, top reviewer, selected article, Sinta Award, etc. His research lately has been related to Human-Computer Interaction, UI-UX, Financial Technology (Fintech), Social Media, E-Learning, Knowledge Management Systems, Management Administration, etc. WWW: https://leonabdillah.wordpress.com/ E-mail: leon.abdillah@yahoo.com Dr. Fernando Almeida, Professor of Computer Science and Innovation, Head of School of Science and Technology, ISPGAYA, V.N.Gaia, Portugal. Fernando Luís Almeida has a Ph.D. in Computer Science Engineering from the Faculty of Engineering of University iii https://notso.easyscience.education/cte/2021/ https://leonabdillah.wordpress.com/ mailto:leon.abdillah@yahoo.com CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii of Porto (FEUP). He also holds an MSc in Innovation and Entrepreneurship and in Informatics Engineering from FEUP. He has around 10 years of teaching experience at higher education levels in the field of computer science and management. He has also worked for 15 years in several positions as a software engineer and project manager for large organizations and research centers like Critical Software, CICA/SEF, INESC TEC, and ISR Porto. He is a founder member of the International Association of Innovation Professionals and he is involved in the development of the US TAG group for ISO 56000 (Innovation Management). His current research areas include innovation policies, entrepreneurship, software development, and decision support systems. WWW: https://orcid.org/0000-0002-6758-4843 E-mail: almd@fe.up.pt 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 scientific 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 Scientific 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 scientific 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 Scientific 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 G.S. Skovoroda Kharkiv National Pedagogical University for 27 years (1991–2018). She is a founder and a head of her scientific school on the problems of develop- ment of Informatics education and the implementation of iv https://orcid.org/0000-0002-6758-4843 mailto:almd@fe.up.pt http://international-relations-tourism.karazin.ua/Babenko http://international-relations-tourism.karazin.ua/Babenko mailto:vitalinababenko@karazin.ua CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii innovative 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 scientific supervisor of 23 PhD theses. She is an author of about 400 scientific 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 2020, 2021. WWW: http://web.archive.org/web/20201027120942/http://hnpu.edu.ua/uk/ bilousova-lyudmyla-ivanivna E-mail: lib215@gmail.com Dr. Olga Bondarenko, Candidate of Pedagogical Sciences, Associate Professor, Department of Economic and Social Geography and Methods of Teaching, Kryvyi Rih, Kryvyi Rih State Pedagogical 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”, qualified 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 scientific 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. Chun-Yen Chang is a science education scholar in Taiwan. Currently, he serves as National Taiwan Normal University (NTNU) Chair Professor, Director of Science Education, Professor of the Graduate Institute of Science Education and the Department of Earth Sciences. Over the past few years, he has been a Visiting Professor at the Taipei Medical University, The Education University of Hong Kong, and the Paris 8 University. Dr. Chang’s major research interests include science education, e-Learning, interdis- ciplinary science learning and science communication. Dr. Chang now is the Editor-in-Chief of the Eurasia Journal of Mathematics, Science and Technology Education and European Journal of v http://web.archive.org/web/20201027120942/http://hnpu.edu.ua/uk/bilousova-lyudmyla-ivanivna http://web.archive.org/web/20201027120942/http://hnpu.edu.ua/uk/bilousova-lyudmyla-ivanivna mailto:lib215@gmail.com https://kdpu.edu.ua/personal/ovbondarenko.html https://kdpu.edu.ua/personal/ovbondarenko.html mailto:bondarenko.olga@kdpu.edu.ua CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii Mathematics and Science Education, as well as the Co-editor of International Journal of Educa- tional Methodology. He is also on the Editorial Board of three SSCI-level journals: (1) Studies in Science Education (science education); (2) Learning, Media & Technology (learning technology); (3) Journal of Science Education and Technology (science education & technology). In February 2013, Dr. Chang’s catechol-O-methyltransferase (COMT) study was privileged with a report by the New York Times Sunday Magazine, as well as in the news featured on Association of Psychological Science website. WWW: http://changcy.com/index_eng.html E-mail: changcy@ntnu.edu.tw 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 field 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 Ing. Helena Fidlerová, Ph.D., is 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 field of Industrial Management in 2006. Her research aims at education, STEM education, digital competencies, Industry 4.0, Education 4.0, industrial engineering, sustainable competencies, and the application of statistical methods ahivng more than 79 domestic and international responses, including 33 in WOS/Scopus. Since her study has extensive experience in domestic research projects under the 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. She is a project vi http://changcy.com/index_eng.html mailto:changcy@ntnu.edu.tw mailto:danel@rdanel.cz CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii 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 a member of the editorial board of scientific journals Acta logistica, ARCHIWUM WIEDZY INŻYNIERSKIEJ; Information Technologies and Learning Tools; EDUCATIONAL DIMENSION. WWW: https://orcid.org/0000-0002-3426-5803 E-mail: helena.fidlerova@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. Liudmyla Gryzun, Full Professor of Information System Department at Simon Kuznets Kharkiv National University of Economics, 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 scientific 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 scientific 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, 2021. vii https://orcid.org/0000-0002-3426-5803 mailto:helena.fidlerova@stuba.sk mailto:irina.georgescu@csie.ase.ro CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii WWW: http://www.is.ksue.edu.ua/?q=node/295, https://www.linkedin.com/in/ liudmyla-gryzun-68769280/, https://www.researchgate.net/profile/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 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. Dragos, Daniel IORDACHE is a scientific researcher 2nd degree in the "Systems and Applications for Society" department of ICI Bucharest and university lecturer at the Faculty of Psychology and Educational Sciences from Uni- versity of Bucharest. He received the PhD degree in Science of Education from the University of Bucharest in 2012. His research interests include: virtual learning environments, augmented reality, professional and career counseling, us- ability and pedagogical evaluation of e-Learning systems, user testing and heuristic evaluation of interactive systems. WWW: https://www.researchgate.net/profile/Dragos_ Iordache E-mail: dragos.iordache@ici.ro viii http://www.is.ksue.edu.ua/?q=node/295 https://www.linkedin.com/in/liudmyla-gryzun-68769280/ https://www.linkedin.com/in/liudmyla-gryzun-68769280/ https://www.researchgate.net/profile/Liudmyla_Gryzun mailto:Lgr2007@ukr.net https://kdpu.edu.ua/personal/vagamanuk.html mailto:vitana65@gmail.com https://www.researchgate.net/profile/Dragos_Iordache https://www.researchgate.net/profile/Dragos_Iordache mailto:dragos.iordache@ici.ro CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii M.-Carmen Juan has a Ph.D. in Computer Science (2000) from the Universitat Politècnica de València (UPV). She has been a professor at the UPV since 1996 and a Full Professor since 2014. Her areas of interest include: computer graphics, virtual and augmented reality, advanced user interfaces and their applications to psychology, medicine, and education- entertainment. WWW: http://personales.upv.es/mjuanli/, http://www. upv.es/ficha-personal/mjuanli E-mail: mcarmen@dsic.upv.es 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 Effects, Institute 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 Certificates in the field of radiation effects 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. 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 National Academy of Sciences of Ukraine, in 1995, the field of scien- tific interests was computational modeling of the heat and mass transfer processes. Since 1990, he worked in the field of teaching informatics and using information technologies in education and received a Doctor of Pedagogical Sciences degree (Dr. habil.) from the Institute of Information tech- nologies and Learning Tools of the National Academy of Pedagogical Sciences of Ukraine, in 2011. His research interests include computational modeling, ix http://personales.upv.es/mjuanli/ http://www.upv.es/ficha-personal/mjuanli http://www.upv.es/ficha-personal/mjuanli mailto:mcarmen@dsic.upv.es CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii pedagogical diagnostics, 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. WWW: http://www.is.hneu.edu.ua/?q=node/294 E-mail: kolgatin@ukr.net Assoc. Prof. Yaroslav Krainyk, Head of Computer En- gineering Department, Petro Mohyla Black Sea National University, Mykolaiv, Ukraine. Yaroslav Krainyk, born in 1990, received a Ph.D. degree in Computer Systems and Components from Petro Mohyla Black Sea State University, Ukraine, in 2016. His research interests include computer systems and their applications, embedded systems, reconfigurable computing, FPGA. Since 2016, he has been a member of Computer Engineering De- partment as a senior lecturer, doctoral student, and associate professor. In 2019, he became a head of Computer Engineer- ing Department. He has participated in the reviewing of papers published by Elsevier, IEEE, and Springer. He is a section editor in Computer Science & Engineering Journal (https://cse-journal.com/index.php/journal). WWW: https://www.scopus.com/authid/detail. uri?authorId=56925498100, https://orcid.org/ 0000-0002-7924-3878, https://scholar.google.com/citations? user=-GCy09MAAAAJ E-mail: yaroslav.krainyk@chmnu.edu.ua Dr. Hennadiy Kravtsov, Kherson State University, Ukraine. WWW: http://www.kspu.edu/About/Faculty/ FPhysMathemInformatics/ChairInformatics/Staff/ Kravtsov.aspx E-mail: kgmkherson@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 field of low temperature at the National Technical University “Kharkiv Polytechnic Institute”, where he is professor of x http://www.is.hneu.edu.ua/?q=node/294 mailto:kolgatin@ukr.net https://cse-journal.com/index.php/journal https://www.scopus.com/authid/detail.uri?authorId=56925498100 https://www.scopus.com/authid/detail.uri?authorId=56925498100 https://orcid.org/0000-0002-7924-3878 https://orcid.org/0000-0002-7924-3878 https://scholar.google.com/citations?user=-GCy09MAAAAJ https://scholar.google.com/citations?user=-GCy09MAAAAJ mailto:yaroslav.krainyk@chmnu.edu.ua http://www.kspu.edu/About/Faculty/FPhysMathemInformatics/ChairInformatics/Staff/Kravtsov.aspx http://www.kspu.edu/About/Faculty/FPhysMathemInformatics/ChairInformatics/Staff/Kravtsov.aspx http://www.kspu.edu/About/Faculty/FPhysMathemInformatics/ChairInformatics/Staff/Kravtsov.aspx mailto:kgmkherson@gmail.com CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii Technical Cryophisics Department and academician of International 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 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 and 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 scientific ad- viser has prepared 4 PhD and 1 DrSc. His research interests include artificial intelligence, information and integrated automation of technological processes. WWW: http://fit.knu.edu.ua/page/kafedra-komp-yuternykh-sistem-i-setey E-mail: kupin@gmail.com Oksana Lytvyn, Head of the Chair of Computer Sci- ence and Mathematics, Faculty of Information Technology and Management, Borys Grinchenko Kyiv University, Kyiv, Ukraine. Oksana Lytvyn, born in 1970, received a Candidate of Sciences in Physics and Mathematics (PhD) from the V.Ye. Lashkaryov Institute of Semiconductor Physics, NAS of Ukraine, in 2001. Research interests: mathematical methods and information-analytical technologies, solid state physics. WWW: http://eportfolio.kubg.edu.ua/teacher/301 E-mail: o.lytvyn@kubg.kiev.ua Liliia Midak, Candidate of chemical sciences, Associate Professor at the Department of Environmental Chemistry and Chemical Education, Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine. xi https://dl.khpi.edu.ua mailto:kukharenkovn@gmail.com http://fit.knu.edu.ua/page/kafedra-komp-yuternykh-sistem-i-setey mailto:kupin@gmail.com http://eportfolio.kubg.edu.ua/teacher/301 mailto:o.lytvyn@kubg.kiev.ua CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii 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. WWW: https://chemeducation.pnu.edu.ua/5319-2/ E-mail: lilia.midak@gmail.com Ph. D. IrynaMintii, 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 field 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. xii https://chemeducation.pnu.edu.ua/5319-2/ mailto:lilia.midak@gmail.com https://kdpu.edu.ua/personal/ismintii.html mailto:irina.mintiy@kdpu.edu.ua CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii WWW: https://kdpu.edu.ua/personal/nvmoiseienko.html E-mail: n.v.moiseenko@gmail.com Dr. Nataliia Morze, Corresponding Member of National Academy of Pedagogical 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 (Kiev) in 1987, and a Doctor of Peda- gogical Sciences degree (Dr. habil.) in 2004. Her professional and scientific 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 scientific e-learning environment and development of teachers information competence. She is the author of more than 400 scientific papers in the field 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 scientific 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 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 field 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. WWW: https://kdpu.edu.ua/personal/pnpavlo.html E-mail: acinonyxleo@gmail.com, acinonyxleo@kdpu.edu.ua xiii https://kdpu.edu.ua/personal/nvmoiseienko.html mailto:n.v.moiseenko@gmail.com 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 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 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 mailto:n.morze@kubg.edu.ua https://kdpu.edu.ua/personal/pnpavlo.html mailto:acinonyxleo@gmail.com, acinonyxleo@kdpu.edu.ua CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii Yulia Nosenko, Leading Researcher, Department of Cloud-Oriented Systems of Education Informatization, Insti- tute for Digitalisation of Education of the National Academy of Educational Sciences 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 the National Academy of Educational Sciences of Ukraine, where she is currently leading researcher. Her research interests relates to imple- mentation and use of cloud services in education, formation and development of educators’ digital competence, use of ICT as a tool for supporting inclusive learning. She has published over 80 scientific 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 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 Pedagogical Sciences degree (Dr. phil.) from the National Pedagogical University, Kyiv, Ukraine, in 2007. Since 2003, he has been working Department of Computer Science and Teaching Techniques at Ternopil Volodymyr Hnatiuk Na- tional Pedagogical University, where he is currently asso- ciate professor. 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 Information Technologies and Learning Tools (Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine) and The Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University (Series: pedagogy). WWW: http://tnpu.edu.ua/faculty/fizmat/oleksyuk-vasil-petrovich.php E-mail: oleksyuk@fizmat.tnpu.edu.ua DSc Kateryna Osadcha, Professor, Department of Computer Science and Cybernetics, Bogdan Khmelnitsky Melitopol state pedagogical university, Melitopol, Ukraine. xiv http://iitlt.gov.ua/structure/departments/cloud/detail.php?ID=48 mailto:nosenko-y@ukr.net http://tnpu.edu.ua/faculty/fizmat/oleksyuk-vasil-petrovich.php mailto:oleksyuk@fizmat.tnpu.edu.ua CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii Kateryna Osadcha, born in 1977, received a Candidate of Pedagogical Sciences (PhD in Education) from the Vinnytsia State Pedagogical University named after Mykhailo Kotsi- ubynsky, Ukraine, in 2010, and a Doctor of Pedagogical Sci- ences (Dr. Sc) from Classic Private University, 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 include: computer science, network technology, programming, ICT, e-learning, engineering ed- ucation, educational technology, tutoring. She is author of about a hundred scientific works, including textbooks, monographs, author’s certificates. She is a member of editorial boards of “Ukrainian Journal of Educational Studies and Information Technology” (Ukraine), “International Conference on Higher Education Advances” (Spain), “Transactions of Kremenchuk Mykhailo Ostrohradskyi Na- tional University” (Ukraine), “Professional Education: Methodology, Theory and Technologies” (Ukraine). WWW: http://osadcha.mdpu.org.ua E-mail: okp@mdpu.org.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 Vin- nytsia State Pedagogical University named after Mykhailo Kotsiubynsky, Ukraine, in 2006, and a Doctor of Pedagog- ical Sciences from the Vinnytsia State Pedagogical Univer- sity named after Mykhailo Kotsiubynsky, Ukraine, in 2013. Since 1999, he has been working in the field of informa- tion technology and vocational education at the Bogdan Khmelnitsky Melitopol state pedagogical university. Now – Head of the Department of Computer Science. His research interests include: computer science, information networks, ICT, programming, software development, information sys- tems, data science. He has published a number of papers in international journals. He is a member of editorial boards of “Ukrainian Journal of Educational Studies and Information Tech- nology” (Ukraine), “Computing 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), “Scientific papers of Berdyansk State Pedagogical University Series: Pedagogical sciences” (Ukraine). WWW: http://osadchyi.mdpu.org.ua xv http://osadcha.mdpu.org.ua mailto:okp@mdpu.org.ua http://osadchyi.mdpu.org.ua CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii E-mail: poliform55@gmail.com 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 field 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 scientific research, digital storytelling, adult education. She has published a number of papers and text books (“Computer data analysis”, “Data analysis practicum”, “Mathematical and statistical methods of sociological information’s analysis”) and is an editorial board member of the Ukrainian journals “Information 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. Stamatios Papadakis has been a postdoctoral re- searcher in Educational Technology, with emphasis on mo- bile learning, at the Department of Preschool Education at the University of Crete, Greece, since 2016. He has gradu- ated from the Department of Informatics, Athens Univer- sity of Economics and Business, Athens, Greece. In 2016, he completed a Ph.D. at the University of Crete, Depart- ment of Education in Rethymnon, Greece. He has worked as an adjunct Lecturer in Education teaching Didactics in Programming (2017–2018) at the Department of Computer Sciences, School of Sciences and Engineering at the Univer- sity of Crete, Greece. Since 2017 he has worked as an adjunct Lecturer in Education teaching Informatics (2017–2018) at the Department of Preschool Education, School of Education, Univer- sity of Crete, Greece. His scientific and research interests include the study of mobile learning, especially on the use of smart mobile devices and their accompanying mobile applications (apps) in Preschool and Primary Education, focusing on the development of Computational Thinking and students’ understanding of numbers. Furthermore, he currently investigates how a STEM learning approach influences learning achievement through a context-aware xvi mailto:poliform55@gmail.com http://www.sociology.kpi.ua/en/faculty-2 mailto:lubov.felixovna@gmail.com CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii mobile learning environment in the preschool classroom and explain the effects on preschoolers’ learning outcomes. WWW: https://www.researchgate.net/profile/Stamatios_Papadakis, https://independent. academia.edu/PapadakisStamatis, https://scholar.google.gr/citations?user=e3vLZegAAAAJ&hl= en, https://orcid.org/0000-0003-3184-1147, https://www.scopus.com/authid/detail.uri?authorId= 57038471800, http://moeads.edc.uoc.gr/ E-mail: stpapadakis@uoc.gr Olga Pinchuk, PhD (in Pedagogics), Senior Researcher in the field of information and communication technologies in education. Education: M.P. Drahomanov Kyiv State Ped- agogical Institute in specialties of Mathematics, Computer Science and Computer Engineering teacher. Olga Pinchuk, born in 1969, received the degree of Can- didate of Pedagogical Sciences (PhD) at the National Ped- agogical Dragomanov University, Ukraine, in 2011. Since 2005 she has been working in the Institute for Digitalisa- tion of Education of the National Academy of Educational Sciences of Ukraine, Deputy Director for Scientific Exper- imental Work, Leading Researcher. Her research interests include scientific and methodological foundations use of computer oriented tools in teaching natural and mathemat- ical subjects, organization of the educational environment of distance learning, formation of digital competencies of participants in the learning process, design and technological support of web platforms of online encyclopedias. She has published a number of papers in interna- tional journals and chapters in collective monographs. Holds the post of co-editors-in-chief of “Information Technologies and Learning Tools”, a peer-reviewed e-journal in educational sphere. WWW: http://iitlt.gov.ua/ E-mail: opinchuk@iitlt.gov.ua Dr. Oleg Pursky, Professor of Computer Science and Information Systems, Chief 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 xvii https://www.researchgate.net/profile/Stamatios_Papadakis https://independent.academia.edu/PapadakisStamatis https://independent.academia.edu/PapadakisStamatis https://scholar.google.gr/citations?user=e3vLZegAAAAJ&hl=en https://scholar.google.gr/citations?user=e3vLZegAAAAJ&hl=en https://orcid.org/0000-0003-3184-1147 https://www.scopus.com/authid/detail.uri?authorId=57038471800 https://www.scopus.com/authid/detail.uri?authorId=57038471800 http://moeads.edc.uoc.gr/ mailto:stpapadakis@uoc.gr http://iitlt.gov.ua/ mailto:opinchuk@iitlt.gov.ua CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii a number of papers in international journals, monographs and volumes in book series, is a mem- ber of editorial board of International Journal of Economic Theory and Application, reviewer of scientific journals International Journal of Modern Physics (B) and Heat Transfer and certified Data Science&Machine Learning specialist. He is a member of Scientific Council section of Ukrainian Ministry of Education and Science on the specialty “Informatics and Cybernetics”. 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, https://knute.edu.ua/file/MTcyNjQ= /98717622ed46f90a934d4e922d214fbc.pdf E-mail: Pursky_O@ukr.net 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 Dr. Yevhenii Shapovalov, Senior researcher in Junior Academy of Sciences of Ukraine, Kyiv. Yevehenii Shapovalov, born in 1992, received a Candidate of Technical Sciences degree (Dr. techn.) from the National University of Life and Environmental Sciences of Ukraine, in 2019. Since 2012, he has been working in the field of STEM education, using of IT in education, development of informational technologies, environmental engineering (anaerobic waste treatment), Sustainable development and European integration. He has published a number of papers in international journals and volumes in book series, is a member of editorial boards of Journal “Scientific letters of Junior Academy of Sciences” and reviewer in conferences of Academy of Cognitive and Natural Sciences. WWW: http://www.nas.gov.ua/UA/PersonalSite/Pages/ default.aspx?PersonID=0000026333 E-mail: sjb@man.gov.ua Dr. Andrii Striuk, Ph.D., Head of Simulation and Soft- ware Engineering department of Kryvyi Rih National Uni- versity, Kryvyi Rih, Ukraine. xviii https://knute.edu.ua/blog/read/?pid=12695&uk https://knute.edu.ua/file/MTcyNjQ=/98717622ed46f90a934d4e922d214fbc.pdf https://knute.edu.ua/file/MTcyNjQ=/98717622ed46f90a934d4e922d214fbc.pdf mailto:Pursky_O@ukr.net https://kdpu.edu.ua/semerikov/ mailto:semerikov@gmail.com http://www.nas.gov.ua/UA/PersonalSite/Pages/default.aspx?PersonID=0000026333 http://www.nas.gov.ua/UA/PersonalSite/Pages/default.aspx?PersonID=0000026333 mailto:sjb@man.gov.ua CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii Andrii Striuk, born in 1979. In 2000 he graduated from the Kryvyi Rih Technical University with a degree in Automated Systems Software. In 2001, he received a master’s degree in computer science. Has been working at the Department of Modeling and Software of Kryvyi Rih National University since 2000. Combines educational activities with practical, developing and implementing educational software products. In 2011 he defended his Ph.D. thesis. From 2014 to 2017 he is studying at the doctoral program in Institute for Digitalisation of Education of the National Academy of Educational Sciences 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 scientific 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 Dr. Yurii Tryus, Professor of Applied Mathematics, Department of Computer Science and System Analysis, Cherkasy State Technological University, Cherkasy, Ukraine. Yurii Tryus, born in 1957, received a Candidate of Candi- date Physics and Mathematics Sciences degree (PhD) from the Shevchenko Kyiv State University, in 1987, and a Doctor of Pedagogical Sciences degree (Dr. habil.) from the Na- tional Pedagogical Dragomanov University, in 2005. Since 2012, he is head of the Department of Computer Science and System Analysis, Cherkasy State Technological Univer- sity. His research interests include Theory and Methods of Optimization and Operations Research, Decision Theory, Information and Communication Technologies in Higher Education, Theory and methods of teaching mathematics and computer science. He has published near 230 of papers in Ukrainian and international journals, 10 monographs and manuals, is a member of editorial boards of E-journal “Information Technologies and Learning Tools”, Journal “In- formation Technologies in Education”, Scientific journal of the National Pedagogical Dragomanov University. Series 2. Computer-based learning systems. WWW: https://knsa.chdtu.edu.ua/ tryus-yurii-vasylovych E-mail: tryus@chdtu.edu.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 Pedagogical Dragomanov University, Ukraine, in 2013, and a Doctor of xix http://mpz.knu.edu.ua/pro-kafedru/vikladachi/224-andrii-striuk mailto:andrii.striuk@knu.edu.ua https://knsa.chdtu.edu.ua/tryus-yurii-vasylovych https://knsa.chdtu.edu.ua/tryus-yurii-vasylovych mailto:tryus@chdtu.edu.ua CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii Pedagogical Sciences degree from the Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine, in 2019. Since 2019, she has been working in the field of information technologies at the Zhytomyr Polytechnic State University. Her research interests include information technologies, ICT in Education, Cloud technologies. 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 Scientific Papers of Uman State Pedagogical University. WWW: https://sites.google.com/view/neota E-mail: tetianavakaliuk@gmail.com Dr. Nataliia Valko, DSc in Pedagogical, PhD of Physics and Mathematic Sciences, Department of Informatics, Soft- ware Engineering and Economic Cybernetics, Kherson State University, Kherson, Ukraine. Nataliia Valko, in 2006 earned a PhD degree of Physics and Mathematic Sciences in specialty “Mathematical mod- eling and numerical methods”, and a Doctor of Pedagogical Sciences degree (Dr. habil.) in 2020. She has extensive experience in teachers education via modern teaching tech- nologies, blended learning, STEM-education. Her teaching experience in University is over 20 years. She is one of the organizers of the STEM school of KSU. She has management skills in the field of teacher training, planning educational activities, creating distance learning courses on the Moodle platform. She manages students design work to create mod- els of robotic systems. Effectively applies innovative teach- ing methods for future teachers of natural-mathematical disciplines using robotics and their preparation for using STEM-technologies in teaching. She actively studies innovative teaching methods, methods of project activity. She has published a number of papers of different kinds (including books, articles in scientific international journals, conference proceedings etc.), is a member of editorial boards of Journal of Information Technologies in Education (ITE). WWW: http://www.kspu.edu/About/Faculty/ FPhysMathemInformatics/ChairInformatics/Staff/NValko. aspx E-mail: valko@ksu.ks.ua 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, xx https://sites.google.com/view/neota mailto:tetianavakaliuk@gmail.com http://www.kspu.edu/About/Faculty/FPhysMathemInformatics/ChairInformatics/Staff/NValko.aspx http://www.kspu.edu/About/Faculty/FPhysMathemInformatics/ChairInformatics/Staff/NValko.aspx http://www.kspu.edu/About/Faculty/FPhysMathemInformatics/ChairInformatics/Staff/NValko.aspx mailto:valko@ksu.ks.ua CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii in 2006, and a Doctor of Pedagogical Sciences degree (Dr. habil.) from the Donbas State Pedagogical University, in 2019. Since 1994, he works in the field 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 semigroups, 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 Scientific Achievements that Contribute to Social and Economic Transformation in the Region and Affirm the High Authority of Lviv Region Scholars in Ukraine and in the World. Her scientific research relates to the field of electronic science, linguistic support, and social communications. She is an author of a lot of papers in domestic and international 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”, 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 Univer- sity of Cherkasy, in 2011. Since 2008, she has been working in the field of mathematical and pedagogical modeling at Na- tional University of “Kyiv Mohyla Academy”. Her research interests include the issues of mathematics education. She has published a number of papers in international journals xxi https://ddpu.edu.ua/cc/velychko mailto:vladislavvelichko@gmail.com 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 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 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 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 mailto:nataver19@gmail.com CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii and volumes in book series, is a member of editorial boards of Innovative Solutions in Mod- ern Science, Topical Issues 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 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 Metallurgical Academy of Ukraine. She has been working at the Kryvyi Rih National University since 2012. Her re- search interests include theory and methods of education (physics) and information and communication technologies in education. E-mail: uliaechk@gmail.com 2. Articles overview 2.1. Session 1: Digital Transformation of Education Digital technology permeates all aspects of life. During the pandemic, all countries in the world began to use distance learning methods through the use of digital platforms, classes, labs. Digitalization avoided the collapse of the educational system. The aim of the article “Problematic issues of digitalization of education in Eastern Europe” [192] by Anastasiia O. Simakhova (figure 2), Artem E. Artyukhov, Halina A. Shmarlouskaya is to analyze the processes of digitization of education in Eastern Europe. To achieve the goal of the article, the following tasks were set: to study the theoretical basis of the digitization of education, to analyze the trends in the digitization of education in Eastern Europe, to develop recommendations for improving the digitization of education. The article analyzed the ranks of the Network Readiness Index and the Global Digital Readiness Index in terms of the technological readiness of higher education institutions and students for distance education. The article offers a case study of the Ukrainian university for the implementation of an e-learning environment. The authors grouped countries from Eastern Europe according to their potential for digitizing education. For these groups of countries, the authors identified specific criteria. SWOT an analysis of the digitization of education was conducted for the countries of Eastern Europe. In the article “The use of digital tools by secondary school teachers for the implementation of distance learning in the context of digital transformation in Ukraine” [156], Oksana V. Ovcharuk, Andrii M. Gurzhii, Iryna V. Ivaniuk, Liubov A. Kartashova, Olena O. Hrytsenchuk, Tetiana A. Vakaliuk, Mariya P. Shyshkina (figure 3) raise the discussion on the use of digital learning tools xxii http://formathematics.com/tutors/kateryna-vlasenko/ mailto:vlasenkokv@ukr.net mailto:uliaechk@gmail.com CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii Figure 2: Presentation of paper [192]. by teachers of Ukrainian secondary schools for the organization of distance learning. In order to collect data authors have used the survey instruments (Google questionnaire) and involved xxiii CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii 1463 respondents who revealed the state of the use of digital learning tools for the organization of distance learning in the quarantine period caused by COVID-19 pandemic. The study was conducted in all regions of Ukraine. The results show that teachers have a need to master their knowledge and practical skills on digital instruments for the organization of distance learning with students. On the other hand the paper presents the experience on how the problem of the mastering of teachers’ digital competencies can be organized and what are the steps to the organization of special distance learning courses for teachers in Ukraine. The experience of the creation of Web portal of Ukrainian Open University of Postgraduate Education is presented. Authors propose on how the needs and requirements of teachers regarding the implementation of the distance learning in schools and the development of their digital competencies should be resolved. This article highlights further research by the authors, begun in [2, 12, 35, 50, 69, 70, 87, 144, 154, 155, 157, 217, 220, 241, 245, 251]. The problems of contemporary IT specialists’ training in terms of the high requirements to their computational thinking skills as well as the urgency of raising their motivation to mastering algorithmization and programming are discussed in the article “Computer modeling of the tournament of game algorithms in the process of learning of basics of algorithmization and programming by pre-service IT-specialists” [55]. It is emphasized by Liudmyla E. Gryzun (figure 4), Oleksandr V. Shcherbakov and Svitlana H. Lytvynova that initial university courses should focus pre-service IT-specialists on the deep understanding of an algorithmic nature of any coding task, to realize basic characteristics of the algorithms, to understand their role in modern software development. Due to the contemporary demands, programming should rest on algorithms building and has to be a part of lager scale experiences in order to realize its full potential. One of such experiences offered by the authors in the paper is involving the students into specially arranged activity focused on efficient game algorithms creation and simulation of the tournament between the algorithms. The offered activity is elaborated based on the applying the gamification elements into the learning process. Basing on the core gamifiaction principles, there were thought over and arranged an activity involving the students into the creation of gamified products. In this case, the gamified product which the students had to develop in the process of learning of algorithmization and programming was the software platform which enables a computer simulation of the tournament between the different game algorithms which realize winning strategies. The peculiarities and the stages of the said activity are covered in details along with the description of the final software product. Analyzing the described functionality of the computer simulator of the algorithms tournaments based on the gamification ideas, authors can emphasize its significant didactic facilities in the context of its using for IT-specialists training. In particular, the developed gamified product was probed in the process of other students’ mastering algorithmization and programming as well as of the schoolchildren training during summer IT schools. The prospects of the research are outlined in the lines of using the obtained results for holding the empirical research for the verification of offered activity impact on the results of IT-specialists training. This article highlights further research by the authors, begun in [8, 20–24, 26, 115, 167, 232]. The aim of the article “ICT and current trends as a path to STEM education: implementation and prospects” [110] by Natalia S. Lukychova (figure 5), Nataliia V. Osypova, Galina S. Yuzba- sheva is to build a model for the introduction of STEM education in institutions of general xxiv CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii Figure 3: Presentation of paper [156]. xxv CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii Figure 4: Presentation of paper [55]. secondary education, to demonstrate the experience of using ICT in STEM education. Analysis of scientific publications makes it possible to determine the role and place of ICT in the model xxvi CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii of introduction of STEM education in general secondary education institutions. The presented experience of the systemic implementation of STEM education in general secondary education institutions allows the formation of professional competencies of teachers in the field of STEM education and can be useful in their professional activities. The study shows that the systemic implementation of STEM technologies in the educational process increases the effectiveness of training, the level of motivation of participants in the educational process and the quality of knowledge in the subjects of the natural science cycle, and also contributes to the formation of key competencies of students. This article highlights further research by the authors, begun in [99, 152, 153]. Figure 5: Presentation of paper [110]. Synergetics as a scientific area of research is in demand by society. The context of syner- getics makes it possible for scientists of different specializations to interact fruitfully in the language of systematic understanding and search for new solutions. The article “Complex systems and physics education” [17] by Andrii O. Bielinskyi (figure 6), Arnold E. Kiv, Yuliya O. Prikhozha, Mykola A. Slusarenko, Vladimir N. Soloviev raises the question of how the theory of self-organization can help in the reformation of the higher education system, why this is relevant, and what can lead to the training of both teachers and students within the framework of an interdisciplinary approach. In the future, authors will highlight the most important characteristics of complex systems and the simplest and at the same time conceptually simplest methods for analyzing complexity. As part of the complex systems modeling course, which will first be presented to students of physics and mathematics, and then, possibly, to students of other specialties, authors present signals of seismic activity, gravitational waves and magnetic activity, and demonstrate how authors can identify critical or crash phenomena in such systems. xxvii CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii This kind of analysis can serve as a good basis for the formation of professional skills and universal competencies. This article highlights further research by the authors, begun in [13–15, 18, 29, 43, 47, 80, 84, 86, 92, 93, 137, 195, 235]. Figure 6: Presentation of paper [17]. The article “Agile methodology in higher education quality assurance system for SDGs 4, 8 and 9 achievement: national experience” [4] is focused on considering agile methodology as an instrument to use in education quality assurance. Artem E. Artyukhov, Iurii Iu. Volk (figure 7) and Tetiana A. Vasylieva propose the Scrum method applicable for education quality assurance based on adapted Manifesto for Agile Education Quality Assurance and twelve principles behind it. The Scrum procedure is described and roles are distributed for two real-life cases of external and internal educational program quality evaluation. Authors illustrate that proposed Scrum procedure perfectly fits existing practices and can be used to enhance both external and internal quality assurance processes in higher education. Authors consider achievement of SDG 4 targets through proposed methodology as the necessary step to take in achieving SDGs 8 and 9. It is concluded that stakeholders feedback about their satisfaction by economic and innovative factors should be included in each sprint review procedure in proposed Scrum methodology. Authors discuss SDG 4 achieving within multilayered DIKW+DM hierarchy as a framework for education quality assurance that allow to join information processing, knowledge acquisition and corresponding decision-making algorithm. Today in most countries there is a lack of qualifications in areas, which require specialists with mathematical competencies, despite the high unemployment rate in many countries. At the same time, it is generally recognized that most likely those sciences are developing, the fundamental results of which can be formulated mathematically. Using mathematical methods, xxviii CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii Figure 7: Presentation of paper [4]. Nataliia V. Morze, Iryna V. Mashkina (figure 8) and Mariia A. Boiko draw important conclusions that could hardly be obtained otherwise. Digital transformation of all industries requires specialists with a sufficient level of mathematical competence and skills in ICT tools, including computer modeling using the approach called Inquiry-Based Mathematics Education (IBME). This article highlights further research by the authors, begun in [51, 52, 116, 117, 135]. Modern society is characterized by a significant impact of information technologies on all spheres of human life. In a special way, the processes of digital transformation affect educational institutions, including vocational (vocational and technical) ones. Now vocational (vocational and technical) education occupies an important place in the sector of the country’s economy, prioritizing effective training of highly qualified labourers in the state policy of Ukraine. Nowadays, the professional activity of labourers incorporates an intellectual component related to working with electronic devices, artificial intelligence systems, etc. Monitoring of the labor market shows that a skilled worker of the XXI century should be able to think critically, process information analytically, and work with mechatronics systems. The analysis of the European experience in training qualified workers reflects a certain lag of domestic institutions in terms of digital supply. At the same time, the level of teachers’ digital competence at vocational (vocational and technical) education institutions needs improving. As a result, the issues of digital transformation for educational institutions are urgent and topical [94]. Provision of modern digital equipment, formation and development of digital competence of all participants in the educational space are becoming the main tasks of teaching stuff in the current conditions. xxix CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii Figure 8: Presentation of paper [133]. In a special way, the tasks set become relevant during the period of quarantine restrictions, when educational institutions mainly work on distance and mixed forms of teaching. xxx CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii This article highlights further research by the authors, begun in [33, 66, 100, 101, 112, 113, 121, 122, 129, 173, 177, 197]. Figure 9: Presentation of paper [94]. 2.2. Session 2: Competency-Based Education Platforms and Social Analytics in Education The article “Social dimension of higher education: definition, indicators, models” [162] by Liubov F. Panchenko (figure 10), Hennadii O. Korzhov, Andrii O. Khomiak, Vladyslav Ye. Velychko and Vladimir N. Soloviev deals with the problem of strengthening the social dimension of higher education. It discusses the definition of social dimension, its indicators, models of student retention and student engagement. The article argues that students should act as active researchers of the topic of social dimension and present the ways to update the content of university courses for Sociology majors, such as ”Mathematical and statistical methods of social information analysis”, ”Social statistics and demography”, ”Multivariate data analysis”, ”Structural equation modeling” and other courses for bachelors, master students, and PhDs in Sociology. This article highlights further research by the authors, begun in [44, 74, 78, 79, 85, 159– 161, 163–166, 198, 235, 237–239]. One of the indicators of the influence and competitiveness of university is participation in international and local rankings. In the methodologies of the most authoritative rankings, the quality and transparency of Universities is assessed by indicators of the university teachers’ publishing activity. The article “Designing a rating system based on competencies for the analysis of the University teachers’ research activities” [131] by Nataliia V. Morze, Oksana P. Buinytska, Valeriia A. Smirnova (figure 11) analyzes the experience of designing systems that analyses university teachers research activities, tools and components of evaluating the effectiveness of research, designed a structural and functional model of rating system for the analysis the university teachers’ research activities taking into account research and digital competencies. The developed model provides performance of the basic functions and allows for systematic monitoring of openness, transparency, efficiency of the research component of xxxi CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii Figure 10: Presentation of paper [162]. university teachers’ professional activity. The model was based on key indicators for evaluating the effectiveness of research – citation indicators of the three most important scientometric databases – Scopus, Web of Science, Google Scholar. The connection between the indicators presented in the model forms a portrait of the university teachers’ scientific activity, gives an overall assessment of productivity, influence and contribution to the research direction of the university as a whole. The article describes 1 stage of implementation of the presented model by developing a “Rating of Transparency of Structural Units”, the effectiveness of experimental ranking. The study has established the positive impact of the implementation of the rating sys- tem, identified the main activities to increase the visibility, presence, dissemination of research results, the systematic implementation of which contributes to the optimal representation of the scientist in the rating evaluation of the research component of the university teachers professional activities, improving the digital competence of teachers and positively affects the quality indicators of the university scientific work in local and international rankings, as the existence of the system and the formation of ratings is an incentive for university teachers to present and disseminate their own publishing activities in the international online scientific community. This article highlights further research by the authors, begun in [49, 130, 132, 134]. 2.3. Session 3: Cloud-based AI Education Applications In the process of self-assessment and accreditation examination, assessment is carried out according to a scale that covers four levels of compliance with the quality criteria of the educational program and educational activities. Assessing the quality of education is complicated by the fact that the value of quality criteria is due to a large number of factors, possibly with an unknown nature of influence, as well as the fact that when conducting pedagogical measurements it is necessary to work with non-numerical information. To solve these problems, the Andriy V. Ryabko (figure 12), Oksana V. Zaika, Roman P. Kukharchuk, Tetiana A. Vakaliuk and Viacheslav V. Osadchyi proposed a method for assessing the quality of educational programs xxxii CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii Figure 11: Presentation of paper [131]. and educational activities based on the adaptive neuro-fuzzy input system (ANFIS), implemented in the package Fuzzy Logic Toolbox system MATLAB and artificial neural network direct propagation with one output and multiple inputs. As input variables of the system ANFIS used criteria for evaluating the educational program. The initial variable of the system formed a total indicator of the quality of the curriculum and educational activities according to a certain xxxiii CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii criterion or group of criteria. The article considers a neural network that can provide a forecast for assessing the quality of educational programs and educational activities by experts. The training of the artificial neural network was carried out based on survey data of students and graduates of higher education institutions. Before the accreditation examination, students were offered questionnaires with a proposal to assess the quality of the educational program and educational activities of the specialty on an assessment scale covering four levels. Student assessments were used to form the vector of artificial neural network inputs. It was assumed that if the assessments of students and graduates are sorted by increasing the rating based on determining the average grade point average, the artificial neural network, which was taught based on this organized data set, can provide effective forecasts of accreditation examinations. As a result of comparing the initial data of the neural network with the estimates of experts, it was found that the neural network does make predictions quite close to reality. This article highlights further research by the authors, begun in [128, 141, 149, 179, 187, 202, 218, 219, 221, 223, 224]. Figure 12: Presentation of paper [180]. Changes in society related to the development of science, technology, computing power, cloud services, artificial intelligence, increasing general access to huge amounts of open data, lead to increased global investment in technology and services. Appropriate training is required by specialists to create a workforce to work with artificial intelligence. On the one hand, it puts forward new requirements for the training of young people, and educational content, on the other hand, provides opportunities for the use of cloud technologies during the educational process. Widespread use of AI in various fields and everyday life poses the task of understanding the basic terms related to Artificial intelligence (AI), such as Machine learning (ML), Neural network (NN), Artificial neural networks (ANN), Deep Learning, Data Science, Big Data, mastering the basic skills of using and understanding the AI principles, which is possible during the study in xxxiv CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii the school course of computer science. Cloud technologies allow to use the power of a remote server (open information systems, digital resources, software, etc.) regardless of the location of the consumer and provide ample opportunities for the study of artificial intelligence. In article “Cloud technologies for basics of artificial intelligence study in school” [225] Nataliia V. Valko, Tatiana L. Goncharenko, Nataliya O. Kushnir (figure 13) and Viacheslav V. Osadchyi reveal the possibilities of cloud technologies as a means of studying artificial intelligence at school, consider the need for three stages of training and provide development of tasks and own experience of using cloud technologies to study artificial intelligence on the example of DALL-E, Google QuickDraw, cloud technologies Makeblock, PictoBlox, Teachable Machine at different stages of AI study. This article highlights further research by the authors, begun in [53, 54, 103, 136, 146–148, 151, 226, 228–230, 233, 252]. 2.4. Session 4: Cloud-based Learning Environments The article “UI/UX design of educational on-line courses” [240] by Kateryna V. Vlasenko, Iryna V. Lovianova, Sergii V. Volkov (figure 14), Iryna V. Sitak, Olena O. Chumak, Andrii V. Krasnoshchok, Nataliia G. Bohdanova and Serhiy O. Semerikov considers the problem of an interface for educational platform, which is fully effective for achieving the outcomes of educational activity. The current research is a theoretical analysis of existing recommendations on UI/UX design, applied when creating educational systems, as well as of research papers that study user interface (UI) usability and evaluate user experience (UX) in designing on-line platforms. This article describes a mechanism for evaluating usability with the help of baseline and final evaluation tool. It also studies UX components, that ensure its high quality. A list of standard components of web-design is being discussed in the present paper; modern trends in web-design of educational platforms are identified. The paper provides the description of an on-line course model, which is built on the basis of analysis of the prerequisites for existing and functioning of educational on-line systems and which is aimed at achieving outcomes of educational activity. There is ground to believe that the design of educational on-line courses will contribute to achieving the outcomes of educational activity, if user interface components comply with a list of criteria, such as easy-to-perceive content, no extra information, easy and simple navigation on the pages of the course, following the principles of usability. This article highlights further research by the authors, begun in [1, 57, 109, 170, 189, 199, 206, 211, 241–244]. The world wide pandemic situation revealed the problems in all spheres of human life which haven’t been faced before. Recently the world has changed greatly as well as the relationship between people and their professional activity. The great bunch of the workload, if basically acceptable, is done with the use of modern innovative technologies. Such problems have not trampled down the sphere of higher education as well. Distance learning, which was previously addressed to only as accompanying possibility of lessons conduct, nowadays is considered to be the only practicable form of conducting lectures, practical lessons, tests, i.e. it has become a usual daily practice for both teachers and students. Among the basic functional requirements to the electronic educational resources in the system of distance learning there are the visualization and interaction principles both when getting familiar with the theoretical material and when xxxv CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii Figure 13: Presentation of paper [225]. completing virtual laboratory and practical tasks. The Microsoft Office documents have become the most widespread elements among the electronic educational resources. That is why there is a pressing need in presenting the electronic MS Excel spreadsheets on the resource web-pages. The simple and convenient way to solve the problem of Excel documents introduction into the xxxvi CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii Figure 14: Presentation of paper [240]. electronic resources of the distance learning systems is the use of cloud services. The services help to acquire the access to the information resources of any level and of any capacity with the possibility to allocate the rights of the users belonging to different groups in relation to the xxxvii CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii resources. For that purpose the availability of the Internet network access and web-browser would be enough. The cloud calculation technologies introduction allows for the use of the programs that do not require special licensing, update versions monitoring and eliminates the need of software technical support as the provider himself exercises control over the functioning, data saving, antivirus protection and possible cyberassaults. The peculiarities of professional training of navigators require the students to acquire the knowledge of professionally-oriented tasks algorithms as well as the knowledge of technologies that can help to implements them. One of the main routines the officer needs to deal with on the navigational bridge is the use of the information systems of shipboard hardware. But before usage he needs to assure of the systems reliability. That is why it is extremely important to gain during the course of professional training the necessary skills of navigation equipment exploitation reliability assessment by means of Microsoft Office documents and cloud services. So the subject matter of the article “The optimum assessment of the information systems of shipboard hardware reliability in cloud services” [97] by Lyudmyla V. Kravtsova, Tatyana V. Zaytseva, Oleh M. Bezbakh (figure 15), Hennadiy M. Kravtsov and Nataliia H. Kaminska is the procedure development for the navigation equipment exploitation reliability assessment by means of modern services use in the course of professional training of future seafarers. The aim of the paper is the solution of the problems of optimum assessment of the information systems of shipboard hardware reliability by means of cloud technologies usage. The following tasks are completed in the course of the research: the peculiarities and characteristics of navigational information processed by the shipboard navigation and information system have been analyzed; the results of the information systems of shipboard hardware usage have been studied; the technological diagram of the basic components structuring of the “Information systems of shipboard hardware” complex for the Master’s degree training course has been created; the effective technology of the program Excel documents processing has been chosen; the system of access and usage of web-services for calculation tables processing in the system of distance learning has been designed;the process of competency formation which will enable students to use cloud services has been suggested. This article highlights further research by the authors, begun in [40, 95, 96, 98, 126, 178, 185, 194, 254]. 2.5. Session 5: Cloud-based E-learning Platforms, Tools and Services The article “Selecting cloud computing software for a virtual online laboratory supporting the Operating Systems course” [61] by Olena S. Holovnia and Vasyl P. Oleksiuk (figure 16) provides a survey on cloud platforms suitable for a virtual online laboratory, which contains Linux online environments and is intended to support the Operating Systems course. The study justifies the choice of utilizing private cloud as a deployment model and IaaS as a service model and substantiates the decision to create specially tailored cloud environments adapted for educational needs in contrast to applying ready-made IaaS (Infrastructure as a Service) cloud services given by providers. The related works on cloud platforms for teaching operating systems are analyzed. The study also makes a review of the authors’ previous research on virtualization tools and environments for the Operating Systems course and Cisco CyberSecurity Operations course. The basic and additional requirements for cloud computing software for virtual online laboratory supporting Operating Systems course have been elaborated. Finally, xxxviii CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii Figure 15: Presentation of paper [97]. the work makes the comparison of Eucalyptus, OpenStack, CloudStack and OpenNebula cloud xxxix CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii platforms and substantiates the selection among these cloud computing software the platforms of the first and the second choice. This article highlights further research by the authors, begun in [6, 7, 60, 142, 143, 145]. Figure 16: Presentation of paper [61]. The article “Hardware and software tools for teaching the basics of quantum informatics to students of specialized (high) schools” [106] by Liudmyla V. Lehka (figure 17), Svitlana V. Shokaliuk, Viacheslav V. Osadchyi defines the criteria for choosing a cloud-based platform for mastering the basics of quantum informatics by students of a specialized (high) schools: cross-browser; intuitive interface; the possibility of free access; access without registration and simplified registration; the presence of a systematized reference system with examples; support for the development of the environment by the developer; support for working in a personal educational environment; support for working with quantum algorithms in graphical mode; automatic conversion of quantum algorithms from graphic format to program code text; support for the Ukrainian-language localization; availability of a mobile application; responsive design. The possibilities of platforms for implementing quantum algorithms from the following companies are analyzed: Microsoft, QuTech, Amazon Braket, IBM. The choice of the IBM Quantum cloud-based platform is justified. Work at IBM Quantum Composer and xl CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii IBM Quantum Lab is described. Information about quantum operations and gates is presented: their designation in IBM Quantum Composer and IBM Quantum Lab, the gate matrix, and the purpose of the gate. An example of implementing quantum teleportation in the form of a circuit and program is given. This article highlights further research by the authors, begun in [104, 105, 124, 127, 150, 193, 204, 205, 215, 227]. Figure 17: Presentation of paper [106]. xli CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii The article “Using the Yammer cloud service to organize project-based learning methods” [27] by Dmytro M. Bodnenko (figure 18), Halyna A. Kuchakovska, Oleksandra V. Lokaziuk, Volodymyr V. Proshkin, Svitlana H. Lytvynova and Olha H. Naboka reveals and interprets the key features of project-based learning based on cloud-based services: social activity; convenient communication in a team during the project implementation and at the resulting stage; open educational space; self-learning and self-improvement; use of interdisciplinary links to combine students of different years of study (1–4 degrees of the first (bachelor’s) level and students of the second master’s level) to joint research teams to study through research; purposeful motivation of cognitive and research activity of students within the discipline with the use of interdisciplinary connections; formation of digital literacy of students. The advantages and disadvantages of the Yammer cloud service are presented and a comparative analysis of this service with similar cloud services is performed. Examples of using Yammer in professional project activity are given. The stages of using project methods using the small group method are analyzed and detailed: initiation; planning; conducting/implementation; presentation; assessment/defense. This article highlights further research by the authors, begun in [5, 28, 30, 38, 58, 59, 75, 114, 175, 176, 186, 212]. The article “The didactic potential of cloud technologies in professional training of future teachers of Ukrainian language and literature” [169] by Olha B. Petrovych (figure 19), Alla P. Vin- nichuk, Oksana A. Poida, Viktoriia I. Tkachenko, Tetiana A. Vakaliuk and Olena H. Kuzminska deals with the peculiarities of the usage cloud technologies for the organization of students- philologists’ individual and group work in studying the discipline “Scientific Research Basics”. The relevance of the introduction of cloud technologies for formation the readiness of the future teachers of Ukrainian language and literature to the professional activity is substantiated. Analysis of the scientific sources suggested that the quality of professional training process of future teachers-philologists has reached a new level by the means of cloud technologies. The domestic and foreign experience of cloud technologies implementation into current educational practices is generalized. The features of blended learning organization for professional training students-philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnyt- sia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline “Scientific Research Basics” by using cloud technologies are described. The practical aspects and experience of preparation the future teachers of Ukrainian language and literature to a fluent usage of innovative cloud-based means are detailed. It is specified that the educational process is based on the communication by Gmail, Viber and Telegram messengers, store on Google Drive resource, work with educational video on YouTube, conducting online classes in Google Meet, creation publication in any of the social networks (Facebook, Instagram, TikTok), formation the different styles of references design on The Cite This for Me resource, conducting literature search on various search engines, namely Google Scholar, ScienceDirect, Web of Science, creating multimedia presentation at Prezi or Canva, making MindMaps on Mindomo, infographics on interactive board Google Jamboard or Padlet, on services for graphic design Canva and Visme, etc. Prospects for experimental studying the effectiveness of using cloud technologies in learning discipline “Scientific Research Basics” are determined. This article highlights further research by the authors, begun in [3, 25, 48, 123, 168, 174, 181, 203, 216, 222, 231]. xlii CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii Figure 18: Presentation of paper [27]. xliii CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii Figure 19: Presentation of paper [169]. Practical training is an integral part of the professional training of future teachers. During the practical training, trainees not only implement their own theoretical training in practice, but also increase the level of information competence. The rapid use of e-learning resources for distance learning during epidemiological constraints caused by biological threats poses new challenges to education in the availability of e-learning resources. The development of electronic educational resources is a difficult task, one of the ways to solve it is to involve future teachers in this process during the initial practice. In the article “Creation of open educational resources during educational practice by means of cloud technologies” [234] by Vladyslav Ye. Velychko (figure 20), Elena G. Fedorenko, Vladimir N. Soloviev and Ludmila V. Dolins’ka, the experiment of creating open educational resources by means of cloud technologies during the training practice showed the probability of solving this problem. Restrictions in direct contact between participants in the experiment, both due to epidemiological restrictions and through practical training in various educational institutions, are solved through the use of cloud technologies. The latter provides an opportunity to easily disseminate developed open educational resources and disseminate best practices in creating educational content. This article highlights further research by the authors, begun in [36, 45, 46, 73, 182, 196, 210, 236]. The system for remote assessment of knowledge automates formation of task (tickets) with questions and tasks for conducting intermediate and final monitoring of knowledge of students is offered by Mykhailo I. Sherman, Yaroslava B. Samchynska (figure 21) and Vitaliy M. Kobets in the article “Development of an electronic system for remote assessment of students’ knowledge in cloud-based learning environment” [188]. In the process of developing an electronic system for knowledge assessment, the basic requirements for a web application and the modules xliv CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii Figure 20: Presentation of paper [234]. that the system consists of were determined, the main roles of users in the system and their functionality were identified, access rights were established. The technical, functional, and non-functional features of the software product are described, web technologies for creating an xlv CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii application for knowledge assessment are considered. The diagram of system sequences, the use- case diagram, which schematically describing roles and functions of agents in an information system, the diagram of classes of a database structure are presented with UML description. Based on the defined requirements for the resource in cloud-based learning environment, the following technologies for its development were chosen: the server programming language PHP, JavaScript programming language and its libraries were used, as well as the MySQL database with PhpMyAdmin tool for administration of chosen database management system. OpenServer software complex system was used to develop and test the application functionality. The usage of the proposed electronic assessment system of knowledge contributes to the formation of an open information and cloud-based learning environment of a modern educational institution, enhances the efficiency and more rational distribution of teacher time in preparing tests or exams, activates repetition of educational material and knowledge assimilation, indirectly motivates students to more honest learning. This article highlights further research by the authors, begun in [72, 88–91]. 2.6. Session 6: Immersive Technology Applications in Education The article “The use of specialized software for liquid radioactive material spills simulation to teach students and postgraduate students” [172] by Oleksandr O. Popov, Yurii O. Kyrylenko, Iryna P. Kameneva, Anna V. Iatsyshyn, Andrii V. Iatsyshyn, Valeriia O. Kovach (figure 22), Volodymyr O. Artemchuk, Valery N. Bliznyuk and Arnold E. Kiv proves relevance of specialized software use to solve problems of emergencies prevention of radioactive liquids spills to teach students and graduate students. Main assessment criteria of accidents at radiation-hazardous ob- jects associated with radioactive liquids spillage is identified. A model of radioactive substances transport in emergency rooms is developed. It takes into account physical features of radioactive liquid spill from the source, air pollution during transition of radioactive liquid from the spill surface into the air and subsequent scattering in the emergency room under influence of local air flows. It is determined that the existing software tools for radiation exposure assessment do not comprehensively cover features of such events and possess number of shortcomings regarding accidents modeling with spillage of radioactive liquids indoors. Computer modeling and forecasting examples for hypothetical event related to liquid radioactive spill in the JRODOS system are presented. The training process of future specialists, specialties 183 “Environmental Protection Technologies”, 143 “Nuclear Energy”, 103 “Earth Sciences”, and 122 “Computer Sci- ence” should be based on application of powerful scientific and methodological training base using modern achievements in the field of digital technologies. It is advisable to supplement cur- ricula for students‘ and postgraduate students’ preparation in the mentioned above specialties by studying issues related to: development of mathematical models and software for solving problems of emergencies prevention in case of radioactive liquids spills; usage of features of specialized decision software of emergencies prevention during spills of radioactive liquids. This article highlights further research by the authors, begun in [56, 62–65, 67, 68, 71, 76, 102, 107, 125, 171, 201, 250, 255, 256]. The article [11] by Ilona V. Batsurovska, Nataliia A. Dotsenko (figure 23), Vladimir N. Soloviev, Svitlana H. Lytvynova, Olena A. Gorbenko, Nataliia I. Kim and Antonina P. Haleeva presents the technology of application of 3D models of electrical engineering in the performing laboratory xlvi CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii Figure 21: Presentation of paper [188]. work. It was outlined the organizational and methodological conditions, forms and methods, learning tools of the proposed technology. The organizational and methodological conditions include the use of computer 3D models in laboratory work; creation and implementation into the educational process laboratory work that involves the development of computer 3D modeling; providing the necessary guidelines for the use and development of computer 3D modeling during laboratory work. Application of the 3D models in the performing laboratory work of electrical engineering disciplines can be realised on the initial, average and high levels. Upon completion of the development of the presented technology, an experimental study was conducted, which included the identification of the appropriate level of use of 3D models in the process of performing laboratory work in the study of electrical engineering disciplines. The obtained experimental results were verified using Student’s statistical t-test for relative indicators. The result of the implementation of technology is the application of 3D models in educational and professional activities in the field of electrical engineering. xlvii CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii Figure 22: Presentation of paper [172]. xlviii CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii This article highlights further research by the authors, begun in [9, 10, 16, 19, 37, 83, 184, 214, 253]. Figure 23: Presentation of paper [11]. The article “Immersive learning technology for ensuring quality education: Ukrainian univer- sity case” [108] by Volodymyr O. Liubchak, Yurii O. Zuban and Artem E. Artyukhov (figure 24) xlix CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii considers the problem of using immersive learning in the educational and scientific activities of the university. Literature survey revealed that there is a need for an integrated approach for introduction of immersive learning at the university. It involves the creation of a specialized laboratory of virtual and augmented reality with appropriate technical equipment, introduction of immersive learning methodology in university educational programs, development of soft- ware and hardware solutions for immersive learning, and research on the immersive learning effectiveness. Authors present the description of a specialized university department acting as a developer of software products for immersive learning. Authors show original developments in the field of immersive education for exact sciences and arts and humanities students. The article describes products that are designed to fulfill the third university mission: to ensure the citizens well-being. Authors propose "immersive institute" model which can be implemented both at the level of the university in general and at the level of its educational and scientific departments. Being popular world-wide, virtual laboratories enter into different fields of education and research and practitioners have to be responsible for choosing the most suitable and then adapt them to particular field. The aim of the article “Enhancing digital and professional competences via implementation of virtual laboratories for future physical therapists and rehabilitologist” [42] by Halina I. Falfushynska (figure 25), Bogdan B. Buyak, Grygoriy M. Torbin, Grygorii V. Tereshchuk, Mykhailo M. Kasianchuk and Mikołaj Karpiński was to assess the effectivity of the implementation of Praxilab, Labster, and LabXchange virtual laboratories as the powerful digital tool into teaching protocols of “Clinical and laboratory diagnostics” discipline for physical therapists and rehabilitologist. Authors have carried out the online survey for 45 students enrolled in physical rehabilitation degree program. About 70% surveyed students reported that implementation of virtual laboratories in “Clinical and laboratory diagnostics” discipline met individual learning needs of students, helped acquired digital skills (25%), and supported them to stay ahead of the curve. The virtual lab applications, not only assisted harness students fair against lack of practical skills, but also brought about a new dimension to the classes and helped overcome digital alienation and gain their digital skills and abilities. Indeed, a virtual lab can’t completely replace the experimental work and teacher’s explanation, but it might support teaching activities of a modern mentor and learning activities of a modern student. Almost all of surveyed students (82%) expected that in near future the virtual laboratories would take the dominant place in the education market due to possibility of students’ pre-train the key points of practical activities before real experiments in lab and better understand their theoretical backgrounds. Thus, this study is intended to contribute to utilization of virtual labs by students enrolled in study physical therapy/physical rehabilitation with expected efficiency. This article highlights further research by the authors, begun in [31, 32, 34, 41, 200, 207– 209, 213, 249]. Nowadays simulation training technology is a priority method of maritime specialists’ practi- cal training in the world. The main purpose of using VR simulators within an educational process is to simulate work on real equipment in order to form professional competencies of seafarers. The article “Formation of professional competency in life saving appliances operation of future seafarers by means of online and simulation VR technologies” [246] by Serhii A. Voloshynov, Halyna V. Popova, Olena S. Dyagileva, Nataliya N. Bobrysheva and Olha V. Fedorova (figure 26) describes system of blended learning on the basis of Kherson State Maritime Academy, that l CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii Figure 24: Presentation of paper [108]. includes alternation of traditional and online learning, virtual training by means of the VR li CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii Figure 25: Presentation of paper [42]. technology, training on simulators. In accordance with the principles of blended learning in Academy, there was developed an author’s course “Rescue boats and life rafts specialist”, which aims at providing theoretical and practical training of seafarers on launching and handling the lifeboats and liferafts and, as a result, ensures seafarers’ formation of professional competency “life-saving appliances operation”. The article also reveals the results of an experiment with implementation of VR technologies in forming the professional competency “life-saving appli- ances operation”. The deviation of the results in control and experimental groups was 9,8%. The effectiveness of the research was manifested in the fact that students have gained experience of practical skills before coming to the vessel and showed higher level of educational achievements in professional competency “life-saving appliances operation”. This article highlights further research by the authors, begun in [39, 111, 247, 248]. The article “Clouds of words as a didactic tool in literary education of primary school children” [139] by Liudmyla L. Nezhyva (figure 27), Svitlana P. Palamar, Maiia V. Marienko reveals the possibilities of using the words’ cloud in the literary education of primary school children. The authors consider the possibility of using a cloud of words to visualize the keywords of the text for the translation of the work of art, the interpretation of the main idea and the characteristics of the artistic image. The words’ cloud can also be used as a reference summary to answer questions about the content of the work or to present the results of a school project by students. Moreover, in reading lessons, this tool can be used as a tool to identify the topic of the lesson. The study reveals the possibilities of the didactic tool of the words’ cloud for the development of speech of primary school children, in particular, in composing their own lii CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii Figure 26: Presentation of paper [246]. texts and editing them, the ability to explore words that the student uses too often and avoid tautology. Using the method of a problem situation and visually demonstrating information through a cloud of words, the teacher pro-motes the activation of students’ mental activity, the development of creative abilities and critical thinking. The study tested the use of the electronic resource WordArt in primary school – a website for creating a “word’s cloud” and proved its effectiveness in reflection, as well as creating an image of the main idea of the lesson, general conversation, its use as didactic material. The authors used the technology of learning using a cloud office package Google Drive to write a draft of their own statement of primary school liii CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii Figure 27: Presentation of paper [139]. children. The authors investigated the use of the service in the lesson of literary reading during the organization of reading activities in the following areas: in the “cloud of words” to encrypt liv CTE Workshop Proceedings, 2022, Vol. 9: CTE-2021, pp. i-lxxvii the topic of the lesson; using the cloud as visual material or as basic information to explain new material; encrypt certain words from the text in the cloud, students’ task to guess the work; create a cloud of words of positive and negative characters of the work; write a story on the topic; create an “encrypted postcard” to the writer or hero of the work. In the course of experimental work, the effectiveness of the use of this didactic tool in the lessons of literary reading in primary school during the analysis of texts in order to identify the most important associations of students was confirmed. This article highlights further research by the authors, begun in [118–120, 138, 140, 158, 190, 191]. 3. Conclusion 9th Workshop on Cloud Technologies in Education (CTE 2021) was organized by Kryvyi Rih National University (with support of the rector Mykola I. Stupnik) in collaboration with Kryvyi Rih State Pedagogical University (with support of the rector Yaroslav V. Shramko), Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine (with support of the director Valeriy Yu. Bykov) and University of Educational Management (with support of the vice-rector for research and digitalization Oleg M. Spirin). Authors are thankful to all the authors who submitted papers and the delegates for their participation and their interest in CTE 2021 as a platform to share their ideas and innovation. Also, authors are also thankful to all the program committee members for providing continuous guidance and efforts 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. References [1] Achkan, V.V., Vlasenko, K.V., Lovianova, I.V., Rovenska, O.H., Sitak, I.V., Chumak, O.O. and Semerikov, S.O., 2022. Web-based support of a higher school teacher. In: S. Se- merikov, V. Osadchyi and O. Kuzminska, eds. Proceedings of the symposium on advances in educational technology, aet 2020. University of Educational Management, Kyiv: SciTePress. [2] Antoniuk, D.S., Vakaliuk, T.A., Didkivskyi, V.V. and Vizghalov, O.Y., 2022. 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Available from: https://doi.org/10.1088/1742-6596/1946/1/012011. lxxvii http://ceur-ws.org/Vol-2898/paper16.pdf https://doi.org/10.1088/1742-6596/1840/1/012021 http://ceur-ws.org/Vol-2393/paper_403.pdf https://doi.org/10.1088/1742-6596/1840/1/012029 https://doi.org/10.1088/1742-6596/1946/1/012011 1 Introduction 1.1 CTE 2021: At a glance 1.2 CTE 2021 Program Committee 2 Articles overview 2.1 Session 1: Digital Transformation of Education 2.2 Session 2: Competency-Based Education Platforms and Social Analytics in Education 2.3 Session 3: Cloud-based AI Education Applications 2.4 Session 4: Cloud-based Learning Environments 2.5 Session 5: Cloud-based E-learning Platforms, Tools and Services 2.6 Session 6: Immersive Technology Applications in Education 3 Conclusion