retraction of published article due to the author's proposal educational technology quarterly, vol. 2022, iss. 3, p. 182 https://doi.org/10.55056/etq.52 retraction of published article due to the author’s proposal article: educational technology quarterly, vol. 2021, iss. 3, pp. 375-387 (https://doi.org/10. 55056/etq.31) title: features of learning motivation in the conditions of coronavirus pandemic (covid-19) authors: oleg i. pursky, anna v. selivanova, iryna o. buchatska, tatiana v. dubovyk, tatiana v. tomashevska, hanna b. danylchuk the editorial board of educational technology quarterly withdraws paper owing to the author’s proposal. 6 august, 2022 © 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. 182 https://doi.org/10.55056/etq.52 https://doi.org/10.55056/etq.31 https://doi.org/10.55056/etq.31 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org methodology of monitoring negative psychological influences in online media educational technology quarterly, vol. 2022, iss. 2, pp. 143-151 https://doi.org/10.55056/etq.1 methodology of monitoring negative psychological influences in online media tetiana a. vakaliuk1,2,3, ihor a. pilkevych4, dmytro l. fedorchuk4, viacheslav v. osadchyi5, andrii m. tokar4 and olena m. naumchak4 1zhytomyr polytechnic state university, 103 chudnivska str., zhytomyr, 10005, ukraine 2institute for digitalisation of education of the national academy of educational sciences of ukraine, 9 m. berlynskoho str., kyiv, 04060, ukraine 3kryvyi rih state pedagogical university, 54 gagarin ave., kryvyi rih, 50086, ukraine 4korolov zhytomyr military institute, 22 myru ave., zhytomyr, 10004, ukraine 5bogdan khmelnitsky melitopol state pedagogical university, 20 hetmanska str., melitopol, 72300, ukraine abstract. the experience of the military aggression of the russian federation against ukraine has shown the relevance and necessity of understanding the problems of moral and psychological support in the armed forces of ukraine in modern conditions. the problem of constant misinformation of the population, the spread of propaganda and the implementation of destructive psychological influence in the interests of the enemy is very sensitive. the simplest tool for distribution misinformation is the internet (its easy access and wide popularity). the goal of the article is to develop a methodology for monitoring negative psychological influences in online media. the basis of develop methodology is the build a mathematical model using a 4th order polynomial trendline. to determine the number of text messages that were simultaneously processed in statistical analysis, the hurst exponent was applied. indicators of negative psychological influences in text messages are selected. statistical observation is carried out at the expense of a database with text messages from online media. the coefficients of the polynomial regression model are calculated using the least squares method for using a spreadsheet processor microsoft excel, or by solving a system of linear algebraic equations using cramer’s method. it has been proved that the developed mathematical model for monitoring negative psychological influences is adequate over the time interval under study. due to the developed methodology for monitoring negative psychological influences in online media, it is possible to mathematically describe the process of the influence of text messages on a person. the mathematical model underlying the methodology can be used not only at the monitoring stage, but also at the stage of counteracting destructive psychological effects, as well as for the implementation of preventive measures to prevent the spread of such effects by taking into account the frequency and common ways of spreading negative psychological effects in text messages online media. it should be noted that the developed methodology can be used to automate online media monitoring in order to timely identify information threats to military command and control bodies and the personnel of the armed forces of ukraine in the context of ensuring the information security of the state. keywords: online media, negative psychological influence, regression model, methodology of monitoring 143 https://doi.org/10.55056/etq.1 educational technology quarterly, vol. 2022, iss. 2, pp. 143-151 https://doi.org/10.55056/etq.1 1. introduction the experience of the military aggression of the russian federation against ukraine and the analysis of the events that preceded the annexation of crimea and the beginning of hostilities in eastern ukraine proves the problem of information and psychological support in the armed forces of ukraine in modern conditions. ukraine’s world and own experience shows that the internet media is an effective tool for waging a hybrid war, namely the implementation of psychological influence on the personnel of the armed forces of ukraine and the population as a whole. the modern possibilities of online media, combined with scientific and journalistic literature, periodicals, can effectively influence on the mind, consciousness and psyche of millions of people. information and propaganda have become so powerful today that they can cause the appearance, course and end result of political events, even global problems of peace and war [3]. online media monitoring in order to early recognition of information threats for the military command, authorities and the personnel of the armed forces of ukraine is one of the main components of ensuring the information security of the state. for high-quality monitoring activities, it is necessary to develop a methodology for monitoring negative psychological influences based on a mathematical model of their distribution. the object of study is the process of monitoring negative psychological influences. the subject of study is the methodology of monitoring negative psychological influences in online-media. the purpose of the article is to develop a methodology for monitoring negative psychological influences in online media. 1.1. problem statement with the emergence of new spheres of confrontation in modern conflicts, the methods of struggle have shifted towards the integrated use of non-military measures, including information, that achieve their goal through the use of military force. in modern wars and armed conflicts, special attention is paid to the conduct of information warfare. the parties to the conflict make full use of the internet to achieve their goals. one of the areas of using the internet is the distribution of special materials of negative psychological influence through text messages aimed at a specific target audience. the use of methods and methods of waging hybrid wars has turned the information space into a key arena of confrontation between states to achieve national, economic, political, and military goals. the primary purpose of negative psychological " tetianavakaliuk@gmail.com (t. a. vakaliuk); igor.pilkevich@meta.ua (i. a. pilkevych); fedor4uk.d@gmail.com (d. l. fedorchuk); poliform55@gmail.com (v. v. osadchyi); tapir@i.ua (a. m. tokar); olenanau@gmail.com (o. m. naumchak) ~ https://sites.google.com/view/neota/ (t. a. vakaliuk); http://osadchyi.mdpu.org.ua (v. v. osadchyi) � 0000-0001-6825-4697 (t. a. vakaliuk); 0000-0001-5064-3272 (i. a. pilkevych); 0000-0003-2896-3522 (d. l. fedorchuk); 0000-0001-5659-4774 (v. v. osadchyi); 0000-0001-7534-2820 (a. m. tokar); 0000-0003-3336-1032 (o. m. naumchak) © 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. 144 https://doi.org/10.55056/etq.1 mailto:tetianavakaliuk@gmail.com mailto:igor.pilkevich@meta.ua mailto:fedor4uk.d@gmail.com mailto:poliform55@gmail.com mailto:tapir@i.ua mailto:olenanau@gmail.com https://sites.google.com/view/neota/ http://osadchyi.mdpu.org.ua https://orcid.org/0000-0001-6825-4697 https://orcid.org/0000-0001-5064-3272 https://orcid.org/0000-0003-2896-3522 https://orcid.org/0000-0001-5659-4774 https://orcid.org/0000-0001-7534-2820 https://orcid.org/0000-0003-3336-1032 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2022, iss. 2, pp. 143-151 https://doi.org/10.55056/etq.1 influence is to change the emotions, motives, objective reasoning, or behavior of the targeted audience. the phases of a hybrid war are described as follows (figure 1). figure 1: the phases of a hybrid war. as can be seen from figure 1, the role and place of the information component at each phase. mass media such as electronic media, the blogosphere, social networks and other social internet services (online media) are actively and widely used today as a tool of information warfare to carry out negative influences. the effectiveness of their use, first of all, is due to the massive availability of all segments of the population to them, significantly simplifies the achievement of political, economic, financial and other goals by the subjects of the information war in russia. therefore, issues related to monitoring the spread of negative influences are very relevant. also as is known [1], to conduct quality monitoring, it is necessary to have an appropriate mathematical model. therefore, when analyzing literary sources, it is necessary to pay attention to the existing mathematical models of negative psychological impact in online media. 1.2. theoretical background as noted by ulichev [11], informational influences are an effective tool for manipulating people; therefore, the fact of using internet services for the implementation of destructive informational influences determines the development of methods and means of resisting these influences. for effective counteraction, it is necessary to study the nature of such influences and the necessary tools for their analysis. 145 https://doi.org/10.55056/etq.1 educational technology quarterly, vol. 2022, iss. 2, pp. 143-151 https://doi.org/10.55056/etq.1 one of the effective means of studying informational influences is mathematical modeling, especially for predicting the further spread of negative influences. the model can make it possible to predict the consequences of a negative psychological influence with the aim of developing preventive measures to prevent them even before they would be implemented. online media have become one of the most effective means of spreading psychological influence to change the behavior of the target audience to one that is beneficial to the aggressor. ulichev [11] considers a mathematical model of the dissemination of information and psychological influences in a segment of a social network. the network structure is presented as a graph, and the information dissemination is presented as an iterative process. their formal presentation is also described. however, there is no mathematical apparatus for assessing the level of negative psychological influence in online media. savchuk [10] proposes an approach to the construction of a simulation model of the distribution of products of psychological influence in social networks. in this work, the existing approaches, their shortcomings are analyzed and a simulation model based on the logicalanalytical one is developed. however, the mathematical apparatus for assessing the level of negative influence spreading in e-media is also not provided. mazurenko and shtovba [6] provides an overview of models for analyzing social networks, but the presented mathematical models are only for analyzing actors of social networks, and not for assessing the level of negative influence. in [7], a model of a decision-making system is considered for identifying signs of threats to information security in internet services and assessing their level. the considered approach is the most relevant for solving the problem posed in this article, since it considers predicting the distribution of text content in online media based on the hurst exponent. qin, li and yang [9] present a model and a method developed for commercial use, despite the similarity of the analytical task, the difference is that the authors proposed an approach to analyzing the imp influence act of big data from online media on the short-term and long-term performance of large companies. the analysis of literary sources showed that currently there is no mathematical model that would allow monitoring negative psychological influences in the online media. 2. results to develop a methodology for monitoring negative psychological influences in online media, it is proposed to apply the basics of regression analysis. this is because the independent variable (the number of text messages) and the dependent variable (the number of negative psychological influences) can only be related using the regression function. text messages from online media refer to time series. the number of text messages that need to be processed simultaneously can be determined using the hurst exponent [2]: 𝐻 = log(𝑅/𝑠) log(𝛼𝑁) (1) 146 https://doi.org/10.55056/etq.1 educational technology quarterly, vol. 2022, iss. 2, pp. 143-151 https://doi.org/10.55056/etq.1 hurst empirically calculated constant 𝛼 for relatively short-term time series as 0.5, and for information series it is 𝜋/2 [4]. in the monograph [4] it is shown that for information series for 𝑁 = 20...30 hurst exponent 𝐻 = 0.7...0.9 (this indicates that there is a trend in the time series). we will assume that as a result of statistical observation of information in online media, the data presented in table 1. table 1 number of negative psychological influences. no. 1 2 3 4 5 6 7 number of 𝑥𝑖 7 12 10 6 9 13 10 in this case, the graph of the function that describing the negative influence in online media has the form shown in figure 2. figure 2: graph of negative psychological influences in online media. analysis of figure 2 shows that the number of negative psychological influences is described by a graph that has 3 extremums. this indicates that it is advisable to apply a 4th order polynomial trend to describe the obtained time series: 𝑓(𝑥) = 𝑎0𝑥 4 + 𝑎1𝑥 3 + 𝑎2𝑥 2 + 𝑎3𝑥 + 𝑎4 (2) the coefficients of the polynomial can be calculated using the least squares method. the essence of the method is that the sum of the squares of deviations of statistical values 𝑦𝑖 from the calculated ones 𝑌𝑖 = 𝑓(𝑥𝑖, 𝑎1, 𝑎2, 𝑎3, 𝑎4) would be the least 147 https://doi.org/10.55056/etq.1 educational technology quarterly, vol. 2022, iss. 2, pp. 143-151 https://doi.org/10.55056/etq.1 𝑆(𝑎1, 𝑎2, 𝑎3, 𝑎4) = 𝑛∑︁ 𝑖=1 [𝑦𝑖 − 𝑌𝑖]2 = 𝑛∑︁ 𝑖=1 [𝑦𝑖 − 𝑓(𝑥𝑖, 𝑎1, 𝑎2, 𝑎3, 𝑎4)]2 → 𝑚𝑖𝑛 (3) mathematically, the problem of selecting the coefficients of the polynomial is reduced to determining the coefficients of condition (3). we obtain a mathematical model of negative psychological influences in online media: 𝑓(𝑥) = −0.2386𝑥4 + 3.9571𝑥3 − 22.125𝑥2 + 47.751𝑥 − 22.429 (4) as is known [5], one of the important properties of mathematical models is its adequacy. adequacy is understood as the correspondence of the parameters (properties) of the model and the modeled object (that is, the parameters obtained as a result of the experiment). the most common way to test a model for adequacy is to use the methods of mathematical statistics [8]. according to the statistical approach, the actual value of the studied object can be represented as a component: 𝑦𝑖 = 𝑦𝑖 + 𝑒𝑖 (5) the adequacy of the constructed model can be evaluated by applying the formulas for evaluating the random values of the residual series: 𝛥 = 𝑛∑︁ 𝑖=1 |𝑥𝑚𝑖 − 𝑥𝛿𝑖|; 𝛿 = 𝛥 𝑥𝛿 · 100% (6) we get the results: 𝑅2 = 0.9664; 𝛿 = 0.46% (7) this indicates that the constructed mathematical model adequately describes the negative psychological influences in online media over the time interval that was studied. to automate the monitoring of negative psychological influences in online media, it is proposed to use the information system as it is a kind of automated system. the main purpose of creating such systems is to provide end users with access to data that is necessary for their practical activities. dfd diagram (idef0) of the information system for monitoring negative psychological influences is shown in figure 3. this dfd diagram of the information system contains input and output data flow. the information coming to the system is received by means of a neural network as a result of statistical supervision over the information in online media. at the output of the information system are the parameters of a mathematical model that describes the process of psychological impact on a person, as well as the coefficient of determination, which assesses the adequacy of the constructed model. the analysis of parameters of 148 https://doi.org/10.55056/etq.1 educational technology quarterly, vol. 2022, iss. 2, pp. 143-151 https://doi.org/10.55056/etq.1 figure 3: monitoring of negative psychological influences. the received mathematical model will give the opportunity to reveal in due time the information threat which is contained in the information from online media. for example, a change in the parameter 𝑎3 of the constructed model indicates an increase or decrease in the information influence, and a change in the parameters 𝑎0, 𝑎1, 𝑎2 – speed of influence over the simulation time. due to the fact that the constructed mathematical model belongs to the time series, to predict the negative psychological influence, it is advisable to use known methods for predicting time series {𝑓(𝑡), 𝑡 ∈ 𝑇}, given their data for a certain period of time 𝑇 = {1, ..., 𝑁}. for the correct choice of the model in the information system the step-by-step algorithm of a choice of an optimum set of working parameters at which specificity of the investigated time series is considered is offered. thus at each step of monitoring (mathematical modeling) not all class of parameters, and its subset is used. decomposition of the context dfd diagram is presented in figure 4. its structure corresponds to the proposed method. the calculation of text messages that need to be processed simultaneously is performed using the hearst index (1). in the sampling unit, a sample is formed from the input data flow, which contains the number of text messages corresponding to (1). the calculation of the operating parameters of the mathematical model (regression polynomial coefficients) is performed using the least squares method. checking the adequacy of the constructed model is carried out simultaneously with the calculation of the operating parameters of the model. the analysis of the calculated coefficients of the polynomial will allow to estimate changes of negative influence in online media. 3. discussion thus, the methodology of monitoring negative psychological influences in online media consists of a sequence of stages. 149 https://doi.org/10.55056/etq.1 educational technology quarterly, vol. 2022, iss. 2, pp. 143-151 https://doi.org/10.55056/etq.1 figure 4: decomposition of the context dfd diagram. 1. calculate the number of text messages that must be processed simultaneously using the hurst exponent (1). 2. indicators (indicators) of negative psychological influences are set [12]. 3. statistical observation is carried out (counting the number of negative psychological influences that must be processed simultaneously) using information from online media. 4. in accordance with the least squares method, the coefficients of the regression polynomial (operating parameters of the mathematical model) are calculated. 5. the adequacy of the obtained mathematical model is checked by evaluating the absolute and relative errors of the model (7). 4. conclusions the developed methodology of monitoring negative psychological influences in online media makes it possible to mathematically describe the process of information influence on a person. it should be noted that the developed methodology can be used to automate online media monitoring in order to timely identify information threats to military command, authorities and the personnel of the armed forces of ukraine. due to the fact that the development of the methodology did not take into account the physical properties of the research object, it can be used to monitor the effects of any nature, and origin during the studying the practices of hybrid wars and disinformation. 150 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statement 1.2 theoretical background 2 results 3 discussion 4 conclusions creating a cloud-based translator training environment using memsource educational technology quarterly, vol. 2022, iss. 3, pp. 203-215 https://doi.org/10.55056/etq.33 creating a cloud-based translator training environment using memsource rostyslav o. tarasenko1, svitlana m. amelina1, serhiy o. semerikov2,3,4 and liying shen1,5 1national university of life and environmental sciences of ukraine, 15 heroiv oborony str., kyiv, 03041, ukraine 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 naes of ukraine, 9 m. berlynskoho str., kyiv, 04060, ukraine 5anhui international studies university, 2 fanhua ave., hefei, 231201, anhui, china abstract. the paper deals with the possibilities of using the memsource system as the main component of a cloud-based learning environment for training translators. the main advantages of memsource in the educational process are identified: accessibility through the offer of a demo and an academic programme, easy for mastering, the user-friendly interface, a wide functional range. experimental training of students in groups for translation projects with mastery of the tasks of team members of different statuses was carried out. students’ evaluation of the functionality of the memsource system was analysed in terms of learning effectiveness and application in their future professional life. it is proved that the cloud environment formed through the memsource platform helps future translators to master the tools and resources needed to systematically carry out the full range of translation project operations. the feasibility of basing a cloud-based learning environment for translators on the memsource system has been established. it has been experimentally proven that the creation of a cloud environment will optimise the structure and components of translation projects in the training process of higher education institutions that train translators. keywords: cloud-based learning, translation project, memsource, translators 1. introduction today, the arsenal of tools that translators use in their professional work is quite diverse. it includes not only automated and machine translation systems, terminology management systems and translation memory systems, but also a range of service programmes and translation support information sources. there is a clear tendency to focus not only on the use of information support predominantly from internet resources, but also on the use of cloud services that duplicate traditional desktop systems and are accessed via network resources. this leads to the view that today it is not advisable to concentrate on mastering a single software product or " r_tar@nubip.edu.ua (r. o. tarasenko); svetlanaamelina@ukr.net (s. m. amelina); semerikov@ccjournals.eu (s. o. semerikov); 1954023795@qq.com (l. shen) ~ https://nubip.edu.ua/node/8833 (r. o. tarasenko); https://nubip.edu.ua/node/6245 (s. m. amelina); https://kdpu.edu.ua/semerikov (s. o. semerikov) � 0000-0001-6258-2921 (r. o. tarasenko); 0000-0002-6008-3122 (s. m. amelina); 0000-0003-0789-0272 (s. o. semerikov); 0000-0001-7421-2899 (l. shen) © 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. 203 https://doi.org/10.55056/etq.33 mailto:r_tar@nubip.edu.ua mailto:svetlanaamelina@ukr.net mailto:semerikov@ccjournals.eu mailto:1954023795@qq.com https://nubip.edu.ua/node/8833 https://nubip.edu.ua/node/6245 https://kdpu.edu.ua/semerikov https://orcid.org/0000-0001-6258-2921 https://orcid.org/0000-0002-6008-3122 https://orcid.org/0000-0003-0789-0272 https://orcid.org/0000-0001-7421-2899 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2022, iss. 3, pp. 203-215 https://doi.org/10.55056/etq.33 information resource, but rather to form a cloud-oriented environment as a system of necessary tools and resources to carry out the full range of operations for translation projects. the aim of this paper is to explore the possibilities of creating a cloud-based environment for translator training using the memsource system. 2. literature review the popularity of cloud technologies is growing rapidly in all fields of application. the translation industry is no exception. researchers in the field of language technology attribute the increasing use of cloud systems to their greater independence from operating systems and locations, easier conditions for collaboration, savings through operation without installation, and the offer of flexible licensing models [7]. the last two decades have seen a dynamic of scholarly attitudes that correlate with the development of information technologies. in particular, whereas previously only the main benefits of information technology learning for translators were considered, with suggestions for rethinking the teaching of translation [1], the translation process as a whole is now understood as an interaction between translator and computer [2, 3, 9–11]. the proliferation of information technologies in the translation industry, in particular cloud-based technologies, is illustrated, for example, by data from taus, a think tank whose mission is to automate and innovate in the translation industry [4]. according to gambín [6], one of the most important changes over the last ten years has been the proliferation of solutions with a clear trend towards cloud solutions. the use of cloud technologies in translation, according to the scholar, promotes competition, which in turn means lower and more flexible prices. this is particularly relevant for the activities of small groups of translators who do not have the infrastructure and finances that large corporations do, but thanks to cloud platforms, they will be able to compete with them in some way. at the same time, gambín [6] notes that the level of technologies on offer today is very different, but that high-quality solutions are becoming more affordable over time than they used to be. depalma and sargent [5] holds the same view and argues that the field of translation services will undoubtedly move to cloud-based solutions in the near future. practitioners say the most popular translation management systems (tms) on the market include sdl worldserver, memsource, globallink, across [4, 11, 12]. the availability of a choice of cloud offerings is emphasised by muegge [8], noting their wide range, e.g. wordfast anywhere, lionbridge translation workspace, memsource cloud, wordbee, xmt cloud. based on the experience of teaching a master’s course for translators, muegge [8] concludes that cloud-based systems are easy to use, because all a translator needs is an internet connection and a login. since the “heavy” processes (segmentation, tm and glossary search, etc.) in all cloud-based systems take place on the server, there are no multi-step installation procedures required as for desktop systems. 204 https://doi.org/10.55056/etq.33 educational technology quarterly, vol. 2022, iss. 3, pp. 203-215 https://doi.org/10.55056/etq.33 3. results and discussion 3.1. rationale for selecting memsource as the core element of a cloud-based environment for translator training before the actual training, it was advisable to determine the direction of the training in order to develop the specific skills needed by an interpreter for simultaneous interpreting. the memsource cloud-based system for mastering the principles of translation projects is a good choice as the basic component of a cloud-based training environment for translators. the following arguments can support this decision: • although this cat system offers proprietary software, memsource provides the opportunity to take advantage of free software demos for 30 days, subject to registration and compliance with the relevant conditions, • the software interface is clear and easy to master, • the demo versions are functional on all the main operations of translation projects, • ability to integrate with other cloud-based translation tools, • there is a wide choice of interface languages during the registration process, • the possibility of supplementing the functionality of the system by connecting terminology resources via terminology and translation memory databases. an equally important argument in favour of using memsource as the base element of a cloud-based system is its widespread use and study in the world’s leading universities training translators (figure 1). figure 1: geography of university use of the memsource cloud system. 205 https://doi.org/10.55056/etq.33 educational technology quarterly, vol. 2022, iss. 3, pp. 203-215 https://doi.org/10.55056/etq.33 3.2. using memsource in translator training to create a cloud-based environment the official memsource website offers different versions of the programme, structured according to need and the level of work to be performed. in particular, offers are presented in different packages: for freelancers, small translation structures and powerful translation structures in four separate packages: team start, team, ultimate, and enterprise. each of these packages can be used to form a cloud-based environment for translator training. however, we have chosen team to model, as closely as possible, the organisation of the workflow and the automation of its stages with a multi-level management structure and control of the conditions of translation services according to the iso 17100:2015 standard. another important condition for using this package was that we received an annual licence to use it under the academic programme (figure 2). figure 2: marking on the memsource cloud system website that the licence has been granted. this is necessary, given that building a cloud-based environment based on this memsource package is a painstaking and time-consuming job, and its use should provide training for students throughout the academic year, which unfortunately cannot be fully realised using the demo. 3.3. features of using team for translation projects in a cloud-based environment as mentioned earlier, the team package is best suited to meet the needs of translation structures operating under a defined management hierarchy and practising a team approach to delivering translation projects. mastering the team suite will enable students to acquire skills 206 https://doi.org/10.55056/etq.33 educational technology quarterly, vol. 2022, iss. 3, pp. 203-215 https://doi.org/10.55056/etq.33 in the administration of translation projects, management of human resources, terminology management, automated task preparation and distribution, analytical evaluation of project tasks, and performance evaluation of each individual participant in project implementation. as the team package allows the organisation of a hierarchical management system, a cadre of performers was formed from the students and given different statuses. in particular, the system provides four different statuses that can be given to enrolled performers, namely: “administrator”, “project manager”, “linguist” and “guest”. depending on their status, each performer had different opportunities and rights of access to carry out certain actions. the administrator provided by far the highest level of functionality. in particular, he or she could create translation projects; enroll new performers; set and change performer statuses; assign tasks to performers within a project; monitor the status of each individual performer and the whole project team; and create, edit and populate translation memories and terminology databases. in order to master other roles as participants in a translation project, students could be given the statuses of “project manager” and “linguist”, which changed over the course of their work on different projects. students with project manager status mastered management skills. the range of functionality of the system manager depended largely on the settings set by the administrator. one of the main functions of the manager was to work out the distribution of tasks between the projects implementers (figure 3). figure 3: allocating tasks between project implementers in the memsource system. the settings established for this status also allowed for the creation and maintenance of terminology and translation memory bases within a single project, the management of its executing team, and the monitoring of the project’s progress status (figure 4). the vast majority of the students in each individual project had the status of “linguist”. they were engaged directly to carry out the translation by performing a specific task. students who acted as editors also held this status. before the translation started, the manager ensured that a specially created terminology and translation memory database was connected to the project. this was done with the aim of having students with linguist status practise the overwhelming number of possible features implemented in the memsource system. in particular, provided the original segmented text 207 https://doi.org/10.55056/etq.33 educational technology quarterly, vol. 2022, iss. 3, pp. 203-215 https://doi.org/10.55056/etq.33 figure 4: monitoring the status of projects and tasks in the memsource system. was presented in a special window, the student was able to fill in variants of the target text in different ways (figure 5). these included: writing the target text manually from the keyboard; substituting a suggested translation variant based on the translation results in the selected machine translation system; substituting a suggested translation variant based on the results of a match with a segment in the connected translation memory, selecting the corresponding individual term suggested from the terminology database. figure 5: example of translation in the memsource system. 208 https://doi.org/10.55056/etq.33 educational technology quarterly, vol. 2022, iss. 3, pp. 203-215 https://doi.org/10.55056/etq.33 3.4. the importance of translation quality management and related capabilities in a cloud-oriented environment with memsource the large volume of material cannot be translated by using even highly qualified translators without the latest information technology-based tools. experience has shown that the traditional approach to translating large volumes of documentation in the education sector by a team of translators has a number of negative consequences: • low productivity due to the need for each translator to translate the same terminology several times in isolation, • lack of uniform terminology used by each translator in a particular academic and scientific field, which leads to difficulty in understanding the content of the translated text by users, • the difficulty of coordinating the activities of a group of translators, • a high degree of dependence of the successful completion of a translation on the individual translator as the individual owner of the terminology resource. with this in mind, it is advisable to train translators with the understanding that their future professional activities will involve them mainly in teamwork in translation projects with the obligatory use of the latest information technologies. cloud-based systems are promising in this regard and have a number of advantages, as already mentioned in this paper. the execution of translation projects enables a team of translators to coordinate their work, distribute tasks and get results, thus achieving the goal of translating a large volume of textual material. at the same time, however, there is also the issue of ensuring the quality of the translated material, since losses in translation quality can be due to various types of errors, ranging from minor ones that do not make the target text difficult to understand to important ones that can lead to future misunderstandings or even losses due to incorrect or inaccurate translation. particular attention is required to ensure that translators working on the same project use consistent terminology in order to avoid disagreements when translating parts of the same text. in this aspect, it is valuable for training future translators to learn to apply the qa (quality assurance) management processes built into memsource after the translation has been completed, or even in the intermediate stages of completion. this gives the translator a powerful tool to see what spelling mistakes have been made, identify missing elements in the translated segment in relation to the source segment, and ensure terminology consistency based on a connected terminology database, and so on (figures 6, 7, 8). in order to successfully master the qa processes, students learned a sequence of actions, namely: • activate the tab of the same name in the window, which, by default, displays the suggested translation options. in this case, a list of errors detected by the system will be displayed with the number of the segment in which they occurred, • make the necessary changes to the target text in those segments where the system has detected errors. 209 https://doi.org/10.55056/etq.33 educational technology quarterly, vol. 2022, iss. 3, pp. 203-215 https://doi.org/10.55056/etq.33 figure 6: checking spelling in memsource. figure 7: operations for obtaining translation results. 210 https://doi.org/10.55056/etq.33 educational technology quarterly, vol. 2022, iss. 3, pp. 203-215 https://doi.org/10.55056/etq.33 figure 8: checking the correctness of the translation by comparing segments of the source and target texts. once the translation of the file had been completed, the students’ next steps were to receive the translation results as a file in the format in which the original file was also posted, or to submit the results to the editor for review. in the first case, they activated the browser tab with the translation project window, highlighted the task whose translation results were to be received as a file and selected the finished file for downloading via the context menu. as a result of these actions, the student received on their own computer a downloaded file with the target text, created based on the results of the translation and quality assurance activities. in the second case, when editing is necessary before uploading the final translation results, students are reminded to select the docx option in the context menu. this will allow uploading the translation results by means of a bilingual text whose segments are placed in a table. this option is useful if the person editing the translated text prefers to work with a text file in a text editor. it is also possible to check spelling when working with such a file, using the appropriate features of a text editor. in general, in terms of translation quality assurance, a cloud-based translation memory system is better suited to cooperation between distributed teams of translators. by storing the linguistic resources (tm, tb, and bilingual mxliff) on one central server, translators can easily access the resources together and simultaneously. this allows already translated segments and created terms to be shared during the translation process. in addition, the workflow feature allows different project participants, such as translators, editors and proofreaders, to work on a document simultaneously, which can significantly reduce the turnaround time of a translation project. 211 https://doi.org/10.55056/etq.33 educational technology quarterly, vol. 2022, iss. 3, pp. 203-215 https://doi.org/10.55056/etq.33 4. analysis of the feasibility of using memsource in interpreter training as a core component of a cloud-based environment in order to determine the feasibility of using memsource in translator training as the main component of a cloud-based environment, we proposed to the students who had gained experience with this cloud-based automated translation system while studying the course “information technologies in translation projects” (67 students) to evaluate the usefulness of the individual functions of the system using a 5-point scale. the list of functions include: source text review during translation, display of full matches, display of fuzzy matches, integration with the mt system, merge/divide segments, use of repetitions, spell check on input, automated search for terms in the database, confirmation and saving of a segment, formal criteria check with error message, spell check of all translation units, export of target text, editing of source text, comments, automatic completion of the target segment based on mt translation results, copying a segment of source text into a segment of target text. the results obtained (number of responses with a score to each function) are presented in table 1. table 1 results of students’ evaluation of memsource system functions. function evaluation 1 2 3 4 5 source text review during translation 0 0 4 18 45 display of full matches 0 0 0 26 41 display of fuzzy matches 0 0 0 30 37 integration with the mt system 0 0 0 8 59 editing of source text 3 6 7 48 3 automatic completion of the target segment based on mt translation results 0 0 12 38 17 copying a segment of source text into a segment of target text 0 0 17 35 15 merge/divide segments 0 0 18 27 22 use of repetitions 0 0 0 23 44 spell check on input 0 0 0 11 56 comments 5 7 35 9 11 automated search for terms in the database 0 0 0 26 41 confirmation and saving of a segment 0 0 0 18 49 spell check of all translation units 0 0 0 13 54 formal criteria check with error message 0 0 8 29 30 export of target text 0 0 0 21 46 the responses received indicate that the following memsource features received a 100% positive rating (a positive rating was taken to mean a score of 4 and 5): • display of full matches (26+41), • display of fuzzy matches (30+37), • integration with the mt system (8+59), 212 https://doi.org/10.55056/etq.33 educational technology quarterly, vol. 2022, iss. 3, pp. 203-215 https://doi.org/10.55056/etq.33 • use of repetitions (23+44), • spell check on input (11+56), • automated search for terms in the database (26+41), • confirmation and saving of a segment (18+49), • spell check of all translation units (13+54), • export of target text (21+46). this high score for a significant number of functions indicates that the students have understood their benefits and usability, have mastered their skills and realised their effectiveness. at the same time, several functions received a lower proportion of positive ratings, in particular: • source text review during translation (94%), • formal criteria check with error message (88%), • automatic completion of the target segment based on mt translation results (82%), • copying a segment of source text into a segment of target text (75%), • merge/divide segments (73%). this is, in our opinion, primarily because these functions are not quite typical in the translation process and the students have not fully understood their meaning and necessity. the two functions that received the most varied evaluations were editing of the source text and comments. it is likely that some students did not appreciate their role in the translation process. overall, the vast majority of students who participated in the experiential learning, positively evaluating most features of the system, confirmed our assumption about the use of memsource as a core component of a cloud-based environment. 5. conclusions the use of the memsource system as the main component for creating a cloud-based environment for training translators has shown that it can be used in the educational process due to a number of significant advantages, which include: • accessibility through the offer of a demo and an academic programme, • easy for students to master, especially in cases where they have already studied one of the desktop translation systems, • the user-friendly interface, which greatly simplifies working with the system, • a wide functional range, allowing prospective translators to practise the different roles of participants in a translation project with relevant skills and abilities, • the prospect of applying the experience gained with the system to future professional activities. 213 https://doi.org/10.55056/etq.33 educational technology quarterly, vol. 2022, iss. 3, pp. 203-215 https://doi.org/10.55056/etq.33 the cloud-based environment formed using the memsource platform helps to ensure that prospective translators learn the tools and resources they need to carry out a full range of translation project operations in a systematic way. the creation of a cloud-based environment will also optimise the structure and components of translation projects in the educational process of higher education institutions that train translators. this involves the justification, selection and enhancement of translation project tools, the basis of which will be cloud-based automated translation systems integrated with translation memory systems and systems for the creation and maintenance of educational and scientific terminology databases. references [1] bowker, l., 2002. computer-aided translation technology: a practical introduction, didactics of translation. ottawa: university of ottawa press. available from: https://www.jstor. org/stable/j.ctt1ch78kf . 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[5] depalma, d.a. and sargent, b.b., 2013. translation services and software in the cloud. how lsps will move to cloud-based solutions. cambridge, ma: common sense advisory. available from: https://docplayer.net/ 12897484-translation-services-and-software-in-the-cloud.html. [6] gambín, j., 2014. evolution of cloud-based translation memory. multilingual, 25(3), pp.46–49. available from: https://dig.multilingual.com/2014-04-05/index.html?page=46. [7] imhof, t., 2014. übersetzung in der cloud – geschichte, tools und trends. infoblatt, (01), pp.8–10. available from: http://web.archive.org/web/20150430005107/http://infoblatt. adue-nord.de/infoblatt-2014-01.pdf . [8] muegge, u., 2013. cloud-basierte übersetzungs-management-systeme: wer teilt, gewinnt. mdü: fachzeitschrift für dolmetscher und übersetzer, 59(1), pp.14–17. available from: http://works.bepress.com/uwe_muegge/81/. 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[10] tarasenko, r. and amelina, s., 2020. a unification of the study of terminological resource management in the automated translation systems as an innovative element of technological training of translators. proceedings of the 16th international conference on ict in education, research and industrial applications. integration, harmoniza214 https://doi.org/10.55056/etq.33 https://www.jstor.org/stable/j.ctt1ch78kf https://www.jstor.org/stable/j.ctt1ch78kf https://www.jostrans.org/issue25/art_bundgaard.php https://www.jostrans.org/issue25/art_bundgaard.php https://doi.org/10.4324/9781315749129 https://silo.tips/downloadfile/translation-technology-landscape-report https://silo.tips/downloadfile/translation-technology-landscape-report https://docplayer.net/12897484-translation-services-and-software-in-the-cloud.html https://docplayer.net/12897484-translation-services-and-software-in-the-cloud.html https://dig.multilingual.com/2014-04-05/index.html?page=46 http://web.archive.org/web/20150430005107/http://infoblatt.adue-nord.de/infoblatt-2014-01.pdf http://web.archive.org/web/20150430005107/http://infoblatt.adue-nord.de/infoblatt-2014-01.pdf http://works.bepress.com/uwe_muegge/81/ https://doi.org/10.1075/ts.1.05obr educational technology quarterly, vol. 2022, iss. 3, pp. 203-215 https://doi.org/10.55056/etq.33 tion and knowledge transfer. workshops, kharkiv, ukraine, october 06-10, 2020. ceurws.org, ceur workshop proceedings, vol. 2732, pp.1012–1027. available from: http: //ceur-ws.org/vol-2732/20201012.pdf . [11] tarasenko, r.o., amelina, s.m. and azaryan, a.a., 2020. improving the content of training future translators in the aspect of studying modern cat tools. cte workshop proceedings, 7, p.360–375. available from: https://doi.org/10.55056/cte.365. [12] ultimate languages, 2018. what are cat tools? available from: https://ultimatelanguages. com/2018/10/16/what-are-cat-tools/. 215 https://doi.org/10.55056/etq.33 http://ceur-ws.org/vol-2732/20201012.pdf http://ceur-ws.org/vol-2732/20201012.pdf https://doi.org/10.55056/cte.365 https://ultimatelanguages.com/2018/10/16/what-are-cat-tools/ https://ultimatelanguages.com/2018/10/16/what-are-cat-tools/ 1 introduction 2 literature review 3 results and discussion 3.1 rationale for selecting memsource as the core element of a cloud-based environment for translator training 3.2 using memsource in translator training to create a cloud-based environment 3.3 features of using team for translation projects in a cloud-based environment 3.4 the importance of translation quality management and related capabilities in a cloud-oriented environment with memsource 4 analysis of the feasibility of using memsource in interpreter training as a core component of a cloud-based environment 5 conclusions educational direction of stem in the system of realization of blended teaching of physics educational direction of stem in the system of realization of blended teaching of physics oleksandr o. martyniuk1, oleksandr s. martyniuk1, serhii s. pankevych1 and ivan o. muzyka2 1lesya ukrainka volyn national university, 13 voli ave., lutsk, 43025, ukraine 2kryvyi rih national university, 11 vitalii matusevych str., kryvyi rih, 50027, ukraine abstract. today’s requirements for the training of specialists encourage the modernization of education through the introduction of new educational technologies, in particular the introduction of stem (science, technology, engineering and mathematics). the article analyzes the aspects of the concept of stem implementation in the educational sector of ukraine. the analysis of scientific works on the development of stem education allowed to establish the features of teaching physics, taking into account current trends in education. the components of stem teaching of physics include means of blended learning in combination with cloud-based technologies. this concept is especially relevant in the context of the covid-19 pandemic. seven models of blended learning, which are the most common in educational practice in ukraine, are analyzed. the concepts of compositional combination of full-scale experiment with the use of digital laboratories, cloud services and byod (bring your own device) technologies as tools for the implementation of blended learning in the stem system are outlined. guided by the recommendations of the state program to improve the quality of natural and mathematical education, the emphasis is on the use of modern experimental tools and digital laboratories. the use of digital laboratories makes it possible to organize a physical experiment at a fundamentally new level. an example of a complex study of mechanics using a digital laboratory, cloud services and byod technology is given. the results of the pedagogical experiment convincingly prove that the technologies of blended learning with the use of cloud services and byod tools are a powerful tool in the work of teachers. keywords: stem education, byod, blended learning, digital lab, physical experiment 1. introduction ensuring the competitiveness of ukraine as a european state is possible by combining the interaction of economy, education and science with the active introduction of innovations in all spheres of human activity. today’s requirements for the training of specialists capable of innovative activities update the quality of education, in particular natural-mathematical and technological components, encourage its modernization through the introduction of new educational technologies, including the introduction of stem direction. this direction arose at the request of modern business, which requires professionals in new industries and involves a combination of natural sciences and mathematics and engineering [10, 11, 17]. the introduction of stem in the education sector changes the economy, makes it competitive and innovative. " oleksandr_kyiv@ukr.net (o. o. martyniuk); martynyuk.oleksandr@vnu.edu.ua (o. s. martyniuk); pankevich.sergiy@vnu.edu.ua (s. s. pankevych); musicvano@gmail.com (i. o. muzyka) � 0000-0003-1758-2580 (o. o. martyniuk); 0000-0003-4473-7883 (o. s. martyniuk); 0000-0002-5715-2107 (s. s. pankevych); 0000-0002-9202-2973 (i. o. muzyka) © 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. mailto:oleksandr_kyiv@ukr.net mailto:martynyuk.oleksandr@vnu.edu.ua mailto:pankevich.sergiy@vnu.edu.ua mailto:musicvano@gmail.com https://orcid.org/0000-0003-1758-2580 https://orcid.org/0000-0003-4473-7883 https://orcid.org/0000-0002-5715-2107 https://orcid.org/0000-0002-9202-2973 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2021, iss. 3, pp. 347-359 https://doi.org/10.55056/etq.39 the order of the cabinet of ministers of ukraine of january 13, 2021 № 131-r provides for the implementation of a number of measures to implement the concept for the development of natural and mathematical education (stem education) until 2027, related to the formation and development of research and engineering skills, invention, entrepreneurship, early professional self-determination, popularization of scientific, technical and engineering professions [14]. recently, the stem education department of the institute of education content modernization developed methodological recommendations for the development of stem education in general secondary and out-of-school education institutions in the 2021/2022 academic year. here, in particular, it is stated: “in the implementation of stem training on the principle of integration, project activities are relevant. the implementation of stem projects involves integrated research, creative activities of students aimed at mastering the methods of scientific knowledge and their practical implementation, in particular, in everyday activities, finding ways to solve problems, critical evaluation of the results and scientific worldview formation [6]. some aspects of the introduction of stem education were considered by national academy of engineering and national research council [13] (stem integration as an important innovation of the modern educational paradigm), lin, wang and wu [7] (design and implementation of interdisciplinary stem instruction), slipukhina et al. [19] (features of application of the multidisciplinary approach in stem training, engineering methods in science education), sharko [18] (methods of teaching natural sciences and mathematics in secondary and higher education institutions using stem education technologies). educational robotics and game-based learning were researched by morze and strutynska [12], papadakis and kalogiannakis [15], tzagkaraki, papadakis and kalogiannakis [20]. our analysis of scientific works on the development of stem education allowed to establish the following features of teaching physics, taking into account current trends in education: 1. focus on personality-oriented learning and widespread introduction of integrated education using stem technologies; 2. the ratio and combination of the humanities and natural sciences, which, accordingly, relates to the teaching of physics; 3. introduction of digital and cloud learning technologies raise physical education to a new higher level; 4. popularization of technology and engineering within stem education; 5. taking into account the results of psychological and pedagogical research in the analysis of the content of the physical experiment in the context of the development of stem education. in the context of this, the method of teaching physics in terms of stem training is focused on the current state of technology, taking into account the latest achievements of psychology and educational sciences. this helps to increase the activity of students in mastering new skills and knowledge, and the focus of the educational process on future professional activities. the components of stem physics training include blended learning tools in combination with cloud-based technologies. this concept is especially relevant in the context of the covid-19 pandemic [16]. the classification of stem technologies for teaching physics is given in figure 1. blended learning is an educational concept in which a student acquires knowledge both independently online and in person with a teacher. this approach makes it possible to control 348 https://doi.org/10.55056/etq.39 educational technology quarterly, vol. 2021, iss. 3, pp. 347-359 https://doi.org/10.55056/etq.39 figure 1: classification of stem technologies for teaching physics. the time, place, pace and result of learning the material and allows you to combine traditional techniques and modern technologies [1]. along with this, blended learning has a number of advantages: • individualization of training; • opportunity for self-development, independent learning; • motivation for students, the emergence of a sense of success; • effective use of study time; • use of advanced diagnostic tools; • formation of team work skills; • establishing partnerships between teachers, students and parents; • saving of material resources; • raising the level of digital literacy; • changing priorities for the use of internet resources (focus on educational material, not on social networks and games). these advantages of blended learning successfully implement the concept of the new ukrainian school [21], consolidate the educational process, and thus provide quality formation of the main key competencies of the graduate of the educational institution, including: • basic competencies in natural sciences and technologies; • information and digital competence; • ability to life long learning; • mathematical competence; • initiative and entrepreneurship; • social and civic competence; • environmental literacy and healthy living. when organizing the educational activities for a group of students, the teacher must have different models of blended learning. there are different approaches to their classification. we 349 https://doi.org/10.55056/etq.39 educational technology quarterly, vol. 2021, iss. 3, pp. 347-359 https://doi.org/10.55056/etq.39 propose to consider seven models that are most common in educational practice [2]: face-toface driver model, rotation model, flex model, online lab model, self-blend model and flipped classroom model. in all cases, blended learning is characterized by three main components: 1) component of traditional direct personal interaction of participants in the educational process; 2) component of interactive interaction mediated by computer telecommunication technologies and electronic information and educational resources. 3) component of self-education. in the process of teaching physics, the most optimal models are: the flipped classroom model and the model of reinforcement of traditional learning (face-to-face driver), because the rest of them are implemented mainly through distance learning, so their use in the learning process in physics is limited. for effective physics learning it is important to experiment, which can be implemented in the process of full-time training. therefore, the problem of implementing the method of compositional combination of field experiment, cloud services and the use of byod technologies as a tool for the implementation of blended learning in the system of stem education is relevant [3, 8]. equally important is the development of methodological recommendations to ensure the education of scientific and applied (professional) direction. the purpose of the article is to outline the concept of compositional combination of full-scale experiment with the use of digital laboratories, cloud services and byod technologies as tools for the implementation of blended learning in the system of stem education. 2. the theoretical backgrounds implementing and using of blended education has advantages, which positively influence educational process effectiveness: • scaling, allows you to significantly increase the audience of participants in the educational process through electronic (distance) learning using cloud technologies; • speed, you can teach many people at the same time on the material that was developed for one participant; • mobility, is provided with the opportunity to learn at any time, from anywhere. the blended nature of learning involves a combination of different forms and systems of learning: • classroom training in the presence of a teacher, which involves direct contact of students and teachers; • interactive learning – online learning (e-learning), which is carried out using an instrumental environment (e-learning course, virtual classes and laboratories, conference calls, individual counseling via e-mail, discussion forums, chats, blogs); • training with the support of various cloud-based tools and educational materials. the information and technological system of blended learning provides users with e-learning materials, as well as the opportunity to ask questions and communicate with the teacher, to 350 https://doi.org/10.55056/etq.39 educational technology quarterly, vol. 2021, iss. 3, pp. 347-359 https://doi.org/10.55056/etq.39 conduct independent testing. the use of cloud technologies opens wide opportunities for interactive blended learning. having acquired theoretical knowledge, the basis and basis for the transition to intensive practical training is created, which can be carried out in person or remotely. in these two cases, logistics is important. currently, modern tools and technologies are being actively introduced into all spheres of human life, which requires teachers to use devices and equipment in their work that promote the development of motivation to learn, which, in turn, will improve the cognitive activity of students. the use of digital laboratories makes it possible to organize a physical experiment at a fundamentally new level, to move to the elements of scientific knowledge, from qualitative assessments of the studied phenomena to a systematic analysis of their quantitative characteristics [5, 9]. the use of digital laboratories in the educational experiment in physics helps to increase interest in the study of the subject and the formation of the experimental component of subject competence. the digital laboratory is a modern universal computerized system used for a wide range of research, demonstrations, laboratory work in physics, chemistry and biology. the use of digital laboratories allows you to get an idea of related educational areas: • information technology; • functions and graphs, mathematical processing of experimental data, statistics, approximate calculations; • methods of conducting research, compiling reports, presentation of work performed. compared to traditional equipment, digital laboratories provide the ability to: • reduce the time spent on the preparation and conduct of a frontal or demonstration experiment; • increase the visibility of the experiment and visualization of its results, expand the list of experiments; • process and analyze experimental data with great accuracy; • perform measurements in the field; • modernize the traditional experiment; • create videos of demonstration experiments, which allows you to form your own bank of clarity; • compare the data received in the course of carrying out experiments, and to carry out serious statistical processing of results; however, there are also difficulties that may arise when working with a digital laboratory: • inability to obtain appropriate graphical dependencies (due to the significant number of measurements per unit time), which sometimes distorts the content of the results; • during the processing of graphs quite complex transformations are used, which are not always clear to students; • there is a need for additional time to explain the material related to the use of digital laboratories. 351 https://doi.org/10.55056/etq.39 educational technology quarterly, vol. 2021, iss. 3, pp. 347-359 https://doi.org/10.55056/etq.39 3. findings the main purpose of the pedagogical experiment is to establish the degree of influence of the proposed method of using stem equipment on the effectiveness of teaching physics, to increase interest in its study and acquisition of knowledge by students of general secondary education. the organization of the pedagogical experiment was based on the hypothesis that the proposed method of forming students’ experimental abilities based on the use of modern digital equipment will effectively influence the formation of experimental skills, activities, information concepts and increase interest and level of student achievement. the content of the pedagogical experiment involved the solution of many problems, among them we consider important from the point of view of research: 1. establishing and formulating problems and difficulties in forming students’ experimental skills, finding ways to solve them, formulating a research hypothesis. 2. analysis of the approaches to the organization and conduct of educational physical experiment described in the methodological literature, features of their use in the educational process. 3. development of new means of forming students’ experimental skills based on mobile and remote technologies and methods of their application in the educational process. 4. development of instructional and methodical materials. 5. verification of pedagogical efficiency of methodical approaches, receptions and ways of application of author’s developments of formation of experimental skills and reliability of the accepted hypothesis of research. at the stage of the observational experiment, the problems of using digital equipment (digital laboratories, gadgets, etc.) in the practice of teaching physics in general secondary education, as well as the availability of methodological developments (recommendations) for the use of such equipment were studied. it is established that the programs for general secondary education institutions in ukraine (basic, academic and profile levels) do not specify such use of funds, and textbooks for students contain laboratory work that is not based on the integrated use of digital systems and mobile technologies. the observational experiment showed considerable interest of students and teachers in the use of stem tools in the educational process in physics, in particular for the formation of experimental skills. the availability of appropriate equipment (tablets, smartphones, etc.) contributed to this increase in interest. at the same time, during the experiment it was found that more students than teachers are interested in independent experimental work, respectively 65% and 29% of respondents. it is established that the greatest interest for the student is such a form of classes as laboratory work using stem tools. 75–80% of respondents in the profile classes expressed their opinion. among them, about 50% of those who have difficulty processing research results, and only about 30% of those who use software to process data and build graphical dependencies. in general, 60–85% of respondents (students and teachers) in each class said that it is important to conduct a full-scale experiment, and to carry out comprehensive processing of experimental results with modern digital tools to build graphical relationships between physical quantities. 352 https://doi.org/10.55056/etq.39 educational technology quarterly, vol. 2021, iss. 3, pp. 347-359 https://doi.org/10.55056/etq.39 figure 2: digital measuring complex skoolto (https://mirroschool.com/product/40338/). currently, a large number of different digital laboratories and measuring systems have been developed. currently popular are: einstein digital measuring system [4]; digital laboratories labdisc, relab; software and hardware complex afs (“all for school”); digital laboratories of the german company phywe, specially designed for the school curriculum; nova 5000 is a specialized portable computer from fourier systems, with a built-in data logger – a computer for the science room. in the process of analyzing user feedback, we found that the issue of methods of using digital measuring systems in general secondary education and higher education institutions is not sufficiently developed. we propose to use a digital laboratory in combination with cloud services and byod technologies to implement blended learning. consider the example of using the digital measuring system skoolto (figure 2). unlike similar equipment, the proposed option has a number of advantages: much lower cost, convenient and clear interface in ukrainian, a large number of necessary sensors, graphical visualization of data, definition of basic parameters, their storage, export to conventional formats (xls, pdf). another feature of the complex is the ability to connect to the network, which allows to download the results of the experiment. consider an example of a comprehensive implementation of the study “movement of the body on an inclined plane”. in the course of experiment performance researches of characteristics of movement of a body on an inclined plane (figure 3) on the basis of analyzes of the schedule of dependence of movement on time are carried out. the experiment is performed by the teacher in the lesson, or conducts a video broadcast using the google meet service. the teacher performs the experiment several times, changing the angle of the plane. the 353 https://doi.org/10.55056/etq.39 https://mirroschool.com/product/40338/ educational technology quarterly, vol. 2021, iss. 3, pp. 347-359 https://doi.org/10.55056/etq.39 figure 3: experimental setup to study the characteristics of body motion on an inclined plane. result of the experiment are graphs describing the movement of the cart on an inclined plane, which the teacher exports to a spreadsheet editor with the xls extension for further analysis by students. conclusions on the results of the work performed by students are announced in class, or sent for review using the google classroom service. to conduct the experiment at home, the teacher suggests using the mobile application phyphox. phyphox is a very convenient free application that allows you to perform measurements and research with all smartphone sensors (gyroscope, magnetometer, light sensor, barometer, accelerometer, etc.), record results, present them graphically, as well as store and disseminate experimental results (figure 4). it has the following features: • the presence of all necessary sensors in one environment, it is not necessary to download a separate application for each sensor; • the ability to export data in a ms excel spreadsheet in xls format; • the ability to record the results and present them graphically; • phyphox can be controlled remotely from any device that is on the same network as the smartphone and has a modern web browser; • the application allows you to create your own experiments using a visual experiment editor. to perform the research, the teacher recommends previewing the video, which explains the sequence of actions, and make an experimental setup from the improvised materials that everyone has. an inclined plane can be any board resting on a stand (for example from books). height can be measured with a ruler. to use a smartphone, it is necessary to place it in a cylinder (for example, an empty case of chips) and fix it with foam or paper (figure 5). students perform research based on the recommendations they see in the video and send a report on the work done: the results obtained in the form of graphs, a table with the obtained data, calculations, conclusions to the work. 354 https://doi.org/10.55056/etq.39 https://classroom.google.com https://phyphox.org/ educational technology quarterly, vol. 2021, iss. 3, pp. 347-359 https://doi.org/10.55056/etq.39 figure 4: phyphox at work. based on the use of the proposed tools in the educational process of the general secondary education institutions of ukraine identified by us, a formative pedagogical experiment was conducted. the purpose of the formative pedagogical experiment is to test the effectiveness of the method of using the digital laboratory, cloud services and byod tools. the method of forming students’ experimental skills was tested and implemented. among the research methods used: questionnaires of students, their testing, observation of the learning process, statistical data processing. at the final stage, the control of academic achievements of students of experimental 355 https://doi.org/10.55056/etq.39 educational technology quarterly, vol. 2021, iss. 3, pp. 347-359 https://doi.org/10.55056/etq.39 figure 5: smartphone mounted in a cylinder. and control classes was carried out. according to the results of the pedagogical experiment, a significant change in the indicators of increasing interest, motivation, creativity in students to study physics (table 1). at the same time, the above-mentioned indicators for students in the control classes remained within the statistical error. the results of the pedagogical experiment show that teaching students with the use of stem technologies increases the level of skills to pose a problem, search for its solution, conduct experimental research, processing the results of the experiment, which generally provides the formation of meta-subject experimental skills. 356 https://doi.org/10.55056/etq.39 educational technology quarterly, vol. 2021, iss. 3, pp. 347-359 https://doi.org/10.55056/etq.39 table 1 the results of the formation of experimental skills of students of the experimental group. index indicators before the experiment, % after the experiment, % interest in studying physics 30 60 motivation to perform experiments 35 65 creativity 20 40 methods of activity, reflection 30 65 indicator of the formation of experimental skills 40 70 4. conclusion the use of blended learning in the educational process contributes to the intensification of the learning process, providing constant access to educational resources at any time and in any place. the concept is a powerful tool for forming a person of the information society, capable for self-improvement throughout life. our pedagogical experiment proved that blended learning technologies using cloud services and byod tools provide the teacher with powerful tools to achieve this goal. developed and adapted methodological and technical tools for remote support of educational physical experiment meets the implementation of organizational and methodological requirements in the implementation of stem education. the preparation of students according to our proposed method of using mobile tools during blended learning increases the level of skills to pose an experimental problem and look for ways to solve it, which ensures the formation of subject and digital competence of students. references [1] bilousova, l., gryzun, l. and zhytienova, n., 2021. interactive methods in blended learning of the fundamentals of ui/ux design by pre-service specialists. educational technology quarterly. available from: https://doi.org/10.55056/etq.34. 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[21] zhorova, i., kokhanovska, o., khudenko, o., osypova, n. and kuzminska, o., 2022. teachers’ training for the use of digital tools of the formative assessment in the implementation of the concept of the new ukrainian school. educational technology quarterly, 2022. available from: https://doi.org/10.55056/etq.11. 359 https://doi.org/10.55056/etq.39 https://cutt.ly/glpgmfg https://doi.org/10.55056/etq.11 1 introduction 2 the theoretical backgrounds 3 findings 4 conclusion hackathons in computer science education: monitoring and evaluation of programming projects educational technology quarterly, vol. 2022, iss. 1, pp. 20-34 https://doi.org/10.55056/etq.5 hackathons in computer science education: monitoring and evaluation of programming projects zarema s. seidametova1, zinnur s. abduramanov1 and girey s. seydametov1 1crimean engineering and pedagogical university, 8 uchebnyi per., simferopol, 95015, crimea abstract. there are several ways in making learning activities more engaging and interesting to computer science students. in addition to traditional higher education (curriculum, project-based approaches, lectures, labs), we consider competitive approaches such as hackathons to develop hard and soft skills. computer science education needs to change requirements for hard and soft skills. in order hard skills university cs education has to capture the changes behind the trends, such as big data, artificial intelligence, cloud computing, etc. developing soft skills is important teamwork, end-user awareness, collaboration, etc. this study aims to present the various ways to implement hackathons in the context of cs education. we also present a taxonomy of hackathons based on our experiences and observations from 2016 to the present. we aim to share our lessons learned on the following issues: (1) how can hackathons be designed in cs education to teach students necessary skills and competencies; (2) what kinds of programming projects monitoring and evaluation we need during hackathons. keywords: computer science education, programming project, soft and hard skills, agile methods, hackathon, collaboration 1. introduction nowadays time-based events, such as hackathons, code camps, or code fests, are used to learn and teach industrial software development using intensive collaboration to complete a project. like teaching programming and software development courses, time-based events (particularly, hackathons) can be considered as successful learning tools. hackathons have been adopted not only in computer science, software engineering education [2, 12, 18, 22, 27–29] but in enterprises [9, 30], corporations [23], virtual communities [3, 16, 25] and others. most hackathons are organized with specific goals to create some innovative technology or product. briscoe and mulligan [4] describes a hackathon as a digital innovation that can be used to teach computer science concepts. falk, kannabiran and hansen [7], kollwitz and dinter [17], medina angarita and nolte [19], nolte et al. [24] discuss the important aspects of hackathon organization, an approach to the business environment involving experts from companies. the topic of hackathons is reflected in the papers of falk olesen and halskov [8], frey and envelope-open z.seydametova@gmail.com (z. s. seidametova); abduramanov.z.s@gmail.com (z. s. abduramanov); s.girey.s@gmail.com (g. s. seydametov) globe http://cepulib.ru/index.php/ru/resursy/personalii/47-s-personalii/169-sejdametova-zarema-sejdalievna (z. s. seidametova); https://kipu-rc.ru/sotrudniki/103-abduramanov-zinnur-shevketovich.html (z. s. abduramanov); https://kipu-rc.ru/fakultet-ekonomiki/kafedra-prikladnoj-informatiki.html?id=107 (g. s. seydametov) orcid 0000-0001-7643-6386 (z. s. seidametova); 0000-0002-2818-4759 (z. s. abduramanov); 0000-0002-1004-4141 (g. s. seydametov) © 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. 20 https://doi.org/10.55056/etq.5 mailto:z.seydametova@gmail.com mailto:abduramanov.z.s@gmail.com mailto:s.girey.s@gmail.com http://cepulib.ru/index.php/ru/resursy/personalii/47-s-personalii/169-sejdametova-zarema-sejdalievna https://kipu-rc.ru/sotrudniki/103-abduramanov-zinnur-shevketovich.html https://kipu-rc.ru/fakultet-ekonomiki/kafedra-prikladnoj-informatiki.html?id=107 https://orcid.org/0000-0001-7643-6386 https://orcid.org/0000-0002-2818-4759 https://orcid.org/0000-0002-1004-4141 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2022, iss. 1, pp. 20-34 https://doi.org/10.55056/etq.5 luks [10], gama et al. [11], medina angarita and nolte [20], pe-than et al. [26]. nolte, chounta and herbsleb [23] note the importance of hackathons as an educational environment for the formation of students’ skills in developing software products as a course project. cobham et al. [6], imam and dey [15] describe a methodology for involving stakeholders (universities, it companies, students, volunteers, etc.) to participate in the hackathon. byrne, sullivan and o’sullivan [5], guerrero et al. [13] present possible forms of organizing hackathons, and also describe the advantages of hackathons. abduramanov, ibraimov and seydametov [1]investigated the automation of tools for tracking the results of hackathon participants, as well as checking the work of students. mtsweni and abdullah [21] analyze the factors influencing the motivation and professional interest of computer science students. horton et al. [14], uys [32] describe teamwork methods, as well as important aspects of agile application development methodology that need to be taught to students. despite the popularity of hackathons, there are no more researches and studies that have the answers to the following questions: what kind of approach to organizing hackathons has a greater pedagogical effect (for example, short-term or long-term event), what stakeholders should be involved, what are the practical differences in organizing hackathons. to study this problem, we use such methods as a literature review, own experience in organizing time-based events, surveys of hackathon participants (students), mentors, and representatives of the it industry. 2. objectives and taxonomy of hackathons the universities’ computer science and software engineering departments need to redevelop their teaching approaches because it industries are rapidly changing and developing the requirements for both hard and soft skills [31, 33]. in terms of skills, curriculum guidelines such as it professional and educational standards, acm, and ieee curricula (both in computer science and software engineering) aim to accommodate the increasingly interdisciplinary nature of computer science and software development. hard skills are the skills that are easy to observe, measure, and demonstrate – for example, these are programming skills, calculating skills, or swimming skills. without hard skills, people cannot effectively engage in a certain type of activity. soft skills are more about communication skills. soft skills are difficult to measure, but these are the skills that are most effective in demonstrating and applying hard skills. soft skills are essential in any kind of activity. in terms of soft skills, the emphasis is shifting towards teamwork, end-user awareness, and understanding of the software application development context. often, universities and it industry representatives see the importance of hard and soft skills differently. learning is becoming more interactive, that is why the importance of collaborative learning and teamwork is increasing. at the same time, hackathon-like activities that teach rapid team-based software development are becoming increasingly popular for teaching computer science and software development. such approaches can help to teach students to collaborate in teams, to help each other in achieving learning goals. communication and collaboration have become important factors to consider when teaching students and are essential skills in 21 https://doi.org/10.55056/etq.5 educational technology quarterly, vol. 2022, iss. 1, pp. 20-34 https://doi.org/10.55056/etq.5 the 21st century. hackathons are project-based and work-integrated events that address real-world problems or challenges posed by it industry representatives. events (hackathons) aimed at learning through interaction in a common project may differ in duration, forms of implementation, and participants coverage. table 1 shows the classification (taxonomy) of hackathons. hackathons can be different in duration, objectives, goals, stakeholders, and achieved results. table 1 hackathon’s classification (taxonomy). time-based events goals stakeholders and beneficiaries results hackathon duration: 24 or 48 hours the rapid introduction of new computer science and software development topics (topics that are important but not presented in the curriculum). it is considered to approach as “learning by doing”. universities, educators, students, it industry implementation in computer science concepts, skills improvement, new knowledge, rapid prototypes hackathon duration: 1 or 2 weeks understanding of professional topics and concepts. it is considered to approach as “learning by doing”. universities, educators, students, it industry deep knowledge and skills on the hackathon’s topic, working prototypes team building for projects (freshmen students) communication and acquaintance. learning process motivation. idea generation. focus on interaction universities, educators, students understanding own strengths and weaknesses in programming. specialization in it acquaintance with software development technologies. universities, educators, students knowledge of the technology and the acquisition of relevant skills. hackathon as an exam or a capstone project testing and evaluating the skills using a real project environment. universities, educators, students knowledge and skills that every student should have. competition innovative approaches and solutions to the given problem and the implementation. universities, educators, students, mentors ability to work with a real problem, innovative opportunities, implementation, participation in competitions. industry hackathon results presented: product and solutions on a company-defined topic using special tools and methodologies. idea generation and diffusion students, it industry ability to work in real conditions and the company’s environment. 22 https://doi.org/10.55056/etq.5 educational technology quarterly, vol. 2022, iss. 1, pp. 20-34 https://doi.org/10.55056/etq.5 3. hackathon model one of the hackathon goals is to deepen and expand the professional competencies of computer science or software engineering students. the approach to solving this problem is to apply the existing theoretical knowledge and practical skills of students in real professional activity. this approach can be realized through the flow of students in the framework of the educational process of various types of practices and the involvement of professional software developers to contact students outside of the educational process. hackathons were designed as time-based events that help programmers and software developers collaborate on dome software ideas or projects. as we showed in the previous section, hackathons can last from one day up to a month. mostly the motivation behind hackathons can be connected with educational or social goals. hackathon as a time-based and work-integrated event includes multiple desirable features, for example, stakeholders and students can face-to-face communicate and interact, a better understanding of how to work together in different teams. to gain information that can be useful for the organizing of the hackathons we provided a survey among the individuals (𝑁=104) who took part in hackathons before as participants (63,46 %), mentors (17,31 %), organizers (4,81 %), or judges (14,42 %) (figure 1). we got the following answers on the question about who are the main beneficiaries of hackathons (figure 2): hackathon participants – 43,9 %, organizers – 29,27 %, society – 22,76 %, it depends on hackathon – 3,25 % and nobody – 0,81 %. we asked during the survey about the advantages and disadvantages of hackathons. the answers you can see in table 2. table 2 describes some of the advantages and disadvantages that hackathon participants can expect. table 2 some advantages and disadvantages of hackathons advantages disadvantages team engagement, team members get the opportunity to work together on a project, as well as fulfill their roles in the project lack of time to work on other projects during the hackathon (for example, for students, this is completing assignments in academic disciplines) development of a common understanding of software development lack of individual work due to the need to interact with the rest of the team the creative process in a real project, coinciding with the acquisition of the new skills all received artifacts such as codes, diagrams, or data are not always used the intensity and quick results exhaustion training and acquisition of new competencies high intensity of the event and uneven load solving non-standard tasks restricting the use of tools and technologies obtaining insights for the implementation of future projects weak motivation with a small number of participants to be connected with a real problem, to have innovative opportunities, implementation the unequal level of training of team members additional financial (material) income the possible bad faith of hackathon’s organizers public speaking skills 23 https://doi.org/10.55056/etq.5 educational technology quarterly, vol. 2022, iss. 1, pp. 20-34 https://doi.org/10.55056/etq.5 figure 1: participants of the survey. we got the following answers to the question “an important quality of a hackathon participant?”: knowledge and skills in software development – 61,9 % of participants, knowledge of domain area – 28,6 %, teamwork skills – 81 %, ability to work in stressful conditions – 71,4 %, extraordinary thinking – 50 %, other (flexibility, testing skills, etc.) – 2,4 %. results on answering the question “do you plan to further participate in hackathons (in different roles) or assist in hackathons organization?” were “yes, of course” – 69,1 %, “maybe” – 23,8 %, “no” – 7,1 %. from the results of the survey described below, the hackathon model is presented in figure 3. the purpose of the model is to capture key elements that are essential toward stimulating and maintaining students’ interest in computer science and software engineering hackathons. 4. guidelines for organizing of the hackathon after questionary and based on the experience of hackathons organizers it is important to consider the following guidelines for organizing the hackathons: 1. venue and location. hackathons should be inspiring, so the venue and the location of the hackathon (audiences, online space, etc.) are really important. it is important to 24 https://doi.org/10.55056/etq.5 educational technology quarterly, vol. 2022, iss. 1, pp. 20-34 https://doi.org/10.55056/etq.5 ht] figure 2: answers to the question “who are the main beneficiaries of hackathons”. allocate a specific location for the event and allow participants to fully focus on their tasks during the hackathon with minimal distraction due to external factors. moreover, areas of relaxation and stress relief are desirable, this is useful for maintaining a creative atmosphere. it is also advisable to ensure that all key players: participants, mentors, organizers, experts, judges are available to check consistency throughout the process. physical space and resources are essential to a successful collaboration. 2. timely information and support of the participants. hackathons are usually very tedious, so organizers should take steps to support the participants so that they remain focused, active, and motivated. discussions and presentations should be limited in time. it is useful to have a well-planned and uncomplicated schedule so that the work on the project develops gradually and progressively. a presentation on the project at the end of each stage and a final presentation at the end of the event will provide an opportunity for a wider group of people (stakeholders, experts, participants) to see the results of the work. 3. time. the level and composition of team members are important. therefore, it is necessary to choose a time for the hackathon when the participants are not participating in other 25 https://doi.org/10.55056/etq.5 educational technology quarterly, vol. 2022, iss. 1, pp. 20-34 https://doi.org/10.55056/etq.5 figure 3: hackathon model. events. this creates difficulties in organizing the hackathon but allows you to extract real value from the event. 4. teamwork. meeting and working closely with other team members involved in the project is beneficial for all involved and is a very productive way to achieve results. at the end of the event, all participants have a better understanding of the problems and tasks they were trying to solve. during the hackathon, there is also a significant exchange of knowledge and technical information between participants, team members. in addition, the hackathon provides an opportunity to work through complex technical problems with mentors, experts, software development industry with diverse backgrounds and technical skills. 5. flexibility. when organizing the hackathon and during the hackathon, it is important to find a balance between setting rigid goals and methods and fairly open and poorly defined objectives. this balance is difficult to achieve during a hackathon as it requires active collaboration. however, flexible formulation of recommendations and methodologies allows for an appropriate degree of flexibility. this approach allows you to combine goal achievement, allows to emerge new ideas, and also develops innovative thinking. 6. size of a team. it has been found that the optimal size of the team is between 5 and 6 team members. if the team is too large, then subgroups naturally from within the team, and there is a danger that the subgroups will start to work separately. 26 https://doi.org/10.55056/etq.5 educational technology quarterly, vol. 2022, iss. 1, pp. 20-34 https://doi.org/10.55056/etq.5 7. experts, judges. at the end of each stage of the hackathon, a meeting is held in which non-team members participate (remotely or in-person) in a session to review and discuss project progress and possible next steps. experts and the judges are allowed to ask questions or ask about specific points of interest in the projects. 8. duration. it was found that the duration should be close to the maximum limit of effective intensive work. long hackathons allow for more ambitious tasks than those considered during short-time hackathons (for example, a 24-hour hackathon or weekend). it is difficult to schedule and motivate a large group of participants for a long-time hackathon when they have other education activities or work responsibilities. figure 4: preparation activities before the hackathon. preparation for the hackathon should start 6 months before the event is scheduled. figure 4 provides an overview of the timeline: step 1 – planning documents, mentors’ selection, software engineers working in the context of the event. step 2 – registration of the students, formation of the teams. step 3 – introduction to the event context, event’s domain areas. step 4 – kick off the hackathon. hackathon activities should include the following stages of software development: 1. preparation • the study of the task and the subject area. definition of the concept of the developed software product. finding the answer to the question: “what should the product do?” • market research and search for similar products. highlight the killer feature of the product. • interviewing potential users to identify competitive advantages. creating a project description. 2. planning • forming and adding tasks to project management services. 27 https://doi.org/10.55056/etq.5 educational technology quarterly, vol. 2022, iss. 1, pp. 20-34 https://doi.org/10.55056/etq.5 • study of the technology stack for the project and the selection of optimal solutions. • score tasks by the hour. highlighting tasks for the mvp version. • forming tasks for increments and sprints using the scrum methodology. distribution of tasks between team members. 3. programming and testing • initializing the project and creating a git repository. • sprint 1. • sprint 2. • sprint 3. • sprint 4. 4. user acceptance testing • verification of the developed product by end-users for efficiency and convenience. • defining the list of tasks that require execution in the next versions of the product. 5. presentation • presentation creation: project description (in one sentence); product functionality and killer features; problems solved by the product; potential users of the product; the stack of used technologies; plans for further product development. • preliminary (closed) presentation for mentors and jury members. live demonstration of a workable project. completed projects (software products) of hackathon are assessed by the jury according to the following criteria: • the quality of the development process is controlled during the project development process; • design – estimated the beauty and style of the project; • functionality – a set of the declared functions of the software product is checked, satisfying the requirements of the customer’s technical specification and the needs of potential users; • reliability – estimated completeness of the project, its fault tolerance, and recoverability. • security – properties ensuring data confidentiality, their integrity, and availability are checked; • convenience – features of the software product are taken into account, which allows the user to easily work with data; 28 https://doi.org/10.55056/etq.5 educational technology quarterly, vol. 2022, iss. 1, pp. 20-34 https://doi.org/10.55056/etq.5 • efficiency – the ratio of the level of services provided by the software product to the user under specified conditions, to the volume of resources used is assessed; • accompanying – estimated ease of analysis of the software, the ability to make changes to the software in connection with changing user needs; • portability – adaptability to different hardware environments, installation flexibility is checked; • q-factor – the value of the software product, reasonableness, and rationality of the used solutions and technologies are taken into account; • presentation – the quality of the performance, demonstrating the developed software product, is evaluated. 5. technical features of the hackathon and evaluation criteria to monitor and evaluate the development of the hackathon’s assignments we developed a web-based accounting system. the architecture of this system is presented on the figure 5. a web-based accounting system provides access (limited by category) in desktop and mobile versions to hackathon’s participants, organizers, judges, and mentors. the system provides the following capabilities: 1) registration and authorization for participants, mentors, judges, etc.; 2) choice of roles in the system: participant, team mentor, administrator, etc.; 3) a description of the terms of reference for the participating team; 4) control and assessment of the passing of the stages of product development; 5) iterative the team and mentor cooperation (receiving and making edits at each stage of development); 6) tracking the status of teams (passed stages, the number of points received). discussing the quantitative and qualitative results, it should be noted that the final rating of evaluation by the jury members of the developed software products of the hackathon was the sum of two components: 1. rating evaluation of the development process of a software product by a team, taking into account in the web-based accounting system (the highest possible rating is 3000 points) (table 3). 2. rating evaluation of the developed software jury (the maximum possible rating is 3000 points) (table 4). 29 https://doi.org/10.55056/etq.5 educational technology quarterly, vol. 2022, iss. 1, pp. 20-34 https://doi.org/10.55056/etq.5 figure 5: system architecture. 6. conclusions hackathons are growing in popularity in computer science education and encourage the practical ingenuity of putting together some inherent elements that are universally required, often via programming. the value of hackathons is in providing an opportunity for students to meet and create new links in the it-industry medium. hackathon is not only a prototyping exercise technically speaking, but it is similarly a prototyping exercise of new working and personal collaborations for the participants. there are a lot of approaches to the implementation of hackathons in the context of computer science education. we presented the taxonomy of hackathons, the advantages and possible disadvantages of hackathons. hackathons as pedagogical technology can be used to teach students the necessary skills and competencies for developing programming projects and software applications. 30 https://doi.org/10.55056/etq.5 educational technology quarterly, vol. 2022, iss. 1, pp. 20-34 https://doi.org/10.55056/etq.5 table 3 criteria for assessing the quality of the development process (accounting system). n criteria for assessing the quality of the development process maximum score 1 domain area 100 2 similar products 100 3 project description 200 4 task formation 100 5 technology stack 100 6 task highlighting for mvp version 100 7 forming tasks for increments sprints 100 8 creating a git repository 100 9 sprint 1 400 10 sprint 2 400 11 sprint 3 400 12 sprint 4 400 13 user testing 100 14 tasks for future periods 100 15 presentation development 200 16 demonstration of the project 100 table 4 criteria for assessing the quality of the development process (jury). n criteria for assessing the quality of the development process maximum score 1 design 350 2 functionality 450 3 reliability 450 4 security 300 5 usability 250 6 efficiency 150 7 maintainability 150 8 portability 300 9 presentation 300 references [1] abduramanov, z.s., ibraimov, r.i. and seydametov, g.s., 2019. automation of monitoring and verification tools 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[33] varava, i.p., bohinska, a.p., vakaliuk, t.a. and mintii, i.s., 2021. soft skills in software engineering technicians education. journal of physics: conference series, 1946(1), p.012012. available from: https://doi.org/10.1088/1742-6596/1946/1/012012. 34 https://doi.org/10.55056/etq.5 https://doi.org/10.1145/3194779.3194783 https://dash.harvard.edu/handle/1/16645022 https://doi.org/10.1109/access.2018.2851384 https://doi.org/10.1109/access.2018.2851384 https://doi.org/10.1088/1742-6596/1946/1/012012 1 introduction 2 objectives and taxonomy of hackathons 3 hackathon model 4 guidelines for organizing of the hackathon 5 technical features of the hackathon and evaluation criteria 6 conclusions system for digital professional development of university teachers educational technology quarterly, vol. 2022, iss. 2, pp. 152-168 https://doi.org/10.55056/etq.6 system for digital professional development of university teachers nataliia v. morze1, oksana p. buinytska1, liliia o. varchenko-trotsenko1, svitlana v. vasylenko1, dariya l. nastas1, anastasiia v. tiutiunnyk1 and svitlana h. lytvynova2 1borys grinchenko kyiv university, 18/2 bulvarno-kudriavska str, kyiv, 04053, ukraine 2institute for digitalisation of education of the natіonal academy of educatіonal scіences of ukraіne, 9 m.berlynskoho str, kyiv, 04060, ukraine abstract. the article highlights the issues of developing a system for digital competence of the teacher. the paper describes the research that resulted in the development and implementation of the system for digital professional development for university teachers at the borys grinchenko kyiv university. the principle of system adaptation is realized in two directions: to time possibilities of testing and minicourse passing; to needs of teachers according to professional direction and disciplines taught. a model of organisation of this system based on self-assessment, self-education and micro-teaching principles has been developed. the main structural elements of the system are diagnostic test and sets of minicourses. the approaches to the formation of the diagnostic test, including ensuring its integration, variability and validity, as well as the principle of its use in order to establish the level of digital competence of teachers in accordance with the developed corporate standard of digital competence were applied in detail. using the example of the compulsory level of digital competence analyst-researcher (a) the use of mini-course sets for integrator (b1), expert (b2), leader (c1) and innovator (c2) levels are described. the system allows teachers to build their own professional development trajectory as a digital footprint reflected in a personal study, and the use of embedded business intelligence tools provides a visualised holistic picture of digital professional performance. the place of the system and its further development for professional development in the digital twin of the educational institution is highlighted. keywords: certification training, system for digital professional development, digital competence, e-learning envelope-open n.morze@kubg.edu.ua (n. v. morze); o.buinytska@kubg.edu.ua (o. p. buinytska); l.varchenko@kubg.edu.ua (l. o. varchenko-trotsenko); s.vasylenko@kubg.edu.ua (s. v. vasylenko); d.nastas@kubg.edu.ua (d. l. nastas); a.tiutiunnyk@kubg.edu.ua (a. v. tiutiunnyk); s.h.lytvynova@gmail.com (s. h. lytvynova) globe http://eportfolio.kubg.edu.ua/teacher/152 (n. v. morze); http://eportfolio.kubg.edu.ua/teacher/21 (o. p. buinytska); http://eportfolio.kubg.edu.ua/teacher/10 (l. o. varchenko-trotsenko); http://eportfolio.kubg.edu.ua/teacher/59 (s. v. vasylenko); http://eportfolio.kubg.edu.ua/teacher/2075 (d. l. nastas); http://eportfolio.kubg.edu.ua/teacher/978 (a. v. tiutiunnyk); https://iitlt.gov.ua/structure/departments/technology/detail.php?id=49 (s. h. lytvynova) orcid 0000-0003-3477-9254 (n. v. morze); 0000-0002-3611-2114 (o. p. buinytska); 0000-0003-0723-4195 (l. o. varchenko-trotsenko); 0000-0002-5790-572x (s. v. vasylenko); 0000-0002-9008-8100 (d. l. nastas); 0000-0003-2909-7697 (a. v. tiutiunnyk); 0000-0002-5450-6635 (s. h. lytvynova) © 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. 152 https://doi.org/10.55056/etq.6 mailto:n.morze@kubg.edu.ua mailto:o.buinytska@kubg.edu.ua mailto:l.varchenko@kubg.edu.ua mailto:s.vasylenko@kubg.edu.ua mailto:d.nastas@kubg.edu.ua mailto:a.tiutiunnyk@kubg.edu.ua mailto:s.h.lytvynova@gmail.com http://eportfolio.kubg.edu.ua/teacher/152 http://eportfolio.kubg.edu.ua/teacher/21 http://eportfolio.kubg.edu.ua/teacher/10 http://eportfolio.kubg.edu.ua/teacher/59 http://eportfolio.kubg.edu.ua/teacher/2075 http://eportfolio.kubg.edu.ua/teacher/978 https://iitlt.gov.ua/structure/departments/technology/detail.php?id=49 https://orcid.org/0000-0003-3477-9254 https://orcid.org/0000-0002-3611-2114 https://orcid.org/0000-0003-0723-4195 https://orcid.org/0000-0002-5790-572x https://orcid.org/0000-0002-9008-8100 https://orcid.org/0000-0003-2909-7697 https://orcid.org/0000-0002-5450-6635 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2022, iss. 2, pp. 152-168 https://doi.org/10.55056/etq.6 1. introduction the objectively necessary mass transition to e-learning during the quarantine period has become a kind of global challenge for the whole educational environment, including higher education and teachers in particular. an important issue is the quality of e-learning, as noted, for example, in the 2021 educause horizon report [23]. this focuses specifically on quality of the online learning as a technology, the use of analytics, open resources, a mix of blended and hybrid course models. at the same time, the requirements for digital competencies are increasing, which makes teachers in today’s environment to effectively use digital tools to deliver online learning experiences. for this reason, the issue of implementing an effective professional development system that contains research, didactic, leadership and digital components is of particular relevance. the aim of the study is to design and implement an system of professional development for teachers in digital areas. the analysis of current research has shown that a large number of scholars pay a lot of attention to this issue. seel and zierer [25] stress that the implementation of digital technologies in education will be effective if it is teacher and pedagogy will take the lead rather than technology. the main focus of educational responsibility has always been human development. the human being in pedagogy is both the starting point and the end result. this approach must also be applied to the digitalization of education. digital technologies cannot become a substitute for the pedagogical component of the educational process. moreover, digitalization must be subordinated to pedagogy. meyers, erickson and small [15] believe that the development of digital technologies and tools requires new knowledge and skills from the educator; the educator should ensure that applicants for education master digital tools in order to be ahead of the younger generation and help them master the necessary competencies to increase the availability of new knowledge. yarbro et al. [34] stresses that in the digital space it is the teacher who determines the pace of learning, organizes the topics that implement subject knowledge, and is responsible for students’ progress. the digital competence profile of educators (digcompedu) proposed in 2017 describes 22 competencies, the focus of which is not on technical skills, but on the teacher’s ability to use digital technologies to enhance the educational process. kluzer and pujol priego [12] describe the implementation practices of the european digital competence framework (digcomp) consisting of 50 case studies and tools. ottestad, kelentrić and guðmundsdóttir [22] define the digital competences of an educator as a set of components: general, which includes general knowledge and skills that teachers should have; didactic, which reflects the digital specificity in each discipline and professional oriented with a description of digital rice. professional development for finnish teachers is organized directly by educational institutions, the national board institute of education, the national center for professional development in education, teacher education departments and faculties of higher education institutions through a credit system [21]. in great britain professional development takes place according to two models: the course 153 https://doi.org/10.55056/etq.6 educational technology quarterly, vol. 2022, iss. 2, pp. 152-168 https://doi.org/10.55056/etq.6 model based on universities and professional development directly based on school-based in-service education [14]. the professional development process in canada includes various educational institutions: universities, departments of education, school boards, regional education centers, volunteer associations of subject teachers, teachers’ unions, private providers of professional development services [29]. professional development for u.s. teachers takes place in multilevel institutions of higher education [33]. according to the pelletier et al. [23] at the beginning of the pandemic, educational institutions started to develop portals/hubs that included different educational resources and use new teaching strategies. the educational reference materials presented on them to help teachers move quickly from traditional to online learning. one of the best examples was the training of teachers at indiana university and its partners. the developers actively developed the site’s resources, allowing them to quickly review and redistribute materials to meet faculty needs. the site, its structure and content have also been used in the future not only by colleges and universities in the united states but also by other higher education institutions. the pandemic requires new pedagogical approaches for educators to rethink the ways and methods of delivering content to applicants, motivating them, establishing electronic communication and collaboration, and evaluating performance [2, 4, 8, 10, 27]. at the same time, an important point in defining quality is standardisation, which is a complex multifactorial process. the standards and guidelines for quality assurance in the european higher education area (esg) standards for quality assurance in higher education [30]: internal and external, based on the experience of quality assurance in the western european countries, set the only european format for quality assurance systems and the creation of a single european educational area. the documents stipulate that heis should have certain procedures and criteria to validate the qualifications and professional level of teachers [18, 19]. given that ukraine is a party to this space, higher education institutions implement these standards, which are specifically stated in the law of ukraine on higher education [32]. the professional standard for the group of professions “teachers of higher education institutions” [28] defines the conditions for the professional development of teachers and specifies a list of their job functions, each of which provides a detailed description of professional competences, noting the necessary knowledge, skills and abilities, a considerable part of which require a sufficiently high level of digital competence. taking into account the above-mentioned requirements in the professional standard of a teacher at borys grinchenko kyiv university the “teacher profile” was developed, which reflects the manifestation indicators and learning outcomes of a university teacher in the context of such qualities: didactic, research, leadership and digital competence. 2. digital professional development for university teachers professional development at the borys grinchenko kyiv university is implemented in five modules: digital competence module, research competence module, leadership competence 154 https://doi.org/10.55056/etq.6 educational technology quarterly, vol. 2022, iss. 2, pp. 152-168 https://doi.org/10.55056/etq.6 module, didactic competence module, professional competence module [24]. the digital competence module is offered to teachers to develop digital competence, namely an introduction to modern educational trends, ways of introducing innovative technologies into the educational process, 21st century skills, the peculiarities of blended and online learning [11, 13, 17, 20, 26, 31, 35]. participants explore tools for creating quality e-content, implementing formative assessment, effective communication and collaboration. learning takes place in a blended learning format using the e-learning course “digital module” [6] located in the university’s e-learning system (figure 1). in order to improve the professional development system, teacher satisfaction is constantly monitored [5]. to analyse the dynamics of professional development indicators analytical data is tracked in real time using a modern business intelligence tool – microsoft power bi [9], which is a set of business intelligence services with cloud support for data analysis and visualisation. the main advantage of this tool is the ability to build interactive dashboards, with key performance indicators that are available for viewing from any device connected to the internet. the visualised report performed in microsoft power bi presents a detailed comparative analysis of teacher professional development individually and in the context of the structural units of borys grinchenko kyiv university in the period 2018-2020. examples of the details of the “professional development” dashboard and the dynamics of professional development by division and individual teacher are shown in figures 2, 3. the availability of a detailed visual report enables the top management of the university to analyse the development of the teaching staff in dynamics, and for the teacher to rationally build a trajectory of self-development. 3. designing the system for digital professional development of university teachers according to the concept of digital competence development to improve the system of professional development the corporate standard of digital competence of university teacher was developed, introduced to increase the level of digital competence of teachers, which is recognized as one of the key competences of successful person of the xxi century, to improve the quality of educational process, actualization of competitiveness of teachers by mastering new digital competences. the spheres of application of digital competence in borys grinchenko kyiv university are determined by the main types of teacher’s activities: teaching, research activities, professional communication and cooperation; digital self-management. five levels of digital competence are defined: • analyst-researcher (a), which is mandatory; • integrator (b1), expert (b2) – sufficient; • leader (c1), innovator (c2) – high. 155 https://doi.org/10.55056/etq.6 educational technology quarterly, vol. 2022, iss. 2, pp. 152-168 https://doi.org/10.55056/etq.6 figure 1: the structure of the electronic training course “digital module”. 3.1. model of the system for digital professional development for university teachers according to the approved digital competence standard, the systems for enhancing teachers’ digital competence have been amended and the practice of compulsory university-wide testing of 156 https://doi.org/10.55056/etq.6 educational technology quarterly, vol. 2022, iss. 2, pp. 152-168 https://doi.org/10.55056/etq.6 figure 2: example of a mapping of the dynamics of the division staff development. figure 3: an example of reflecting the dynamics of professional development of a particular employee of the unit. teachers has been abolished. instead, an system of professional development has been developed, which is based on self-assessment, self-study, the principles of microlearning, e-learning and the like. the adaptability of the system consists in giving the teacher an opportunity to choose the 157 https://doi.org/10.55056/etq.6 educational technology quarterly, vol. 2022, iss. 2, pp. 152-168 https://doi.org/10.55056/etq.6 subjects to be taught according to their own professional needs, taking into account the specifics of the disciplines they teach, and to work with the teaching materials 24/7/365. the professional development system contains a diagnostic test and a structured set of minicourses that are presented according to the levels of digital competence according to the fields of application. the model of the professional development system is shown in figure 4. figure 4: model of system for digital professional development of university teachers. the developed model allows the teacher to be aware and self-motivated to improve their skills, including in the digital skills, using a diagnostic test and passing mini-courses. first of all, the level of digital competence of a teacher is determined by the results of a diagnostic test, mastery of level mini-courses (every course contains a final test) with the possibility of building an individual trajectory of professional development and the marking in a personal office of the achievement of the appropriate level – the digital footprint. 3.2. diagnostic test to determine the level of digital competence of a teacher the development of a diagnostic test to determine the level of digital competence of a teacher was carried out in several stages. first, the goals of the test were defined – self-assessment of the level of digital competence and determining the need for its further improvement. it is self-assessment that lies at the heart of a teacher’s motivation to choose his/her own trajectory of professional development and improvement of digital resource skills. traditionally, goal classification has been implemented similar to bloom’s taxonomy [1, 3, 7], but according to the levels of digital competence defined in the corporate standard, and the domain is described, will be diagnosed. it is defined that this test will assess the cognitive domain or cognitive sphere, i.e. knowledge and attitudes towards aspects of digitalization in the areas: learning activities, 158 https://doi.org/10.55056/etq.6 educational technology quarterly, vol. 2022, iss. 2, pp. 152-168 https://doi.org/10.55056/etq.6 research activities, professional communication and cooperation; digital self-management. indirectly the psychomotor domain is assessed, because the passing of the test takes place using a digital tool in an system developed. the objectives do not include and consequently do not offer tasks for the assessment of the personal emotional domain. the choice of testing as a measurement method offers a number of advantages given the rapid response in the self-assessment process. the diagnostic test determines the level of digital competence of teachers, i.e. the competences that colleagues have or do not have now according to the given descriptors of the corporate standard, detailing the skills of university teachers according to the levels of digital competence and the areas of application. secondly, a base of test tasks is created according to the matrix, which is developed based on the structure of digital competence standard and 97 descriptors. the matrix is three-dimensional 1 dimension is one of the four activities of a university teacher; 2 dimension is one of the five levels of digital competence; 3 dimension is conditional horizontal lines of development of a certain competence, which are formed according to the content and aspects of the activity. in order to be able to provide a variable diagnostic test to determine the level of digital competence 3–5 alternative test tasks to each descriptor are provided. the choice of test item formats is limited by the capabilities of the chosen tool, i.e. lms moodle [16]. we use test tasks of the following types: multiple choice with one or more correct answers, yes/no, establishing logical sequences or correspondences. graphic objects of a certain quantity are used in the test tasks, but more textual materials. thirdly, in the process of shaping the test its integrated nature is taken into account and in connection with that two lines are defined, i.e. the test has subtests in accordance with the activities of university teachers and on the other hand it is integrated according to the levels of the competence. a decision was made at the physical conclusion of the test and accordingly it was taken into account in its specification, the subtests of the activities to be concluded into a test for the specific level of the competence. thus a separate test for the confirmation or non-confirmation of the analyst-researcher level is created. the results will be processed as soon as a statistically relevant number of participants is achieved for the analysis and the summarising. there is no need to equalise the test when concluding it for a particular competence level, because its balance in terms of difficulty has already been taken into account, and consideration of the logical coverage of meaningful questions is provided by including test items in accordance with the matrix for the establishment of comprehension of the competence described by each descriptor without exception. the validation process to establish the validity and reliability of the test results will take place in parallel. the participants will be informed of these nuances. the passing score is provisionally set at 80 percent. however, the feasibility of such a limit to determine the pass/fail result will also be tested and adjusted if necessary. for professional development using the system the teacher is firstly invited to take the test to prove the compulsory level of digital competence “analyst-researcher”. if the teacher enters 80 percent of points, he/she can receive a certificate of confirmation of this level, or take the test of the highest level. if the compulsory level is not confirmed, the teacher can take the mini-courses directly in the professional development system. the list of mini-courses on offer generally enables the teacher to practise all areas of digital activity in accordance with the requirements defined in the standard. 159 https://doi.org/10.55056/etq.6 educational technology quarterly, vol. 2022, iss. 2, pp. 152-168 https://doi.org/10.55056/etq.6 3.3. multi-level mini-courses in the system for digital professional development for university teachers mini courses are designed in the e-learning system of the university, which functions on the basis of lms moodle, the learning platform oriented to organise collaboration of educational process participants. it is used both for organising traditional distance courses and classroom learning support. in order to realise the next stages of effective professional development in line with the model (figure 4), mini-courses with the possibility to accumulate a corresponding number of hours, e.g. a set for the analyst-researcher level (figure 5), have been developed. figure 5: set of mini-courses for the analyst-researcher level. the title of each course indicates the number of hours that are allocated to studying the material and what will be entered into the accumulation system, there are also marks on the percentage of completion of the course and its completion. mini-courses contain educational materials, including mandatory ones with the appropriate mark, and a final test (figure 6). the system provides tracking of tasks and own learning progress (figure 7, 8). the full completion of the mini-course is displayed in the block “status of completion of the course” of the mini-course, and the points scored, ie hours, are automatically displayed in the journal of assessments of a certain level of digital competence (figure 9, 10). 160 https://doi.org/10.55056/etq.6 educational technology quarterly, vol. 2022, iss. 2, pp. 152-168 https://doi.org/10.55056/etq.6 figure 6: example of the mini-course. figure 7: tracking the performance of mini-course activities. figure 8: progress of implementation. for the convenience of all participants and for easy perception and understanding of the data obtained, we consider it advisable to use visualisation tools that speed up and simplify the data analysis process. in particular, to track user activity directly in the learning system, the “statistics” block is used, containing automatically updated visualised information about the connection during the last month and the current day (figure 11). the analysis of data from the additionally installed plug-in block “progress of completion” and the report “activity completion” for each level of digital competence separately allows to 161 https://doi.org/10.55056/etq.6 educational technology quarterly, vol. 2022, iss. 2, pp. 152-168 https://doi.org/10.55056/etq.6 figure 9: course completion status. figure 10: journal of assessment. evaluate the progress of each teacher in mastering mini-courses of a certain competence level, to identify which mini-courses are most or least in demand for further consideration in the process of improving the system as a whole (figure 12, 13). the “statistics” report displays data on user activity in the training system in general, taking into account the sets of mini-courses for all levels of digital competence (figure 14). thus, the results of analytical data on the activity of teachers on the course, high demand, the relevance of certain mini-courses or, conversely, low use give the opportunity to modernize the system, to develop more relevant courses. the system additionally uses an embedded business intelligence tool – power bi plug-in for the lms moodle platform, which will allow for a visualised holistic view of performance. 162 https://doi.org/10.55056/etq.6 educational technology quarterly, vol. 2022, iss. 2, pp. 152-168 https://doi.org/10.55056/etq.6 figure 11: statistics block. figure 12: implementation progress. figure 13: activity completion report. 163 https://doi.org/10.55056/etq.6 educational technology quarterly, vol. 2022, iss. 2, pp. 152-168 https://doi.org/10.55056/etq.6 figure 14: statistics report. 4. conclusions and prospects for further research the requirements of the present and the regulations adopted at different levels prompted the participants of the study to revise the approaches and ways of professional development. thus, the results of the study designed an system for digital professional development for university teachers in accordance with the developed model, the main components of which are equal digital competence, diagnostic test, sets of mini-courses for each level. a diagnostic test has been developed which considers the need to integrate the skills of using digital tools in all teaching activities: research, teaching, professional communication and 164 https://doi.org/10.55056/etq.6 educational technology quarterly, vol. 2022, iss. 2, pp. 152-168 https://doi.org/10.55056/etq.6 digital self-management. it is designed to determine the current level of digital competence of a teacher. mini-courses, compiled according to teacher’s digital competence levels, declared in the developed corporate digital competence standard, containing materials, in accordance with certain descriptors according to activities. professional development of a teacher in the system begins with a diagnostic test, based on the results of which a referral is made to take mini-courses of an appropriate level. the developed system for digital professional development provides an opportunity to visually observe one’s own digital footprint in a personal study room and promotes teachers’ selfmotivation to improve their digital competence and, consequently, the quality of educational services in general. taking into account the diversity and significant differences in disciplines as well as individual teachers’ ability to devote certain time to study, the system is adapted so that teachers choose mini-courses at their own discretion and have access to the study materials of the system 24/7/365. in the future, it is planned to expand the teacher professional development system in other areas: research, didactic, leadership and professional development. this will enable teachers to acquire additional knowledge and continuously improve their skills in order to fulfill their professional responsibilities. the experience of implementing a system for digital professional development can be useful for other universities, which can take the proposed system model as a basis and adapt it to their own conditions and needs. references [1] anderson, l.w., krathwohl, d.e., airasian, p.w., cruikshank, k.a., mayer, r.e., pintrich, p.r., raths, j. and wittrock, m.c., eds, 2001. a taxonomy for learning teaching and assessing: a revision of bloom’s taxonomy of educational objectives. addison wesley longman, inc. available from: https://www.uky.edu/~rsand1/china2018/texts/anderson-krathwohl% 20-%20a%20taxonomy%20for%20learning%20teaching%20and%20assessing.pdf. 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https://moodle.org/plugins/block_completion_progress https://moodle.org/plugins/block_graph_stats https://moodle.org/plugins/block_powerbi 1 introduction 2 digital professional development for university teachers 3 designing the system for digital professional development of university teachers 3.1 model of the system for digital professional development for university teachers 3.2 diagnostic test to determine the level of digital competence of a teacher 3.3 multi-level mini-courses in the system for digital professional development for university teachers 4 conclusions and prospects for further research a online resources educational technology quarterly, vol. 2022, iss. 3, p. 182 https://doi.org/10.55056/etq.52 retraction of published article due to the author’s proposal article: educational technology quarterly, vol. 2021, iss. 3, pp. 375-387 (https://doi.org/10. 55056/etq.31) title: features of learning motivation in the conditions of coronavirus pandemic (covid-19) authors: oleg i. pursky, anna v. selivanova, iryna o. buchatska, tatiana v. dubovyk, tatiana v. tomashevska, hanna b. danylchuk the editorial board of educational technology quarterly withdraws paper owing to the author’s proposal. 6 august, 2022 © 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. 182 https://doi.org/10.55056/etq.52 https://doi.org/10.55056/etq.31 https://doi.org/10.55056/etq.31 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2021, iss. 3, pp. 375-387 https://doi.org/10.55056/etq.31 features of learning motivation in the conditions of coronavirus pandemic (covid-19) oleg i. pursky1, anna v. selivanova1, iryna o. buchatska1, tatiana v. dubovyk1, tatiana v. tomashevska1 and hanna b. danylchuk2 1kyiv national university of trade and economics, 19 kioto str., kyiv, 02156, ukraine 2the bohdan khmelnytsky national university of cherkasy, 81 shevchenko ave., cherkasy, 18031, ukraine abstract. maintaining motivation plays a special role during the introduction of distance learning in connection with the coronavirus epidemic. to analyze the features of motivation in different learning conditions, a graphic model of the student motivation has been presented. the effectiveness of the model was tested in both offline and online learning. the study showed that the influence of the main motivational components in the conditions of offline learning varies from primary school to higher education. the youngest students are best motivated to learn in a situation where the inner desire to learn something new is constantly supported by external stimulation. in primary school, the motivating influence of teachers and parents gradually decreases, but both the negative and positive influence of an important environment (friends, reference adults) increases. adolescents have clearly defined learning goals. the impact of online learning on this category of students is quite controversial. the study has found mixed trends – both an increase in motivation for learning and a sharp decrease. the first group is quietly moving to online learning, making extensive use of the internet. the second either completely lose motivation to learn or shows unstable motivation, which either sharply decreases, then just as sharply increases. keywords: learning motivation, online learning, offline learning, educational processes, 1. introduction the coronavirus pandemic that has swept the world has set before scientists (and primarily teachers and psychologists) the task of working out methods of influencing students and pupils of secondary schools with the help of which it would be possible at least to keep learning motivation sufficient to master the educational material. unfortunately, the first studies show that teachers and parents are not always ready to involve students in effective work in online learning conditions. thus, “educational agency of kyiv” conducted a study on distance learning " o.pursky@knute.edu.ua (o. i. pursky); a.selivanova@knute.edu.ua (a. v. selivanova); i.buchatska@knute.edu.ua (i. o. buchatska); t.dubovyk@knute.edu.ua (t. v. dubovyk); t.tomashevska@knute.edu.ua (t. v. tomashevska); abdanilchuk@gmail.com (h. b. danylchuk) ~ https://knute.edu.ua/blog/read/?pid=39582&uk (o. i. pursky); https://knute.edu.ua/blog/read/?pid=39591&uk (a. v. selivanova); https://knute.edu.ua/blog/read/?pid=43144 (i. o. buchatska); https://knute.edu.ua/blog/read/?pid=41510 (t. v. dubovyk); https://knute.edu.ua/blog/read/?pid=43376&uk (t. v. tomashevska); http://econom-law.cdu.edu.ua/?page_id=804 (h. b. danylchuk) � 0000-0002-1230-0305 (o. i. pursky); 0000-0001-6559-1508 (a. v. selivanova); 0000-0003-2413-7370 (i. o. buchatska); 0000-0001-9223-4629 (t. v. dubovyk); 0000-0001-9223-4629 (t. v. tomashevska); 0000-0002-9909-2165 (h. b. danylchuk) © 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. 375 https://doi.org/10.55056/etq.31 mailto:o.pursky@knute.edu.ua mailto:a.selivanova@knute.edu.ua mailto:i.buchatska@knute.edu.ua mailto:t.dubovyk@knute.edu.ua mailto:t.tomashevska@knute.edu.ua mailto:abdanilchuk@gmail.com https://knute.edu.ua/blog/read/?pid=39582&uk https://knute.edu.ua/blog/read/?pid=39591&uk https://knute.edu.ua/blog/read/?pid=43144 https://knute.edu.ua/blog/read/?pid=41510 https://knute.edu.ua/blog/read/?pid=43376&uk http://econom-law.cdu.edu.ua/?page_id=804 https://orcid.org/0000-0002-1230-0305 https://orcid.org/0000-0001-6559-1508 https://orcid.org/0000-0003-2413-7370 https://orcid.org/0000-0001-9223-4629 https://orcid.org/0000-0001-9223-4629 https://orcid.org/0000-0002-9909-2165 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2021, iss. 3, pp. 375-387 https://doi.org/10.55056/etq.31 in the capital [13]. it was attended by 34,000 respondents – students (grades 4 to 11), teachers, and parents. the survey was conducted using the electronic questionnaire method in two stages – in early april, 2020 and in the first week of may, 2020. according to the study, 78% of schoolchildren in kyiv are involved in distance learning. according to parents, the most common reason why children are not involved in education is lack of technical means (25% of those who do not study remotely) or the internet. according to the study, almost a third (34%) of those who dropped out of distance learning ignore the learning process altogether. the situation is not much better with those who are involved in online learning. the smaller the students, the more control they need from adults, the higher their need for external motivation for learning activities, constant approval of the least success. as practice shows, only a small part of young schoolchildren have an intrinsic motivation to take responsibility for their academic success. the majority is guided by the incentives created by the social environment – negative: fear of punishment, desire for material reward, fear of social exclusion, or positive: the desire to bring joy to parents, pride in their status, and the pleasure of being praised. in conditions of severe quarantine, the social environment has narrowed to the framework of an individual family, whose members are not always ready to further positively stimulate the child’s learning, provided they watch online lessons together and good (poor) performance is the result of joint efforts [10]. with age, the role of awareness of the need for learning increases, and therefore learning motivation requires less control and stimulation from adults. the reasons for gradual age-related changes in the characteristics of motivation to learn to lie in the very essence of the phenomenon of motivation, which is one of the most difficult in psychology, and even now it is in the process of forming unified (or at least close) views on the essence, structure, and mechanism of influence on a person. for educational practice, it is especially important to develop provisions on the power of influence of individual components of motivation. however, this issue is only in the early stages of development. 2. background: review of the literature psychologists have been studying motivation for a very long time, but, unfortunately, a generally accepted understanding of the phenomenology of this phenomenon has not yet been created, although there are already several fundamental models designed to visually represent its operating mechanisms. the most authoritative of these has long been abraham harold maslow’s theory of motivation. this theory was based on the understanding of needs as the main motivators of activity. motivating needs were divided by prominent psychologists into lower and higher, creating the maslow’s hierarchy of needs (“maslow’s pyramid”, figure 1) [12, 16]. maslow [12] was convinced that if a person is not satisfied with the basic (lower) needs associating with survival (physiological needs, needs for security, love and belonging to something, the need for respect), then it is unlikely to have higher needs which include cognitive, aesthetic needs and needs for self-realization, creativity. in most images of maslow’s pyramid, higher needs are combined into one block, which is called self-actualization needs, in others, the “self-actualization needs” block is separated from the blocks of cognitive and aesthetic needs. that is why the maslow’s pyramid can be depicted as a composite of five or seven blocks (figure 1) [12, 16]. maslow’s model of motivation, 376 https://doi.org/10.55056/etq.31 educational technology quarterly, vol. 2021, iss. 3, pp. 375-387 https://doi.org/10.55056/etq.31 despite its external attractiveness and clarity, overtime proved to be dysfunctional, internally contradictory, and did not allow applying its principles to explain the real behavior of people. figure 1: maslow’s hierarchy of needs (maslow’s pyramid) [12, 16]. however, unfortunately, it was not possible to fully achieve its goal, namely to develop methods that would allow an abstract model for solving practical problems, in particular, increasing the motivation of schoolchildren and students. therefore, psychologists have switched from trying to build a holistic model of motivation to consider individual motives and mechanisms to increase their impact on students or workers [1–3, 5]. in particular, very interesting from this point of view is the so-called arcs motivation model (figure 2) developed by keller [8, 9], which allows the teacher to assess their impact on student motivation. based on this model, keller [9] developed a special matrix, which calculates students’ positive and negative reactions at different stages of learning. almost simultaneously with the development of keller [9], a thorough study of individual motives began, the totality of which (blocks) determine learning motivation. the following 4 main blocks were formulated [6, 11]: 1 block. the personal significance of learning for the student (subject of learning). for a small child, learning is a natural process, they learn constantly, getting to know the world, knowing and realizing it. the motivation for learning in the early stages is an innate need to understand the world in which you live. such an understanding has always been and is a prerequisite for survival. older preschoolers and younger schoolchildren deepen their knowledge of the world in two ways – by practically exploring it and purposefully studying it with the help of specially organized learning. for adolescents, the main source of knowledge is learning. the motivation of adolescents and young people increases significantly when combining a well-understood goal and purpose. 377 https://doi.org/10.55056/etq.31 educational technology quarterly, vol. 2021, iss. 3, pp. 375-387 https://doi.org/10.55056/etq.31 figure 2: arcs motivation model [8, 9]. 2 block. external and internal learning motivation. the effectiveness of learning motivation largely depends on the values important to a particular individual. what is most important for a teenager is to achieve something (a life goal or a solution to a given problem); to enjoy the very process of cognition; raise your image in the eyes of others; deserve praise or reward; prove something to yourself or avoid anxiety and feelings of defeat. personal values are directly related to the internal or external type of motivation. the relationship between external and internal motivation is quite complex, and according to ryan and deci [14], wulf and lewthwaite [19], external motivation can both strengthen and weaken internal motivation. mixed motivation arises in the case of a combination of internal and external influences. this combination can be both positive and negative [14, 19]. in particular, internal motivation can be enhanced by positive external motivation when parents support and encourage the adolescent and weakened in the case of indifference to the student’s successes and failures. a special case of mixed motivation, according to lai [11], is the motivation to learn due to internal pressure, such as commitment or guilt. numerous studies [1–3, 5] show that good internal motivation is correlated with both better academic performance and life success in general. 3 block. the goals of the motivated activity are indicators of what the individual focuses on when performing a particular task. broussard and garrison [3] emphasize mastery goals and performance goals. mastery goals are focused on learning for the sake of learning, the self-worth of learning, satisfying one’s own cognitive needs, while the performance goals are to show the environment one’s achievements. mastery goals are associated with a high ability to analyze information 378 https://doi.org/10.55056/etq.31 educational technology quarterly, vol. 2021, iss. 3, pp. 375-387 https://doi.org/10.55056/etq.31 and planning and believe that effort improves a person’s performance. on the other hand, performance goals are accompanied by thoughts about achievements, evaluations, external awards. in the long run, mastery goals are better motivators for learning than performance goals. 4 block. locus of control is the tendency to attribute one’s successes or failures to internal or external factors. if the adolescent has developed an internal locus of control, then the student realizes the importance of their activities to achieve a certain goal and objective, and therefore their motivation for effective learning increases significantly because, as studies have found [4, 15, 17], the individual, in this case, will be as motivated as they feel that they control their own successes and failures. when teenagers have an external locus of control, their learning motivation will be significantly reduced in difficult situations. in particular, difficulties in solving the problem (completing the assignment) will lead to a decrease in efforts and a drop in motivation among students with external motivation, who believe that they lack abilities, parents do not help well, teachers explain poorly and, conversely, cause an increase in motivation among students with an internal locus of control, who associate their success or failure with the expended efforts, since inability for the first group means impossibility that is difficult to change, while failure for the second group means that you just have to try better. in addition to studying learning motivation as a phenomenon, psychologists have studied the features of motivation in different learning conditions, in particular, related to the structuring of information offered to students. in particular, even before the appearance of the first electronic computers, there were studies on the programmed learning [18] (programmed learning, programmed instruction, automatic tutoring, automatic teaching), which with the development of digital technologies (before the advent of personal computers) became increasingly used in studying. it was believed that such an approach could significantly increase learning motivation, as it allows you to learn at a pace that the student likes and receive the necessary help and stimulation in the course of tasks. with the development of information technology, programmed learning has not disappeared, but has become an element of both online and offline learning. at the turn of the 20th and 21st centuries, a situation arose when the computer ceased to be one of the teaching tools in the hands of the teacher, but tried to replace teachers themselves, creating an opportunity to use the internet to join both special curricula (based on the principles of programmed learning) and online learning as a way to get an education without visiting a school or university. despite the indicated advantages of online education, the question of the feasibility of its widespread introduction in the work of higher education institutions (and even more general education schools) remains debatable. the research conducted is often contradictory and does not give an accurate answer about the effectiveness of such a teaching method and the impact on the learning motivation of students and pupils. the coronavirus epidemic has forced many educational institutions to switch to remote learning, mostly online. at the same time, many schools and universities (not to mention students and pupils) were not ready for such a radical change. there were new problems that were related to both the learning process and learning motivation. at the same time, the study of the peculiarities of motivation in remote learning was complicated by purely formal difficulties in organizing the 379 https://doi.org/10.55056/etq.31 educational technology quarterly, vol. 2021, iss. 3, pp. 375-387 https://doi.org/10.55056/etq.31 diagnosis. currently, the first results of previous studies appear. at the same time, it must be acknowledged that, despite its terrible humanitarian nature, the epidemic has given a positive impetus to the study of those aspects of distance learning, including motivation, to which attention has long been insufficient. 3. method the described understanding of learning motivation formed the basis of a study conducted in 2018–2021 by the staff of the institute of psychology of the national academy of educational sciences of ukraine and teachers of the kyiv national university of trade and economics. during the first stage of the study (2018–2019), 1,200 primary and secondary school students were tested, and therefore the results obtained are only indicative, approximate. thus, the selection of students for testing was limited to those whose parents (under the law) gave written permission for testing. it is clear that in such conditions sample randomization is impossible, and therefore representativeness is insufficient. the comparison allowed us to assess the impact of individual components of learning motivation on motivation in general. at the same time, it was found that different age groups of students are motivated to learn differently. for some, the main role is played by a personal interest in the learning process, for others, the attitude of the environment is much more important. the coronavirus epidemic has made significant adjustments to the study plan, forcing attention to the peculiarities of learning motivation of schoolchildren and students in the situation of online learning. it is clear that during the lockdown, it was impossible to carry out full-fledged testing of students, and therefore it was necessary to be limited to interrogations only of those participants of the educational process who expressed such desire. 4. results and discussion based on the above mentioned approach, we used the following model of the learning motivation process [10] that presented in figure 3 and carried out its verification using agent modeling information technology anylogic [7]. the first step in building a model is to define the criteria and conditions under which the experiment will begin. an educational institution with 1,200 students will be considered. from the point of view of implementing the model, each student will be an agent. since, according to the terms, the motivation is new, at first, no one will be interested in and use the advantages from it, the interest of the students will appear under the influence of the sounding of the advantages obtained. after that, the number of interested students will also be influenced by the natural increase that will appear since students who have already received benefits will share information about it with their friends. the latter will add to the model indicators that can negatively affect the operation of the system since they will change the conditions under which the benefits in the model will be obtained. in this model of learning motivation (see figure 3) the agents behavior determined by three basic factors that presented by regression model, production model and model of solving the optimization problem. the regression model is used to estimate satisfaction levels with the teaching methods of academic disciplines. production 380 https://doi.org/10.55056/etq.31 educational technology quarterly, vol. 2021, iss. 3, pp. 375-387 https://doi.org/10.55056/etq.31 figure 3: model of agent behavior [10]. model is used for modeling of influence of student communication on social networks on learning motivation since students who have already received benefits will share information about it with their friends. the model of solving the optimization problem is used to assess maximal and minimal level of learning materials by students. first, you need to create a population of agents. to do this, you need to open a new model. since a fairly long period of time (up to one year) is considered, it would be logical to use days as a unit of time. the anylogic workspace is divided into 3 main areas: (1) a palette of tools; (2) editor; (3) properties. from the beginning, the created model contains one type of agent – main, one simulation experiment in which settings for the start of this model are stored, and also the empty database 381 https://doi.org/10.55056/etq.31 educational technology quarterly, vol. 2021, iss. 3, pp. 375-387 https://doi.org/10.55056/etq.31 which can be filled using third-party programs. to add students to the model, you need to create a new type of agent that will be responsible for them, and then create a population of agents that will include a certain set number of identical agents of the same type. for this purpose in anylogic, it is necessary to use the master creation of agents, having found it on a palette. after the agent is placed in the work area, the agent creation wizard will appear. using the program’s hints, it was found that the “agent population” option is best suited for modeling. next, the new agent should choose a name that will reflect his activities. if necessary, the anylogic has the ability to connect third-party databases, from which you can take information about some agents. the next step is selecting an animation that will reflect the behavior of the agent. the next element of the work area of the program is the grid, which houses all the other elements (each individual agent has its own grid). possible options include both 3d and 2d images. since the use of 3d graphics is not necessary for this model, a 2d model will be selected. it is necessary to add agent parameters that will represent its static characteristics. also, at this stage, the parameter “motivationeffectiveness” will be added, which will be responsible for the effectiveness of motivation. first, we will set a value of 0.01 (this value will then be changed to evaluate the results and study the operation of the model) and the size of the population of agents (1,200 people). to visualize the processes, space will be selected, its size and type will be set. now the model will accommodate two agents. however, the main agent still agent main. the model works and places agents in a given area (figure 4). figure 4: distribution of agents in a given area. the next step is creating an interaction diagram. since the conditions of the model study the school with students who are potentially interested in gaining benefits, create a state of the agent (figure 5). the color changes to a specific area to be easy to keep track of a particular type of agents (figure 6). they will be responsible for the initial state of the students (condition 1). each agent can have several state diagrams at once, each of which will describe an independent aspect of 382 https://doi.org/10.55056/etq.31 educational technology quarterly, vol. 2021, iss. 3, pp. 375-387 https://doi.org/10.55056/etq.31 figure 5: adding the first state of the agent to the work area. figure 6: adjust state properties. figure 7: the transition of an agent from condition 1 to condition 2. the agent’s behavior. state diagrams are considered the most convenient way to define agent behavior. they include states and transitions between states. an agent can only be in one state at a time (figure 6). next, it is necessary to add the transition from condition 1 to condition 2. the transition from one state to another will be performed under the influence of motivation, so on the arrow (figure 7), which shows the transition. during the model operation, it is possible to observe how agents move from one state to another, their color changes (figure 8), which allows to track these transitions and allow to predict the level of motivation of students (figure 9). the proposed model adequately reflects the characteristics of learning motivation in the context of online learning of standard school and higher education (figure 9). the second stage of the study (2020–2021) was devoted to studying the impact of distance learning on students. due to the limited number of participants, its results are only indicative. in the course of its implementation, a previously inactive factor of influence of the type of device used by the student on the learning motivation was revealed. the fact is that families rarely have several stationary computers; several laptops or tablets are more common. in a lockdown situation, 383 https://doi.org/10.55056/etq.31 educational technology quarterly, vol. 2021, iss. 3, pp. 375-387 https://doi.org/10.55056/etq.31 figure 8: a) start of model run. b) changing of agents states. figure 9: future level of motivation of students. when parents, like students, stay at home and work remotely, the best devices go to parents, and children mostly learn using smartphones or, at best, tablets. learning material is difficult to read on these devices, and it is even more difficult to do homework. decreased learning motivation due to the inability to fully receive educational information and establish feedback with the teacher was noted by students of all grades. children of elementary school found themselves in the worst position in conditions of distance learning. the main motivating factor for them is external motivation, they need constant approval of their actions by adults. however, teachers could not track students’ actions during online learning, and parents could not or did not always understand how to do so. in addition, under lockdown conditions, emotional stress often arose in many families, sometimes leading to direct aggression directed at both adults and 384 https://doi.org/10.55056/etq.31 educational technology quarterly, vol. 2021, iss. 3, pp. 375-387 https://doi.org/10.55056/etq.31 children. according to parents, there were cases when children simply refused to watch lessons or do homework. trying to raise learning motivation, teachers filled their lessons with game moments, but sometimes this led to the opposite result – students were attracted only by the game form of the lesson, and not by its educational content in answers to the questions the conversation, the parents complained that the children did not remember anything after the “game” lessons and tried to continue playing on their smartphones. at the same time, the adults could not notice that the lesson was over and wondered why it was so long. the situation of online learning has caused many difficulties for teachers. they noted that it was difficult for them to conduct lessons without receiving feedback or receiving it at the wrong time and in the wrong form (the students addressed the teachers in the chat while they explained the new material, sent sms in ultra-short form, so there was no way to understand what they were talking about), to look at the screen and not to see the faces of the children, not to know what they are really doing when they seem to have joined the lesson, but the webcams are turned off. in a conversation, teachers said that they sometimes lost heart and lost motivation to work. in general, the experimental results of studying the impact of distance learning on students learning motivation shows slow decreasing of learning motivation level from 77% to 73% in the time range from september 2020 to august 2021. as shown in figure 9, the simulations results for learning motivation are in good agreements with experimental data differences do not exceed 7%. after the end of the lockdown, students returned to class, but, according to teachers who participated in the interviews, the results of online learning are very different. primary school students learned the material worse, and this is understandable – after all, as it was proved at the first stage of the study, external motivation prevails in them, and the goals and purpose have not yet been determined. the loss of constant positive attention from the teacher and insufficient motivation from the parents caused many primary school students to lose interest in learning. in the basic school, the results of online learning depended on many reasons, in particular, here the biggest negative role in the loss of learning motivation was played by the lack of access to a desktop computer, and also with the predominance of performance goals in the structure of motivation since it was impossible to implement them during on-line learning. among high school students, students with well-defined goals and objectives of learning went through a period of distance learning with almost no loss of success. the locus of control had little effect on the performance of all age groups of students. 5. conclusion this study showed that the influence of the main motivational components in the conditions of offline learning (with or without the use of computer technology) varies depending on age categories. the youngest students are best motivated to learn in a situation where the inner desire to learn something new (this desire is often not differentiated – the child can respond equally to important and unimportant information received in the learning process) is constantly supported by external stimulation. the role of a teacher can be even greater than the role of parents and friends. it is younger students who have been most negatively affected by the transition to online learning, as parents often simply do not know how to maintain the necessary level of satisfaction from learning. in primary school, the motivating influence of the teacher 385 https://doi.org/10.55056/etq.31 educational technology quarterly, vol. 2021, iss. 3, pp. 375-387 https://doi.org/10.55056/etq.31 gradually decreases, but both the negative and positive influence of the important environment (friends, reference adults) increases. adolescents have clearly defined learning goals. the impact of online learning on this category of students is quite controversial. the study noted multidirectional trends – both an increase in motivation for learning and its sharp decrease. high school and university students are clearly divided into two groups – those who are clearly aware of the purpose and objectives of education, and those whose goal and purpose are blurred or absent. the first group is quietly moving to online learning, making extensive use of the internet. the second – or completely loses motivation to learn or shows unstable motivation, which then decreases sharply, then just as sharply increases. many in this group are painfully going through an internal existential crisis and need the help of psychologists and reference adults. the presented conclusions about the peculiarities of motivation to study in the conditions of coronavirus are only preliminary, indicative, as the number of subjects has decreased sharply compared to the pre-coronavirus period. however, even such limited research suggests that online learning may be as effective as offline learning only for high school and college students. the smaller the students, the more important it is for them to communicate directly with the teacher. learning motivation in online learning is additionally negatively affected by factors whose effect was invisible when studying the features of learning motivation in offline learning – the device used by the student (smartphone or tablet), the detachment of parents from the learning process, reduced motivation opportunities for influence from teachers. attempts to raise learning motivation through excessive use of game methods 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https://doi.org/https://doi.org/10.1006/ceps.1999.1020 https://doi.org/10.1037/a0012840 https://www.researchgate.net/publication/321267309_maslow%27s_hierarchy_of_needs_in_21st_century_the_examination_of_vocational_differences https://www.researchgate.net/publication/321267309_maslow%27s_hierarchy_of_needs_in_21st_century_the_examination_of_vocational_differences https://www.researchgate.net/publication/321267309_maslow%27s_hierarchy_of_needs_in_21st_century_the_examination_of_vocational_differences https://doi.org/10.1016/b978-0-12-750053-9.x5000-1 https://doi.org/10.1109/te.1961.4322184 https://doi.org/10.1109/te.1961.4322184 https://doi.org/10.3758/s13423-015-0999-9 1 introduction 2 background: review of the literature 3 method 4 results and discussion 5 conclusion adapting to teaching restrictions during the\protect \unhbox \voidb@x \protect \penalty \@m {}covid-19 pandemic in japanese universities educational technology quarterly, vol. 2022, iss. 3, pp. 251-262 https://doi.org/10.55056/etq.21 adapting to teaching restrictions during the covid-19 pandemic in japanese universities adam l. miller aichi shukutoku university, hoshigaoka campus, 23, sakuragaoka, chikusa-ku, nagoya-city, aichi prefecture, 464-8671, japan abstract. due to the covid-19 pandemic, a number of states of emergency were announced in japan, that drastically and suddenly shifted teaching practices in tertiary education. this study explores how teachers working within this field navigated this pedagogical shift. furthermore, examples will be given for both the potential restrictions and benefits of utilizing distance learning in efl tertiary education. the research is based upon both a review of existing literature concerned with efl education, as well as two qualitative interviews with university teachers based in japan. the collected data underwent thematic analysis, and the results indicated that complications were brought about by this new teaching approach, such as a lack of social interaction. however, some benefits were also apparent, such as stakeholders becoming more familiar with instructional technology, or the discovery of more effective teaching methods. this study aims to look at how this technology may be used in the future to not only alleviate pressure brought about by extreme circumstances, but also to enrich the learning environment in contemporary tertiary education settings in japan. keywords: 4ir, covid-19, efl, online learning, educational technology, tertiary education japan, higher education japan 1. introduction the covid-19 pandemic had a devastating impact on many aspects of our everyday lives, including economic, environmental, and in particular interest to this study, an accelerated “digital transformation” [14, p. 153], the effects of which on japanese tertiary education will be explored in this paper. in japan, states of emergency were announced in march 2020 that restricted travel and social interaction [6]; which forced some schools to close in order to follow and adjust to these guidelines. although by may 2020 some schools were “to gradually resume classes” [11], the pandemic continued to influence the educational system, which led to a number of educational institutions nationwide turning to online learning as a safe alternative to face-to-face classes, as the prolonging of classes for an unforeseeable period of time would have been impractical: “initially, when japanese schools were closed in march 2020, most schools postponed their classes for a certain period. when this period was prolonged, these schools initiated distance learning practices that, at that point, were quickly becoming the new standard.” [8] " almiller@asu.aasa.ac.jp (a. l. miller) ~ https://www.researchgate.net/profile/adam-miller-29 (a. l. miller) � 0000-0002-2758-2413 (a. l. miller) © 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. 251 https://doi.org/10.55056/etq.21 mailto:almiller@asu.aasa.ac.jp https://www.researchgate.net/profile/adam-miller-29 https://orcid.org/0000-0002-2758-2413 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2022, iss. 3, pp. 251-262 https://doi.org/10.55056/etq.21 the circumstances under which these changes were brought about meant that these shifts in curriculum and teaching approaches were both sudden and wide-reaching. as curriculum change within the field of tertiary education is notably an extremely complicated process that can take a substantial amount of time to undertake “owing to organisational complexity, strongly held and diverse values and the power of vested interests” [2, p. 206] it is perhaps not surprising that this process was stressful for many stakeholders, in particular the students [5]. this paper aims to look at how this turbulent time was navigated, and how university teachers in japan attempted to alleviate some of the stress this sudden transition would have on their students. this study is informed by qualitative data collected from two semi-structured interviews with key informants in this field, details of which will be explored in the following methodology section of this paper (1.4). to distinguish this research from other studies regarding the adoption of digital technology following the covid-19 pandemic, it will focus very tightly on tertiary education in japan, and in particular esl (english as a second language) and efl (english as a foreign language) courses. this tight focus can be explored in great detail, as not only is the author based in japan and has worked within the field of tertiary education in japan both during and before the pandemic, the key informants are equally qualified to talk on this matter. while the study may be of particular interest to esl/efl teachers in japan, it is hoped that the findings are universal in their nature, and can be applied to a wide range of educational fields of interest. 1.1. problem statement the main issue this paper hopes to explore is the difficulties university teachers based in aichi prefecture, japan, faced during the sudden shift in teaching practices during the covid-19 pandemic, and how they did their utmost to retain a high level of quality in their classes. a particular focus will be held on the restrictions brought about by online learning platforms, as well as any inherent benefits these approaches may have moving forward. in looking at these adaptations to teaching approaches, it is believed that tertiary education stakeholders will not only become more familiar with the potential benefits of instructional technology, but may also gain a better understanding of how to once again adapt, if similarly catastrophic complications arise again. this knowledge was gained from the experiences of two key informants, and their feedback and expertise has the potential to better equip universities in japan (and around the world), to be flexible enough to tackle similar problems in the future, with the assistance of digital teaching tools. if such lessons are not taken on board, then the aforementioned stress-inducing process of forcing pedagogical change may well continue to be a cause for concern. as will be explored in more detail, the data was collected from two qualitative interviews, and the information from these key informants will inform the findings of this paper, which will undergo thematic analysis. these findings will then be triangulated with other, contemporary studies concerned with a similar field of study. while the data collected may point to there being inherent benefits to this instructional technology, especially if it is utilized to its fullest potential, as the data is collected from a very focused source, the findings cannot be seen as representative of the entire field of tertiary education in japan, no matter how definitive the findings may be. instead, this paper can act as a clear example of why educators should strive to keep their 252 https://doi.org/10.55056/etq.21 educational technology quarterly, vol. 2022, iss. 3, pp. 251-262 https://doi.org/10.55056/etq.21 teaching methods contemporary, and shows that while the shift in teaching approaches during the pandemic was not without its growing pains, lessons can be learnt that benefit the learning environment for both the students and the teachers. 1.2. research questions 1. how have teaching methods in japanese universities changed during the covid-19 pandemic? 2. how did teachers adapt to these changes? 3. will teachers continue to use any of these differing approaches even after the pandemic has finished? 1.3. research objectives in japanese universities, there has been sudden shifts to online learning due to the covid-19 pandemic, including shifting back and forth between in-person and online classes [15]. both students and teachers have had difficulty adjusting to the shifting teaching approaches. this qualitative study aims to gain an in-depth understanding of how university teachers based in japan adjusted their teaching approach to improve the learning environments of their students. furthermore, it will argue that there are inherent benefits to embracing this technological infused teaching approach, and that it could be advantageous to both university teachers and students in japan if lessons continue to be enhanced by instructional technology, even after covid-19 restrictions are lifted and this technology is no longer mandatory. 1.4. methodology in order to explore how university teachers based in japan adjusted their teaching approach to improve the learning environments of their students, this study relied heavily on the qualitative data that was collected from interviews with 2 university teachers based in japan. although some deductive secondary research was involved in the process, as existing studies were referred to, it was in large part a constructivist qualitative study. the sampling method was two interviews with key informants that were conducted on zoom at a time convenient for the interviewees. the interview was guided by an interview protocol (see appendix a) that consisted of 1 multiple choice question and 6 open-ended questions, and the interviewees were also given the opportunity to explore any other topics they thought may have been relevant. the aim was to speak with each interviewee for at least 20 minutes, as this was thought of as an adequate amount of time to gain in-depth information. fortunately, both interviews lasted more than 30 minutes. teacher 1 was interviewed just past 8pm on the 24th of june, 2021, and teacher 2 was interviewed at 3:30pm on the 29th of july, 2021. each interviewee was sent a copy of the interview protocol 3 days prior to their interview, to confirm that they were comfortable with the topics that were to be discussed. as the sample size was so small, the teachers were selected carefully to ensure different perspectives were explored; this was achieved by teacher 1 being a full-time teacher who mainly works at one university in nagoya city (although does work part-time elsewhere) and teacher 2 is a part-time teacher who works at several universities around nagoya city. both teachers have been teaching in japan for a 253 https://doi.org/10.55056/etq.21 educational technology quarterly, vol. 2022, iss. 3, pp. 251-262 https://doi.org/10.55056/etq.21 number of years, and were employed in tertiary education in japan both during and before the pandemic, so that they not only had first-hand experience of the pedagogical transition, but could also accurately compare pre-pandemic and post-state of emergency teaching approaches. as the method of analysis was based around the interpretations of the interviewees’ experiences, the data collection was purposefully very thorough and the interviewees’ responses were both recorded in full and verbatim transcripts were created for each of the interviews (see appendixes d & g). to measure the variables of these interviews, a list of codes was created (and an additional code was created during the observation process). the video recordings of these interviews were closely observed and the aforementioned codes were assigned to suitable sections of the interviews. this information was collated in an excel file, which allowed for the filtering and sorting of information. this meant that comparisons and further observations could more easily be made (see appendixes e & f). 1.5. literature review the texts referred to during this study were all concerned with the impact the covid-19 pandemic had on tertiary education (especially in japan) and/or the use of instructional technology in higher education environments. due to the contemporary nature of this study, focusing on texts written after the initial outbreak of covid-19 was central in exploring the topic of how tertiary education changed due to the pandemic. however, to examine the fundamental views on instructional technology, it was also considered important to refer to texts written before the pandemic, as they would offer an insight into the use of instructional technology, without being influenced by the pandemic, and the sense of necessity it brought about in adopting said technology in the classroom. although not an extensive list of the texts referred to throughout this paper, below are some key studies that informed this study’s findings. 1.5.1. texts written before the pandemic klaus schwab’s 2016 book, the fourth industrial revolution explores the idea of how digital technology is likely to become synonymous with more aspects of our everyday lives. while it does not focus on education, it does explore the idea that while there may be benefits to this technology, there is also the possibility that it could cause a multitude of problems, and it is the shared responsibility of the global community to ensure the technology is not only used to its fullest potential, but also applied in a way that actively benefits people: “we are all in this together and risk being unable to tackle the challenges of the fourth industrial revolution and reap the full benefits of the fourth industrial revolution unless we collectively develop a sense of shared purpose.” [13, p. 109] a book that takes schwab’s work and applies it specifically to education is the 2018 text, teaching in the fourth industrial revolution: standing on the precipice. comprising of 8 chapters that explore the ways in which the fourth industrial revolution (hereon referred to as 4ir) impact education, the chapter titled evolution of technology in the classroom is of particular interest to this study, as it examines the ways in which teaching approaches are adapting alongside the 254 https://doi.org/10.55056/etq.21 educational technology quarterly, vol. 2022, iss. 3, pp. 251-262 https://doi.org/10.55056/etq.21 evolution of instructional technology. furthermore, timmers [17] argues that adopting this technology in the classroom can give students applicable skills that can be of assistance once they enter their chosen career; while written before the pandemic, he addresses the importance of mastering videoconferencing, a technology that was heavily relied upon during the pandemic for synchronous online classes: “if videoconferencing across distances and cultures is commonplace in the workplace, schools must give students experience in this practice.” [17, p. 107] timmers [17] also states how workplaces will upload materials so that they are instantly accessible to the entire workforce, and this too is a practice students should familiarize themselves with. it could be argued that online learning platforms, such as microsoft teams, google classroom, or moodle, offer a similar function, and teachers instantly assigning projects or uploading materials is yet another example of how the pandemic could have unwittingly taught students skills that they could utilize in the future. to gain a better understanding of the impact this shift in teaching style could potentially have on university students in japan the chapter titled interpersonal relationships and mental health among japanese college students by katsunori [10] and featured in the 2006 book, college students: mental health and coping strategies, gives a very rounded overview of the considerations educators should keep in mind when approaching students in japan. this could then be applied to better understanding what impact the pandemic could have on students in japan, and what challenges they may have been facing. 1.5.2. texts written during the pandemic while schwab’s 2016 text looks at the growing influence and power of modern technology, the book he co-authored with thierry malleret in 2020, covid-19: the great reset [14], looks at how the pandemic accelerated the world’s usage of this technology. while this text is very insightful, it does not focus on education alone. specific studies such as how the covid-19 pandemic is reshaping the education service [8] and the effect on online learning on communication between instructors and students during covid-19 pandemic [1] look specifically at the implementation of digital technology in educational settings due to the pandemic, and how this technology could be applied to educational settings even after their use is no longer mandatory. while the ways in which this technology is implemented is a worthy field to study, it is also worth considering the emotional and mental impact this technology may have on stakeholders, which is a topic explored in examining the associations between covid-19-related psychological distress, social media addiction, covid-19-related burnout, and depression among school principals and teachers through structural equation modeling [9]. this paper examines the ties between covid-19 induced stress, depression, and burnout, which is a serious drawback to this unprecedented time in educational history, and one which deserves more focus in the future. as will be explored later, the lack of community and interaction is a demerit that both interviewees observed in their own classrooms. 255 https://doi.org/10.55056/etq.21 educational technology quarterly, vol. 2022, iss. 3, pp. 251-262 https://doi.org/10.55056/etq.21 2. findings and discussion the findings from the interviewees were very telling, and although teacher 1 and teacher 2 had very different experiences during the first term of the 2021 academic year, there are strong similarities in regards to their teaching approaches, their ability to adapt, their use of multimedia and the frustrations they experienced. one point that both teachers very clearly pointed out was that their teaching style was forcibly changed during aichi prefecture’s states of emergency [16]. like many other universities in japan, the institutes they worked for moved from face-to-face classrooms to some kind of online lesson [3]. furthermore, both teachers stated that they were also asked to return to the classroom once this state of emergency had ended, meaning their lessons saw not one, but two large shifts in the first half of the academic year. 2.1. constraints of online learning of the varying ways in which lessons were conducted, both teacher 1 and teacher 2 stated that they believe that the majority of students would prefer face-to-face classes in comparison to a form of online class, teacher 1 had even asked some of his students the same question: “i think most of the students were happy to come back in fact i asked them and [the] majority were excited to come back.” (teacher 1, 2021, lines 192-193) both teachers agreed that one of the key factors as to why students preferred face-to-face lessons was the social aspect of the classroom was extremely difficult to replicate: “they really really seem to enjoy the like social atmosphere of of the actual face-toface classroom.” (teacher 2, 2021, lines 126-127) teacher 1 supported this claim and cited it as the reason why the students (and him as well) were keen to return to the classroom: “the thing that teachers and students like [. . . ] is just that buzz [. . . ] the atmosphere in a classroom that you don’t get on zoom [. . . ] and i missed that and i’ve enjoyed it having been back the last week and i think the students missed that.” (teacher 1, 2021, lines 225-227) the importance of this social aspect could be an important aspect for a number different reasons that are strongly connected to the environments in which teacher 1 and teacher 2 work and teach. firstly, they are both efl/esl teachers, and one of their primary goals is to assist their students in the acquisition and mastery of the english language. it has long been understood that one of the most vital aspects of learning a foreign language is the learning environment in which the student attempts to do so: “mastery of a foreign language requires more than the use of utterances which express propositional meanings and are conventional. the form of utterances 256 https://doi.org/10.55056/etq.21 educational technology quarterly, vol. 2022, iss. 3, pp. 251-262 https://doi.org/10.55056/etq.21 must also take into account the relationship between speaker and hearer, and the constraints imposed by the setting and circumstances in which the act of communication is taking place.” [12, p. 53] as both teacher 1 and teacher 2 stated, the online learning platform is lacking in regards to the social aspect that is much more prescient in the face-to-face learning environment. for online classes, the ease of free communication is interrupted by the platform, which makes talking freely amongst a larger group more difficult online, and studies have shown that “online learning indeed has a negative impact on communication and its effectiveness between instructors and students.” [1] even during their face-to-face lessons, both teacher 1 and teacher 2 listed a number of constraints, including the requirement of masks, face-shields and even plastic dividers placed between the students and the teacher. teacher 1 also spoke of the limitations set upon him, which restricted him from moving around the class (which we will explore in more detail later in this study). however, it is worth reiterating that there are far more constraints when the lessons are moved online, with students no longer being able to passively talk with one another, instead they must actively turn on their microphone and in turn be heard by the entire class, as teacher 1 pointed out “i think the world has realized that the thing to do is mute yourself when [. . . ] a teacher or a manager is talking.” (teacher 1, 2021, lines 245-246). this obviously impedes on the social aspect of the classroom, lowers the opportunity for students to casually or freely talk to the teacher, or communicate freely with their peers. a second potential drawback of this physical setting being replaced with a digital one is that it could inadvertently make japanese students feel more isolated and discontented in the class. “many asian cultures have a belief in the interdependence of self with others. a major life task of the asian cultures involves forming and maintaining a social relationship which the self sees as its meaningful part. for japanese people with the view of self as interdependent, interpersonal relationships have a specific significance.” [10, p. 107] the role of community, and figuring out one’s role in that community is an important aspect of life in japan and many other asian countries, and this process (which may well be subconscious) is perhaps even more difficult to navigate online. while teacher 1 (british) and teacher 2 (north american) may not have been aware of this importance japanese people have in regards to interpersonal relationships, it is a credit to their teaching approach and observational skills that this is an aspect of online learning that they thought was most bothersome for their students. teacher 1 and teacher 2 also both agreed that some of the students may well have preferred online classes, pointing to reasons including less extroverted students having enjoyed a more peaceful learning environment, and the lack of time restraints making the learning process much easier: “for some quieter students they might like it [. . . ] i don’t know whether some really appreciate that quiet time to be one-on-one with a [. . . ] classmate to actually not be interrupted and not have too much background noise.” (teacher 1, 2021, lines 183-186) 257 https://doi.org/10.55056/etq.21 educational technology quarterly, vol. 2022, iss. 3, pp. 251-262 https://doi.org/10.55056/etq.21 but while a small number of students may well prefer the isolation they can enjoy due to online learning, the stress brought about by the pandemic and the required acquisition of increased technology literacy could lead to many stakeholders becoming overwhelmed or demotivated, “as the psychological distress associated with covid-19 increases in individuals, their sense of burnout associated with covid-19 also increases.” [9, p. 12] 2.2. potential benefits of online learning while there were a multitude of drawbacks and complications to moving classes online, both interviewees also observed some tangible benefits. teacher 1 claimed that he has learnt a great deal whilst teaching online, and the new skills he has acquired have improved his teaching methods: “the whole process of going online [. . . ] has probably helped my organization of classes in general.” (teacher 1, 2021, lines 279-280). teacher 1 points to the specific benefits of being able to instantly share materials with the students, without needing to bring physical papers or books to class. he also mentioned that some online learning platforms also include an automated grading system, which can alleviate some of his workload. teacher 2 also spoke of how he has used google docs to improve his online writing classes, as the instantaneous editing feature allows for him to share feedback and comments with the students very easily. the process was so successful, he believes he will continue to use the practice even after the pandemic has passed: “i think i’ve been getting [. . . ] a higher word count from the from the online [. . . ] writing journals than i was the traditional written ones.” (teacher 2, 2021, lines 441-443) here teacher 2 has taken the constraints put upon him i.e. teaching online, and adapted his teaching approach to create a system that not only helps improve the online learning experience, but potentially improves upon the effectiveness of the approaches previously found in faceto-face classes. teacher 1 was equally as proactive in looking at the limitations put upon his classes and thinking of ways to use them to his advantage: “i was always trying to think of more things you can do at home that you can’t do at school so a simple activity like show and tell i did with my oral communication students that worked really well because they’re in their room or they’re in their living room and you know there are things that are really important to them that mean a lot to them that they wouldn’t have at school [. . . ] so that was that was kind of fun [. . . ] and we did we did some lessons about food, one of my communication class[es], and i took the laptop to the kitchen and [. . . ] little games i did with them [. . . ]like [. . . ] guess what was in my fridge [. . . ] playing around with those kind of things [. . . ] i did try” (teacher 2, 2021, lines 268-276) 258 https://doi.org/10.55056/etq.21 educational technology quarterly, vol. 2022, iss. 3, pp. 251-262 https://doi.org/10.55056/etq.21 here teacher 1 lists an example for both a student-led and teacher-led activity, both would encourage interaction amongst the students, and both are only possible with online lessons. while the teacher and the students were based at home, which may not be an optimal learning environment, due to spatial limitations, noise, or a multitude of other factors, teacher 1 used this limitation to his advantage in creating an activity that turned being at home from being a nuisance to being a novelty. not only did this have the potential to create an enjoyable and engaging activity, it could also have gone towards improving the social aspect which was said to be lacking from online classes; the digital space was personalized and instead of a merely being a static screen, it could become a window into the life of the teacher (and students willing to involve themselves in the activity). it is worth noting however that the approaches adopted by teacher 1 and teacher 2 may not be applicable to all classes. some teachers may not have the option of sharing their surroundings with their students, or may be unwilling to do so in fear of compromising their perceived authority over the class. similarly, teachers may not teach classes for which teacher 2’s approaches would be applicable, or they simply may lack the technological knowhow to put these changes into effect smoothly. however, the aim of this study is not to recommend individual methods, instead it would argue that the most important aspects to creating supportive, effective, and engaging classes, no matter the restrictions under which they are taught, is the enthusiasm and flexibility of the teachers who undertake them. 3. conclusion although the past 2 years have been a very turbulent time, it could be argued that a teacher’s flexibility and willingness to use new technologies, learning platforms, and teaching approaches was key to ensuring the success of these hastily implemented changes to teaching approaches. both teachers interviewed used the technology forced upon them in different ways, but the both shared the same goal, to use it to its fullest potential and make their lessons as beneficial for themselves and the students as possible. these benefits being it improved the interviewees’ organizational skills, made the distribution of materials easier, feedback was more easily shared with students and some projects could even be graded automatically. students too could also reap the rewards of gaining a better level of computer literacy, as well as skills that may well be applicable to their professional endeavours, as aspects of the technology they familiarized themselves with during the pandemic may well become synonymous with their working life (be that file sharing or videoconferencing for example). of course, it is impossible to predict what the future holds for learning approaches in japan, but classes moving online due to the necessity of growing covid-19 cases [18] has forcibly familiarized both students and teachers with technologies and methods they may have otherwise been unfamiliar with. in regards to both teacher 1 and teacher 2, they took this opportunity to update and adjust their lessons to better fit the digital platform, but in some regards, the new methods they trialled actually improved their learning environments, and some of the practises they are keen to continue using. the commotion caused by the covid-19 pandemic and the sudden shift in teaching styles does not need to be merely a painful memory, it can be the starting block for change and a way 259 https://doi.org/10.55056/etq.21 educational technology quarterly, vol. 2022, iss. 3, pp. 251-262 https://doi.org/10.55056/etq.21 in which life can be improved for all. harold james argues that the global community often finds itself more connected after a global crisis, and the combination of a pandemic and easily accessible technology make this a markedly rare opportunity: “today, data occupies the same position – linking the world and offering solutions to major problems, including government incompetence. new types of information might help leaders attack some of the inequalities and injustices highlighted by the covid-19 pandemic.” [7, p. 18] this same opportunity can be seen in the realm of higher education, teachers can save time, become more organised and explore different styles to distribute their materials and classes. students on the other hand will be given the opportunity to use technology that may well become synonymous with the 4ir influenced workplace into which they will be graduating. although the learning curve for these new approaches may be steep, the rewards that can be found afterwards can be beneficial to both educators and students alike. references [1] alawamleh, m., al-twait, l.m. and al-saht, g.r., 2022. the effect of online learning on communication between instructors and students during covid-19 pandemic. asian education and 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[2] blackmore, p. and kandiko, c.b., 2012. strategic curriculum change in universities global trends, research into higher education. routledge. [3] endo, h. and lee, y., 2021. 70% of 23 major japanese universities to increase face-to-face classes: mainichi survey. available from: https://mainichi.jp/english/articles/20210426/ p2a/00m/0na/024000c/. [4] fredborg, l., 2013. extract comments to new document. available from: https://www.thedoctools.com/word-macros-tips/word-macros/ extract-comments-to-new-document/. [5] hayashi, m., 2020. japan students struggle to get by, lose opportunities as virus limits finances and study. available from: https://mainichi.jp/english/articles/20200718/p2a/00m/ 0na/031000c. [6] ikeda, m. and yamaguchi, s., 2020. online learning during school closure due to covid-19. 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[10] katsunori, s., 2006. interpersonal relationships and mental health among japanese college students. in: m.v. landow, ed. college students: mental health and coping strategies. new york: nova science publishers, inc., pp.91–114. [11] kyodo news, 2020. abe declares coronavirus emergency over in japan. available from: https://english.kyodonews.net/news/2020/05/ a1f00cf165ae-japan-poised-to-end-state-of-emergency-over-coronavirus-crisis.html. [12] richards, j.c., 1982. communication needs in foreign language learning. jalt journal, 4(1). available from: https://jalt-publications.org/jj/articles/ 2896-communicative-needs-foreign-language-learning. [13] schwab, k., 2016. the fourth industrial revolution. geneva: world economic forum. [14] schwab, k. and malleret, t., 2020. covid-19: the great reset. geneva: world economic forum. [15] shimbun, c., 2020. universities in chubu returning to face-to-face classes. available from: https://www.japantimes.co.jp/news/2020/10/09/national/ chubu-universities-classes-coronavirus/. [16] the japan times, 2021. covid-19 state of emergency begins in aichi and fukuoka. available from: http://web.archive.org/web/20210614230044/https://www.japantimes.co. jp/news/2021/05/12/national/expanded-virus-emergency/. [17] timmers, k., 2018. evolution of technology in the classroom. in: a. doucet, j. evers, e. guerra, n. lopez, m. soskil and k. timmers, eds. teaching in the fourth industrial revolution: standing at the precipice. routledge. [18] weekly operational update on covid-19 5 july 2021, 2021. available from: https://www. who.int/publications/m/item/weekly-operational-update-on-covid-19---5-july-2021/. a. interview protocol for teachers 1 and 2 url: http://www.sb-publishing.com/wp-content/uploads/2022/04/appendix-1.pdf b. observation report (incomplete) for teachers 1 and 2 url: http://www.sb-publishing.com/wp-content/uploads/2022/04/appendix-2.pdf c. observation report (complete) for teacher 1 url: http://www.sb-publishing.com/wp-content/uploads/2022/04/appendix-3.pdf 261 https://doi.org/10.55056/etq.21 https://doi.org/10.3390/ijerph19041951 https://english.kyodonews.net/news/2020/05/a1f00cf165ae-japan-poised-to-end-state-of-emergency-over-coronavirus-crisis.html https://english.kyodonews.net/news/2020/05/a1f00cf165ae-japan-poised-to-end-state-of-emergency-over-coronavirus-crisis.html https://jalt-publications.org/jj/articles/2896-communicative-needs-foreign-language-learning https://jalt-publications.org/jj/articles/2896-communicative-needs-foreign-language-learning https://www.japantimes.co.jp/news/2020/10/09/national/chubu-universities-classes-coronavirus/ https://www.japantimes.co.jp/news/2020/10/09/national/chubu-universities-classes-coronavirus/ http://web.archive.org/web/20210614230044/https://www.japantimes.co.jp/news/2021/05/12/national/expanded-virus-emergency/ http://web.archive.org/web/20210614230044/https://www.japantimes.co.jp/news/2021/05/12/national/expanded-virus-emergency/ https://www.who.int/publications/m/item/weekly-operational-update-on-covid-19---5-july-2021/ https://www.who.int/publications/m/item/weekly-operational-update-on-covid-19---5-july-2021/ http://www.sb-publishing.com/wp-content/uploads/2022/04/appendix-1.pdf http://www.sb-publishing.com/wp-content/uploads/2022/04/appendix-2.pdf http://www.sb-publishing.com/wp-content/uploads/2022/04/appendix-3.pdf educational technology quarterly, vol. 2022, iss. 3, pp. 251-262 https://doi.org/10.55056/etq.21 d. verbatim transcripts of teacher 1 interview url: http://www.sb-publishing.com/wp-content/uploads/2022/04/appendix-4.pdf e. coding for teacher 1 url: http://www.sb-publishing.com/wp-content/uploads/2022/04/appendix-5.pdf f. matrix of coding for teacher 1 (size adjusted to fit in appendix) url: http://www.sb-publishing.com/wp-content/uploads/2022/04/appendix-6.pdf g. verbatim transcripts of teacher 2 interview url: http://www.sb-publishing.com/wp-content/uploads/2022/04/appendix-7.pdf 262 https://doi.org/10.55056/etq.21 http://www.sb-publishing.com/wp-content/uploads/2022/04/appendix-4.pdf http://www.sb-publishing.com/wp-content/uploads/2022/04/appendix-5.pdf http://www.sb-publishing.com/wp-content/uploads/2022/04/appendix-6.pdf http://www.sb-publishing.com/wp-content/uploads/2022/04/appendix-7.pdf 1 introduction 1.1 problem statement 1.2 research questions 1.3 research objectives 1.4 methodology 1.5 literature review 1.5.1 texts written before the pandemic 1.5.2 texts written during the pandemic 2 findings and discussion 2.1 constraints of online learning 2.2 potential benefits of online learning 3 conclusion a interview protocol for teachers 1 and 2 b observation report (incomplete) for teachers 1 and 2 c observation report (complete) for teacher 1 d verbatim transcripts of teacher 1 interview e coding for teacher 1 f matrix of coding for teacher 1 (size adjusted to fit in appendix) g verbatim transcripts of teacher 2 interview formation of digital competence of cs bachelors in the use of cloud-based learning environments educational technology quarterly, vol. 2021, iss. 3, pp. 388-401 https://doi.org/10.55056/etq.26 formation of digital competence of cs bachelors in the use of cloud-based learning environments tetiana a. vakaliuk1,2,3, oleg m. spirin4,2 and valerii v. kontsedailo5 1zhytomyr polytechnic state university, 103 chudnivsyka str., zhytomyr, 10005, ukraine 2institute for digitalisation of education of the naes of ukraine, 9 m. berlynskoho str., kyiv, 04060, ukraine 3kryvyi rih state pedagogical university, 54 gagarin ave., kryvyi rih, 50086, ukraine 4university of educational management, 52a sichovykh striltsiv str., kyiv, 04053, ukraine 5inner circle, nieuwendijk 40, 1012 mb amsterdam, netherlands abstract. the article clarifies the concept of digital competence of cs bachelors in the use of cloudbased learning environments. the criteria (value-motivational, cognitive, operational-activity, research, didactic), indicators, and levels (low, medium, sufficient, high) of the formation of digital competence of cs bachelors in the use of cloud-based learning environments (cble) are specified. the results of the pedagogical experiment were analyzed, demonstrating an increased level of digital competence formation of cs bachelors in the use of cble, and thus the pedagogical efficiency of adopting the methodical system of using cble in the training of cs bachelors. keywords: competence, digital competence, cloud-based learning environment, cs bachelors 1. introduction in recent years, there has been a substantial growth in interest in educational technology, both from educational organizations and from economic and governmental structures. simultaneously, the use of cloud technologies to provide individuals with quality education and an opportunity to improve their life is being intensively investigated. new digital technologies have a considerable impact on the educational process in educational institutions, education in general, and its financial and distant accessibility. because of the expanding popularity of cloud technology, there are numerous opportunities for all educational institutions to manage the educational process. one of the primary concerns of higher education institution (hei) management is raising the level of educational and methodological work at a specific educational institution. the issue of developing highly trained experts in a variety of professions, including bachelors in computer science (cs), is becoming more significant under the circumstances of digital " tetianavakaliuk@gmail.com (t. a. vakaliuk); oleg.spirin@gmail.com (o. m. spirin); valerakontsedailo@gmail.com (v. v. kontsedailo) ~ https://sites.google.com/view/neota/profile-vakaliuk-t (t. a. vakaliuk); http://umo.edu.ua/en/university/leadership/spirin-olegh-mikhajlovich (o. m. spirin); https://www.linkedin.com/in/kontsedailo/ (v. v. kontsedailo) � 0000-0001-6825-4697 (t. a. vakaliuk); 0000-0002-9594-6602 (o. m. spirin); 0000-0003-2240-7891 (v. v. kontsedailo) © 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. 388 https://doi.org/10.55056/etq.26 mailto:tetianavakaliuk@gmail.com mailto:oleg.spirin@gmail.com mailto:valerakontsedailo@gmail.com https://sites.google.com/view/neota/profile-vakaliuk-t http://umo.edu.ua/en/university/leadership/spirin-olegh-mikhajlovich https://www.linkedin.com/in/kontsedailo/ https://orcid.org/0000-0001-6825-4697 https://orcid.org/0000-0002-9594-6602 https://orcid.org/0000-0003-2240-7891 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2021, iss. 3, pp. 388-401 https://doi.org/10.55056/etq.26 transforming the higher education system. the efficient collaboration of all educational topics, possibly with the aid of cloud technology, is crucial to the professional training of cs bachelors. as a result, the issue of the multi-level formation of digital competence of cs bachelors in the use of cloud-based learning environments (cble) has become actual in the context of the introduction of a cloud-based learning environment (cble) into the educational process of training cs bachelors. according to ukraine’s “law on higher education”, competence is “a dynamic combination of knowledge, skills, and practical skills, ways of thinking, professional, ideological, and civic qualities, and moral values, which determines the ability of an individual to successfully carry out professional and further learning activities” [5]. the definition of competence is also included in the national qualifications framework, which defines it as “the ability of an individual to do a given type of activity, expressed through knowledge, understanding, skills, values, and other personal attributes” [10]. the continuous advancement of information and communication technologies leads to the continuous refinement of the concept of “digital competence”. gurzhiy and ovcharuk [2] argue, in particular, that “digital competence” “should be understood as a proven ability to work individually or collectively, using tools, resources, processes, and systems responsible for accessing and evaluating information obtained through any media resources, and using such information to solve problems, communicate, create informed solutions, products, and systems, as well as to gain new knowledge”. as noted by spirin [17], digital competence is “a confirmed ability of an individual to use information and communication technologies in practice to meet their individual needs and solve socially significant, in particular, professional problems in a particular subject area”. morze and kocharian [9] also agree with this opinion. ovcharuk [11] adds her voice to that of earlier researchers and offers the following basic definition: “the demonstrated ability of an individual to use information and communication technologies in practice to meet their own demands and resolve socially significant ones, in particular, professional tasks in a particular subject area or type of activity” is known as “digital competence”. degtyaryova [1] recognizes a subject teacher digital competence as a crucial facet of professional teacher competence. lytvynova [7] defines subject teacher digital competence as “the ability of the teacher to use ict in practice in the information and educational environment, guided by professional, personal, and social demands”. spirin and ovcharuk [18, p. 46-48] identified the ic competence (digital competence) components shown in figure 1. in contrast to the conventional method of identifying the components of digital competence, zakhar [23, p. 23-24] notes the following: components of worldview, technology, organizational methodology, and self-education according to ivanova [3, p. 176] and kocharyan [4, p. 68], digital competence is composed of the following components: value-motivational (needs, goals, and motivations); cognitive (knowledge); operational-activity (ability, skills to use knowledge acquired with ict); and research. the article’s goals are to define the concept “digital competence of cs bachelors in the use of cble”, identify the factors that contribute to its development, and conduct an experimental 389 https://doi.org/10.55056/etq.26 educational technology quarterly, vol. 2021, iss. 3, pp. 388-401 https://doi.org/10.55056/etq.26 components of ic competence abilities and skills knowledge of the basics of ergonomics and information security work with different information of ict functionality critically evaluate information specific ict skills use ict in professional activities on the features of information flow in their field extract information from different sources in an understandable way figure 1: components of ic (digital) competence according to spirin and ovcharuk [18]. evaluation of the efficacy of the suggested structures, procedures, and resources for using a cloud-based learning environment in the instruction of computer science bachelors. 2. method the digital competence of cs bachelors should differ significantly from the digital competence of graduates of other specialties in the subject area, as should the depth and volume of knowledge, skills, and abilities in the field of information and communication technologies, particularly in the use of cloud technologies. as a result, we define the digital competence of cs bachelors in the use of cble as the ability of an individual confirmed in practice based on the acquired knowledge, skills, and abilities in cloud technologies and solving professional problems in the field of cs and it, summarizing all the approaches to the interpretation of this concept that are currently available. according to lytvynova [7], shyshkina [15], more electives and/or specialized courses should be offered to students in order to raise their level of digital competence during the educational process. in light of this, the following modifications to bachelor of computer science instruction are suggested: • cble for cs bachelors was created [19]. • cloud-based learning tools that are appropriate for use in the instruction of cs bachelors were chosen [20]. • for the purpose of using cble to study a variety of topics in disciplines directly relevant to programming (”programming”, “java programming”, “web programming”, “programming technologies”, “selected issues of computer engineering”), the content of those disciplines has been updated. 390 https://doi.org/10.55056/etq.26 educational technology quarterly, vol. 2021, iss. 3, pp. 388-401 https://doi.org/10.55056/etq.26 • forms, methods, and tools of using cble in the cs bachelors training are developed and implemented. • the development and implementation of an elective course on “cloud technologies in education” allows cs bachelors to become familiar with the peculiarities of using various cloud technologies as they enhance their digital competence in the use of cble. the learning objectives of the elective course “cloud technologies in education” are to become familiar with the main methodologies of cloud technologies in education, a general review of the cloud technologies that are currently available, and consideration of the main cloud technology provisions for use in the educational process of the hei, which should ensure the formation of digital competence of cs bachelors in the use of cble. the following are the specific learning goals for the elective course “cloud technologies in education”: • to ensure that cs bachelors develop a conscious and responsible attitude toward the theoretical and practical foundations of the use of cloud technologies in education; • to gain knowledge and skills in the application of cloud technologies in education; • familiarization of cs bachelors with cloud services for educational purposes; • to gain knowledge and skills in the development applications for cloud services; • formation of digital competence in the use of cble. the topics for instructional and content modules have been prepared based on the goals and objectives of teaching cloud technologies in education. module 1: the history of cloud computing • content module 1. the evolution of cloud computing. cloud computing. cloud computing technologies. cloud computing services. leading providers of cloud services. • content module 2. experience with cloud technology. experience using cloud technology in education. module 2: cloud services • content module 3. cloud services as an alternative to office applications. cloud services for collaborative document creation. presentations can be created using cloud services. cloud-based survey creation services. • content module 4. cloud storage as a disk replacement. module 3: cloud-based learning environment • content module 5. experience in cble implementation. • content module 6. the cble design. tools for putting together a cloud-based learning environment. cble specifications and design features. cble content and design methodologies. 391 https://doi.org/10.55056/etq.26 educational technology quarterly, vol. 2021, iss. 3, pp. 388-401 https://doi.org/10.55056/etq.26 the author’s methodology of using cble for cs bachelors [19, 21] allows the teacher to freely choose the forms, methods, and necessary tools for the learning process [14]. it should be mentioned that a competency-based approach should be implemented when conducting classes. a competency-based approach to teaching informatics teachers should provide for the formation and acquisition of relevant competencies [13]. therefore, it should be considered that all aspects of the educational process should be concentrated on helping students acquire the skills required for professional activities, particularly digital competencies [6, p. 11]. advanced training is another option to raise the level of digital competency of hei students and teachers [23, p. 28]. a professional development program titled “information and communication technologies in full-time (blended) learning” is suggested by mintiy, kharadzjan and shokaliuk [8]. the course participants should master the basics of the theory and practice of designing digital educational resources [8]. conducting master classes, training, etc. is another technique to improve the digital competence using cble, as noted in [7, 15]. therefore, additional course on utilizing cloud technology in education was given for university instructors and students as part of this study [22]. an example of a training session. topic: using google classroom. goal: acquire knowledge and skills of how to design courses using google classroom. 1. create your course. 2. add 3-4 to the course. 3. create a number of different assignments and provide them to all students in the course for completion: downloading training materials, taking a poll, completing an answerattachment assignment, etc. 4. make an evaluation of the work that has been done. in such training sessions, the instructor first demonstrates the subject using an example of finishing the assignment, and then the students finish the task independently, if necessary, with the instructor’s guidance. in to assess the level of digital competence of cs bachelors in the use of cble, it is critical to determine the criteria and indicators that contribute to that formation. in line with the findings of kocharyan [4], spirin and ovcharuk [18], zakhar [23], we highlight the following criteria and associated indicators for the formation of digital competence of cs bachelors in the use of cble: 1. value-motivational – reasons, objectives, and requirements for using cloud technologies in professional settings: • motivation to use a cloud-based learning management system in the educational process. • motivation to use cloud-based learning tools in the educational process. • motivation for leveraging cloud services for self-learning. 2. cognitive – understanding of cloud technologies in relation to using cble: 392 https://doi.org/10.55056/etq.26 educational technology quarterly, vol. 2021, iss. 3, pp. 388-401 https://doi.org/10.55056/etq.26 • to demonstrate knowledge of cloud technologies. • to comprehend what a cloud-based learning environment’s fundamental elements are. • to demonstrate knowledge of cloud-based learning tools. 3. operational and activity – the skills to operate the acquired knowledge on cloud technologies in relation to using cble: • using cloud-based mind maps for educational purposes. • using cloud-based compilers. • using cloud technologies to evaluate programming skills. • using cloud-based learning management system (cloud-based lms). • using massive open online courses (mooc). • using cloud-based tools to collaborate on a project. 4. research – knowledge and skills in using cloud technology to facilitate scientific research: • when composing term papers and theses, to choose and use a variety of cloud-based tools. • when working on a group project, to choose and use a variety of cloud-based tools. • to apply the cble’s cooperative tools. 5. didactic – the ability to use cble for learning activities and cooperation: • to use a cloud-based lms. • to deliver instructional content using cloud-based tools. • to use cloud-based communication tools. • to use cloud-based knowledge assessment tools. according to the formulated criteria and indicators, the levels of formation of digital competence of cs bachelors in the use of cble and the characteristics of each of them, are presented in table 1. 3. results and discussion a pedagogical experiment was carried out to test the hypothesis that training cs bachelors in a specially created cble will assist in the growth of their digital competence. 170 students were involved in the experiment. the following factors were taken into account: 1. if possible, the same instructor trained both the experimental group and the control group. 2. the experimental group’s initial level of formation of digital competence in the use of cble is statistically equivalent to that of the control group’s [21]. 3. the experimental group completed cble training whereas the control group was taught training in the classical way. 393 https://doi.org/10.55056/etq.26 educational technology quarterly, vol. 2021, iss. 3, pp. 388-401 https://doi.org/10.55056/etq.26 table 1 description of the levels of digital competence of cs bachelors in the use of cble. criterion level description valuemotivational low does not recognize the value of cble, a cloud-based lms, and cloud-based learning technologies average understanding the role of cloud technologies in professional activities sufficient knowing that cloud technologies (cble and cloud-based lms, cloud-based learning tools in particular) must be used in the educational process high a desire to incorporate the cble into the educational process cognitive low reimagine the knowledge gained about cloud technology with the help of an instructor. knows the key elements of cble and, with a teacher’s assistance, can describe them. has basic knowledge of cloud-based learning tools. average understanding and explaining the knowledge of cloud technologies. recognize and describe the primary cble components. describe well-known cloud-based learning tools. sufficient can put learned expertise in cloud technology to use high able to study independently at cble. operational and activity low according to the sample, cble, cloud-based lms, and cloud-based learning tools can be used to complete tasks average knows how to use cble, cloud lms, and cloud learning tools to complete a task, and can describe the benefits of doing so sufficient completes tasks independently in cble using cloud-based lms and cloudbased learning tools high is able to use cloud technology effectively for both professional and personal development research low can use cloud-based tools for research work and collaborative projects on a sample basis average understands how to use cble, cloud-based lms, and cloud-based collaboration tools for research and/or collaborative projects, and can describe how to use various cloud-based tools sufficient independently completes research tasks and a team project in cble while using cloud-based lms and learning tools high has the skills to select cloud-based learning tools to successfully complete research and collaborative projects didactic low has the skills required to operate in cble using a variety of learning tools average has the skills required to use the primary cble learning tools sufficient has the skills required to use the majority of the cble learning tools high has the skills required to use the all of the cble learning tools a survey of students was used to measure the level of development of the digital competence of cs bachelors in the use of cble in the control and experimental groups in order to establish statistical equivalence. it could be stated that the majority of students have an average level of formation of all criteria for digital competence of cs bachelors in the use of cble based on the findings of a 394 https://doi.org/10.55056/etq.26 educational technology quarterly, vol. 2021, iss. 3, pp. 388-401 https://doi.org/10.55056/etq.26 survey of students at this stage. according to the findings of the survey conducted prior to the experiment, let’s see if there are any variations in the levels of formation of students’ digital competence of cs bachelors in the use of cble in the control group and the experimental group (table 2). table 2 levels of formation of digital competence of cs bachelors in the use of cble in control (cg) and experimental (eg) groups (before the experiment). criterion low average sufficient high cg eg cg eg cg eg cg eg value-motivational 18 17 48 46 13 16 6 6 cognitive 20 18 43 45 16 16 6 6 operational and activity 20 19 44 44 15 16 6 6 research 20 18 44 45 15 15 6 7 didactic 18 18 46 45 16 16 5 6 null hypothesis 𝐻0: in the experimental group and the control group, there are no statistically significant variations in the distributions of the level of formation of digital competence of cs bachelors in the use of cble . alternative hypothesis 𝐻𝑎: there are statistically significant changes in the distributions of digital competence of cs bachelors in the use of cble between the experimental group and the control group. the samples are independent, and the property being measured (formation of digital competence of cs bachelors in the use of cble by each of the criteria) is given on a scale with the following values: “low”, “average”, “sufficient”, “high”. we utilize pearson’s 𝜒2 test [12] to determine whether the experimental group and control group are statistically equivalent. some assumptions are crucial for this criterion [16]: • sample size 𝑛 ≥ 30; • expected cell counts should not be less than 5; the selected digits exhaust the entire distribution, that is, they cover the entire range of feature variability. for the samples that were acquired, all of these suppositions are true. so, we have the right to use this test. therefore, to test the hypothesis, we will find the value of 𝜒2𝑒𝑚𝑝, given that the experimental data are presented in the form of table 2 × 𝐶, where 𝐶 = 4 is the number of categories: 𝜒2𝑒𝑚𝑝 = 1 𝑛1𝑛2 𝑛∑︁ 𝑖=1 (𝑛1𝑄2𝑖 − 𝑛2𝑄1𝑖)2 𝑄1𝑖 + 𝑄2𝑖 , (1) where 𝑛1 is the number of students in the control group; 𝑛2 is the number of students in the experimental group; 𝑄1𝑖(𝑖 = 1, 2, 3, 4) is the number of students in the control group who received grades in accordance with the levels “low”, “average”, “sufficient”, “high”; 395 https://doi.org/10.55056/etq.26 educational technology quarterly, vol. 2021, iss. 3, pp. 388-401 https://doi.org/10.55056/etq.26 𝑄2𝑖(𝑖 = 1, 2, 3, 4) – the number of students in the experimental group who received grades in accordance with the levels “low”, “average”, “sufficient”, “high”. for the test, the number of degrees of freedom calculated by the formula 𝑑𝑓 = 𝐶 − 𝑘 − 1, where 𝐶 is the number of categories in the sample, 𝑘 is the number of imposed independent conditions [12, p. 636]. therefore, 𝑑𝑓 = 1. the results of calculating the statistics of these samples are presented in table ??. from table ix [16, p. 328], the critical value of 𝜒2 for the significance level 𝛼 = 0.05 and the number of degrees of freedom 𝑑𝑓 = 1 is 𝜒2𝛼=0.05 = 3.84, and for 𝛼 = 0.01 is 𝜒 2 𝛼=0.01 = 6.64. let’s build the significance axis for the obtained data (figure 2). ? χ20,05 χ20,01 3,84 6,64 zone of insignificance ! zone of significance χ2emp 0,15 figure 2: the pearson’s 𝑐ℎ𝑖2 test’s significant axis for the cognitive criterion (before the experiment). we calculate 𝜒2𝑒𝑚𝑝 for each of the criteria: • for the cognitive criterion 𝜒2𝑒𝑚𝑝 = 0.15; • for the operational and activity criterion 𝜒2𝑒𝑚𝑝 = 0.05; • for value-motivational criterion 𝜒2𝑒𝑚𝑝 = 0.38; • for research criterion 𝜒2𝑒𝑚𝑝 = 0.19; • for didactic criterion 𝜒2𝑒𝑚𝑝 = 0.10. the null hypothesis 𝐻0 can be accepted if 𝜒2𝑒𝑚𝑝 < 𝜒 2 𝛼=0.05 for each of the criteria, which allows us to claim that these samples did not have statistically significant differences by all criteria before the experiment, according to the significance axis (figure 2). we may therefore say that the experimental group and control group had roughly equal conditions and that the individuals in both groups were composed similarly. after the initial survey in the control group and the experimental group, students were trained in programming in accordance with the cs curriculum. after the experiment was complete, the level of formation of digital competence of cs bachelors in the use of cble for each student was individually assessed by the teacher, and as a result, an average score was set for various assessments. the students were then given a new questionnaire. table 3 provides the generalized quantitative results of determining the level of formation of digital competence of cs bachelors in the use of cble in accordance with all criteria. comparative distribution of control group and experimental group before and after the experiment by all criteria is shown in table 4 and figure 3. table 4 and figure 3 in particular demonstrate that more students from the experimental group — as compared to fewer students in the control group — developed a high and sufficient 396 https://doi.org/10.55056/etq.26 educational technology quarterly, vol. 2021, iss. 3, pp. 388-401 https://doi.org/10.55056/etq.26 table 3 levels of formation of digital competence of cs bachelors in the use of cble in control (cg) and experimental (eg) groups (after the experiment). criterion low average sufficient high cg eg cg eg cg eg cg eg value-motivational 10 9 46 25 22 31 7 20 cognitive 10 9 43 24 24 34 8 18 operational and activity 10 9 43 25 25 33 7 18 research 11 9 43 25 24 32 7 19 didactic 10 9 44 23 25 36 6 17 table 4 levels of formation of digital competence of cs bachelors in the use of cble in control (cg) and experimental (eg) groups (before and after the experiment). level valuemotivational cognitive operational and activity research didactic before after before after before after before after before after cg eg cg eg cg eg cg eg cg eg cg eg cg eg cg eg cg eg cg eg low 18 17 10 9 20 18 10 9 20 19 10 9 20 18 11 9 18 18 10 9 average 48 46 46 25 43 45 43 24 44 44 43 25 44 45 43 25 46 45 44 23 sufficient 13 16 22 31 16 16 24 34 15 16 25 33 15 15 24 32 16 16 25 36 high 6 6 7 20 6 6 8 18 6 6 7 18 6 7 7 19 5 6 6 17 level of digital competence in using cble for each criterion as a result of the application of the experimental methodological system for training cs bachelors: • value-motivational criterion: at a sufficient level in the experimental group from 16 to 31, in the control group from 13 to 22; at a high level in the experimental group from 6 to 20, in the control group from 6 to 7; • cognitive criterion: at a sufficient level in the experimental group from 16 to 34, in the control group from 16 to 24; at a high level in the experimental group from 6 to 18, in the control group from 6 to 8; • operational and activity criterion: at a sufficient level in the experimental group from 16 to 33, in the control group from 15 to 25; at a high level in the experimental group from 6 to 18, in the control group from 6 to 7; • research criterion: at a sufficient level in the experimental group from 15 to 32, in the control group from 15 to 24; at a high level in the experimental group from 7 to 19, in the control group from 6 to 7; • didactic criterion: at a sufficient level in the experimental group from 16 to 36, in the control group from 16 to 25; at a high level in the experimental group from 6 to 17, in control group from 5 to 6. therefore, we can draw the conclusion that using a cble during the training of cs bachelors has a significant positive effect on the rise in the proportion of students in the experimental 397 https://doi.org/10.55056/etq.26 educational technology quarterly, vol. 2021, iss. 3, pp. 388-401 https://doi.org/10.55056/etq.26 0 10 20 30 40 50 60 b e fo re a ft e r b e fo re a ft e r b e fo re a ft e r b e fo re a ft e r b e fo re a ft e r b e fo re a ft e r b e fo re a ft e r b e fo re a ft e r b e fo re a ft e r b e fo re a ft e r cg eg cg eg cg eg cg eg cg eg valuemotivational cognitive operational and activity research didactic low average sufficient high figure 3: comparative distribution of students according to the levels of formation of digital competence of cs bachelors in the use of cble in control (cg) and experimental (eg) groups (before and after the experiment). group who have formed high and sufficient levels of digital competence in the use of cble for each of the criteria. consequently, the statistical data testify to the positive dynamics of a sufficient and high level of formation of the digital competence of cs bachelors in the use of cble for each of the criteria in the experimental group. we apply the pearson’s 𝜒2 test once more to verify the statistical equality of the experimental group and control group following the experiment. all conditions (see above) for the resulting samples are met. to test the hypothesis, we find the value of 𝜒2𝑒𝑚𝑝 for each of the criteria and construct the significance axis for the obtained data (figure 4): • for the cognitive criterion 𝜒2𝑒𝑚𝑝 = 11.01; • for the operational and activity criterion 𝜒2𝑒𝑚𝑝 = 10.76; • for value-motivational criterion 𝜒2𝑒𝑚𝑝 = 14.05 • for research criterion 𝜒2𝑒𝑚𝑝 = 11.64 • for didactic criterion 𝜒2𝑒𝑚𝑝 = 13.88. the alternative hypothesis 𝐻𝑎 is accepted on the basis that 𝜒2𝑒𝑚𝑝 > 𝜒 2 𝛼=0.01 for each of the criteria. this provides justification for the claim that these samples display statistically significant differences based on all criteria, demonstrating the superior efficacy of the experimental methodological system over the traditional one. 398 https://doi.org/10.55056/etq.26 educational technology quarterly, vol. 2021, iss. 3, pp. 388-401 https://doi.org/10.55056/etq.26 ! zone of significance ? χ20,05 χ 2 0,01 3,84 6,64 … zone of insignificance χ2emp 11,01 figure 4: the pearson’s 𝜒2 test’s significant axis for the cognitive criterion (after the experiment). 4. conclusion it was possible to define the concept of digital competence of cs bachelors in the use of cloudbased learning environments as the ability of an individual confirmed in practice based on the acquired knowledge, skills, and abilities in cloud technologies and solving professional problems in the field of cs and it through the analysis and generalization of various approaches to defining the essence of the concept of digital competence. applying the criteria (valuemotivational, cognitive, operational and activity, research, and didactic), as well as relevant indicators, is advised to identify the level of formation of digital competence of cs bachelors in the use of cloud-based learning environments. the experiment confirmed the research hypothesis that training cs bachelors in a specially created cloud-based learning environment will assist in the growth of their digital competence. the analysis of experiment results indicate an increase in the level of 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[22] vakaliuk, t.a., spirin, o.m., lobanchykova, n.m., martseva, l.a., novitska, i.v. and kontsedailo, v.v., 2021. features of distance learning of cloud technologies for the organization educational process in quarantine. journal of physics: conference series, 1840(1), p.012051. available from: https://doi.org/10.1088/1742-6596/1840/1/012051. [23] zakhar, o.h., 2015. ictcompetence of computer science teachers and ways of formation. open educational e-environment of modern university, (1), pp.21–32. available from: https: //doi.org/10.28925/2414-0325.2015.1.2132. 401 https://doi.org/10.55056/etq.26 https://www.sgu.ru/sites/default/files/textdocsfiles/2014/02/19/sidorenko.pdf https://www.sgu.ru/sites/default/files/textdocsfiles/2014/02/19/sidorenko.pdf https://doi.org/10.33407/itlt.v13i5.183 https://doi.org/10.33407/itlt.v13i5.183 https://lib.iitta.gov.ua/1165/ https://lib.iitta.gov.ua/1165/ https://doi.org/10.55056/etq.17 https://doi.org/10.55056/etq.16 http://lib.iitta.gov.ua/715709 https://doi.org/10.1088/1742-6596/1840/1/012051 https://doi.org/10.28925/2414-0325.2015.1.2132 https://doi.org/10.28925/2414-0325.2015.1.2132 1 introduction 2 method 3 results and discussion 4 conclusion criteria for selecting open web-oriented technologies for teaching the basics of programming to future software engineers educational technology quarterly, vol. 2021, iss. 1, pp. 73-86 https://doi.org/10.55056/etq.16 criteria for selecting open web-oriented technologies for teaching the basics of programming to future software engineers tetiana a. vakaliuk1,2,3, oleg m. spirin4,2 and valerii v. kontsedailo5 1zhytomyr polytechnic state university, 103 chudnivsyka str., zhytomyr, 10005, ukraine 2institute for digitalisation of education of the naes of ukraine, 9 m. berlynskoho str., kyiv, 04060, ukraine 3kryvyi rih state pedagogical university, 54 gagarin ave., kryvyi rih, 50086, ukraine 4university of educational management, 52a sichovykh striltsiv str., kyiv, 04053, ukraine 5inner circle, nieuwendijk 40, 1012 mb amsterdam, netherlands abstract. the article presents the criteria for selecting open web-oriented technologies for teaching the basics of programming to future software engineers. an analysis of the available open web-oriented technologies for teaching the basics of programming to future software engineers made it possible to divide them into compilers, automated systems for checking programming tasks, mind maps, and massive open online courses. criteria and corresponding indicators are defined for each of them: for web-oriented compilers and mind maps, design and functional criteria are allocated, for web-oriented automated systems for checking programming tasks, design, information-didactic, and communication criteria are allocated, for massive open online courses – informational didactic and functional. comparative tables are given for all the listed web-oriented technologies for teaching the basics of programming to future software engineers according to certain criteria and indicators. keywords: programming, basics of programming, web-oriented teaching technologies, selection criteria 1. introduction in the context of european integration and the development of the higher education system, the problem of developing the creative personality of a future specialist in the professional training, including software engineers, is of particular importance. at the same time, the goal of this type of training for future software engineers should be subject to the general tasks of training, educating, and developing the personality of a future specialist, primarily due to the transition to a new information society. as noted by kremen [8], digitalisation of the educational process is the calling of our time, since education beyond electronic communication, information retrieval and processing based " tetianavakaliuk@gmail.com (t. a. vakaliuk); oleg.spirin@gmail.com (o. m. spirin); valerakontsedailo@gmail.com (v. v. kontsedailo) ~ https://sites.google.com/view/neota/profile-vakaliuk-t (t. a. vakaliuk); http://umo.edu.ua/en/university/leadership/spirin-olegh-mikhajlovich (o. m. spirin); https://www.linkedin.com/in/kontsedailo/ (v. v. kontsedailo) � 0000-0001-6825-4697 (t. a. vakaliuk); 0000-0002-9594-6602 (o. m. spirin); 0000-0003-2240-7891 (v. v. kontsedailo) © 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. 73 https://doi.org/10.55056/etq.16 mailto:tetianavakaliuk@gmail.com mailto:oleg.spirin@gmail.com mailto:valerakontsedailo@gmail.com https://sites.google.com/view/neota/profile-vakaliuk-t http://umo.edu.ua/en/university/leadership/spirin-olegh-mikhajlovich https://www.linkedin.com/in/kontsedailo/ https://orcid.org/0000-0001-6825-4697 https://orcid.org/0000-0002-9594-6602 https://orcid.org/0000-0003-2240-7891 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2021, iss. 1, pp. 73-86 https://doi.org/10.55056/etq.16 on ict and network technologies is becoming an anachronism. first and foremost, there is a need to develop high-quality electronic educational resources and create special information technology educational platforms, which will become available regardless of residence (urban or rural areas) for all participants in the educational process. meanwhile, the computer facilities of education institutions need to be upgraded and replenished with modern mobile devices, new visualisation aids, and interactive tools. the availability of mobile communication devices and tablets to the majority of the population provides the background for extensive use of cloud information environments in the educational process, developing teachers’ digital competence, and enhancing their information and communication culture. [8, p. 48] according to the curricula that future software engineers study, there are several programming languages to learn: c++, c#, php, javascript, python, etc. at the same time, if you install all the necessary software on a computer, the student will work in different environments, and each time you need to adjust to working with a new compiler [20]. in the era of informatization of society as a whole, web-oriented compilers with support for various programming languages began to be developed to solve this problem [20]. in such conditions, each institution of higher education must take significant steps towards the use or design of such a system that would cover the possibility of testing students’ knowledge quickly and, most importantly, qualitatively. when teaching the basics of programming to future software engineers, each teacher repeatedly faced the problem of checking the correctness and efficiency of the algorithm. after all, such a process is quite difficult and time-consuming, and also takes a lot of time if it is done “manually”. an important thing in the training of future software engineers is the programming language training. among the main web-oriented technologies for teaching the basics of programming, vakaliuk [20] singled out: compilers, automated systems for checking programming tasks, mind maps, and massive open online courses. 2. related work research of scientists in assessing the quality and effectiveness of information and communication technologies (ict) training mainly covers the issues of assessing the results of educational activities. thus, bykov et al. [2], galchevska [4], holovnya [7], spirin et al. [16], tkachuk et al. [17] considered the criteria and indicators for selecting ict for educational and scientific activities. cloud-based tools for learning computer science are reviewed by abdullahi et al. [1], glazunova et al. [5], küçük, bayılmış and msongaleli [9], liao, chen and xiong [10], markova et al. [11], panchenko and khomiak [13], rassovytska and striuk [14], segrelles quilis, moltó and blanquer [15], tryus and kachala [18], tseng et al. [19], zhao and forouraghi [22]. in particular, panchenko and khomiak [13] explored the possibilities of using cloud technologies for data analysis. küçük, bayılmış and msongaleli [9] considered the possibility of using cloud technologies in the process of training a computer systems engineer. abdullahi et al. [1] explored the possibilities of using cloud technologies for checking and accounting for solutions to programming problems. markova et al. [11] considered the methodological aspects of the use of cloud-oriented tools in the training of information technology 74 https://doi.org/10.55056/etq.16 educational technology quarterly, vol. 2021, iss. 1, pp. 73-86 https://doi.org/10.55056/etq.16 specialists. segrelles quilis, moltó and blanquer [15] considered the theoretical aspects of the use of cloud technologies in problem-based learning on grid computing. glazunova et al. [5] considered the effectiveness of cloud services for implementing a programming training project. tryus and kachala [18] considered using cloud technologies in the management and educational process of technical universities. however, the problems of a comprehensive assessment of web-oriented technologies for teaching the basics of programming to future software engineers require further research with clarification of the criteria and quality indicators associated with the process and result of educational activities. the purpose of the article is to define the criteria and establish appropriate indicators for the selection of open web-oriented technologies for teaching the basics of programming to future software engineers. 3. research method to achieve this goal, the following methods were used: studying the practical experience of using web-oriented technologies for teaching the basics of programming to future software engineers at the zhytomyr polytechnic state university in 2019–2021, systematization and generalization to determine the selection criteria and indicators, peer review method. experts were involved twice. the first stage – is to determine the most significant weboriented technologies for teaching the basics of programming to future software engineers. the experts were deans of faculties, heads and teaching stuff from departments related to teaching the basics of programming (20 people). using the method of expert evaluation to determine the most significant web-oriented technologies for teaching the basics of programming to future software engineers is that the corresponding learning technologies are numbered in ascending or descending order of a certain feature and ranked according to this feature. in total, 13 different web-oriented technologies for teaching the basics of programming to future informatics teachers (compilers, automated systems for checking programming tasks, mind maps) were proposed for consideration by experts to rank. a scoring system was proposed, according to which, for 𝑁 = 13 learning technologies, the value of 𝑁 is given to the most significant in use, 1 to the least significant. the results of the surveys are summarized in a table, where the technology number is indicated in the columns, and the expert number is indicated in the cells. to prevent a psychological clue that could influence the expert’s choice of certain ranking order, web-oriented technologies for teaching the basics of programming are placed on the card in ascending alphabetical order. the main parameter for assessing the significance of an indicator is its total rank 𝑆. the total ranks of indicators are calculated by the formula 𝑆𝑗 = 𝑚∑︁ 𝑖=1 𝑅𝑖,𝑗 (1) where 𝑆𝑗 – total rank of the 𝑗-th indicator; 75 https://doi.org/10.55056/etq.16 educational technology quarterly, vol. 2021, iss. 1, pp. 73-86 https://doi.org/10.55056/etq.16 𝑗 = 1, 2, 3, ..., 𝑛; 𝑛 – count of indicators; 𝑚 – count of experts; 𝑅𝑖,𝑗 – rank of the 𝑗-th indicator determined by the 𝑖-th expert. however, such total ranks will be objective if there is a certain level of agreement between the experts. the degree of such agreement determines the concordance correlation coefficient 𝑊 [6]. taking into account the fact that 𝑑𝑗 = 𝑆𝑗 − 0.5𝑚(𝑛 + 1), (2) 𝑆(𝑑2) = 𝑛∑︁ 𝑗=1 𝑑2𝑗, (3) and the maximum value of the 𝑆(𝑑2) is achieved if all experts perform the ranking in the same way is 𝑆𝑚𝑎𝑥(𝑑2) = 1 12 𝑚2(𝑛3 − 𝑛), the concordance coefficient is calculated by the formula: 𝑊 = 𝑆(𝑑2) 𝑆𝑚𝑎𝑥(𝑑2) = 12𝑆(𝑑2) 𝑚2(𝑛3 − 𝑛) (4) having made calculations according to formulas (1) – (4), based on experimental data, we obtain the value of 𝑊 . if the value obtained is significantly different from zero, then it can be argued that there is an objective agreement between the experts (when 𝑊 = 0, it is considered that there is no connection between the rankings of experts, when 𝑊 = 1, the rankings completely coincide) and the total ranks are quite objective. deans of faculties, heads and teaching stuff from departments related to preparation of bachelors in software engineering (14 people) acted similarly to the experts to determine the most significant for the use of platforms for massive open online courses (mooc). the experts were offered a questionnaire to determine the most significant mooc platforms for teaching bachelors in software engineering, where the respondents were offered 10 mooc platforms for ranking. the calculations were made similarly. mooc platforms were separated from other web-oriented learning technologies because the authors wanted to hear the opinion of experts on moocs separately. in the second stage, another group of experts was involved in the selection of the most significant web-oriented technologies for teaching the basics of programming: compilers, automated systems for checking programming tasks, mind maps, and massive open online courses. for this purpose, the manifestation of each of the defined criteria for each of the named web-oriented technologies for teaching the basics of programming was checked. during academic conferences, webinars, workshops, personal meetings, round tables, e-mail correspondence, etc. with the results of using web-oriented technologies for teaching the basics of programming future software engineers, a significant number of deans of faculties, heads and teaching stuff from departments related to training of future software engineers and teaching the basics of programming (more than 50 people) were involved. however, information to check the manifestation of each of the named criteria for each of the selected web-oriented technologies for teaching the basics of programming to future software engineers was taken from a different number of respondents: 1) for compilers, both criteria were evaluated by 9 people; 76 https://doi.org/10.55056/etq.16 educational technology quarterly, vol. 2021, iss. 1, pp. 73-86 https://doi.org/10.55056/etq.16 2) for automated systems for checking programming tasks, all criteria were evaluated by 12 people; 3) for mind maps, certain criteria were evaluated by 5 people; 4) for mass open online courses, certain criteria were evaluated by 12 people. this is a result of numerous factors. for example, during the interviews, it turned out that the vast majority of associate professors, senior lecturers, and assistants of departments who provide the educational process in the basics of programming in the preparation of future software engineers, could not give reasonable answers to determine the indicators of the criteria for using mind maps and massive open online courses in teaching the basics of programming, as they are not familiar with such technologies at all. more than 50% of them use in the educational process compilers designed for use in only one programming language. to understand the degree of manifestation of each criterion, the respondents were asked to evaluate its indicators. the indicators were evaluated according to the following parameters: 0 points – the indicator is not observed, 1 point – the indicator is more not observed than observed, 2 points – the indicator is more observed than not observed, 3 points – the indicator is fully observed. the indicator was considered positive if the value of the corresponding coefficient – the arithmetic mean of its parameters – was at least 1.5. along with this, the criterion was considered insufficiently manifested if less than 50% of its indicators were positive; critical manifestation of the criterion is 50%–55%; sufficient manifestation is 56%–75%; high manifestation is 76%–100%. 4. results 4.1. the content and structure of the selection criteria for web-oriented technologies for teaching the basics of programming to future software engineers according to the results of the survey, the most significant tools for teaching the basics of programming were chosen: • web-based compilers: codepad and ideone.com. • automated systems for checking programming tasks: algotester, netoi, eolymp. • web-oriented mind maps: bubbl.us, mindomo, mindmeister. • massive open online courses: prometheus, coursera, cisco networking academy, udacity, udemy. at the same time, the results of the survey were carried out according to formulas (1) – (4). as a result, we got 𝑊 = 0.58 (for web-oriented learning technologies other than mooc platforms) and 𝑊 = 0.82 (for mooc platforms). the obtained values are significantly different from zero, so it can be argued that there is an objective agreement between the experts and the total ranks are quite objective. taking into account the above features of training software engineers in higher education institutions, we will define the criteria for selecting open web-oriented technologies for teaching the basics of programming future software engineers. 77 https://doi.org/10.55056/etq.16 http://codepad.org/ https://ideone.com/ https://www.algotester.com/en https://new.netoi.org.ua/ https://www.eolymp.com/en/ https://bubbl.us/ https://www.mindomo.com/ https://www.mindmeister.com/ https://prometheus.org.ua/ https://www.coursera.org/ https://www.netacad.com/ https://www.udacity.com/ https://www.udemy.com/ educational technology quarterly, vol. 2021, iss. 1, pp. 73-86 https://doi.org/10.55056/etq.16 in [3], the “criterion” is defined as “a standard or principle by which something is judged, or with the help of which a decision is made”. therefore, under the criteria for selecting web-oriented technologies for teaching the basics of programming, we will understand such qualities, features, and properties of web-oriented technologies that are necessary for the successful teaching of the basics of programming to future software engineers. the criteria for selecting web-oriented technologies for teaching the basics of programming to future software engineers were identified taking into account external and internal criteria and indicators of the quality of educational activities given by ogawa and collom [12]. it should be noted that such quality criteria are determine the degree of compliance of pedagogical activity with established goals, standards, and norms. it is essential that the number of indicators for determining the degree of significance of the criteria for selecting web-oriented technologies for teaching the basics of programming to future software engineers may turn out to be large, and individual indicators of a certain criterion may not be significant enough for its selection. the experience of conducting experimental pedagogical research indicates the need for a reasonable limitation on the number of indicators (quite often, scientists use from 3 to 7 indicators for each criterion). we use the following criteria and corresponding indicators for the selection of web-oriented technologies for teaching the basics of programming: • compilers – design criterion (reliability; availability; free) and the functional criterion (user input data; ease of use; multilingualism); • automated systems for checking programming tasks – design criterion (reliability; availability; multilingualism; ease of use; free); informational and didactic criterion (task bank; classification of tasks by sections; creation competitions; information about attempts to solve a problem; methodological section; rating; help section); communication criterion (registration of users; providing access with differentiation of access rights; communication between registered users; creation of groups). • mind maps – design criterion (adaptability; free; ease of use; cloud infrastructure) and functional criterion (multilingualism; storage of mind maps; distribution of mind maps; template library); • massive open online courses – informational and didactic criterion (creating your own courses; existing course bank; covering topics of different subjects; covering topics of discipline; tasks; courses of world universities); functional criterion (multilingualism; user registration; one account for several courses). let’s take a closer look at the results for each of the selected web-oriented technologies for teaching the basics of programming. 4.2. web-oriented compilers the design criterion characterizes the clarity, superiority, and accessibility of the use: • the ‘reliability” indicator ‘characterizes the smooth functioning of web-oriented compilers (the indicator was evaluated by a group of experts). 78 https://doi.org/10.55056/etq.16 educational technology quarterly, vol. 2021, iss. 1, pp. 73-86 https://doi.org/10.55056/etq.16 • the “availability” indicator assumes that the compiler should be available in the internet, and also at any time and in any place (including both for teachers and students). • the “free” indicator provides for a free tariff plan for use. table 1 shows the design criterion scores for each of the selected compilers. table 1 design criterion for web-oriented compilers and its indicators. compilers indicators manifestation of the criterion reliability availability free codepad 2.22 2.56 3 100% ideone.com 2.56 2.67 3 100% the functional criterion characterizes the functional component of the compiler: • the “user input data” indicator provides the possibility of entering various input data when the program executed. • the “ease of use” indicator suggests that the compiler should be easy to use for the student, it also provides for convenience and clarity in use, organization of access, and mastering the use of different groups of students. • the “multilingualism” indicator assumes that the compiler supports different programming languages. table 2 shows the functional criterion scores for each of the selected compilers. table 2 functional criterion for web-oriented compilers and its indicators. compilers indicators manifestation of the criterion user input data ease of use multilingualism codepad 0 1.56 1.56 66% ideone.com 2.67 2.67 3 100% so, as the study shows, ideone.com is the most convenient and high-quality toolkit among web-oriented compilers for teaching the basics of programming to future software engineers by manifesting all criteria. 4.3. web-oriented automated systems for checking programming tasks the design criterion characterizes the convenience, reliability, and safety of using web-oriented automated systems for checking programming tasks. the indicators “reliability”, “availability”, “multilingualism”, “ease of use” and “free” are described above. table 3 presents the indicators of the design criterion for each of the selected web-oriented automated systems for checking programming tasks (woascpt). 79 https://doi.org/10.55056/etq.16 educational technology quarterly, vol. 2021, iss. 1, pp. 73-86 https://doi.org/10.55056/etq.16 table 3 design criterion for web-oriented automated systems for checking programming tasks and its indicators. woascpt indicators manifestation reliability availability multilingualism ease of use free of the criterion algotester 2.17 2.42 1.5 1.67 3.00 80% netoi 1.92 2.17 1.75 1.83 3.00 100% eolymp 2.50 2.50 2.67 2.42 3.00 100% the informational and didactic criterion characterizes the informational and didactic components of a web-oriented automated system for checking programming tasks: • the “task bank” indicator characterizes the presence of a large number of tasks in weboriented automated systems for checking programming tasks. • the “classification of tasks by sections” indicator implies the systematization and classification of all available tasks according to different classifications [21]. • the “creating competitions” indicator is responsible for the possibility of creating competitions for participants in the educational process. • the “information about attempts to solve the problem” indicator implies the presence of information about the number of attempts to solve a particular problem in general and the percentage for which this or that task is credited. • the “methodological section” indicator characterizes the presence of a methodical section in a web-oriented automated system for checking programming tasks. • the “rating” indicator assumes the presence of a general rating of users, including separately in competitions. • the “help section” indicator suggests that a web-oriented automated system for checking programming tasks should contain a help section or at least feedback. table 4 presents the indicators of the information and didactic criterion for each of the selected web-oriented automated systems for checking programming tasks. table 4 information and didactic criterion of web-oriented automated systems for checking programming tasks and its indicators. woascpt indicators manifestation of the criterion task bank classification of tasks by sections creating competitions information about attempts to solve the problem methodological section rating help section algotester 1.25 0.25 2.42 2.42 0.00 2.33 2.50 57% netoi 1.42 1.42 2.50 0.00 0.00 0.42 1.42 14% eolymp 2.75 2.75 2.83 2.67 2.50 2.50 2.83 100% the communication criterion characterizes the organizational and communication component of a web-oriented automated system for checking programming tasks: 80 https://doi.org/10.55056/etq.16 educational technology quarterly, vol. 2021, iss. 1, pp. 73-86 https://doi.org/10.55056/etq.16 • the “registration of users” indicator implies the possibility of registering new students on their own, without outside support, as well as the differentiation of access rights with different opportunities for students and teachers. • the indicator “providing access with differentiation of access rights” provides access to the system for any user by delimiting access rights to different categories of users: students, teachers, administrators, and parents. • the indicator “communication between registered users” implies the ability to maintain communication. • the “creation of groups” indicator implies the possibility of creating groups for more convenient communication and notification of users, as well as the possibility of creating competitions in a specific group. table 5 presents the indicators of the communication criterion for each of the selected web-oriented automated systems for checking programming tasks. table 5 communication criterion for web-oriented automated systems for checking programming tasks and its indicators. woascpt indicators manifestation of the criterion registration of users providing access with differentiation of access rights communication between registered users creation of groups algotester 1.58 1.58 0.50 0.00 50% netoi 0.00 1.58 0.67 0.00 25% eolymp 2.83 2.42 2.50 2.42 100% so, as the study shows, eolymp is the most convenient and high-quality tool among weboriented systems for checking programming tasks for the manifestation of all criteria. 4.4. web-oriented mind maps for learning the basics of programming the design criterion characterizes convenience, reliability, and adaptability in use: • the “adaptability” indicator characterizes the mind map in terms of adaptation to use in various operating systems (windows, android, ios, etc.). • the “free” indicator assumes a free usage plan, although not a fully functional one. • the “ease of use” indicator suggests that the mind map should be easy to use. • the “cloud infrastructure” indicator characterizes the cloud-oriented service for creating smart maps. table 6 presents the indicators of the design criterion for each of the selected mind maps. the functional criterion characterizes the functional component of mind maps: • the “multilingualism” indicator assumes that mind maps support different languages. 81 https://doi.org/10.55056/etq.16 educational technology quarterly, vol. 2021, iss. 1, pp. 73-86 https://doi.org/10.55056/etq.16 table 6 design criterion for web-oriented mind maps and its indicators. mind map indicators manifestation of the criterionadaptability free ease of use cloud infrastructure bubbl.us 2.4 1.4 1.6 3 75% mindomo 2.4 1.4 2.4 3 75% mindmeister 2.8 1.8 2.6 3 100% • the “storage of mind maps” indicator implies the ability to store mind maps in the form of pictures. • the “distribution of mind maps” indicator characterizes whether it is possible to distribute a mind map on the internet. • the “template library” indicator provides for the ability to select a template from existing ones. table 7 shows the indicators of the functional criterion for each of the selected mind maps. table 7 functional criterion of web-oriented mind maps and its indicators. mind map indicators manifestation of the criterionmultilingualism storage of mind maps distribution of mind maps template library bubbl.us 0.4 2.4 2.4 0 50% mindomo 2.6 2.6 2.6 1.4 75% mindmeister 2.8 2.8 2.6 2.8 100% so, as the study shows, the most convenient and high-quality toolkit among web-oriented mind maps for teaching the basics of programming to future software engineers for the manifestation of all criteria is mindmeister. 4.5. massive open online courses for teaching the basics of programming the informational and didactic criterion characterizes the informational and didactic components of the mooc platform: • the “creating your own courses” indicator characterizes the ability to create your own online courses as a teacher. • the “existing course bank” indicator provides a large number of courses. • the “covering topics of different subjects” indicator ensures the availability of courses in various academic disciplines, provided by the curriculum for the preparation for bachelors in software engineering. • the “covering topics of discipline” indicator provides for the coverage of topics of the academic discipline according to the curriculum and work program of the discipline. 82 https://doi.org/10.55056/etq.16 educational technology quarterly, vol. 2021, iss. 1, pp. 73-86 https://doi.org/10.55056/etq.16 • the “tasks” indicator characterizes the tasks that are available after each video, or at least questions to test the consolidated knowledge. • the “courses of world universities” indicator provides for the availability of courses in various academic disciplines offered by world universities. table 8 presents the indicators of the information and didactic criterion for each of the selected mooc platforms. table 8 information and didactic criterion of mooc platforms and its indicators. mooc indicators manifestation of the criterion creating your own courses existing course bank covering topics of different subjects covering topics of discipline tasks courses of world universities prometheus 0.00 2.50 2.50 2.58 2.50 1.67 83% coursera 0.00 2.50 2.33 2.50 2.58 3.00 83% cisco networking academy 0.00 2.17 1.50 2.50 2.50 3.00 83% udacity 0.00 2.75 2.58 2.42 1.50 0.00 66% udemy 2.67 3.00 2.58 2.50 2.58 1.50 100% the functional criterion covers the functionality of massive open online courses: • the “multilingualism” indicator characterizes whether the mooc has the opportunity to listen to the course in different languages. • the indicator “user registration” characterizes whether the mooc is open to all or only to registered users. • the indicator “one account for several courses” characterizes the ability to register under one name for several courses. table 9 presents the functional criterion indicators for each of the selected mooc platforms. table 9 functional criterion of mooc platforms and its indicators. mooc indicators manifestation of the criterionmultilingualism user registration one account for several courses prometheus 1.33 2.83 3.00 67% coursera 1.17 2.67 2.33 67% cisco networking academy 1.92 1.33 1.25 33% udacity 1.42 2.50 2.67 67% udemy 2.50 2.50 2.67 100% 83 https://doi.org/10.55056/etq.16 educational technology quarterly, vol. 2021, iss. 1, pp. 73-86 https://doi.org/10.55056/etq.16 as the study shows, the most convenient and high-quality tool among the mooc platforms for use in the training of software engineers in terms of the level of manifestation of all criteria is the udemy mooc platform. 5. discussion as you can see, experts identify a number of web-oriented learning technologies to improve the process of teaching the basics of programming to future software engineers. in the process of training software engineers, all specified learning tools that meet the selected criteria and indicators should be used. however, given the constant changes in the field of ict, teachers should review the proposed technologies once a year and, in the case of fundamental changes in functionality or the introduction of new specified teaching technologies, conduct an updated survey to establish the best quality tools that are appropriate for use in the software engineering training. the use of these technologies for teaching the basics of programming not only facilitates the educational process but also provides students with various technologies that will be useful to them in their future professional activities. it should be noted that the use of moocs in software engineer training is only used if a portion of the content is pulled out for individual study, which, according to an analysis of curriculums for training software engineers, is at least 66%. they are simple to use and can be used as an additional learning tool. 6. conclusion and future work inadequate awareness of the problem of applying cloud-oriented and web-oriented learning tools, as well as a lack of examples of their practical application, contributed to a complete examination of the problem of their use in the hei educational process. to that purpose, it proved necessary to examine the available cloud-based and web-based learning tools for use in the training of software engineers. as a result, it was determined that for the selection of cloud-oriented and web-oriented learning tools, it is advisable to use software engineers for training, certain criteria and indicators should be taken into account. it was established which of the proposed web-oriented technologies best fit certain criteria for teaching the basics of programming to future software engineers. in particular, among web-oriented compilers for teaching the basics of programming to future software engineers, ideone.com should be recommended for use, among web-oriented systems for checking programming tasks – the eolymp internet portal, and among web-oriented mind maps – mindmeister, among the mooc platforms for use in training software engineers for the manifestation of all criteria is the mooc platform udemy. in the future, the essential components of a methodological system for teaching the basics of programming to future software engineers will need to be developed. 84 https://doi.org/10.55056/etq.16 educational technology quarterly, vol. 2021, iss. 1, pp. 73-86 https://doi.org/10.55056/etq.16 references [1] abdullahi, m.s.i., salleh, n., nordin, a. and alwan, a.a., 2018. cloud-based learning system for improving students’ programming skills and self-efficacy. journal 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[22] zhao, j. and forouraghi, b., 2013. an interactive and personalized cloud-based virtual learning system to teach computer science. in: j.f. wang and r. lau, eds. advances in web-based learning – icwl 2013. berlin, heidelberg: springer berlin heidelberg, pp.101– 110. available from: https://doi.org/10.1007/978-3-642-41175-5_11. 86 https://doi.org/10.55056/etq.16 http://ceur-ws.org/vol-2732/20200948.pdf http://ceur-ws.org/vol-2732/20200948.pdf https://doi.org/10.55056/cte.131 https://doi.org/10.1016/j.jpdc.2021.04.012 https://doi.org/10.33407/itlt.v77i3.3985 http://ceur-ws.org/vol-2732/20201058.pdf http://ceur-ws.org/vol-2732/20201058.pdf https://doi.org/10.14308/ite000481 https://doi.org/10.1007/978-981-10-3187-8_23 https://doi.org/10.1007/978-981-10-3187-8_23 https://doi.org/10.33407/itlt.v59i3.1674 http://eprints.zu.edu.ua/10305/ https://doi.org/10.1007/978-3-642-41175-5_11 1 introduction 2 related work 3 research method 4 results 4.1 the content and structure of the selection criteria for web-oriented technologies for teaching the basics of programming to future software engineers 4.2 web-oriented compilers 4.3 web-oriented automated systems for checking programming tasks 4.4 web-oriented mind maps for learning the basics of programming 4.5 massive open online courses for teaching the basics of programming 5 discussion 6 conclusion and future work the experience of designing a single information and educational environment of the university ``nmu digital'' educational technology quarterly, vol. 2022, iss. 1, pp. 73-87 https://doi.org/10.55056/etq.10 the experience of designing a single information and educational environment of the university “nmu digital” yuriy l. kuchyn1, oleksandr m. naumenko1, oleg m. vlasenko1, svitlana h. lytvynova2, oleksandr yu. burov2, inna i. kucherenko1 and pavlo v. mykytenko1 1bogomolets national medical university, 13 taras shevchenko blvd., kyiv, 01601, ukraine 2institute for digitalisation of education of the natіonal academy of educatіonal scіences of ukraіne, 9 m. berlynskoho str., kyiv, 04060, ukraine abstract. the publication considers theoretical and practical approaches to the design and creation of a single information and educational environment of the bogomolets national medical university. the main factors that were taken into account in the development of information and educational environment of the university are identified and substantiated. the basic educational and methodical resources that ensure the functioning of the information and educational environment of modern medical (pharmaceutical) higher educational establishment (m(p)hee) are given. the peculiarities of the educational process at the university are analyzed and the scheme of interaction of the educationalmethodical department with the faculties of the university is given. a model of information and educational environment of the bogomolets national medical university “nmu digital”. the list of works related to the educational process performed by the structural units of the university in the automated control system is highlighted. the main advantages of use and functionality of the automated control system, electronic document management system and distance learning platform are revealed and analyzed. the results of an online survey of research and teaching staff and students of different faculties on determining the level of digital orientation are analyzed. keywords: digital transformation, information and educational environment, distance learning, automated control system 1. introduction today, every governmental institution (health care is no exception) requires qualified professionals who have a high level of digital skills and are able to work with new technologies. digital transformation (digitalization) of all spheres of public life, including education and science, is envelope-open kuchyn2@gmail.com (y. l. kuchyn); naumenko16@ukr.net (o. m. naumenko); omv13@ukr.net (o. m. vlasenko); s.h.lytvynova@gmail.com (s. h. lytvynova); burov.alexander@gmail.com (o. yu. burov); innanmu2018@gmail.com (i. i. kucherenko); mikitenko_p@npu.edu.ua (p. v. mykytenko) globe http://nmuofficial.com/rektor/ (y. l. kuchyn); https://iitlt.gov.ua/structure/departments/technology/detail.php?id=49 (s. h. lytvynova); https://iitlt.gov.ua/eng/structure/departments/technology/detail.php?id=281 (o. yu. burov) orcid 0000-0002-9667-1911 (y. l. kuchyn); 0000-0002-9001-7580 (o. m. naumenko); 0000-0002-0979-851x (o. m. vlasenko); 0000-0002-5450-6635 (s. h. lytvynova); 0000-0003-0733-1120 (o. yu. burov); 0000-0002-0734-6544 (i. i. kucherenko); 0000-0003-1188-4334 (p. v. mykytenko) © 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. 73 https://doi.org/10.55056/etq.10 mailto:kuchyn2@gmail.com mailto:naumenko16@ukr.net mailto:omv13@ukr.net mailto:s.h.lytvynova@gmail.com mailto:burov.alexander@gmail.com mailto:innanmu2018@gmail.com mailto:mikitenko_p@npu.edu.ua http://nmuofficial.com/rektor/ https://iitlt.gov.ua/structure/departments/technology/detail.php?id=49 https://iitlt.gov.ua/eng/structure/departments/technology/detail.php?id=281 https://orcid.org/0000-0002-9667-1911 https://orcid.org/0000-0002-9001-7580 https://orcid.org/0000-0002-0979-851x https://orcid.org/0000-0002-5450-6635 https://orcid.org/0000-0003-0733-1120 https://orcid.org/0000-0002-0734-6544 https://orcid.org/0000-0003-1188-4334 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2022, iss. 1, pp. 73-87 https://doi.org/10.55056/etq.10 an important area of higher education not only because of the pandemic, but also in general through global trends and national policy [22]. according to the draft of the concept of digital transformation of education and science for the period up to 2026 [8], the resolution of the cabinet of ministers of january 30, 2019 no. 56 [4] and priority areas and tasks of digital transformation for the period up to 2023 approved by the cabinet of ministers of ukraine dated february 17, 2021 no. 365-r [5] the existing system of education and science must undergo radical digital changes and meet global trends in digital development for the successful realization of each person’s potential. acquisition of digital competencies is a basic need of a modern specialist, so the education system (medical (pharmaceutical) higher educational establishment – m(p)hee) should ensure the formation of digital competencies of students and research and teaching staff [17], as well as initiate the introduction of digital infrastructure and electronic services. the digital transformation of higher medical education is an integral part of the digital society as a whole, where there is a rapid filling of the world with digital technologies, systems, as well as with their help to establish communication and data exchange. these processes contribute to the development of digital competencies of the subjects of the educational process and are aimed at building an innovative, open and secure digital environment of the university. problems of design, implementation and use of an open cloud-oriented educational and scientific environment of a higher education institution have been the subject of research by bezverbnyi and shyshkina [1], bykov et al. [3], glazunova et al. [11], kolgatin et al. [16], oleksiuk and spirin [23], oleksiuk et al. [24], osadcha et al. [25], spirin et al. [27]. the researches of fedorenko et al. [9], hurzhii, kartashova and lapinsky [12], kartashova et al. [13, 14] are devoted to the analysis of informatization of general secondary and higher education in ukraine. the study of some features of informative terminology is revealed in the publication of zhaldak [31]. morse and varchenko-trotsenko [21] considers the design of the model of effective learning environment of the university using information technology. the research of spirin and vakaliuk [28] is devoted to the definition of criteria and establishment of appropriate indicators for the selection of open web-based learning technologies, trius and sotulenko [30] talks about problems of creating distance learning support systems for health professionals. franchuk [10] analyzes and systematizes the most common web-based computer systems in higher education. stuchynska, belous and mykytenko [29] consider approaches to the design and creation of a cloud learning environment for medical students. marin [19] describes different practices which attempted to enact a digital university: moocs and videoconferencing apps used for lecturing. michaeli et al. [20] investigate the digital changes that have taken place in medical school that are related to the pandemic covid-19. rosenman and swanson [26] discusses the advantages and disadvantages of using digital platforms and wearables, as well as the problems of “digital health” in medical school. maltese [18] offers new methodologies, data models, authority control mechanisms, and system infrastructures that are able to support a broader range of services in digital university. 74 https://doi.org/10.55056/etq.10 educational technology quarterly, vol. 2022, iss. 1, pp. 73-87 https://doi.org/10.55056/etq.10 2. methods purpose of the article is presentation of design experience and general approaches to creating a single information and educational environment of bogomolets national medical university “nmu digital”. theoretical and empirical methods of scientific research were used to perform the set tasks, namely: • method of system analysis, comparison and generalization for theoretical substantiation and development of information and educational environment of the bogomolets national medical university “nmu digital”; • bibliosemantic method – for the study of psychological and pedagogical, scientific literature, regulations on the design of information and educational environment, the use of automated control systems and distance learning technologies; • empirical methods – conversations with students and teachers, analysis of ways to use learning materials management systems; • questionnaire – in order to determine the level of digital orientation of students and research and teaching staff of the university; • modeling – to develop the information and educational environment of the university and analyze its functionality. 3. results and discussion first of all, it is necessary to consider the essence of the concepts of “digital competence” and “digitalization of education” to understand the need for the formation of certain skills in the subjects of the educational process when working in the information and educational environment. in the recommendations of the european parliament and of the council [7], digital competence involves the confident, critical and responsible use of, and engagement with, digital technologies for learning, at work, and for participation in society. it includes information and data literacy, communication and collaboration, media literacy, digital content creation (including programming), safety (including digital well-being and competences related to cybersecurity), intellectual property related questions, problem solving and critical thinking. carretero, vuorikari and punie [6] defines the digital competence not only as the ability to use the latest digital technologies, but also as the ability to use these digital technologies in a critical, collaborative and creative way. in particular, this publication identifies five main structural components of digital competence, namely: 1) literacy of information operations (viewing, searching, filtering data, information and digital content; evaluation of data, information and digital content; data, information and digital content management), 2) communication and cooperation (interaction through digital technologies; sharing of digital technologies; involvement in active public activities through digital technologies; cooperation with the help of digital technologies; network etiquette; digital identity management), 75 https://doi.org/10.55056/etq.10 educational technology quarterly, vol. 2022, iss. 1, pp. 73-87 https://doi.org/10.55056/etq.10 3) creation of digital content (digital content development; integration and processing digital content; copyright and licenses; programming), 4) security (device protection; protection of personal data and privacy; protection of health and well-being; protection of the environment), 5) problem solving (solving technical problems; identifying needs; creative use of digital technologies; defining spaces in numbers competence). according to bykov, spirin and pinchuk [2], digitalization of education “is a modern stage of its informatization, which involves saturation of information and educational environment with electronic-digital devices, tools, systems and electronic communication between them, which actually allows integrated interaction of virtual and physical, that is, it creates a cyberphysical educational space”. in turn, the information and educational environment will be understood as a continuum of spatio-temporal, socio-cultural, activity, communicative, informational and other factors that appear as conditions for interaction between the developing individual and the objective world of higher education, which are purposefully created and arise spontaneously. obviously, for effective interaction between the user and the information and educational environment, the subject of the educational process must have established digital competencies. the results of the analysis of scientific and pedagogical literature allow us to interpret concept of “informational and educational environment” as a continuum of spatio-temporal, socio-cultural, activity-oriented, communicative, informational, and other factors that appear as conditions of interaction between the developing individual and the objective world of higher education that are purposefully created and arise spontaneously. kasatkin and tverezovska [15] gives another interpretation of this concept, namely as a system-organized set of tools, information resources, interaction protocols, hardware and software, and organizational and methodological supports, focused on meeting the educational needs of users. in particular, the educational environment of m(p)hei is a necessary component of the holistic mechanism of professional socialization, life, and professional situations that ensure the entry of students into professional life. the results of the analysis of scientific and pedagogical literature allowed to identify the main factors that were taken into account in the design and creation of information and educational environment of the university, namely: widespread use in the educational process of computer-based learning technologies; practical implementation of distance learning technologies; providing ict support for research; wide introduction of digital technologies in education management at different levels; use of cloud technologies; taking into account the features of different computer technology platforms. in the course of digitalization, it is necessary to consider such principles as: • ensuring access to data and knowledge; • compliance with the system; • focus on the development of a single information and educational environment; • organization of communication, partnership and international cooperation; • ensuring digital security and management priorities. analyzing the experience of organizing training with the help of distance technologies in institutions of higher medical (pharmaceutical) education, it can be stated that important 76 https://doi.org/10.55056/etq.10 educational technology quarterly, vol. 2022, iss. 1, pp. 73-87 https://doi.org/10.55056/etq.10 educational and informational and methodological resources for the formation of the educational environment are: • official portal of the institution of higher education; • structured media library; • thematic collection of video, audio materials, printed materials, methodical materials that provides the maximum visualization of educational, scientific and methodical activity, satisfies the interests of real and potential consumers of educational services in terms of the content of educational activities; • virtual library – an electronic library with educational, educational and methodical, methodical literature, catalogs of other electronic libraries; • distance learning courses or their elements as a form of organization and implementation of educational activities and self-education of students using ict. information and educational environment of the bogomolets national medical university is based on the use of the latest technologies and provides the educational process with electronic textbooks and teaching aids in relevant disciplines, guidelines for the use of various web services, resources, and creates conditions for: introduction of pedagogically balanced learning models, use of cloud and mobile-oriented learning environments, use of various virtual laboratories, monitoring of academic achievements and disclosure of personal abilities of students. in figure 1 shows a model of information and educational environment of the bogomolets national medical university “nmu digital”. first of all, all electronic data of entrants are entered by the staff of the admissions committee into the unified state electronic database on education (usede) and as soon as the entrant is enrolled in the number of university students, he/she immediately becomes part of the digital environment. all data of the entrant goes to the acs, and thanks to the integration of the acs with the university distance learning platform likar nmu, students of our university will have access to video and teaching materials on the youtube distance learning channel in the disciplines taught to them this or that semester. orders on the movement of the contingent (enrollment, transfer, deduction or academic leave) of students are formed in the acs and transferred to the electronic document management environment (electronic management system – ems), and from there to the necessary departments. let’s consider the features of training at bogomolets national medical university, which are due to the “specific” organization of both the educational process and its structure. these features include: different duration of initial classes (1, 2, 3 and 5 hours); availability of monodisciplines (the department of a certain faculty teaches the same discipline for students of different faculties); academic disciplines for students of the faculty are taught by scientific and pedagogical employees of the departments belonging to other faculties. analyzing the scheme of interaction of the educational and methodical department with the faculties of the university (figure 1) it can be traced that the students of the pharmaceutical faculty have academic disciplines taught by different departments, which in turn belong to different faculties, for example: • faculty of training of foreign citizens (disciplines: “information technology in pharmacy”, “higher mathematics and statistics”, “latin”); • medical faculty no. 1 (”human anatomy”); • medical faculty no. 4 (”hygiene and ecology”). 77 https://doi.org/10.55056/etq.10 educational technology quarterly, vol. 2022, iss. 1, pp. 73-87 https://doi.org/10.55056/etq.10 figure 1: model of information and educational environment of the bogomolets national medical university “nmu digital”. sometimes one department is taught by several departments, for example, the discipline “life safety, fundamentals of bioethics and biosafety” will be divided between the department of hygiene and ecology no. 3 of the medical faculty no. 4, and the department of philosophy, bioethics and history of medicine. in accordance with figure 2, the logical sequence of interaction is as follows: the educational and methodical department calculates the pedagogical load and forms the schedule of educational classes; faculties (dean, deputy dean, methodologists, dispatchers, inspectors) form lists of student groups, monitor academic performance, make curricula into the automated control system (acs), etc. having received the previously mentioned information from the educational and methodical department and faculty, the responsible persons from the department assign teachers in the schedule by groups, publish thematic plans for disciplines (calendar-thematic plans of lectures, practical and seminar classes, as well as independent work of students) syllabuses and regulations. classes, final modular controls. in addition, they fill in grade journals, attend lectures, and fill in information on academic performance. during the period of adaptive quarantine and digitalization of education it is important to ensure not only students’ access to educational and methodical material, but also a reliable communicative component between students, departments, faculties and educational and methodical department and other structural units of bogomolets national medical university, 78 https://doi.org/10.55056/etq.10 educational technology quarterly, vol. 2022, iss. 1, pp. 73-87 https://doi.org/10.55056/etq.10 figure 2: scheme of interaction of the educational and methodical department with the faculties of the university. as well as automation of processes related to the placement or completion of information. especially important is the support and assistance to research and teaching staff of the university in organizing the provision of quality educational services. at present, it is important to install a new acs module, namely its synchronization with the action application. in particular, the following documents are available for “sharing”: • passport of a citizen of ukraine in the form of an id card; • biometric passport; • registration number of taxes; • internally displaced persons (idp) certificate; • child’s birth certificate. in addition to working in the acs, research and teaching staff carry out organizational and pedagogical activities on the distance learning platform likar nmu (develop and fill distance learning courses and youtube distance learning channel). three modules are available on the likar nmu distance learning platform: distance learning; deanery; the organizational structure (figure 3). the scientific and pedagogical staff of the university developed almost 2000 video recordings of lectures and video recommendations for practical and laboratory work, which were uploaded to the youtube distance learning channel of bogomolets national medical university. the mantis is placed (figure 4). the channel currently has more than 3,000 subscribers. in order to optimize the information support and counseling of higher education students, teachers, course managers and faculty members responsible for educational work, support chats were created in viber and telegram messengers. in addition to the organizational and control function, the university administration together with the educational and methodical 79 https://doi.org/10.55056/etq.10 educational technology quarterly, vol. 2022, iss. 1, pp. 73-87 https://doi.org/10.55056/etq.10 figure 3: attendance statistics of the likar nmu distance learning platform. figure 4: analytics of views of the youtube distance learning channel of bogomolets nmu. department and the department of computer technology of learning and distance education provides constant scientific support, updating instructions, publishing methodical materials and scientific articles placed in the rubric “distance learning” on the official website of the university, as well as step-by-step video instructions for teachers were recorded and posted on the distance learning channel. with regard to postgraduate education, this includes interns and students of advanced training or technical improvement courses. in fact, we have former students of our university, information about which was stored in the acs and on the platform likar nmu and new users. data on graduates is stored on the distance learning platform, and software was developed for unregistered users, which solved the problem of fast data transfer from the spreadsheet, and registration of users absent in the acs (figure 5). this software application is designed for local use. 80 https://doi.org/10.55056/etq.10 educational technology quarterly, vol. 2022, iss. 1, pp. 73-87 https://doi.org/10.55056/etq.10 figure 5: application window for optimizing user registration without an acs account. in addition, a special module on the likar nmu platform has been developed for advanced training and technical improvement courses, which allows generating certificates confirming the completion of training courses. these certificates indicate the educational institution, name, subject of the training course and the date of completion. an important role in the interaction between structural units is played by the environment of electronic document management (ems). thanks to ems, the hierarchy of management actions of the university administration, structural units and faculties is clearly traced and adhered to. quite convenient is the fact that the order or order of the university can be immediately sent to all necessary users for review, signature or review. the head of the structural unit has the opportunity to review the status of execution of the order and find out whether all colleagues are performing their duties properly. this is quite convenient, especially when there is a powerful institution and structural units are located in different parts of the city, you do not need to spend time and resources on the way to the office building and waiting in line for signatures under offices, most importantly to have constant access to the internet. in the process of designing an information and educational environment of the university, it was expedient to establish the readiness of the teaching staff and students of different faculties to use digital technologies in their activities. in order to determine the level of digital orientation of research and teaching staff and students of bogomolets national medical university a questionnaire was conducted. a total of 939 respondents took part in the survey, of which 87 were faculty, 817 were full-time students and 38 were part-time students (figure 6, 7). respondents were asked to rate their own components of digital competence on a 5-point scale: • respondents rated information literacy as follows: 37% – by 5 points, 46% – by 4 points, 14% – by 3 points, 2% – by 2 points, 1% – by 1 point. • respondents rated communication and cooperation as follows: 45% – by 5 points, 38% – by 4 points, 13% – by 3 points, 3% – by 2 points, 1% – by 1 point. 81 https://doi.org/10.55056/etq.10 educational technology quarterly, vol. 2022, iss. 1, pp. 73-87 https://doi.org/10.55056/etq.10 figure 6: distribution of respondents depending on the position / form of education. figure 7: distribution of respondents depending on the faculty. • respondents rated the creation of digital content as follows: 25% – by 5 points, 36% – by 4 points, 27% – by 3 points, 8 – by 2 points, 4% – by 1 point. • respondents rated data protection as follows: 29% – by 5 points, 33% – by 4 points, 27% – by 3 points, 7% – by 2 points, 4% – by 1 point. • the solution of technical problems was assessed by the respondents as follows: 23% – by 5 points, 33% – by 4 points, 30% – by 3 points, 9% – by 2 points, 5% – by 1 point. as can be seen from the results of the answers to this question, most respondents assess themselves at a sufficient level of digital competence. it was also suggested to assess one’s own level of interest in the use of digital tools: • work on the global internet: 65% respondents have a high level, 30% respondents have a medium level, and 5% respondents have a low level. • visualization: 63% respondents have a high level, 34% respondents have a medium level, and 3% respondents have a low level. • ensuring cybersecurity: 45% respondents have a high level, 38% respondents have a medium level, and 17% respondents have a low level. 82 https://doi.org/10.55056/etq.10 educational technology quarterly, vol. 2022, iss. 1, pp. 73-87 https://doi.org/10.55056/etq.10 • scientific communication: 51% respondents have a high level, 40% respondents have a medium level, and 9% respondents have a low level. • electronic documents: 53% respondents have a high level, 38% respondents have a medium level, and 9% respondents have a low level. • mobile devices: 71% respondents have a high level, 24% respondents have a medium level, and 5% respondents have a low level. it can be stated that the majority of respondents are interested in using digital tools when working on the global internet and with mobile devices, at least in ensuring cybersecurity of data. in response to the questionnaire “in your opinion, what are the main requirements to be met during the digital transformation of education?”, distance learning technologies were identified in the first place, research learning and blended learning in the second and third, respectively (figure 8). figure 8: distribution of respondents’ answers to the main requirements should be provided during the digital transformation of education. to the question “do you have the skills to create digital content?” the following answers were received: 51.9% of respondents have a basic level (i create simple digital content (text, tables, images, audio files) in at least one format), 39.5% of respondents have a medium level (i create complex digital content in different formats (for example, text, tables, images, audio files) and have the skills to create web pages or blogs); 8.6% of respondents have a high level (i create complex multimedia content in different formats, using a variety of digital tools and environments, i can create a website). to the questionnaire question “do you have the skills to create digital content online in cloud storage (for example, google drive or dropbox)?” such answers were received, 58.4% indicated that “yes”, 41.6% – “no”. to the question “do you have the skills to use e-mail and messengers (for example, viber, telegram or whatsapp) in professional activities?” the following answers were received, 97.1% – said “yes”, 2.9% – “no”. having studied the attitude of respondents to the organization of the educational and information environment of bogomolets national medical university we can note that 44.4% are 83 https://doi.org/10.55056/etq.10 educational technology quarterly, vol. 2022, iss. 1, pp. 73-87 https://doi.org/10.55056/etq.10 completely satisfied, 37.9% are undecided, and 17.7% are dissatisfied. analyzing satisfaction with the quality of information support, the following results were obtained: 44.5% were completely satisfied, 35.5% were undecided and 20% were dissatisfied. 4. conclusions and prospects for further research the designed single information and educational environment “nmu digital” unites all participants of educational and scientific activity, providing space for communication and data exchange, simplifies and modernizes management processes at the university. the implementation of the proposed concept aims to ensure: a qualitatively new level and effectiveness of the university; development of a unified information educational environment of the university; high level of quality of training and advanced training of students; increasing the efficiency and effectiveness of research; high level of digital competence of university employees. the information and educational environment developed at the university consists of many components. its organization involves not only the use of modern digital technologies, such as automated document management system, distance learning platform, automated control system, youtube, telegram channel, official website, but also establishing communication between all structural units of the university, creating conditions for the formation of digital competence in order to work in the information and educational environment of the university. analysis of the results on the level of digital orientation of teaching staff and students of bogomolets national medical university gives grounds to conclude that a significant number of respondents need to improve their digital competence. most users have high skills in working on the internet and with mobile applications, this applies mainly to students. in our opinion, it is possible to expand knowledge in other directions by updating the content of computer science disciplines. as for the teaching staff, web trainings and seminars should increase their digital competence. tracking the dynamics of digital competence changing is a prospect for future research, as the process of creating information and educational environment of the university is long and is implemented in stages. the results of the conducted sociological research will contribute to the creation of new opportunities for adjustment, development, and functioning of the informational and educational environment of the university. prospects for further research are aimed at developing proposals for ways to develop digital competence of students and research and teaching staff of the university. the proposed concept for the design of information and educational environment of the university needs constant improvement and in our opinion, the results of sociological research will 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[31] zhaldak, m.i., 2019. some features of ukrainian informatic terminology. naukovyi chasopys npu imeni m.p. drahomanova. seriia 2. kompiuterno-oriientovani systemy navchannia, (21 (28)), p.3–9. available from: https://doi.org/10.31392/npu-nc.series2.2019.21(28).01. 87 https://doi.org/10.55056/etq.10 https://doi.org/10.33407/itlt.v60i4.1815 https://doi.org/10.33407/itlt.v60i4.1815 https://doi.org/10.36740/wlek202103205 https://doi.org/10.31392/npu-nc.series2.2019.21(28).01 1 introduction 2 methods 3 results and discussion 4 conclusions and prospects for further research practical application of systemizing expedition research results in the form of taxonomy educational technology quarterly, vol. 2022, iss. 3, pp. 216-231 https://doi.org/10.55056/etq.40 practical application of systemizing expedition research results in the form of taxonomy yevhenii b. shapovalov1, viktor b. shapovalov1, roman a. tarasenko1, zhanna i. bilyk1, irina m. shapovalova2, adrian paschke3 and fabian andruszkiewicz4 1the national center “junior academy of sciences of ukraine”, 38-44 degtyarivska str., kyiv, 04119, ukraine 2secondary comprehensive school no. 69 of kyiv, 25 donetska str., kyiv, 03151, ukraine 3fraunhofer fokus (with support of bmbf “qurator” 03wkda1f), kaiserin-augusta-allee 31, 10589 berlin, germany 4uniwersytet opolski, 11a kopernika pl., opole, 45-040, poland abstract. data processing is complicated nowadays due to its vast amount and low structuration level. perspective field to provide such structuration is exceptional studies because, in most cases, they foresee measuring parameters planned before such expeditions. therefore, it is possible to define the parameters that will be measured and prepare forms to fill them during the expedition. this study substantiates the way of processing such data in the form of ontologies, providing structuring and interoperability of expedition data by providing a similar structuring approach. the case of using such an approach based on real-life expedition study in the field of the environment of the national center “junior academy of sciences of ukraine” is described. the approach foresees using excel to define the parameters that will be measured during an expedition in the form of table’s columns. each row in such a table will represent the place or name of the research object. an additional column is devoted to inserting geolocation. after providing the research, such files are uploaded into polyhedron system and ontology is generated. such ontologies are stored and integrated into arcgis and can be used to present their own results and provide background research by other researchers. keywords: ontological journal of expedition, geoinformation systems, gis, expeditional reseach 1. introduction the formation of a student’s personality adapted to modern life requires the use of new priorities in the selection of methods and forms of education in the higher education sector. due to the need for students to process large amounts of information, the formation of their ability to think critically is a priority [3, 13, 33]. also, one of the main tasks of modern education is the " sjb@man.gov.ua (y. b. shapovalov); svb@man.gov.ua (v. b. shapovalov); tarasenko@man.gov.ua (r. a. tarasenko); zhannabiluk@gmail.com (z. i. bilyk); irinashap242@gmail.com (i. m. shapovalova); paschke@inf.fu-berlin.de (a. paschke); fabian@uni.opole.pl (f. andruszkiewicz) ~ https://www.nas.gov.ua/ua/personalsite/pages/biography.aspx?personid=0000026333 (y. b. shapovalov); https://www.nas.gov.ua/ua/personalsite/statuses/pages/default.aspx?personid=0000029045 (v. b. shapovalov); https://www.nas.gov.ua/en/personalsite/pages/default.aspx?personid=0000030616 (z. i. bilyk); https://www.mi.fu-berlin.de/inf/groups/ag-csw/members/members/paschke.html (a. paschke); https://usosweb.uni.opole.pl/kontroler.php?_action=katalog2/osoby/pokazosobe&os_id=30259 (f. andruszkiewicz) � 0000-0003-3732-9486 (y. b. shapovalov); 0000-0001-9240-1976 (v. b. shapovalov); 0000-0001-5834-5069 (r. a. tarasenko); 0000-0002-2092-5241 (z. i. bilyk); 0000-0003-3156-9040 (a. paschke); 0000-0001-5318-3793 (f. andruszkiewicz) © 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. 216 https://doi.org/10.55056/etq.40 mailto:sjb@man.gov.ua mailto:svb@man.gov.ua mailto:tarasenko@man.gov.ua mailto:zhannabiluk@gmail.com mailto:irinashap242@gmail.com mailto:paschke@inf.fu-berlin.de mailto:fabian@uni.opole.pl https://www.nas.gov.ua/ua/personalsite/pages/biography.aspx?personid=0000026333 https://www.nas.gov.ua/ua/personalsite/statuses/pages/default.aspx?personid=0000029045 https://www.nas.gov.ua/en/personalsite/pages/default.aspx?personid=0000030616 https://www.mi.fu-berlin.de/inf/groups/ag-csw/members/members/paschke.html https://usosweb.uni.opole.pl/kontroler.php?_action=katalog2/osoby/pokazosobe&os_id=30259 https://orcid.org/0000-0003-3732-9486 https://orcid.org/0000-0001-9240-1976 https://orcid.org/0000-0001-5834-5069 https://orcid.org/0000-0002-2092-5241 https://orcid.org/0000-0003-3156-9040 https://orcid.org/0000-0001-5318-3793 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2022, iss. 3, pp. 216-231 https://doi.org/10.55056/etq.40 formation of the student’s creative thinking [5, 30, 32]. when designing the educational and training environment, special attention should be paid information technology component, focusing on the use of scientific and engineering methods. this need is most relevant for the educational environment of higher education institutions of engineering profile, as it operates to form students’ research abilities. for the educational environment, it is essential to build systematic training, which should be based on the active use of these methods in the work of specialized departments. it was provided that students more effectively studied while he provides his research. it is due to the interdependence of the object’s parameters he studies [4]. scientific and engineering methods are the basis of any research process [21], regardless of the specific field of knowledge. both methods have been practised for a long time and are now recognized by the international scientific community as the primary tools for scientific and educational research activities. the contextual content of the scientific method can be schematically represented. the scientific research method is presented in the form of an algorithm in figure 1. figure 1: stages of the scientific research method. the formation of students’ research skills following the scientific method in the educational process should begin with formulating a scientific problem or question, which is determined in the context of a more significant scientific problem. the researcher is interested in a particular issue (formulation of the question) and conducts theoretical and literary research in this area (previous research). additionally, the researcher can create a hypothesis (constructing a hypothesis) about the object under study [4]. the next step is to develop an installation for research and experimental test of the hypothesis (“is experiment works?”). quite often, the investigated installation cannot provide confirmation or refutation of the hypothesis, and then the researcher must return to the stage of preparation of the laboratory installation and make changes to it. in the case of obtaining results based on which it is possible to draw certain conclusions about the hypothesis, the results are analyzed [23, 31]. the results that confirm the hypothesis or refute it draw up (presentation of results). if the hypothesis was 217 https://doi.org/10.55056/etq.40 educational technology quarterly, vol. 2022, iss. 3, pp. 216-231 https://doi.org/10.55056/etq.40 refuted, the researcher builds a new hypothesis based on the obtained data (returns to the step of constructing the hypothesis). at the stage of background research, the researcher searches for information according to various criteria, one of which is the geographical relevance of the results. to find information about a particular object, the student must familiarize himself with similar research conducted previously. however, the most relevant for a young researcher is to get acquainted with scientific works that have been performed geographically close to the object of interest of the researcher. additionally, an important problem in conducting a literary review by a student: is the accumulation of “information garbage”. therefore, it is essential to develop ways to solve this problem, so the aim of the study is to propose a method of visualization and structuring of data obtained in expeditionary research, which other researchers could potentially use to conduct the literature review phase. the proposed approach is based on taxonomies and ontology approach due set of factors described below. 1.1. features of the ontological systems ontology is a section of philosophy, the doctrine of existence, which explores the general principles, principles of existence, structure, and patterns. in computer science, ontology is a discipline associated with the construction of a specific system of concepts that describes a particular subject area. the content of concepts is reflected through concepts. formally, in an ontology, a concept is identified with an object (class) connected to other classes. a class is defined as a set of instances with common properties and contains descriptions of the actual instances and their properties. in this article, an “ontology” is a term that means some software or web system that consists of nodes with specific data. all nodes are arranged in a particular hierarchical order, often referred to as a tree or graph. the node from which all branches go is called the parent. the other nodes are called subsidiaries. if there are no additional branches in the graph from the child nodes, then this graph is called simple. the graph that describes concepts and their relations is called ontology. an ontology necessarily entails or embodies some sort of worldview concerning some domain. the helicopter view is often conceived as a set of concepts, entities, attributes, or processes, their definitions, and their interrelationships; this is referred to as conceptualization [22]. also, all ontologies consist of vocabulary and some specification of the meaning or semantics of the terminology within the vocabulary. the various ontologies are also distinguished by their degree of formality in the specification of meaning [22]. the particular computer program grafeditor [9] can be used to visualize the creation of ontological models. the initial for inputting data for the grafeditor are descriptions of objects represented by many semantic characteristics. the main ontology components in grafeditor are a node (vertex). it is an elementary component of the ontology and a data array. the root node is the type of node that defines the main direction of the ontology. secondary nodes are a set of all nodes except the main one. finally, link is a relationship between nodes of an ontological graph that indicates the structural relationships between the nodes of an ontology. a range of open-source tools devoted to creating ontologies are available. they are called ontology editors. today a variety of developing environments are used to create ontologies like protégé 3.5 [18], apollo [2], swoop [12], oiled [15], isaviz [11], polyhedron. we propose 218 https://doi.org/10.55056/etq.40 educational technology quarterly, vol. 2022, iss. 3, pp. 216-231 https://doi.org/10.55056/etq.40 to use cognitive it polyhedron. the core of the polyhedron system contains advanced and improved functions of the todos it platform, which were previously used to provide semantic web, systematization, transdisciplinary support, and gis connectivity [28]. cognitive it polyhedron can use the feature of ontological interface tools [17, 25]. this system has a web-oriented interface and provides the creation of interactive knowledge systems, which provide adaptability to the thematic profile of each user subject in the cognitive it polyhedron environment. the ontological interface is implemented by the procedure of activation of multiple binary taxonomy relationships. it is an intelligent means of user interaction with an ontology-based information system that allows visualizing the results of integration and aggregation of distributed information resources to organise user communication in an easily accessible visual form [28]. it polyhedron is based on a multi-agent approach. usually, the resources on which the information is located are narrowly targeted. combining such resources as agents of cognitive it polyhedron is the ontology-oriented system that provides transdisciplinary and interactivity of any educational and scientific research [27]. in the environment of the polyhedron system, the construction of all chains of the process of transdisciplinary integrated interaction is ensured: a semantic content analysis of text documents; taxonomy; highlighting the properties of taxonomy concepts; formation of the ontology of the choice problem; transdisciplinary integration of contexts, based on properties-criteria concepts that determine the ontology of choice; the inclusion of documents found in the global environment through the recursive procedures of the system and the linguistic corpus [28]. usually, the resources on which the necessary information is located have a narrow subject orientation. combining such resources as its agent in the ontology-oriented, the cognitive it polyhedron system allows for transdisciplinary and interactive components in educational research. due to active states being hyper-ratio plural partial ordering [14, 29], cognitive it polyhedron is an innovative it technology for ontological management of knowledge and information resources regardless of the standards of their creation. the innovative component of cognitive it polyhedron has its unique features. for example, there is a function comparison with some standards called auditing. one of the applications in ecology is the use of environmental standards to compare and determine the status of specific objects. for example, previously, it has been scientifically justified to apply this methodology use of this method to estimate water quality in reservoirs [26]. 1.2. the concept of expositional ontological journals one way to reach such the aim of study is to take a comprehensive approach to using geographic information systems (gis) [1, 10, 20] and an ontological journal. recently, many methods have been developed to visualize scientific information, taking into account the geographical relevance of scientific data. new in the field of data analysis and visualization is the method of using gis to present expedition results. the student and teacher’s use of such information, presented in the form of the proposed approach, allows for improving the quality at the stage of previous research. gis is the most natural and convenient way of presenting geospatial information [25]. how219 https://doi.org/10.55056/etq.40 educational technology quarterly, vol. 2022, iss. 3, pp. 216-231 https://doi.org/10.55056/etq.40 ever, the gis construction can be a rather complicated process if available geospatial data is presented in documents containing weakly structured or even unstructured information. manual handling of such documents can be an extremely labour-intensive process, and the processing of large amounts of such documents is almost impossible. therefore, before working with weakly structured or unstructured documents, it is necessary to structure them. during this process, the data is presented in an easy-to-handle form, which can easily be read by standard gis tools and conveniently displayed to the end-user. this, may provide an opportunity to find hidden information in the input data [25]. the most complicated is the implementation of the structuring of nl (natural linguistic) texts because this process requires a sufficiently complete formal description of the subset of the language to which they belong. each text describes a specific subject area (ssa) or a part of it. at the same time, the terms related to the ssa used in the text form its terminology field. the structuring of the text consists of isolating it from this terminology field, particularly the identification of the concepts of the corresponding ssa and their attributes and interconnections. any ontological gis is formed based on a structured representation of the subject area of its application. structuring is usually based on classes of objects, the properties of which determine the semantics of the subject area. the properties of objects directly allow us to determine the set of relationships between them. multiple order binary relations are a type of hyperlink with specific properties: acyclicity, partial ordering, and linear ordering, and provide the formation of different classes of gis objects of taxonomic structures. it should be noted that taxonomic categories are formed based on allocating a specific subset of objects with a common property that characterizes them all. this property may be unique to each object, but by defining a specified class as a complex category, such a property allows to define many binary relations “to be an element of a class” of general concepts of a class. it should be noted that a single property, which is familiar to many concepts of the subject area, can be interpreted as a feature of these concepts or as a criterion for selecting concepts of this class [19]. constructions that describe the state of the process of problem-solving in the gis environment can be represented by different terminology: natural language, predictive formulas, equations of different types and types, graphical schemes, etc. the ontological system must have complex means of synchronizing syntactic descriptions of both the objects used and the statements themselves, representing specific states of the problem [19]. 2. material and method ontologies were created using tools of cognitive it polyhedron using ontology editor. two types of sheets, xls to create structure (hierarchy of nodes; in further – structure file) and csv to add internal information for numeric and semantic data (in further – data file), were uploaded to ontology editor to generate hierarchy. after generation, ontologies were uploaded to the store (if it was necessary to use specific functions, they were chosen at the download menu). to store information and share it, google sheets were used, with their further conversion into the .xls and .csv excel sheets (figure 2). a general view of the ontology library in the proposed grafeditor is shown in figure 3. the generated structure is displayed classically as a nodes tree, taking into account the 220 https://doi.org/10.55056/etq.40 educational technology quarterly, vol. 2022, iss. 3, pp. 216-231 https://doi.org/10.55056/etq.40 figure 2: google sheet with data. relationships. an example of displaying information in grafeditor [9] of the cognitive it polyhedron system is presented in figure 4. the structure of the information visualized in the ontological system corresponds to element 1 (figure 4). element 2 (figure 4) is a visualization part of the ontology structure, which arises due to the presence of media files in the form of included information of the ontology. included information on the grafeditor system is represented by element 3 (figure 4). at the top of the display of embedded information is a visualization of node‘s information, and below – is additional textual or visualization information. for creating ranking, ontologies were used module “alternative”. 2.1. creation ontologies using module “alternative” module “alternative” can be used to provide filtering of information [8]. it was necessary to create nodes of a graph filled with semantic data grouped in semantic classes to achieve this. this function was used to create a general ontology of the wastewater treatment system and concrete ontologies of technologies devoted to finding concrete parameters of technologies. to provide this, the sheets were prepared as was shown before. to create both ontologies, were created three sheets. as was noted before, they were the structure in datasheets, and they were provided with an additional sheet with pictures links for each node. inputted information in the node was structured by semantic classes located in table rows. describing node of ontology was determined by cells located in a column. at their intersection was located semantic data related to concrete semantic class and concrete node of the ontology. one node can contain one or more pictures, for example, real-life installation, principles of working, and technological scheme. for building ranking systems, only numerical values and ranking were selected during saving graphs in the database were used. 221 https://doi.org/10.55056/etq.40 educational technology quarterly, vol. 2022, iss. 3, pp. 216-231 https://doi.org/10.55056/etq.40 figure 3: general view of the library of ontologies. 3. results and discussion 3.1. principles of knowledge systematization nowadays, a large amount of information is in an unsorted condition. this phenomenon was associated with the strong growth of humanity’s scientific and technological progress. the information created by a human is a potential “information garbage” in the case of its placement on the internet without its structurization. any helpful information placed in a chaotic mode does not bring any use to the user. to reduce the amount of “information garbage,” 222 https://doi.org/10.55056/etq.40 educational technology quarterly, vol. 2022, iss. 3, pp. 216-231 https://doi.org/10.55056/etq.40 figure 4: an example of displaying information in the grafeditor system. it is advisable to sort and classify information [24]. any information contains several classified features, called “direction”, “class”, “type”, “subtype”, etc. defining such characteristics allows us to find the information that we need quickly. such characteristics in the ontological approach indicate semantic characteristics. for example, ecological research of river dnieper properties the following semantic characteristics: • type of information: research • direction: ecology • class: hydro ecology • subclass: study of the river the information sorted on such characteristics allows the researcher to quickly and efficiently find the necessary information in this field of ecology. one approach to information retrieval is to search for specific information elements. for example, for writing a scientific paper on the diffusion of chloride ions in the river, objects firstly need to find information about the concentration of chlorine ions in different places of the river and the necessary patterns of their deposition. in this case, we are interested in specific data related to a specific characteristic of this substance, and therefore it is advisable to allocate an additional subclass for any of the specific indicators. it seems relevant to provide classification using both gis and ontology systems [6, 7, 16]. the principle of the complex approach is to embed ontologies in a point on the gis with the author and the analysis date to take into account the reliability of the result. using geographical coordinates in a structured ontological form allows us to get the most effective access to information. implementing a complex approach will permit creating databases for research in various areas, performed by different researchers and research institutions that store material in a structured form. 223 https://doi.org/10.55056/etq.40 educational technology quarterly, vol. 2022, iss. 3, pp. 216-231 https://doi.org/10.55056/etq.40 3.2. creation of ontological journals it is proposed to use ontological journals to systematize research knowledge. ontological journals are an ontology designed for multifunctional analysis and systematization of information. a feature of the ontological journal is the separation of semantic characteristics in the study (for further structuring). the general view of the ontological journal is presented in figure 5. figure 5: general view of the ontological journal. the peculiarity of the ontological journal is the high level of structuring and visualization of data, the possibility of transition between related nodes, and the search for semantic connections between vertices and their elements. visualization of scientific data in the form of an ontological journal is presented in figure 6. figure 6: visualization of scientific data in the ontological journal. the figure shows that large arrays of information obtained during the study are grouped and structured, and the transition to scientific data is quick and clear. 224 https://doi.org/10.55056/etq.40 educational technology quarterly, vol. 2022, iss. 3, pp. 216-231 https://doi.org/10.55056/etq.40 the initial data for the program grafeditor are descriptions of objects, represented by many of their features. the initial data can be presented as a text file. for preparing the ontology, it is proposed to use the excel format tables to construct the ontological tree and nest in the ontological node’s information in the ontological journal form (figure 6). a general view overview of the template for creating a logbook is shown in figure 7. the template for the created ontological log is an excel file stored in csv format. figure 7: general view of the template for creating an ontological journal. figure 7 shows an ontological journal template for water analysis. the main information classes are ph, cond, min., hardness, cl, so4, pb, fetotal, fe (ii), fe (iii), cu, corresponding to the indicators: acidity, conductivity, mineralization, chloride content, sulfates, lead, total iron, ferrous iron, ferric iron, and copper. the names of the information classes are abbreviated according to the comparison ontology file. templates of ontological journals for different types of ecological research have been developed and proposed for use. a developed ecological map envisages structuring the material according to the criteria of ecological direction – analysis of air, water bodies, soils, elements of the biosphere, etc. criteria for environmental structuring are presented in the form of layers in arcgis. this approach allows the analysis of materials to group the material by the maximum number of study aspects. the use of obtained data through this method is very relevant in forecasting results. for example, the developed map on ecological studies of quality of soils will allow the scientist to continue research on directions migration or vice versa – the accumulation of chemicals in biological systems. furthermore, the proposed gis aims to visualise environmental research by students of extracurricular educational institutions throughout ukraine. in this case, the data of own research and other researchers conducted in the specified territory are used to carry out preliminary research. 225 https://doi.org/10.55056/etq.40 educational technology quarterly, vol. 2022, iss. 3, pp. 216-231 https://doi.org/10.55056/etq.40 the use of geographic information systems is one of the modern areas of visualization of scientific data, particularly in environmental research. however, the widespread use of gis leads to the accumulation of large amounts of data on a single map. therefore, it is essential to develop thematic gis maps, where information is displayed concerning a specific topic. to enter the data on the map, it is proposed to use the geo-information system arcgis based on the ecological map of the students of the national center “junior academy of sciences of ukraine” (jasu). creating gis ontology also needs additional inputting geographical coordinates separately in the data file. obtained graph from xml format is needed to download on a particular gis server of cognitive it polyhedron, named arcgis. to place the ontology on the map, it is necessary to provide the following actions: enter data on the attributes we do need, which we previously set in the data file (figure 8, field which occurs after selecting the location of the analysis on the gis), enter a reference for ontology in the “ontology” cell, click the “ok” button. figure 8: gis data input table. arcgis is a geographic platform for an organization that allows to create, manage, and share geographic information and tools through interactive web maps and applications. the advantage of the platform is the ability to implement both in the local network and the cloud environment, providing access from any device: personal computer, web browser, smartphone, or tablet computer. arcgis system is a way of presenting information with graphical visualization of data linked to geographical coordinates. visualization is carried out based on geographical maps with the ability to create “points” of the objects of analysis. a general view of the gis is presented in figure 9. zooming and control of the map viewing area are performed using “element 1”. to control 226 https://doi.org/10.55056/etq.40 educational technology quarterly, vol. 2022, iss. 3, pp. 216-231 https://doi.org/10.55056/etq.40 figure 9: general view of the gis. the scale, the following is used: a scale that shows the scale by the ratio of the virtual size to the real one (for example, 1:100,000). also, the scale can be changed using the tools of increase and decrease (11 and i and respectively). control is performed using the “move” tool (ec) on the control panel of the viewing area. in addition, for automatic control, there are orientation arrows on the control panel to move the map work area in different directions. “element 2” visualizes the scale of the map; it is a ruler that reflects a constant segment in space (regardless of the change in scale), but the numerical value of the segment changes when the scale changes (for example, 50 km, 100 km). map tools are shown in “element 3”. the tools include “drawing” (e2), “printing” (9), and “change” (ii). finally, “element 4” is responsible for displaying the layers on the map. the layers on the map correspond to the types of objects propose to create in filling the map. search for a point on the map using “element 5” is carried out. the search can be performed by the names of geographical objects and coordinates. to perform a search, left-click on the address entry area and enter the coordinates or name of the geographical object. “element 6” is responsible for the type of map display. using this element, in particular, change the map type from political to physical. “element 7” is designed to display information about the program. a system has been developed to analyse the data depending on the geographical relevance of information by integrating scientific knowledge with the geographic information system. furthermore, it is possible to structure the material by systematizing information in ontological graphs and making a transition between gis and ontological graphs. transdisciplinary research has a unique potential in applying an integrated approach to gis and ontologies. there is a relationship between the natural sciences, which is often essential, but 227 https://doi.org/10.55056/etq.40 educational technology quarterly, vol. 2022, iss. 3, pp. 216-231 https://doi.org/10.55056/etq.40 insufficiently studied. sometimes it is necessary to conduct research that explains the chemistry of physical processes or when physical laws explain the migration rate of chemicals. the use of gis technologies allows us to conduct a transdisciplinary preliminary study on the chosen topic by the student of jasu. searching for relationships between the states of geospheres on the ecological map is one of the elements of ecological analysis, which is possible with the accumulation of information about the quality of different geospheres. it is necessary to separate semantic categories of the received information presented in the form of ontological journals for further systematization and the possibility of searching for the information and reducing the quantity of “information garbage” in the field of science. the application of the proposed technology will improve the quality of the preliminary research and allow us to choose the highest quality material for its processing in the scientific activity of the student. 3.3. creation of a system of visualized scientific databases and further potential of its use the principle of the complex approach consists of embedding ontologies in a point on the gis map with the indication of the author and time of carrying out the analysis for the account of reliability and result. placing information concerning geographical coordinates in a structured ontological form allows to get the highest quality access to information. the development of an integrated approach will allow the creation of research databases in various fields performed by different researchers and research institutions that store material in a structured form. structuring based on gis provides the potential to view related information and search for patterns associated with the coordinates of the location of specific properties of objects. further development will allow us to accumulate structured information that does not turn into “information garbage”. such systems are essential for developing environmental expertise and the creation of an environmental safety system. in the future, such systems can be fully used as the primary tool for the functioning of the eco monitoring system with the system of data analysis and forecasting. 4. conclusions it is proposed to use an ontological approach for data structuring and gis for displaying geospatial information and visualizing scientific data, improving the quality of students’ research. the structured data gives some advantages additional to simplifying the way of data search such as processing of data (filtering and rank). the template-using approach is proposed to simplify the input process during expeditions. the use of gis in complex with ontologies is developed and described. the proposed approach was tested in junior’s academy of sciences of ukraine activities related to expedition research on water quality. 228 https://doi.org/10.55056/etq.40 educational 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[33] zubrzycki, j., 2016. report: stem’s future is play, inclusiveness, lifelong education. available from: https://www.edweek.org/teaching-learning/ report-stems-future-is-play-inclusiveness-lifelong-education/2016/09. 231 https://doi.org/10.55056/etq.40 http://nbuv.gov.ua/ujrn/soivt_2017_1_4 https://integral-review.org/transdisciplinarity-basarab-nicolescu-talks-with-russ-volckmann/ https://integral-review.org/transdisciplinarity-basarab-nicolescu-talks-with-russ-volckmann/ https://doi.org/10.15642/ijet2.2019.8.1.33-40 https://doi.org/10.32405/2309-3935-2019-1(72)-30-36 https://doi.org/10.32405/2309-3935-2019-1(72)-30-36 https://doi.org/https://doi.org/10.2991/icem-18.2019.114 https://doi.org/https://doi.org/10.2991/icem-18.2019.114 https://www.edweek.org/teaching-learning/report-stems-future-is-play-inclusiveness-lifelong-education/2016/09 https://www.edweek.org/teaching-learning/report-stems-future-is-play-inclusiveness-lifelong-education/2016/09 1 introduction 1.1 features of the ontological systems 1.2 the concept of expositional ontological journals 2 material and method 2.1 creation ontologies using module ``alternative'' 3 results and discussion 3.1 principles of knowledge systematization 3.2 creation of ontological journals 3.3 creation of a system of visualized scientific databases and further potential of its use 4 conclusions the current level of competence of schoolteachers on how to use cloud technologies in the educational process during covid-19 educational technology quarterly, vol. 2022, iss. 3, pp. 232-250 https://doi.org/etq.32 the current level of competence of schoolteachers on how to use cloud technologies in the educational process during covid-19 tetiana a. vakaliuk1,2,3, oleg m. spirin4,2, olha v. korotun1, dmytro s. antoniuk1, mariia o. medvedieva5 and inesa v. novitska6 1zhytomyr polytechnic state university, 103 chudnivsyka str., zhytomyr, 10005, ukraine 2institute for digitalisation of education of the naes of ukraine, 9 m. berlynskoho str., kyiv, 04060, ukraine 3kryvyi rih state pedagogical university, 54 gagarin ave., kryvyi rih, 50086, ukraine 4university of educational management, 52a sichovykh striltsiv str., kyiv, 04053, ukraine 5pavlo tychyna uman state pedagogical university, 2 sadova str., uman, 20300, ukraine 6zhytomyr ivan franko state university, 40 velyka berdychivska str., zhytomyr, ukraine, 10008 abstract. during the period of total lockdown caused by covid-19 pandemic, teachers had to move to distance learning to organize a continuous educational process, which is not possible without the active use of modern information and communication technologies, including cloud services. because of this, at the beginning of the pandemic, zhytomyr polytechnic state university conducted several free distance online courses for teachers, which included studying the possibilities of using cloud technologies in teaching in a pandemic. somewhat later, some secondary schools in zhytomyr expressed a desire to take the same courses, but in person. 98 teachers of schools of the city of zhytomyr were covered by training on courses “cloud technologies in the educational process in the conditions of quarantine”. after face-to-face courses, teachers in zhytomyr schools have significantly increased their competence in the use of cloud technologies in the educational process in the context of the covid-19 pandemic. not only has their level increased in general, but the horizons regarding the variety of cloud services that should be used in distance learning have expanded. course training, organized according to scientifically sound methods, helps to increase the motivation of students (teachers) to self-study, as well as to the future use of cloud technologies in the educational process. keywords: competence, cloud technologies, cloud services, distance learning, educational process, covid-19 " tetianavakaliuk@gmail.com (t. a. vakaliuk); oleg.spirin@gmail.com (o. m. spirin); olgavl.korotun@gmail.com (o. v. korotun); dmitry_antonyuk@yahoo.com (d. s. antoniuk); medvedeva-masha25@ukr.net (m. o. medvedieva); inesanovicka@gmail.com (i. v. novitska) ~ https://sites.google.com/view/neota (t. a. vakaliuk); http://umo.edu.ua/en/university/leadership/spirin-olegh-mikhajlovich (o. m. spirin); http://irbis-nbuv.gov.ua/asua/1467014 (o. v. korotun); http://irbis-nbuv.gov.ua/asua/1471030 (d. s. antoniuk); https://informatika.udpu.edu.ua/?page_id=3298 (m. o. medvedieva); http://irbis-nbuv.gov.ua/asua/1190440 (i. v. novitska) � 0000-0001-6825-4697 (t. a. vakaliuk); 0000-0002-9594-6602 (o. m. spirin); 0000-0003-2240-7891 (o. v. korotun); 0000-0001-7496-3553 (d. s. antoniuk); 0000-0001-9330-5185 (m. o. medvedieva); 0000-0003-0780-0580 (i. v. novitska) © 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. 232 https://doi.org/etq.32 mailto:tetianavakaliuk@gmail.com mailto:oleg.spirin@gmail.com mailto:olgavl.korotun@gmail.com mailto:dmitry_antonyuk@yahoo.com mailto:medvedeva-masha25@ukr.net mailto:inesanovicka@gmail.com https://sites.google.com/view/neota http://umo.edu.ua/en/university/leadership/spirin-olegh-mikhajlovich http://irbis-nbuv.gov.ua/asua/1467014 http://irbis-nbuv.gov.ua/asua/1471030 https://informatika.udpu.edu.ua/?page_id=3298 http://irbis-nbuv.gov.ua/asua/1190440 https://orcid.org/0000-0001-6825-4697 https://orcid.org/0000-0002-9594-6602 https://orcid.org/0000-0003-2240-7891 https://orcid.org/0000-0001-7496-3553 https://orcid.org/0000-0001-9330-5185 https://orcid.org/0000-0003-0780-0580 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2022, iss. 3, pp. 232-250 https://doi.org/etq.32 1. introduction with the spread of covid-19, the educational process is undergoing significant changes [9]. during the period of total lockdown, teachers had to move to distance learning to organize a continuous educational process, which is not possible without the active use of modern ict, including cloud technologies and services. many teachers had to simultaneously increase their competence in using such services and teach students to do it. students and teachers had to cope with many challenges for the proper and effective use of cloud services in the organization of such training. with this in mind, at the beginning of the pandemic, zhytomyr polytechnic state university conducted a series of free distance online courses for teachers, which included studying the possibilities of using cloud technologies in teaching in a pandemic. a scientifically sound methodology was developed, which contained a semantic component with a list of topics and features of forms, methods, and means of conducting such courses were described in the previous work [17]. 1,500 teachers were registered for the course, and 816 people completed the course. therefore, some institutions of secondary education in zhytomyr (ukraine) expressed a desire to go through the same courses, but full-time mode. it was decided to hold such courses for schoolteachers. before starting the courses, it was necessary to find out the current level of their competence in the use of cloud technologies in the educational process in the context of the covid-19 pandemic. the courses were held at zhytomyr polytechnic state university in august 2020 full-time. under the teacher’s competence in the use of cloud technologies in the educational process, we mean the ability of an individual, confirmed in practice, to use such technologies based on the acquired knowledge, skills, and abilities in cloud technologies to meet their own educational needs and solve professional problems in the educational industry. 2. theoretical background throughout the pandemic, scientists from around the world have raised questions about the use of different information and communication technologies in the educational process, the introduction of distance and blended learning, and more. in particular, the covid-19 pandemic has contributed to the comprehensive development of research in the field of cloud technologies and their use in the educational process. garcía et al. [5] conducted a study to identify the key elements of teacher training in the use of the latest icts, as well as various methodologies, with the aim of providing improvements in the educational process to overcome deficiencies in their professional training. an experimental study conducted by the authors showed that the education of teachers must necessarily be focused on the practical part, and the work of young teachers must be carried out with the help of teachers with experience. the authors also found that some standards should be approved to monitor the digital competence of teachers [5]. mosenkis et al. [13], when conducting distance learning courses to improve the skills of teachers, found that cloud technologies can be used to manage the educational process online. as a result of their research, mosenkis et al. [13] concluded that conducting such courses solves 233 https://doi.org/etq.32 educational technology quarterly, vol. 2022, iss. 3, pp. 232-250 https://doi.org/etq.32 the problem of interaction that exists in the team, and also helps to ensure the professional orientation of the project tasks of teachers [13]. garcía-peñalvo et al. [6] proposed the trailer project, demonstrating the possibility of collecting information related to learning activities, regardless of the context or tools used to conduct them. the authors conduct their research in non-formal education [6]. al bashaireh [1] explored why and how exactly cloud e-learning improves the quality of education, based on the concept, architecture and characteristics. the author cited the benefits of using cloud-based e-learning for all aspects of the educational process (institutions, students and teachers) during the covid-19 pandemic [1]. moravcik, bridova and segec [11] demonstrate their own experience of using cloud services in universities (from the user’s point of view and from the administrator’s point of view). some authors have conducted research to study the readiness to use cloud computing in higher education during the pandemic. in particular, amron, noh and mohamad [2] interviewed teachers and students from universities in malaysia using certain models (technology susceptibility and technology readiness index). as a result, the authors concluded that optimism and innovativeness have a significant impact on technology adoption factors, while discomfort and insecurity do not affect technology adoption [2]. utami et al. [16] explored how teachers in indonesia perceive cloud technologies to facilitate the learning process during a pandemic. note that the authors also used models for this study. in particular, for this study, a technology acceptability model was used with the inclusion of two original designs [16]. dutta et al. [3] are not far behind their peers and offer research on the functional relationship between readiness to use, subjective well-being, and intent to implement cloud elearning in taiwan [3]. in particular, nagaraju, madhavi and murthy [14] analyzed the effectiveness of online learning during the covid-19 pandemic. according to an online survey of 683 respondents (teachers and students), 38% did not even start such training, although it is inevitable in such a situation. falfushynska et al. [4] identified various ict tools for the implementation of distance learning, including zoom, moodle, google meet, bigbluebutton, and cisco webex. the study showed the satisfaction of subjects and their positive attitude to distance learning, satisfaction with the quality of such tools. during the pandemic, the readiness of students and pupils to organize independent learning becomes especially important, which requires them to be motivated to learn, keep track of time, can use modern ict, self-discipline, and control. korobeinikova et al. [8] show an example of the use of cloud services in their activities as a means of improving student learning and teaching disciplines, in particular google classroom, which allows you to manage the independent work of students while studying disciplines. korobeinikova et al. [8] emphasize that when organizing the educational process using cloud technologies, it is necessary to move to the application of the model of blended learning in universities. the issue of professional training of teachers for the organization of learning with the help of cloud services was studied by velychko et al. [18], who conducted a survey of mathematics teachers on the use of ict in the educational process. velychko et al. [18] found that 82% of mathematics teachers who participated in the survey use cloud services in education, implement on their basis modern methods and forms of teaching, use a variety of modern cloud services to teach mathematics. 234 https://doi.org/etq.32 educational technology quarterly, vol. 2022, iss. 3, pp. 232-250 https://doi.org/etq.32 the professional competence of a teacher according to european standards is described in [12], which presents a model for the development of this competence of information technology teachers, consisting of stages, subjects, and resources. morze and glazunova [12] emphasize the need to use existing e-cf and iste standards to develop this competence in teachers. in the conditions of the introduction of cloud services and means of distance learning in the educational process of modern secondary education institutions, one of the main competencies of teachers becomes information and communication competence. the methodology for the development of this competence in teachers of the military education system is presented in [19], in particular, the main tasks of its development are identified. teaching aids have been identified, among which ict tools are mandatory: computer-based educational systems in the multimedia versions; laboratory remote workshops; simulators; electronic libraries with remote access, etc. in addition, the expediency of the introduction of active learning methods, which are implemented through the use of computer networks, audio-video, and other telecommunications, including the internet. in [10] one of the modern competencies is considered – digital, as one of the factors of formation of the information society in ukraine. based on the analysis of the definition of digital competence, its interpretation is given, the didactic conditions of its formation are singled out. as studied in [15], any individual can move faster in learning a new profession through online courses. because with such training there is a possibility to combine online and offline courses. various platforms have recently been used to conduct online courses, such as coursera, mit ocw, prometheus, udemy, edx, udacity, stanford online, etc. spirin [15] pays special attention to course aggregators. in particular, course buffet is an aggregator that allows you to choose a specialization from a certain set of courses. this specialization will correspond to the number of credits in the specializations of different universities around the world. as a result, it is possible to study according to the same subject load as at the university, where the educational process takes place according to traditional teaching. in the conditions of quarantine in march-april 2020 in general secondary education institutions of ukraine, the use of the web service zoom for conducting video lessons in combination with google classroom became widely popular. however, the use of the latter imposes some requirements and restrictions, in particular: • participants must have a google account; • the system must be registered as an educational institution, otherwise, the teacher’s own disk space is used, which is limited for an individual user; • google’s children’s profile is limited to 13 years for the free use of resources, including no access to videos used for educational purposes on youtube. in addition, as of the end of may 2022, the most popular (in terms of trust rating and a number of downloads from google workspace marketplace) digital video conferencing services, webinars, and organizers are: zoom, ms teams, slack, and others [7]. 235 https://doi.org/etq.32 educational technology quarterly, vol. 2022, iss. 3, pp. 232-250 https://doi.org/etq.32 3. methods 98 teachers of schools of the city of zhytomyr were covered by training on courses “cloud technologies in the educational process in the conditions of quarantine”. to conduct this study, teachers at the beginning of the courses and at the end of the courses completed a survey to determine the level of competence of teachers in the use of cloud technologies in the educational process. those questions that served to establish the level of competence of teachers in the use of cloud technologies in the educational process during the covid-19 period and were investigated before and after the courses were assessed according to the following principle, that teachers could choose only 1 answer out of 5 offered. in particular, the first answer assumes that the teacher chose all subsequent ones except the last one. the second includes all subsequent ones, except the last one, etc. that is, if the teacher chose the first answer, then he chose all 4 answers by default, except for the last one. 4. results the purpose of training on the courses “cloud technologies in the educational process in quarantine” was to get acquainted with the basic methodologies of using cloud technologies in education; a general overview of existing cloud technologies and consideration of the main provisions of cloud technologies for use in the educational process. the course was completely identical to the course conducted in the period march-april 2020 [17]. as a result of the course, teachers could get acquainted with: basic concepts, models for providing cloud services, offers from leading companies providing cloud services; cloud storage; cloud services for creating documents; cloud services for creating internet surveys; cloud services for creating presentations; cloud services for creating smart maps; cloud services for creating websites; cloud-based learning management systems (on the example of google classroom) [17]. the main difference was that teacher training was conducted traditionally – in the classroom. at the beginning of the course, a survey was conducted to clarify general issues. to the question “do you have a computer (laptop) at home?”, 98.98% of respondents answered in the affirmative. the same answer was given to the question “if you have a computer at home, is it connected to the internet?” and “can you find the information you need on the internet?” (figure 1a). interestingly, 100% of respondents indicated that “the internet is necessary for his / her professional activity”. in response to the question “are you able to choose and use software to optimally present the different types of materials needed for the learning process?”, 63.92% of respondents indicated that they know how to choose and use software for optimal presentation of different types of materials, necessary for the learning process, while all the others answered that they do not know how (figure 1b). the next question of the general unit was whether teachers have their website or blog. in response to this question, only 23.71% of respondents answered that there is, and 76.29% do not (figure 2a). at the same time, 96.91% of respondents indicated that they had a website for their 236 https://doi.org/etq.32 educational technology quarterly, vol. 2022, iss. 3, pp. 232-250 https://doi.org/etq.32 figure 1: survey results to the question “if you have a computer at home, is it connected to the internet?”, “can you find the information you need on the internet?”, and “are you able to choose and use software to optimally present the different types of materials needed for the learning process?”. figure 2: survey results to the question “are you have their website or blog?” and “are you have a website for your school?”. school, and only 3.09% said “no” (figure 2b). the following questions were about whether the course participants know what cloud technologies and services are, to which 60.82% of respondents answered in the affirmative, 39.18% answered “no” (figure 3a). at the same time, only 44.9% used cloud technologies in teaching their subject before taking the courses, and 55.10% did not use them before taking the courses (figure 3b). the following questions served to establish the competence of teachers on the use of cloud technologies in the educational process during covid-19 and were studied before and after the courses that included the acquisition of basic competencies for working with cloud technology in the educational process in the conditions of a pandemic. when finding out what motives motivate teachers to use cloud technologies in the educational 237 https://doi.org/etq.32 educational technology quarterly, vol. 2022, iss. 3, pp. 232-250 https://doi.org/etq.32 figure 3: survey results to the question “what is cloud technologies and services?” and “do you used cloud technologies in teaching your subject?”. process (see table 1 and figure 4), it was found that more than 50% of respondents in both cases chose the need to be able to use different cloud technologies (at the end of the experiment respondents who chose this type of motive increased by 4.2%), the need for self-study using various cloud technologies at the beginning of the experiment was chosen by 25.54% of respondents, at the end – 22.10%. regarding the other two motives – there was an interesting dynamic: the need to be acquainted with cloud technologies before the experiment chose 10.2%, after – 5.81%, when choosing the need to study the main types of cloud technologies – the situation was the opposite – at the beginning of the experiment 6.12%, at the end – 11.63%. accordingly, at the beginning of the experiment 2.04% and at the end of 1.16% of respondents did not see the need to use cloud technologies in the educational process in general. table 1 respondents’ answers to the question “which of the following motives motivate you to use cloud technologies in the educational process?”. answer at the beginning of the experiment at the end of the experiment the need to be able to use different cloud technologies 55.10% 59.30% the need for self-study using various cloud technologies 26.54% 22.10% the need to get acquainted with cloud technologies 10.20% 5.81% the need to study the main types of cloud technologies 6.12% 11.63% i do not see the need to use cloud technologies in the 2.04% 1.16% educational process in general, according to the results of the survey, after the courses, the motivation of teachers to use cloud technology in the educational process has increased. determining which of the proposed motives motivate teachers to self-study using cloud services, it was found that 76.54% (before the experiment) and 69.88% (after the experiment) of 238 https://doi.org/etq.32 educational technology quarterly, vol. 2022, iss. 3, pp. 232-250 https://doi.org/etq.32 figure 4: respondents’ answers to the question “which of the following motives motivate you to use cloud technologies in the educational process?”. respondents chose the need for self-improvement and self-development in future professions; the need to understand the significance of the acquired skills before the experiment was chosen by 12.24% and after – 16.87%; the need to understand the significance of the acquired knowledge was chosen by 10.2% and 7.23%, respectively (see table 2 and figure 5). the need to be a leader was not a priority, and some respondents did not see the need for self-study at all. table 2 respondents’ answers to the question “which of the following motives motivate you to self-study using cloud services?”. answer at the beginning of the experiment at the end of the experiment the need for self-improvement and self-development in future professions 76.54% 69.88% the need to understand the significance of the acquired knowledge 10.20% 7.23% the need to understand the significance of the acquired skills 12.24% 16.87% the need to be a leader 1.02% 3.61% i do not see the need for self-study at all 0.00% 2.41% 239 https://doi.org/etq.32 educational technology quarterly, vol. 2022, iss. 3, pp. 232-250 https://doi.org/etq.32 figure 5: respondents’ answers to the question “which of the following motives motivate you to self-study using cloud services?”. table 3 respondents’ answers to the question “what is the level of your mastery of cloud technology knowledge?”. answer at the beginning of the experiment at the end of the experiment i haven’t heard of cloud technology at all 17.35% 2.41% i know what cloud technology is 51.02% 9.64% i know the difference between cloud computing, cloud technology, and services 4.08% 7.23% i know the basic cloud services that can be used in the educational process 24.49% 53.01% i know the peculiarities of using different cloud services, and ways to choose the best cloud service 3.06% 27.71% regarding the level of teachers’ knowledge of cloud technologies, at the beginning of the experiment, 51.02% of respondents only knew what cloud technologies were (while after the experiment the share of respondents was 9.64%), at the end of the experiment 53.01% of respondents already knew basic cloud services that can be used in the educational process (at the beginning of the experiment, this percentage was 24.49%). it should be noted that 17.35% did not hear about cloud technologies at the beginning of the experiment, while this figure decreased to 2.41% at the end of the experiment (see table 3 and figure 6). 240 https://doi.org/etq.32 educational technology quarterly, vol. 2022, iss. 3, pp. 232-250 https://doi.org/etq.32 figure 6: respondents’ answers to the question “what is the level of your mastery of cloud technology knowledge?”. regarding the level of teachers’ mastery of the ability to use cloud technologies, the following was found: 53.01% of teachers after the courses (compared to 14.29% before the courses) can work with cloud technologies, while at the beginning of the course 48.98% only knew what cloud technology was; from 5.1% to 19.28% increased the number of teachers who can use cloud technology for self-study. it is worth noting that the percentage of those teachers who do not know what cloud technologies are and what they are used for has decreased from 20.41% (before the courses) to 2.41% (after the courses). a detailed presentation of the level of teachers’ mastery of the skills to use cloud technologies is presented in the table 4 and figure 7. since in the course of the courses attention was paid to certain types of cloud tools, it was important to ask how many teachers have learned to use different tools in the learning process. in particular, the level of teachers’ mastery of the ability to use cloud-based smart cards in the educational process can be described as follows. they did not know at all what smart cards were and what they were used for – 51.02% at the beginning of the experiment, and this percentage dropped to 1.2% after the experiment; 41.84% of respondents knew what smart cards were before the courses, and there were isolated cases of knowledge of different cloud-based smart cards, skills to work with cloud-based smart cards and the ability to use cloud-based smart cards for self-study. after the experiment, the number of those who knew different cloud-based smart cards increased from 2.04% to 12.05%, as well as those who knew how to work with cloud-based smart cards – from 3.06% to 48.19%. the percentage of those who were able to use cloud-based 241 https://doi.org/etq.32 educational technology quarterly, vol. 2022, iss. 3, pp. 232-250 https://doi.org/etq.32 table 4 respondents’ answers to the question “what is the level of mastery of your skills to use cloud technologies?”. answer at the beginning of the experiment at the end of the experiment i do not know what cloud technology is and what it is used for 20.41% 2.41% i know what cloud technology is 48.98% 10.84% i know different cloud technologies 11.22% 14.46% i can work with cloud technologies 14.29% 53.01% i can use cloud technologies for self-study 5.10% 19.28% figure 7: respondents’ answers to the question “what is the level of mastery of your skills to use cloud technologies?”. smart cards for self-study increased from 2.04% to 19.28%. a detailed presentation of the level of teachers’ mastery of the ability to use cloud-based smart maps is presented in the table 5 and figure 8. working on a joint project plays an important role in distance learning, as well as in blended learning. therefore, establishing the level of mastery of teachers’ ability to work on a joint project in the use of cloud technologies was also important. as a result, it was found that 42.86% of teachers (at the beginning of the experiment) did not know what a joint project was and how to work on it in the conditions of using cloud technologies, and after that, the percentage 242 https://doi.org/etq.32 educational technology quarterly, vol. 2022, iss. 3, pp. 232-250 https://doi.org/etq.32 table 5 respondents’ answers to the question “what is the level of mastery of your skills to use cloud-based smart cards in the educational process?”. answer at the beginning of the experiment at the end of the experiment i do not know at all what smart cards are and what they are used for 51.02% 1.20% i know what smart cards are 41.84% 19.28% i know different cloud-oriented smart cards 2.04% 12.05% i can work with cloud-based smart cards 3.06% 48.19% i can use cloud-based smart cards for self-study 2.04% 19.28% figure 8: respondents’ answers to the question “what is the level of mastery of your skills to use cloud-based smart cards in the educational process?”. significantly decreased to 1.20%. among teachers, 42.86% also knew what a joint project was before the courses. the percentage of those who knew different cloud services to work on a joint project, knew how to choose different cloud services to work on a joint project, and knew how to use different cloud services to work on a joint project, even in self-study, was too small at the beginning of the experiment (9.18%, 3.06%, 2.04%, respectively). at the same time, after the courses, these indicators increased significantly – 14.46%, 37.35%, and 30.12%, respectively. a detailed presentation of the level of mastering the skills of teachers to work on a joint 243 https://doi.org/etq.32 educational technology quarterly, vol. 2022, iss. 3, pp. 232-250 https://doi.org/etq.32 table 6 respondents’ answers to the question “what is the level of mastering your skills to work on a joint project in the use of cloud technologies?”. answer at the beginning of the experiment at the end of the experiment i do not know at all what a joint project is and how to work on it in the conditions of using cloud technologies 42.86% 1.20% i know what a joint project is 42.86% 16.87% i know different cloud services to work on a joint project 9.18% 14.46% i can choose different cloud services to work on a joint project 3.06% 37.35% i can use various cloud services to work on a joint project, even with self-study 2.04% 30.12% figure 9: respondents’ answers to the question “what is the level of mastering your skills to work on a joint project in the use of cloud technologies?”. project in the use of cloud technologies is presented in the table 6 and figure 9. the next indicator that was evaluated was the level of teachers’ mastery of the skills of using cloud-based learning management tools. again, before the courses, 44.9% did not know what cloud-based learning management tools were and what they were used for, while after the experiment, this percentage dropped to 2.41%. at the beginning of the experiment, 32.65% of teachers knew what cloud-based learning management tools were, and there were few cases 244 https://doi.org/etq.32 educational technology quarterly, vol. 2022, iss. 3, pp. 232-250 https://doi.org/etq.32 table 7 respondents’ answers to the question “what is your level of mastery of the skills of using cloud-based learning management tools?”. answer at the beginning of the experiment at the end of the experiment i do not know at all what cloud-based learning management tools are and what they are used for 44.90% 2.41% i know what cloud-based learning management tools are 32,65% 20,48% i know various cloud-based learning management tools (electronic journal, calendar, placed in the cloud) 15.31% 10.84% i can work with cloud-based learning management tools 7.14% 46.99% i can use cloud-based learning management tools for selfstudy 0.00% 19.28% figure 10: respondents’ answers to the question “what is your level of mastery of the skills of using cloud-based learning management tools?”. when teachers knew different cloud-based learning management tools (15.31%), we’re able to work with cloud-based learning management tools (7.14%). at the same time, no teacher was able to use cloud-based learning management tools for self-study before the experiment. after the courses, 46.99% of teachers knew different cloud-based learning management tools, 19.28% were able to use cloud-based learning management tools for self-study. a detailed presentation of the level of mastering by teachers of the skills of using cloud-based 245 https://doi.org/etq.32 educational technology quarterly, vol. 2022, iss. 3, pp. 232-250 https://doi.org/etq.32 table 8 respondents’ answers to the question “what is your level of mastery of the skills of using cloud-based teaching materials?” answer at the beginning of the experiment at the end of the experiment i don’t even know what cloud-based learning materials are 39.80% 1.20% i know what cloud-based teaching materials are 30.61% 12.05% i know various cloud-oriented tools for presenting educational materials (electronic library, presentations, video files, electronic textbooks placed in the cloud, cloud data warehouses) 21.43% 25.30% i can work with cloud-oriented tools of presenting educational materials 7.14% 38.55% i can use cloud-based tools for presenting educational materials for self-study 1.02% 22.89% figure 11: respondents’ answers to the question “what is your level of mastery of the skills of using cloud-based teaching materials?”. 246 https://doi.org/etq.32 educational technology quarterly, vol. 2022, iss. 3, pp. 232-250 https://doi.org/etq.32 table 9 respondents’ answers to the question “what is your level of mastery of cloud-based communication skills?”. answer at the beginning of the experiment at the end of the experiment i don’t even know what cloud-based communication is 37.76% 0.00% i know what cloud-based tools of communication are 34.69% 12.05% i know various cloud-based tools of communication (discussion, chat, online consultations, webinars) 18.37% 21.69% i can work with cloud-based tools of communication 7.14% 42.17% i can use cloud-based communication tools for self-study 2.04% 24.10% figure 12: respondents’ answers to the question “what is your level of mastery of cloud-based communication skills?”. learning management tools is presented in the table 7 and figure 10. the level of teachers’ mastery of the skills of using cloud-based means of presenting educational materials after the courses have significantly increased (see table 8 and figure 11). also, the level of mastering by teachers of skills of using cloud-oriented means of communication has significantly increased, which is presented in the table 9 and figure 12). 247 https://doi.org/etq.32 educational technology quarterly, vol. 2022, iss. 3, pp. 232-250 https://doi.org/etq.32 5. discussion the teachers involved in the courses are interested in their own self-development, since the challenges posed by the pandemic to teachers are obvious. and it is simply impossible not to use ict, including cloud technologies in the educational process. as the study showed, scientists around the world raise this problem and study it locally (within their own university or within the country). what they all agree on, and our research confirms that the use of cloud technologies in the educational process is simply necessary during a worldwide pandemic. 6. conclusions after face-to-face courses, teachers in zhytomyr schools have significantly increased their competence in the use of cloud technologies in the educational process in the context of the covid-19 pandemic. it is worth noting that not only their level, in general, has increased, but also the horizons regarding the variety of cloud services that should be used in distance learning have expanded. course training, organized according to scientifically sound methods, helps to increase the motivation of students (teachers) to self-study, as well as to the future use of cloud technologies in the educational process. finally, it should be noted that the advantages of full-time education include: clarity, accessibility, comprehensibility, and the advantages of distance learning include: mass, no need for classrooms, no need to transfer university teachers, and school teachers’ classes. prospects for further explorations include a comparison of the level of growth of the relevant competence during face-to-face and distance learning courses and the identification of more significant results. references [1] al bashaireh, r., 2023. cloud-based e-learning: concepts, and its 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[19] yahupov, v.v., kyva, v.y. and zaselskiy, v.i., 2020. the methodology of development of information and communication competence in teachers of the military education system applying the distance form of learning. cte workshop proceedings, 7, p.71–81. available from: https://doi.org/10.55056/cte.312. 250 https://doi.org/etq.32 https://doi.org/10.1088/1742-6596/1840/1/012051 https://doi.org/10.55056/cte.265 https://doi.org/10.55056/cte.265 https://doi.org/10.55056/cte.312 1 introduction 2 theoretical background 3 methods 4 results 5 discussion 6 conclusions digital storytelling in adult education: barriers and ways to overcome them educational technology quarterly, vol. 2021, iss. 4, pp. 673-688 https://doi.org/10.55056/etq.41 digital storytelling in adult education: barriers and ways to overcome them liubov f. panchenko department of sociology, national technical university of ukraine “igor sikorsky kyiv polytechnic institute”, 37 peremohy ave., kyiv, 03056, ukraine abstract. in the modern digital globalized world, it is becoming more and more important to train educators in practical application of new tools and technologies, such as digital storytelling. the article substantiates the benefits of digital storytelling and its connection to educational standards; and analyzes the factors that hinder its use. according to the survey of teaching staff and methodologists of different professions during retraining courses, only a quarter of respondents use or have used this method, and about 72% of respondents are ready to consider it. a 3-factor model on possible barriers that impede the using of digital storytelling in education was developed on the basis of the empirical data with the help of a factor analysis tool. the first factor was related to the lack of necessary resources, the second one – to resistance to change, the third one – to the lack of time and lack of technical and methodological support from the educational institution. possible ways to overcome these barriers are identified. the article describes the structure and content of the special course for educators “digital storytelling in adult education”, aimed at providing methodological support to educators on digital storytelling and its use by discussing the positives, risks, techniques, tools and services, providing experience in creating and sharing digital stories. the content of the stages of involvement of pedagogical staff in the educational practice (orientation, acceptance, evaluation, innovation and institutionalization) is substantiated. the article describes the developed methodological support of the special course: the program of the special course, lectures-presentations on the basics of digital storytelling, examples of practical tasks for implementation and discussion. the article analyzes the ways to use the fragments of massive open online courses on digital storytelling in order to implement blended learning of teaching staff. keywords: digital storytelling, adult education, barriers, factor analysis, professional development 1. introduction digital storytelling technology is one of the promising areas of information and communication technologies in education. it is consistent with the educational standards of many countries, in particular with the international society for technology in education (iste) standards [10] on the formation of students and teachers of creativity and innovation, communication and cooperation, research and information literacy, critical thinking, problem solving, digital citizens characteristics, free operation of technology and content. iste standards are the basis for students, teachers, administrators, trainers and educational technologist to rethink education and create innovative educational environments; help educators and educational leaders around " lubov.felixovna@gmail.com (l. f. panchenko) ~ http://www.sociology.kpi.ua/en/faculty-members/liubov-panchenko (l. f. panchenko) � 0000-0002-9979-0625 (l. f. panchenko) © 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. 673 https://doi.org/10.55056/etq.41 mailto:lubov.felixovna@gmail.com http://www.sociology.kpi.ua/en/faculty-members/liubov-panchenko https://orcid.org/0000-0002-9979-0625 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2021, iss. 4, pp. 673-688 https://doi.org/10.55056/etq.41 the world change educational institutions and classrooms for learning in the digital age. digital storytelling uses modern devices and software, as well as internet services to tell interesting digital stories. the technology is in line with the standards of the new ukrainian school, especially in the field of information technology, which is related to communication and cooperation, digital creativity, the use of digital devices, etc. [5]. the popularity and prospects of storytelling technology are also evidenced by numerous mass open online courses offered by well-known global providers [15, 18]. here are the names of some courses: “powerful tools for teaching and learning: storytelling”; “storytelling for change”; “narrative worlds, new technologies, global audiences”; “leadership, communication for maximum impact: storytelling”. the theory of stories is considered in detail by campbell [4], the essence of digital stories – hartley and mcwilliam [8] and others. the work of bissell and korteweg [2], di blas, paolini and sabiescu [6], mulholland and collins [13], ranieri and bruni [19], rutta et al. [24], tymchuk [26] are devoted to the use of digital narratives in education. features of the use of storytelling technology in adult education have been studied by experts in the following aspects: caminotti and gray [3] – the effectiveness of the method; hausknecht, vanchu-orosco and kaufman [9] – features of assessment in master classes; paull [16] – expanding opportunities for self-perception and social connections through storytelling in adult learning. the university of houston college of education website offers broad support to educators on the use of digital storytelling in education, which includes links to articles, a wide range of examples, research, projects, and teaching materials. the first version of the site was created by robin [21, 22] in 2004, the new – in 2018. an interesting attempt to compare storytelling and serious storytelling is the work of the lugmayr et al. [12]. they define serious stories as “a story outside of entertainment, where the story develops as a sequence of patterns, strikes with its quality, relates to a serious context and is a thoughtful process” [12, p. 20]. the authors emphasize that if you use storytelling in accordance with bloom’s learning outcomes or the nine steps of ganier’s teaching [7], this approach helps to improve learning. digital storytelling can also be used to support the design of e-learning applications and the development of educational programs [12]. researchers compare storytelling and serious storytelling by some criteria and features. as can be seen (figure 1), they distinguish 5 criteria of storytelling and 8 criteria of severity, as well as distinguish 4 properties of storytelling and 15 properties of serious storytelling. so, we see that scientists note the powerful potential of digital storytelling technology in education. at the same time, it is possible to state insufficient involvement of teachers in the use of such technology. a survey of research and teaching staff of higher education institutions in different cities of ukraine and methodologists of various specialties, conducted during retraining courses at the university of educational management (kyiv, ukraine) in 2017–2018, showed that only about a quarter of respondents have practiced this method in the past and the present. thus, there is a contradiction between the vast possibilities of modern computer tools, internet services for creating digital stories and the lack of their use, especially in adult education. the purpose of the article: to study the barriers to the use of digital storytelling in education, to reveal the content and structure of a special course in the system of professional development of researchers and methodologists of various specialties in the use of digital storytelling. 674 https://doi.org/10.55056/etq.41 educational technology quarterly, vol. 2021, iss. 4, pp. 673-688 https://doi.org/10.55056/etq.41 figure 1: storytelling and serious storytelling: criteria and properties [12]. 2. research results analysis of scientific sources [20] showed that pedagogues in different countries who have used digital storytelling are quite optimistic about this method and believe that it can improve the educational process as follows (figure 2): • allows educators to build their own understanding or experience in the field of content; • promotes joint activities and work in groups; • promotes the organization of discussions in the classroom and the audience; • helps to form skills of problem solving and critical thinking; • helps learners to understand complex ideas; • promotes acquaintance with new content. it is important to remember that digital storytelling in education is based on the interaction of three components: pedagogy, technology and content. computers with multimedia devices and large memory are the hardware basis of storytelling; audio devices: high-quality microphones and sound recorders, devices for creating images and video (digital cameras and scanners). the software includes the ability to create and edit 675 https://doi.org/10.55056/etq.41 educational technology quarterly, vol. 2021, iss. 4, pp. 673-688 https://doi.org/10.55056/etq.41 64.4 68.1 70.6 73.1 81.3 85 0 10 20 30 40 50 60 70 80 90 introduce them to new content help them understand complex ideas help them learn problem-solving and critical thinking skills promote in-class discussion facilitate collaborative activities in which students work together in a small group allow them to construct their own understanding or experience in a content area figure 2: how storytelling can improve the educational process, according to teachers who used it [20]. pictures, sounds, videos. the set of skills of a history author includes: research and writing skills, organizational and presentation skills, problem-solving and assessment skills; and 21st century skills, including cultural, informational, visual and media literacy. involvement of students and teachers is through personalization and construction by them their own meanings during creating a history. therefore, when creating digital stories, teachers should be familiar with modern devices and software, the latest cloud services, have skills in planning and organizing history, attracting students. a survey of research and teaching staff of higher education institutions of different cities of ukraine and methodologists of various specialties, conducted during retraining courses at the university of educational management in 2017–2018, showed that only about a quarter of respondents (26%) have practiced this method in the past or now; 72.5% have not used so far, but are ready to consider such a possibility. only about 1.5% of respondents stated that they would not use this method (figure 3). in search of barriers that prevent educators from integrating digital storytelling into the educational process, we turned to scientific sources [1, 11, 23, 25, 27]. from the french barrier (fr. barrières) – is an obstacle, a stage. first, barriers to the use of storytelling, in our view, are closely linked to barriers to the use of icts in general. bingimlas [1] identifies the following common barriers to successful integration of ict in teaching and learning: lack of computers, quality software, lack of teacher time, technical problems, poor funding, distrust of the method, unprepared teachers, resistance to change, insufficient administrative support, weak computer skills, unsuitability for the curriculum, difficulties with the schedule, insufficient number of trainings, lack of skills to integrate ict into education. according to watson [27], inadequate levels of professional development can also be a barrier 676 https://doi.org/10.55056/etq.41 educational technology quarterly, vol. 2021, iss. 4, pp. 673-688 https://doi.org/10.55056/etq.41 15.9 10.1 72.5 1.4 0 10 20 30 40 50 60 70 80 at this time in the past haven't used it, but could consider it i will not use it figure 3: distribution of respondents’ answers to the question: “do you use the storytelling method?”, in % (𝑛 = 69). to the use of information technologies in general and digital storytelling in particular. taylor [25] proposes a strategy for attracting a critical mass of employees to technologically complementary educational practices and identifies 5 necessary stages: orientation, acceptance, evaluation, innovation and institutionalization for professional development programs [25, p. 275-276]. let’s look at these steps in more detail, with a focus on digital storytelling. at the orientation stage, educators consider approaches to integrating storytelling technology into teaching and learning that meet current educational expectations, technology availability, and the requirements of the educational institution’s program and the subject they teach. during the acceptance stage, educators adapt current intentions and practices to teaching and learning using digital story technology in a high-tech learning environment. they then evaluate these practices (evaluation stage). in the next stage, innovation, educators redevelop their practice based on their own experience in digital story technology in the high-tech environment of the educational institution and study the reactions of students to them. at the institutionalization stage, educators and managers develop strategies to ensure that new teaching and learning methods are maintained in the medium and long term and thus become “traditional”. the first three stages (orientation, acceptance, evaluation) – we associate with classes in retraining courses in the first stage, which is full-time; the fourth stage (innovation) – with the intercourse period; the fifth stage (institutionalization) – partly with the third stage, which is also full-time, and the defense of graduation theses. we agree with taylor [25] that each of these stages requires different approaches to professional development and should include time for reflection, special training, discussion, consideration of alternative practices, and conversion of accepted practices. it is also necessary to take into account the different views on change from different teachers. rogers [23] identifies 5 types of personalities for acceptance of change. at the forefront of 677 https://doi.org/10.55056/etq.41 educational technology quarterly, vol. 2021, iss. 4, pp. 673-688 https://doi.org/10.55056/etq.41 change are innovators, who make up about 2.5% of the population. these people are eager for change and have a desire for change, often reckless, dangerous and risky. the next group is those who accept innovation early (13.5%), they are more socially acceptable than innovators, and are leaders of public opinion. factors that contribute to an early innovator include continuing education, extensive communication networks, a high level of literacy, extensive contact with agents of change, influence on media channels, active search for information about innovation and leadership. the third group, the early majority (34%), follows the early supporters. the fourth group is the late majority (34%), which is more skeptical and often adopts specific innovations due to economic or network pressures. the latter group is the backward, or traditionalists (16%), who have traditional views and can actually embrace innovation after it has ceased to be innovation. we proposed a survey on the factors that constrain the use of digital storytelling, research and teaching staff and methodologists, based on research on the use of games and simulations in education [11]. the questionnaire included 10 statements that were assessed by respondents. answer options ranged from 1 – agree completely to 5 – strongly disagree. we used factor analysis to analyze the main factors that hinder the use of digital storytelling. this method allows you to find the most closely related groups of features, which are new complex latent variables called factors. kaiser-meyer-olkin (kmo) test and the bartlett’s sphericity test (table 1) show that factor analysis is suitable for these data. thus, the value of kmo statistics is equal to 0.557, which exceeds 0.5; the approximate value of statistics 𝜒2 with 45 degrees of freedom is 170.378 and is significant at 𝑝 < 0.001. table 1 kaiser-meyer-olkin test and bartlett’ sphericity test kaiser-meyer-olkin measure of sampling adequacy 0.557 bartlett’s test of sphericity approx. chi-square 170.378 df 45 sig. 0.000 we used the principal components method and the varimax rotation method. the calculations were performed using spss 20. the result of the factor analysis is the factor matrix, or factor load matrix, shown in table 2. each factor is represented by a column of the table, and each variable – a row. the intersection of a column and a row shows the factor loads of this variable on a certain factor. having obtained the factor matrix, we have to decide which factors should be left for further interpretation. as a rule, the factors that explain at least 5% of data variability and absolute values of variance of which are not less than one (eigenvalues) are left. in figure 4 shows the “scree” diagram, which shows that the optimal criteria for this criterion will be 3, 4, or 5 factor models. in table 3 we see 4 eigenvalues that exceed 1, ie according to this criterion we have to leave 4 factors. these 4 factors explain 68.8% of the variability of the data, but we focused on the 3-factor model, which explains about 58% of the variance of the data, but has the potential for meaningful interpretation. 678 https://doi.org/10.55056/etq.41 educational technology quarterly, vol. 2021, iss. 4, pp. 673-688 https://doi.org/10.55056/etq.41 table 2 rotated matrix of factor loads. variables components 1 2 3 i do not have suitable methods and products 0.751 resources are limited to use new methods 0.750 there are no suitable tools for my subject 0.714 these methods are not suitable for my subject 0.709 students (listeners) will not respond well to these methods 0.702 i am satisfied with the methods i use 0.686 teaching innovations have a low priority in the educational institution 0.827 i feel that using these methods is risky 0.675 support, technical or administrative, is limited 0.634 i have limited time to develop myself as a teacher 0.335 figure 4: the scree plot diagram. let’s try to give an interpretation of the factors. as we can see (table 2), the first factor with high factor loads includes the following variables: “i do not have suitable methods and products”, “resources are limited to use new methods”, “there are no suitable means for my subject”. that is, the first factor can be attributed to the lack of funds and resources. 679 https://doi.org/10.55056/etq.41 educational technology quarterly, vol. 2021, iss. 4, pp. 673-688 https://doi.org/10.55056/etq.41 table 3 percentage of variance due to factors component initial eigenvalues rotation sums of squared loadings total % of variance cumulative % total % of variance cumulative % 1 2.680 26.800 26.800 2.063 20.631 20.631 2 1.751 17.507 44.307 1.910 19.097 39.728 3 1.342 13.425 57.732 1.800 18.003 57.732 4 1.108 11.078 68.810 5 0.984 9.841 78.651 6 0.648 6.477 85.129 7 0.593 5.929 91.057 8 0.401 4.013 95.070 9 0.308 3.076 98.146 10 0.185 1.854 100.000 the second factor is directly related to the following variables: “these methods are not suitable for my subject”, “students will not respond well to these methods”, “i am satisfied with the methods i use”. thus, the second factor is interpreted as unwillingness to change methods, resistance to change. the third factor is burdened by the variables: “teaching innovation has a low priority in the educational institution”, “i feel that the use of these methods is associated with risk”, “support, technical or administrative, limited”, “i have limited time to develop myself as teacher”. we interpret the third factor as the lack of support from the educational institution (technical, training, etc.) and lack of time. the percentage of data variability explained by each of the three factors is presented in figure 5. as we can see, the first factor explains 20.6% of data variability, the second one – 19.1%, the third one – 18.0%. however, the analysis of the frequency distribution (table 4) for barriers allows us to draw the following conclusions: 1. 40.6% of respondents agreed with the statement “i have limited time to develop myself as a teacher”, and 36.2% – no. 2. 14.4% of respondents agreed to the statement that “the use of these methods is associated with risk” to some extent, 71% disagreed in full or in part. 3. 26.1% of respondents believe that they do not have suitable methods and products, 43.4% – have. 4. 50.7% of respondents are satisfied with the methods they use, compared to 26.1% of those who are dissatisfied with these methods. 5. 37.6% believe that resources are limited; 39.1% disagree with this. 6. 20.2% agree that there are no suitable means, almost twice the percentage of respondents, namely 52.1%, disagree. 7. 17.6% of respondents believe that these methods are not suitable for their subject, 61.8% – do not agree with it. 680 https://doi.org/10.55056/etq.41 educational technology quarterly, vol. 2021, iss. 4, pp. 673-688 https://doi.org/10.55056/etq.41 8. only 10.3% agree that students will not respond well to these methods, while 73.6% disagree. 9. 17.3% believe that innovations in teaching have a low priority, 69.5% – do not agree with this. 10. 42.6% of respondents believe that support is limited, compared to 32.8%. 20.6 19.1 18.0 16.5 17.0 17.5 18.0 18.5 19.0 19.5 20.0 20.5 21.0 lack of means and resources resistance to change the need for support factors figure 5: percentage of data variability, which is explained by each of the three factors. table 4 frequency distribution of respondents’ responses about barriers to use digital storytelling (in %). answer options question number in the questionnaire, % of respondents 1 2 3 4 5 6 7 8 9 10 agree completely 14.5 4.3 2.9 17.4 7.2 4.3 4.4 2.9 7.2 25.0 rather agree 26.1 10.1 23.2 33.3 30.4 15.9 13.2 7.4 10.1 17.6 neutral position 23.2 14.6 30.6 23.2 23.2 27.5 20.6 16.2 13.0 25.0 rather disagree 34.8 33.3 24.6 20.3 21.7 24.6 32.4 41.2 39.1 16.2 completely disagree 1.4 37.7 18.8 5.8 17.4 27.5 29.4 32.4 30.4 16.2 it is interesting to trace the relationship between these figures and the percentage of innovators, early supporters, etc. in the classification of the diffusion of innovation by rogers [23]. on some issues we have close figures: for example, that “the use of these methods is associated with risk”, agreed to some extent 14.4% of respondents, 20.2% believe that there are no suitable tools, 17.3 % – say that innovations in teaching have a low priority, 10% – that students will not respond well to the use of these methods. on average, this is about 14% of respondents, which is not very different from the last group of “traditionalists”, which according to rogers was 16%. at the same time, 50.7% of respondents are satisfied with the methods they use, and this is the 681 https://doi.org/10.55056/etq.41 educational technology quarterly, vol. 2021, iss. 4, pp. 673-688 https://doi.org/10.55056/etq.41 “late majority” plus “traditionalists”, of which, according to rogers – 50%. at the same time, it is understandable that this method is used by innovators, early supporters and part of the early majority. in addition, in interviews with researchers, it was found that the lack of creative skills can be a barrier to the use of digital storytelling. based on the analysis of survey data and the results of interviews with research and teaching staff, works by bingimlas [1], lean et al. [11], rogers [23], taylor [25], watson [27], we propose ways to overcome barriers to the integration of digital storytelling in the educational process (table 5). table 5 possible ways to include educational institutions and teachers in the integration of digital storytelling in the educational process. barriers for educational institutions for teachers lack of access provision of resources, software and hardware, internet access in the audience access to resources at home resistance to change trainings on new pedagogical approaches access from mobile devices lack of time meetings with “agents of change” openness to new ways of teaching lack of training providing additional time, reducing classes, distance learning, blended learning, reducing the workload of the teacher self-education lack of technical support trainings on working with new devices, modern technologies and cloud services and new pedagogical approaches ted as a motivational resource insufficient development of creative abilities and skills training “digital storytelling in adult education” skills of self-organization, time management we have introduced an author’s special course “digital storytelling in adult education” for the system of professional development of teachers, which aims to: consider and discuss the possibilities of digital storytelling as a new direction of educational resources, identify its components and most popular tools for educators. based on storytelling, as well as provide students with personal experience of designing their own stories with the help of modern digital services. the following issues are studied and discussed at the special course: 1. determining the properties of storytelling. 2. co-creation of a teacher and a students of the new ukrainian school on the basis of storytelling. 3. massive open online storytelling courses. 4. storytelling techniques. 5. types of stories. 6. the relationship of pedagogy, technology and content. 7. stages of creating digital stories. 8. history planning: scripts, storyboard. 682 https://doi.org/10.55056/etq.41 educational technology quarterly, vol. 2021, iss. 4, pp. 673-688 https://doi.org/10.55056/etq.41 9. digital tools for creating stories: for planning and organizing digital stories; to search for media files for digital stories; resources for direct creation; platforms where they can be published; platforms for collaboration and commenting on digital stories. 10. tools for creating stories by younger students. students are offered tools to study and analyze that are appropriate for the target audience with which they work. for primary school methodologists, these are tools for creating digital stories for younger students: • little bird tales (https://littlebirdtales.com/) • my storymaker (https://www.carnegielibrary.org/kids/storymaker/embed.cfm) • storybird (https://storybird.com/) • storyjumper (https://www.storyjumper.com/) • voki (https://www.voki.com/) for example, the free tool my storymaker (figure 6) allows you to create a simple story in the form of a children’s book by selecting the main character, his goal and the objects he wants to find, get, and so on. figure 6: the tool for creating a children’s book my storymaker. with storybird service, you can design stories with a variety of styles, in particular in the style of cartoonist herluf bidstrup (figure 7). here are some examples of tasks. task 1. recall the nine steps of learning by gagné [7]: 1) gain attention of the students (perception); 2) inform students of the objectives (expectations); 3) stimulate recall of prior learning (recovery); 4) present the content (selective perception); 5) provide learning guidance (semantic coding); 683 https://doi.org/10.55056/etq.41 https://littlebirdtales.com/ https://www.carnegielibrary.org/kids/storymaker/embed.cfm https://storybird.com/ https://www.storyjumper.com/ https://www.voki.com/ educational technology quarterly, vol. 2021, iss. 4, pp. 673-688 https://doi.org/10.55056/etq.41 figure 7: frame of a video invitation to the author’s special course on data analysis methods developed using the storybird service. 6) elicit performance/practice (answer); 7) provide feedback (reinforcement); 8) assess performance (correction); 9) enhance retention and transfer to other contexts (generalizations). assess how well your digital history is consistent with these steps. task 2. choose one of the 36 dramatic situations proposed by polti [17], close to your topic. for example: 1) brave attempt: brave, object of attempt, opponent. a daredevil sets out to achieve something that seems difficult or impossible. 2) abduction: kidnapper, kidnapped, security guard / obstacle. a kidnapper kidnaps someone / something, but is hindered by a guardian or obstacle. 3) mystery: questionnaire, seeker, problem. the questioner puts the seeker in front of a problem that he must solve. write a script of your own story for the chosen situation. task 3. search for books by tag digital storytelling on amazon and identify related groups of vertices in a column based on search results. did you get unexpected results? task 4. get acquainted with the service storyboardthat. design and realize your own comic book story with this tool: about yourself, your project, your educational institution, how you studied in advanced training courses, etc. during the special course it is advisable to use blended learning, combining full-time learning with fragments of mass open online courses (table ??) [14, 15]. yes, we use fragments of the mooc platform coursera “powerful tools for teaching and learning: digital storytelling”. 684 https://doi.org/10.55056/etq.41 educational technology quarterly, vol. 2021, iss. 4, pp. 673-688 https://doi.org/10.55056/etq.41 this course is designed specifically for teachers, it is designed for 5 weeks, which present the following topics: 1) the choice of topic and purpose; 2) writing an effective script and creating a storyboard; 3) audio recording; 4) the use of technology to build stories; 5) viewing, publishing and disseminating stories. the computer tools covered in the course are storyboardthat for creating static comic stories and wevideo for dynamic ones. table 6 massive open online courses dedicated to storytelling name university platform transmedia storytelling: narrative worlds, emerging technologies, and global audiences university of new south wales coursera data tells a story: reading data in the social sciences and humanities loughborough university futurelearn leadership communication for maximum impact: storytelling northwestern university coursera powerful tools for teaching and learning: digital storytelling university of houston coursera creating dashboards and storytelling with tableau university of california, davis coursera storytelling in branding and content marketing ie business school coursera digital storytelling: filmmaking for the web university of birmingham futurelearn storytelling for change acumen academy novoed storytelling and influencing: communicate with impact macquarie university coursera influencing: storytelling, change management and governance macquarie university coursera the art of storytelling alfaisal university | kld coursera the art of data storytelling alfaisal university | kld coursera data storytelling university of california, irvine coursera storytelling with data coursera project network coursera javascript animation for websites, storytelling, data visualization and games coursera project network coursera storytelling with kumu coursera project network coursera consulting presentations and storytelling emory university coursera among the obstacles to the use of fragments of such moocs in adult education are: 1) insufficient level of english to work with english-language resources; 2) continuous commercialization of such projects as coursera, etc; 3) the need to pay for modern computer equipment, which is provided free of charge only for a short time or with very limited capabilities. to overcome such obstacles, it is possible to: 1) when working with english-language courses, include subtitles, slow down the pace of the video; 2) join the course in the audit mode, which is provided free of charge; 3) look for the appropriate free software and submit proposals to the administration of educational institutions to subscribe to the necessary resources. in addition, it will be valuable to receive an initial orientation in working with mooc during the face-to-face stages of retraning courses accompanied by an experienced teacher. 685 https://doi.org/10.55056/etq.41 educational technology quarterly, vol. 2021, iss. 4, pp. 673-688 https://doi.org/10.55056/etq.41 3. conclusions and future work the digitalization of all spheres of society requires constant updating of the training of scientific and pedagogical workers for the use of modern pedagogical technologies. digital storytelling technology has a strong pedagogical potential and diversifies the educational process, promotes teamwork and discussion, attracts students to actively participate in learning, takes into account their personal experience, promotes digital collaboration of teachers and students in classes or other activities, shaping the qualities of digital citizens , creativity, critical thinking. based on empirical data from a survey of research and teaching staff and methodologists of educational institutions of ukraine by means of factor analysis, a model of barriers to the integration of digital storytelling in adult education was built. the model includes three factors: the first is interpreted as a lack of suitable means and resources, the second – as resistance to change, the third – directly related to lack of time and lack of support from the educational institution. modeling allows us to suggest areas of support and support for teachers in this matter. it has been found that phases of orientation, acceptance, evaluation, innovation and institutionalization are needed to engage research and teaching staff in the use of digital storytelling. the first and third phases are related to the face-to-face phase of refresher courses, when educators consider approaches to the integration of digital storytelling technology, techniques, their availability and relevance to programs and subjects, assess strengths and weaknesses. we associate the admission phase with the inter-course period, when researchers develop these practices in their educational institution and study how students respond to them. the phase of institutionalization, in our opinion, related to the development of strategies to ensure the support of new methods of teaching and learning in the future, can be partially represented in the final, third, full-time period of advanced training and defense of graduation theses. proposed ways to overcome barriers to the use of digital storytelling: provision of resources, related software and hardware, internet access in the audience; trainings for scientific and pedagogical workers on work with new devices, modern technologies and cloud services and new pedagogical approaches, trainings on creativity development; provision of long-term technical support by the educational institution, lifelong learning and self-education. a special course “digital storytelling in adult education” has been developed, which has been introduced in the process of professional development of scientific and pedagogical workers and methodologists of various specialties. the special course uses fragments of mass open online courses in the phases of orientation, acceptance and evaluation of the use of digital storytelling. areas of further research we associate with the analysis of the possibilities of using augmented reality as a tool of digital storytelling in adult education. references [1] bingimlas, k.a., 2009. barriers to the successful integration of ict in teaching and learning environments: a review of the literature. eurasia journal of mathematics, science and technology education, 5(3), pp.235–245. available from: https://doi.org/10. 12973/ejmste/75275. 686 https://doi.org/10.55056/etq.41 https://doi.org/10.12973/ejmste/75275 https://doi.org/10.12973/ejmste/75275 educational technology quarterly, vol. 2021, iss. 4, pp. 673-688 https://doi.org/10.55056/etq.41 [2] bissell, a. and korteweg, l., 2016. digital narratives as a means of shifting settlerteacher horizons toward reconciliation. canadian journal of education/revue canadienne de l’éducation, 39(3), p.1–25. available from: https://journals.sfu.ca/cje/index.php/cje-rce/ article/view/2230. 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[21] robin, b.r., 2006. the educational uses of digital storytelling. in: c.m. crawford, r. carlsen, k. mcferrin, j. price, r. weber and d.a. willis, eds. proceedings of society for information technology & teacher education international conference 2006. orlando, florida, usa: association for the advancement of computing in education (aace), pp.709–716. available from: https://dsresources.pbworks.com/f/educaional-uses-ds.pdf . [22] robin, b.r., 2008. digital storytelling: a powerful technology tool for the 21st century classroom. theory into practice, 47(3), pp.220–228. available from: https://doi.org/10.1080/ 00405840802153916. [23] rogers, e.m., 1983. diffusion of innovations. 3rd ed. new york: free press. [24] rutta, c.b., schiavo, g., zancanaro, m. and rubegni, e., 2020. collaborative comic-based digital storytelling with primary school children. proceedings of the interaction design and children conference. new york, ny, usa: association for computing machinery, idc ’20, p.426–437. available from: https://doi.org/10.1145/3392063.3394433. [25] taylor, p.g., 1998. institutional change in uncertain times: lone ranging is not enough. studies in higher education, 23(3), pp.269–279. available from: https://doi.org/10.1080/ 03075079812331380246. [26] tymchuk, l.i., 2017. theoretical and methodicalprinciples of digital narratives’ projecting in training of future masters of education. thesis for the degree of doctor in pedagogical science, specialty 13.00.10 – information and communication technologies in education. institute of information technologies and learning tools of naps of ukraine, kyiv. available from: https://lib.iitta.gov.ua/706448/. [27] watson, g., 1999. barriers to the integration of the internet into teaching and learning: professional development. apricot’99: asia pacific regional internet conference on operational technologies, singapore, 1-5 march 1999. available from: https://www.apricot. net/apricot99/singapore_paper-watson.doc. 688 https://doi.org/10.55056/etq.41 https://ia802808.us.archive.org/19/items/thirtysixdramati00poltuoft/thirtysixdramati00poltuoft.pdf https://ia802808.us.archive.org/19/items/thirtysixdramati00poltuoft/thirtysixdramati00poltuoft.pdf https://www.coursera.org/course/digitalstorytelling https://doi.org/10.1080/17439884.2013.724073 https://doi.org/10.1080/17439884.2013.724073 http://digitalstorytelling.coe.uh.edu/archive/survey/t7_reasons.pdf http://digitalstorytelling.coe.uh.edu/archive/survey/t7_reasons.pdf https://dsresources.pbworks.com/f/educaional-uses-ds.pdf https://doi.org/10.1080/00405840802153916 https://doi.org/10.1080/00405840802153916 https://doi.org/10.1145/3392063.3394433 https://doi.org/10.1080/03075079812331380246 https://doi.org/10.1080/03075079812331380246 https://lib.iitta.gov.ua/706448/ https://www.apricot.net/apricot99/singapore_paper-watson.doc https://www.apricot.net/apricot99/singapore_paper-watson.doc 1 introduction 2 research results 3 conclusions and future work training of future primary school teacher for use digital educational resources in their professional activities educational technology quarterly, vol. 2021, iss. 1, pp. 103-117 https://doi.org/10.55056/etq.23 training of future primary school teacher for use digital educational resources in their professional activities inna a. khyzhniak1, kateryna v. vlasenko2,3, irina l. viktorenko1 and vladyslav ye. velychko1 1donbas state pedagogical university, 19 henerala batiuka str., sloviansk, 84122, ukraine 2national university of “kyiv mohyla academy”, 2 hryhoriya skovorody str., kyiv, 04655, ukraine 3technical university “metinvest polytechnic” llc, 71a sechenov str., mariupol, 87524, ukraine abstract. the article reveals the relevance of training future specialists in primary education to use digital educational resources in professional activities. after analysing the scientific works on this problem, the authors identified similar approaches to its solution in different countries and mostly low and medium levels of the pre-service primary school teachers’ readiness to use digital educational resources in their professional activities. based on the results of empirical research on the state of development of operational and activity and projective components of the readiness of prospective bachelors and masters of primary education to use digital educational resources in professional activities and the dynamics of this personal phenomenon under traditional conditions of higher education, the research methodology consisted in the gradual implementing the quasi-professional technology, the method of expert evaluation, and the further distribution of the respondents according to the levels of development of the readiness components: intuitive and receptive, reproductive, productive, and research and creative. the results of the study were subjected to the quantitative and qualitative analysis, as a result of which the authors concluded that within the current system of professional training of future primary school teachers the level of development of operational and activity and projective components of their readiness to use digital educational resources is insufficient. in addition, the authors found that among the methods and techniques of working with presentation slides, the reproductive patterns predominate: information method, structural and graphical techniques of information processing; respondents are not sufficiently oriented in the types of slides, as well as in software environments for designing the presentations. prospective bachelors and masters are limited to the use of graphic and textual information in presentations; future specialists in primary education mainly use animation and creolisation of the text for their e-learning tools, and there are almost no infographics, interactive posters, educational comics, tasks on online learning platforms, etc. keywords: quality of education, vocational training, professional activity, professional readiness, primary school teacher, digital educational resources " innakhieshn@gmail.com (i. a. khyzhniak); vlasenkokv@ukr.net (k. v. vlasenko); viktorenko2210@gmail.com (i. l. viktorenko); vladislav.velichko@gmail.com (v. ye. velychko) ~ http://psll.paradox.dn.ua/personalii/vykladachi/khyzhniak-inna-anatoliivna (i. a. khyzhniak); http://formathematics.com/uk/tyutori/vlasenko/ (k. v. vlasenko); http://psll.paradox.dn.ua/personalii/vykladachi/viktorenko-iryna-leonidivna (i. l. viktorenko); https://ddpu.edu.ua/cc/velychko/ (v. ye. velychko) � 0000-0002-4227-8268 (i. a. khyzhniak); 0000-0002-8920-5680 (k. v. vlasenko); 0000-0003-3887-4662 (i. l. viktorenko); 0000-0001-9752-0907 (v. ye. velychko) © 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. 103 https://doi.org/10.55056/etq.23 mailto:innakhieshn@gmail.com mailto:vlasenkokv@ukr.net mailto:viktorenko2210@gmail.com mailto:vladislav.velichko@gmail.com http://psll.paradox.dn.ua/personalii/vykladachi/khyzhniak-inna-anatoliivna http://formathematics.com/uk/tyutori/vlasenko/ http://psll.paradox.dn.ua/personalii/vykladachi/viktorenko-iryna-leonidivna https://ddpu.edu.ua/cc/velychko/ https://orcid.org/0000-0002-4227-8268 https://orcid.org/0000-0002-8920-5680 https://orcid.org/0000-0003-3887-4662 https://orcid.org/0000-0001-9752-0907 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2021, iss. 1, pp. 103-117 https://doi.org/10.55056/etq.23 1. introduction development and measurement of teachers’ ability to use modern methods of information processing, their readiness to use digital educational resources in professional activities are an urgent issue, which is solved worldwide: unesco ict competency framework for teachers, iste national educational technology standards for teachers / students, european framework for the digital competence of educators (digcompedu), etc. the regulations indicate the necessary skills of the teachers, which provide them with a sufficient level of ict use for both personal development and preparing their students for life in the information society [9]. unesco has identified three levels of development of teachers’ digital competence: understanding of ict and integration of the technological competence into curricula; use of ict to organize a quality educational process for students; acquisition of new knowledge and their production based on the use of ict [11]. in ukraine, the development of digital competence and literacy of teachers is also supported at the legislative level: the law of ukraine “on higher education”, “conceptual principles of pedagogical education development in ukraine and its integration into the european educational space”, “concept of continuing education development”, “action plan for the creation and implementation of e-learning content”, “regulations on e-learning resources”, the state program “information and communication technologies in education and science”, “digital agenda of ukraine 2020”, etc. the processes of digitalization of the pedagogical field in the national educational system are in a state of active development, which is currently significantly reflected in the training of prospective school teachers [10]. in accordance with the requirements of current regulations, in the conditions of development of the new ukrainian school, the readiness of the future primary education specialist to carry out professional activity implies, in particular, the ability to apply technologies for creating and using digital educational resources. therefore, an important direction in changing the key guidelines of primary school teacher training is a systematic study of the personal phenomena of pre-service teachers, one of which is their readiness to use digital educational resources in professional activities. 2. literature review preparing future primary school teachers for the use of ict, digital technologies, e-learning resources, e-learning tools is one of the urgent theoretical and practical issues, some aspects of which are currently covered in the publications by al-huneini, walker and badger [2], de rossi and restiglian [6], durán cuartero, prendes espinosa and gutiérrez porlán [8], mochizuki et al. [17]. most research raises partial questions about the use of interactive whiteboards [15], graphic organizers for electronic text, technologies of argumentative reading and writing [17], writing for studying [1], and online training of pre-service primary school teachers [24]. an important part of research [3, 6, 7, 20, 21, 28] is devoted to diagnosing the development of personal phenomena of future teachers (digital competence, digital (technological) literacy), their motivation to use different types of e-learning resources in personal practice, analysing the factors influencing the use ict in primary school teacher training, etc. 104 https://doi.org/10.55056/etq.23 educational technology quarterly, vol. 2021, iss. 1, pp. 103-117 https://doi.org/10.55056/etq.23 the greatest among them in terms of diagnosing the personal phenomena of primary school teachers is currently the work of the spanish scientists. thus, while studying the digital skills of the spanish primary school teachers, del moral-pérez, villalustre-martínez and del rosario neira-piñeiro [7] used the practical task of creating a narrative, noting that digital storytelling can be an ideal practice for both professional development of primary school teachers’ skills through the incorporation of technological resources for educational purposes and for diagnosing its formation. after analysing the digital narratives of a sufficient sample of primary school teachers, the researchers concluded that the digital competence of 78,7% of them was at a high level, while communicative and narrative competencies were much lower. it should be noted that the results of these investigations differ somewhat from the findings of other scientists. fernández-cruz and fernández-díaz [11] noted that the skills and demands of modern pupils and students lacked the technological skills of their teachers and used a questionnaire to compare the digital competence of primary school and university teachers, who worked with the students of this specialty in madrid. researchers concluded that the university teachers generally had a higher level of competence, although most respondents were at medium and low levels: teachers were poorly versed in the essence of digital competence, had underdeveloped technological skills, and, consequently, had little experience of using them in their practice. similar conclusions were reached by beneyto-seoane and collet-sabé [3], noting that even teachers with a high level of digital competence in personal life did not teach their students in this field. researchers used semi-structured interviews to identify the specifics of these processes in the practice of teaching barcelona pre-service primary school teachers and concluded that it was necessary to rethink teacher training from the standpoint of incorporation and end-to-end learning model. analysing the technical skills of ict use by final year master students in primary education in murcia (spain), prendes-espinosa, castañeda-quintero and gutiérrez-porlán [20] set five tasks to test such knowledge and skills: the ability to create a written document in a word processor; knowledge of the use of the spell checking in text documents; the ability to organise, analyse and synthesise the information through the tables, graphs or charts; knowledge of how to create a multimedia presentation in any program; knowledge of how to analyse a multimedia presentation made by another person. researchers concluded that the pre-service primary school teachers had a high level of technical skills in creating and editing text documents, while in the producing and analysing of digital multimedia products, most respondents were at a medium and low level. at the same time, students had poorly implemented skills of teamwork, leadership, and cooperation. de rossi and restiglian [6] conducted a similar study for the masters in primary education in italy, but they used a more sophisticated diagnostic technique: first, the researchers organised a digital storytelling master class for students, ending with a semi-structured questionnaire (16 closed and two open questions) and then asked to create your own digital story. to assess the quality of the documentary narrative, the method of expert evaluations (self-assessment of the students, university teachers, and school teachers) was used. according to the evaluation of the so-called “documentary competence” of the majority of respondents in all three groups of experts was at a medium level. studying the relevance of continuing education of teachers at brazilian universities with an emphasis on the use of ict in their practice, rodrigues and dos santos [21] used an interview method aimed at establishing the amount of pedagogical, 105 https://doi.org/10.55056/etq.23 educational technology quarterly, vol. 2021, iss. 1, pp. 103-117 https://doi.org/10.55056/etq.23 technological, and pedagogical-technological (methodological) knowledge of the respondents. the researches came to the conclusion that they were insufficient and there was a need for continuing training of students and teachers in the methods of using e-learning resources in practice. záhorec, nagyová and hašková [28] presents the results of an empirical study on the use of digital educational means in the work of slovak primary school teachers in lessons in various subjects. through a survey of teachers, the researchers found that these tools were used mainly for the presentation (explanation) of a new topic and various demonstrations. much less often, educators used them to test and assess students’ knowledge with the modern voting systems or web tools on the internet. in addition, e-learning resources were mostly used in the teaching of natural sciences, which according to the authors’ beliefs was a positive fact, as these subjects required abstract thinking and abstract imagination, and to make students better aware of the essence of the presented topics, it was desirable to use a wide range of digital technologies. thus, exploring the readiness of primary school teachers to use digital educational resources, modern foreign researchers mostly study their digital competence, digital literacy, documentary (technological) competence, and technical skills, without resorting to a detailed theoretical analysis of the internal structure of these phenomena of a student or a teacher. the methods of questionnaires and interviews, practical tasks for creating a digital educational product (a narrative, a text, a multimedia presentation), and the method of expert evaluation are mainly used. according to most of these studies, the readiness of primary school teachers is at low and medium levels, which is rightly considered to be insufficient for the effective organization of the educational process in primary school, although technical (technological, projective) skills of the students in these countries are better developed. in ukrainian research on the problem of developing the pre-service teachers’ readiness to use digital educational resources, there is a similar trend in the studied phenomena of teachers and methods of diagnosing them: bobrovytska and semenikhina [4], boiko [5], khyzhniak et al. [12], shamunova [23], velychko et al. [25]. at the same time, the works of ukrainian scholars more fully reflect the structure of the teacher’s personal formations and their component-bycomponent measurement. thus, a number of scientific papers [16, 19, 26, 27] consider the general structure of the future teachers’ readiness to use digital educational resources in the unity of motivational, target, informational, operational and activity, and reflective components (although their names may differ slightly, the essence of these components is identical). for example, in the informatic competence of pre-service primary school teachers petukhova [19] identified such components as knowledge, practical skills, motivation, and reflection. according to the results of her empirical research, which used the methods of pedagogical observation, debate, control creative work, questionnaires, and testing, it was found that the respondents’ knowledge and motivation were best developed while, acoording to the level of development of practical skills and reflection, most of them belonged to the low and medium levels. measuring the operational and activity component of related personal phenomena of preservice primary school teachers, namely readiness to design information and communication environment, use information technology, digital educational resources [14], etc. led the scientists to similar conclusions about the insufficient level of its development for effective professional activity with the use of e-learning resources. most respondents were at low and 106 https://doi.org/10.55056/etq.23 educational technology quarterly, vol. 2021, iss. 1, pp. 103-117 https://doi.org/10.55056/etq.23 medium levels, with significant deficiencies in pedagogical, methodological, and technical knowledge and skills. to diagnose the level of development of the operational and activity component of these formations, scientists mainly used methods of performing practical tasks, quasi-professional activities, and expert evaluation. at the same time, electronic textbooks, multimedia presentations and testing programs predominated among the multimedia tools used in primary school teaching, which partly coincides with the results of spanish and slovak scientists presented above. olefirenko [18], rybalko [22] studies are devoted to diagnosing the level of development of the projective component of the pre-service primary school teachers’ competence and readiness in the field of digital educational resources. the development of technological (operational) criteria was tested by each of the researchers using the method of practical tasks followed by an expert evaluation of digital products created by the students. as a result, they came to similar conclusions about the mostly low and medium levels of students’ readiness to design such tools. thus, the studies present the relevance of the problem and similar approaches to its solution. researchers use methods of questionnaires, interviews, practical tasks, quasi-professional activities, and expert evaluation and come to similar conclusions about the mostly low and medium levels of development of pre-service primary school teachers’ readiness to use digital educational resources in professional activities. in ukrainian research, there is a more thorough theoretical study of the structure of personal phenomena of the future primary education specialist related to this readiness, although at the same time in the scientific works little correlation is reflected in developing operational and activity and projective components of the readiness and their studying in dynamics of professional training from bachelor’s to master’s degree. 3. methods the methodology of empirical research consisted in the gradual application of the technology of quasi-professional activities of pre-service primary education specialists and the method of expert evaluation. the technology of quasi-professional activity was implemented by setting a task on modeling the educational process in primary school for the students of bachelor’s degree in primary education, and for master students there was a task for modeling the educational process in higher educational institution (hei) using the most common digital educational resource – multimedia presentation. during the task, students had to demonstrate skills in designing a digital educational resource (projective component of the readiness) and its application in class (operational and activity component of the readiness). to assess the results of quasi-professional activities of bachelor and master students, the method of individual expert evaluation was used, implemented through selecting experts from among the university teachers of professional courses of the specialty primary education and primary school teachers and instructing them on how to analyse the results of students’ quasiprofessional activities. after reviewing the videos of lessons (classes), the experts filled out a google form, which provided an expert evaluation of the quasi-professional activities of future primary education specialists. describing the criterion-level structure of future primary school teachers’ readiness to use 107 https://doi.org/10.55056/etq.23 educational technology quarterly, vol. 2021, iss. 1, pp. 103-117 https://doi.org/10.55056/etq.23 digital educational resources, khyzhniak [13] singled out motivational and value, cognitive, operational and activity and projective components, as well as intuitive and receptive, reproductive, productive, and research and creative levels of their development. based on this criterion-level structure, we diagnosed the levels of developing operational and activity and projective components of the future teachers’ readiness to use digital educational resources in professional activities under traditional conditions of training at hei, for which we selected 60 respondents from the 4th-year bachelor students and 2nd-year master students in the specialty primary education. the choice of different degrees of higher education for empirical research is explained by the desire to find out how the ability to design and apply digital educational resources without special influence (under traditional conditions of training at hei) changes from one degree to another. the formation of operational and activity and projective components of the preservice primary school teachers’ readiness to use digital educational resources in professional activities we diagnosed using the method of quasi-professional activities, which took the form of modeling the educational process in primary school and university based on self-designed digital educational resources. 4. results of the study the tasks for the bachelor and master students were similar in essence, and the difference was related to the proposed audience for modeling the educational process: primary schoolchildren or bachelor students. the choice of the quasi-professional task was based on the results of questionnaires and testing of students of both levels of higher education, which showed their greatest awareness of such a digital educational resource as a multimedia presentation. so, the bachelor students (30 participants) were offered the task: “develop a lesson plan (language, mathematics or science – optional). design a multimedia presentation to accompany it with. make a video of your own quasi-professional activity, modeling the lesson according to the developed lesson plan and presentation”. for master students (30 participants) the task was as follows: “develop a plan of a lecture on teaching methods (language, mathematics or science – optional) for the bachelor students. design a multimedia presentation to accompany it with. make a video of your own quasi-professional activity, modeling the lecture according to the developed lesson plan and presentation”. the results of the quasi-professional activities of the bachelor and master students were revealed on the basis of analysis of the videos on the following parameters: 1. implementation in the presentation of the main methodological requirements for teaching the relevant subject (methodological) material (the first question in the expert evaluation form). 2. methods and techniques of working with presentation slides in class / lesson (questions 2 and 3 of the expert form). 3. presence in the presentation of the general structure and main types of slides: informationexplanatory, training-control, logical-plot, physiological-psychological ones (questions 4 and 5 of the expert form). 108 https://doi.org/10.55056/etq.23 educational technology quarterly, vol. 2021, iss. 1, pp. 103-117 https://doi.org/10.55056/etq.23 4. the software environment in which the presentation is designed, the types of information presented in it, the variety of modern information and communication technologies used in the presentation (questions 6, 7, and 8 of the expert form). according to the first two parameters we measured the formation of the operational and activity component of the future primary education specialists’ readiness to use digital educational resources in professional activities, the next three – the level of development of the projective component of this personal formation. the analysis of videos of the quasi-professional activities of the bachelor and master students was conducted using the method of expert evaluation. thus, the experts, who were experienced university teachers and primary school teachers (total number – 10 participants, practical experience of each is more than ten years), were asked to analyse the videos and evaluate them based on the indicators. the examination was conducted using google cloud services, namely, google forms (figure 1). quantitative analysis of expert evaluation was performed by adding the number of points (each video was analyzed by 2 people), given by the experts. the maximum number of points during the evaluation of each of the components (operational and activity and projective) was 30 points. subsequently, we conducted a separate distribution of respondents of bachelor’s and master’s degrees according to the levels of development of each component using the corresponding table (table 1). table 1 table of distribution of the number of points received by the respondents according to the levels of developing the components of their readiness to use digital educational resources. the level of developing the components of readiness to the use of digital educational resources points intuitive and receptive 1–7 reproductive 8–14 productive 15–21 research and creative 22–30 quantitative analysis of the results showed that the level of development of both operational and activity and projective components of the future primary education specialists’ readiness to use digital educational resources in professional activities for both bachelor’s and master’s degrees in primary education in traditional training is characterized by certain differences (figure 2, figure 3), but they are insignificant in numerical terms and in essence. as it can be seen from the figures 2 and 3, at the reproductive and intuitive and receptive levels, there is a slightly lower percentage of master students than bachelor ones, and, accordingly, there is an increase in the productive and research and creative levels. however, future bachelors and masters retain the correlation between the levels of developing the components of readiness to use digital educational resources: for the operational and activity component, the largest number of respondents are at the reproductive level, less – at the intuitive and receptive level. further significant quantitative differences between the productive and research and creative levels are noted. for the projective component, the highest percentage is also observed at the 109 https://doi.org/10.55056/etq.23 educational technology quarterly, vol. 2021, iss. 1, pp. 103-117 https://doi.org/10.55056/etq.23 figure 1: the expert evaluation form. reproductive level, the productive level is in second place, then – research and creative, and the lowest percentage is at the intuitive and receptive level. numerical results show that the projective component of the future primary education specialists’ readiness to use digital educational resources without targeted learning develops better than operational and activity one. technologies for creating e-learning resources are mastered by the students better than the method of their use in primary school lessons or classes in hei. the development of the operational and activity component directly depends on a specially organized educational process in which learning to use digital educational resources will be conducted systematically in classes in all professional courses. these results coincide with the findings of other scientific studies [19–21], which confirms the reliability of the results. in addition, the analysis of numerical data showed that even in the absence of targeted training, some students (about 6,0 – 7,0%) independently master the technological and methodological 110 https://doi.org/10.55056/etq.23 educational technology quarterly, vol. 2021, iss. 1, pp. 103-117 https://doi.org/10.55056/etq.23 figure 2: diagram of the development of the operational and activity component of the future primary education specialists’ readiness to use digital educational resources. figure 3: diagram of the development of the projective component of the future primary education specialists’ readiness to use digital educational resources. features of using digital educational resources and until the completion of a master’s degree they change the level of development of operational and activity and projective components of readiness to use these tools in professional activities to productive or even research and creative levels. however, this percentage is insignificant, and the need for special training in the use of electronic educational resources is an important area of reforming the process of training future primary education specialists. 111 https://doi.org/10.55056/etq.23 educational technology quarterly, vol. 2021, iss. 1, pp. 103-117 https://doi.org/10.55056/etq.23 conducting a qualitative analysis of the quasi-professional activities of the bachelor and master students of the specialty primary education, we made the following generalizations: 1. when choosing the subject or methodological content of a multimedia presentation for a lesson, both prospective bachelors and masters of primary education mostly correctly implement the basic methodological requirements for teaching the relevant material. thus, 83,3% of prospected bachelors reflected in their presentations the required structure of the native language lesson, mathematics or science in primary school. in the presentations of master students, the percentage of methodologically correct works was similarly high – 86,6%. 2. reproductive specimens predominated among the methods and techniques of working with slides of presentation in the lesson in primary school and classes on professional methods in the hei. thus, modeling a lesson in primary school, bachelor students used presentation slides mainly for visualization, so they used the information method, where the image on the slide only illustrates the words of the teacher and helps to understand the subject material better (53,3%). only in 23,3% of the bachelors’ presentations, we observed the use of the training method; in 13,3% – slides with questions and test tasks; in 10,0% of methodological presentations, there was a problematic method of presenting the subject material, which was implemented through animation and creolization of the educational text. in the lectures of master students, the information method also took the first place – 73,3% and the methods used by the respondents did not differ in diversity: there were almost no problematic (6,7%) and thesis (10,0%) methods, and structural (40,0%) and graphic (33,3%) methods were presented commonly. master students showed practical ignorance of the methods of working with the presentation in the lecture, often rereading the text from the slides. 3. bachelor and master students of the specialty in primary education are mostly familiar with the general three-part structure of the multimedia presentation and adhere to it. in 86,6% of the analysed presentations of bachelor students and 93,3% of master’s presentations, there was an introductory slide (for primary school it included the topic of the lesson, a virtual guest, etc.; for the hei it was the slide with the lecture theme, content, etc.), the main part that conveyed the content of the lesson, and the final part, where students mostly posted the tasks for homework. not knowing the main types of slides of the methodological presentation (informational and explanatory, training and control, logical and plot, physiological and psychological), students mostly used only informational and explanatory slides (70,0%), without providing current control of the subject and methodological knowledge of their students, initial revision of material, feedback, etc. presentations for primary school used physiological and psychological slides, which are necessary for younger students, with physical education minutes, dynamic pauses, elements of psychological relief, etc. (46,6%), but their quantity and quality cannot be considered to be satisfactory. the least attention the designers of the presentations paid to the logical and plot slides, which should clearly distinguish the stages of the lesson (16,7%). 4. the predominant software environment in which the respondents designed the method112 https://doi.org/10.55056/etq.23 educational technology quarterly, vol. 2021, iss. 1, pp. 103-117 https://doi.org/10.55056/etq.23 ological presentations was powerpoint, which was used by 96,6% of bachelor students and 93,3% of master students. in some cases, students used impress and prezi. in our opinion, this is due to students’ poor awareness of other software shells for creating multimedia presentations. prospective bachelors and masters little implement the essence of the term “multimedia”, using mainly graphic and textual information (100%) in the presentations for primary school. video in presentations for the young learners was used by 23,3% of students, separately the sound was not used for educational purposes at all. in the methodological presentations for higher education, textual information (60,0%) took the leading place, followed by text and graphics (20,0%), video (13,3%), and sound (6,7%). 5. multimedia presentations of future primary education specialists are quite poor in the use of modern technologies. in the analysed samples, both at the bachelor’s and master’s levels of higher education, infographics, interactive posters, educational comics, and tasks on online educational platforms were almost absent (figure 4). figure 4: the use of ict technologies in multimedia presentations of future primary education professionals. 5. conclusion the general results of the empirical study aimed at identifying the levels of operational and activity and projective components of future primary education specialists’ readiness to use 113 https://doi.org/10.55056/etq.23 educational technology quarterly, vol. 2021, iss. 1, pp. 103-117 https://doi.org/10.55056/etq.23 digital educational resources in professional activities show that the majority of the respondents have a reproductive level of development of these components: for operational and activity component – 50,5% of bachelors, 43,3% of masters; for the projective one – 46,7% of bachelors, 40,0% of masters. the intuitive and receptive level (33,3% of bachelors and 26,7% of masters) is next in terms of the number of respondents for the operational and activity component, and the productive level (30,0% of bachelors and 36,7% of masters) is for the projective component. for both components, the smallest number of respondents show affiliation to the research and creative level (from 6,7% to 16,7%). the projective component of the future primary education specialists’ readiness to use digital tools without specially organized training develops better than the operational and activity component, but only about 6–7% of the students are able to increase the level of operational and activity and projective components of the readiness to use digital educational resources. operational and activity and projective components of the future primary education specialists’ readiness to use digital educational resources have the following features: • among the methods and techniques of working with slides of the presentation in the lesson in primary school and classes on professional teaching methods in hei the reproductive samples dominate: information method and structural and graphical methods of information processing; • students are familiar with the general three-part structure of a multimedia presentation and adhere to it, but mostly do not navigate the main types of presentation slides, using only informational and explanatory samples, and are poorly acquainted with the software environments for presentations which are alternative to powerpoint; • prospective bachelors and masters use in presentations both for primary school and for hei mainly graphic and textual information; • digital educational resources of future primary education specialists use a limited range of modern ict, there are almost no infographics, interactive posters, educational comics, tasks on online learning platforms, etc. conclusions from the quantitative and qualitative analysis of the results of the empirical study mostly coincide with the positions obtained by scientists in such studies, which increases their reliability. under the current system of professional training of pre-service primary school 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professional education of sociologists in the context of distance learning: analysis of practices educational technology quarterly, vol. 2022, iss. 2, pp. 115-128 https://doi.org/10.55056/etq.2 gamification as a trend in organizing professional education of sociologists in the context of distance learning: analysis of practices liudmyla v. kalashnikova1, iryna v. hrabovets1, liudmyla s. chernous1, viktoriia a. chorna2 and arnold e. kiv3 1kryvyi rih state pedagogical university, 54 gagarin ave., kryvyi rih, 50086, ukraine 2petro mohyla black sea national university, 10, 68 marines str., mykolaiv, 54003, ukraine 3ben-gurion university of the negev, p.o.b. 653, beer sheva, 8410501, israel abstract. the article identifies the essence of the phenomenon of gamification as a modern trend in distance education, as well as outlines its innovative potential based on the analysis of cases of introduction of gamification elements in the training of sociology students at kryvyi rih state pedagogical university and petro mohyla black sea national university. case studies were performed using an analytical model of gamification, which includes four interrelated elements: actors, content, effects, context. keywords: gamification, distance education, professional education, sociology 1. introduction the professional education of highly competent specialists in the modern world is a constant challenge and trial, determined, on the one hand, by the processes of globalization, evergrowing competition in the labor market, the dynamism of the demands of stakeholders. on the other hand, it is associated with qualitative changes in the value system not only of the generation of those who teach, but also of those who learn. the transformation of the very conditions of the organizing educational activities, as well as the rapid development and active implementation of information and communication technologies in the education system are not less important. taken together, the above factors have led to the fact that today the lecturer is not a universal forwarder of knowledge accumulated by mankind in a particular field, but rather he/she becomes today an indicator of the vector of development of a particular scientific field. the task of teaching is not the creation of “knowledge base accumulators”, but the formation of the ability (competence) to search for the necessary information while solving the assigned tasks. envelope-open lvkalashnikova198@gmail.com (l. v. kalashnikova); 15srps2016@kdpu.edu.ua (i. v. hrabovets); lydmyla.chernous@kdpu.edu.ua (l. s. chernous); chornav2008@gmail.com (v. a. chorna); kiv@bgu.ac.il (a. e. kiv) globe https://kdpu.edu.ua/personal/lvkalashnikova.html (l. v. kalashnikova); https://kdpu.edu.ua/personal/ivhrabovetz.html (i. v. hrabovets); https://kdpu.edu.ua/personal/lschernous.html (l. s. chernous); https://chmnu.edu.ua/chorna-viktoriya-oleksandrivna/ (v. a. chorna); https://ieeexplore.ieee.org/author/38339185000 (a. e. kiv) orcid 0000-0001-9573-5955 (l. v. kalashnikova); 0000-0002-0704-4167 (i. v. hrabovets); 0000-0003-0916-7205 (l. s. chernous); 0000-0002-6205-7163 (v. a. chorna); 0000-0002-0991-2343 (a. e. kiv) © 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. 115 https://doi.org/10.55056/etq.2 mailto:lvkalashnikova198@gmail.com mailto:15srps2016@kdpu.edu.ua mailto:lydmyla.chernous@kdpu.edu.ua mailto:chornav2008@gmail.com mailto:kiv@bgu.ac.il https://kdpu.edu.ua/personal/lvkalashnikova.html https://kdpu.edu.ua/personal/ivhrabovetz.html https://kdpu.edu.ua/personal/lschernous.html https://chmnu.edu.ua/chorna-viktoriya-oleksandrivna/ https://ieeexplore.ieee.org/author/38339185000 https://orcid.org/0000-0001-9573-5955 https://orcid.org/0000-0002-0704-4167 https://orcid.org/0000-0003-0916-7205 https://orcid.org/0000-0002-6205-7163 https://orcid.org/0000-0002-0991-2343 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2022, iss. 2, pp. 115-128 https://doi.org/10.55056/etq.2 the situation with the coronavirus pandemic, which has intensified the introduction of distance learning forms, requiring a change in approaches to teaching methods and motivation, has become the other challenge of our time [23]. that is why well-known teaching methods, which existed for a long time, “sounded” in a new way, being enriched with modern technologically mediated characteristics. first of all, this applies to game-based teaching methods [27], or rather gamification [8, 28], the use of which is extremely important in the education of sociologists. in particular, for the formation of such integrative competence as the ability to solve difficult tasks and practical problems characterized by the complexity and uncertainty of conditions [22]. after all, their use in professional education allows to display the logic of practical activities, stimulates initiativity, independence of decision-making, serves as an effective mean of acquisition of knowledge, development of critical thinking, formation of skills and abilities of professional communication. thus, the relevance of studying the innovative opportunities of gamification as a method of organizing educational activities in the context of distance education is due to the fact that at this stage of informatization of the domestic system of higher education the formation of both general and professional competencies of sociology students is inextricably linked with the use of information and communication technologies within the practice-oriented competence-based approach to learning. the analysis of the available scientific literature on the problems of gamification of higher education testifies to the fact that today the issues of introducing the elements of gamification in the process of organizing professional education of sociologists have been left out of the reseacrhers’ field of view. interest in it is caused by the unconditional importance for the effective professional activity of future sociologists, which is especially actualized in the context of distance education. this article aims to outline the essence of the phenomenon of gamification as a modern trend in organizing distance education, as well as to determine its innovative potential to improve the quality of professional education of sociologists based on the case analysis. the main research method was the analysis of the cases of introducing gamification elements in the process of professional education of sociology students at kryvyi rih state pedagogical university and petro mohyla black sea national university, which provide the necessary amount of information for the interpretation of these practices of sociological education in higher education establishments. unlike quantitative methods, the use of this research method allowed to consider various aspects of gamification and its social context, primarily taking into account the uniqueness and experimental nature of the analyzed cases, as well as the social conditions for the implementation of game practices into the study of various education courses. in sociology deeply and in details. case analysis was carried out using the analytical model of gamification, which includes four interrelated elements: actors (competencies, resources, attitudes, motives, strategies, participants of the educative process), content (design, game practices), effects (organizational, group, individual), context (cognitive, educational, developmental, creative). 2. results and discussion the importance of gamification in the education process of sociologists is associated, first of all, with the possibility of diversifying routine learning activities, influencing student behavior, 116 https://doi.org/10.55056/etq.2 educational technology quarterly, vol. 2022, iss. 2, pp. 115-128 https://doi.org/10.55056/etq.2 increasing their motivation to learning through modeling game reality, creating conditions for achieving various kinds of learning objectives. we should not forget that we are talking about the professional education of generation z specialists, who from childhood interact with various gadgets in a relatively free information space [24]. according to the surveys conducted in 2019 by the employees of the ukrainian institute for social research named after o. yaremenko, almost 3/4 of adolescents aged 14-17 years during the last 30 days spent from 1 to 6 hours on weekdays, playing on a computer, tablet, console, smartphone or other electronic device. according to the scale of interests in spending time on the internet among the representatives of generation z, online games are in the second place after computer applications and social networks [2]. the motivational sphere of modern students is focused on quick achievements, the presence of clip thinking allows them to work easily in the multitasking mode of the game space. they are creative, they need a comfortable social environment, interesting activities. therefore, for them, involvement in game-based activities is a common thing, but the question of transferring the acquired knowledge and skills to the real world arises. it is important to take into account these sociopsychological features and values of generation z when designing a new educational space and developing creative pedagogical technologies, in particular by introducing elements of gamification into the usual, traditional forms of education. gamification, unlike other educational technologies based on the principles of the game, is defined as a method focused on the use of game-based approaches, mechanics, which are widely used in computer games, for non-game processes, which allows to increase the involvement of participants in solving applied tasks [17]. comparing gamification with other game-based teaching methods, herger [11] focuses on their similar and distinctive features. among the common typical features, the researcher singles out the presence of organizational rules, the closed space of social interaction, complete or partial opposition to the real world. however, in contrast to the traditional game, which takes its participant into the game space, sometimes detached from reality, gamification leaves him/her in the real world with its inherent non-game problems and tasks. unlike role-playing games, which have mostly spontaneous nature of the organization of the game process, gamification has clear rules, purpose, structure of actions, determined by the objectives of the education course, related to the logic of teaching the material. following the rules allows you to increase the level of skill as you move from one level to another. gamification provides the solution of specific tasks, accordingly adapted to the existing level of knowledge and skills of students. increasing the level of complexity of tasks contributes to the formation of new skills and abilities. the content and organization of gamification involves an independent choice (or the illusion of choice) of the strategy to achieve the final goal due to the successful completion of intermediate tasks, which increases the motivation for self-improvement. thus, the multilevel structure of presentation of teaching material allows the student to study according to the individually chosen trajectory, and the organization of “student-lecturer” operational feedback helps to establish an educational dialogue in order for the student to make the optimal choice of the behavior strategy. in addition, in gamification practices, the student remains himself/herself, without changing the status-role position, moves from the lowest level to the highest one, following the goal, relying on the motivation to get a positive assessment upon completion of the discipline study. the closest to gamification among traditional games is a simulator that creates the illusion of a 117 https://doi.org/10.55056/etq.2 educational technology quarterly, vol. 2022, iss. 2, pp. 115-128 https://doi.org/10.55056/etq.2 real world in a cyberspace. however, in contrast to it, gamification, by creating the illusion of a real world, focuses the attention on the possibility of using information and communication technologies to solve difficult tasks and practical problems in the real world. the use of gamebased techniques in the learning process can be of a point, episodic nature, while gamification is systematic, as it is a holistic process – from setting goals and objectives to controlling knowledge, the level of practical skills and abilities formation. no less significant advantages of gamification in relation to other game-based methods are the ability to integrate verbal and non-verbal educational information, to automate the processes of information retrieval activities and knowledge control system, to accumulate statistical data on the results of students’ academic achievements. according to dichev and dicheva [7] for designing an electronic format of the education course, implemented by using gamification, the lecturer must pay special attention not only to the motivational but also to the stimulating component of the structure of game elements. the activation of students can be carried out due to the nature of the game situation itself, because in the game it is much easier to overcome obstacles, which contributes to the effective development of competencies. successful completion of tasks, a sense of achieving a goal strengthen selfconfidence, to which the existing system of rewards in the form of receiving points for their fulfillment contributes. the possibility to repeat the educational assignment (passing the level of the game) creates conditions for relieving psycho-emotional stress, manifestating of creative abilities. it is also worth agreeing with buckley and doyle [4], who believe that the combination of group and individual forms of educational activities contributes to the improvement of social interaction, supports the spirit of competition, thereby encouraging participating in it. social virtual reality provides distance education with an element of presence that is typical of a personal approach which is an integral part of learning. while gamification due to the presence of rules restrains and concentrates the audience of students. the combination of virtual reality and gamification actualizes the social interaction of participants in the educational process. it is also necessary to distinguish a number of organizational and methodological requirements for electronic methodological support of the academic discipline, which is implemented using the elements of gamification: • firstly, the gradual creation and structuring of game applications for the education course, which must contain a legend, history, a set of dynamic plots, which forms a sense of belonging, contribution to the common cause, maintains interest in achieving educational goals; • secondly, adherence to such principles of creating a computer game as: dynamics of using scenarios that require attention and reaction in real time; mechanics of using scenario elements (virtual rewards, statuses, bonuses, etc.); aesthetics of creating impressions, which contributes to emotional involvement; social interaction (a wide range of techniques that ensure the interaction of participants in the game process); • thirdly, the use of a system of compulsory and variable tasks to develop students’ abilities to determine their own educational goals; • fourthly, the organization of operational consulting support during fulfilling the tasks in order to develop the abilities to overcome obstacles, adapt to circumstances, choose 118 https://doi.org/10.55056/etq.2 educational technology quarterly, vol. 2022, iss. 2, pp. 115-128 https://doi.org/10.55056/etq.2 appropriate behavior strategies, quickly learn all the functional capabilities of the game element and gradually master the educational material; • fifthly, monitoring the rating of students’ activity while mastering the course, taking into account the points obtained for completing individual tasks, in order to develop skills in planning further activities in a dynamic situation. moodle, the open-source automated information learning management system (lms), focused on organizing interaction between lecturer and students, is used at kryvyi rih state pedagogical university and petro mohyla black sea national university to organize distance learning [1, 18], in particular for sociology students. being a universal environment, moodle contains all four basic elements of gamification, namely: 1) mechanical components (registration of participants; acquaintance with the rules of work in the environment; structuring of the presented information in the format of headings, subdivisions; functioning of feedback means; the use of the scenario elements providing the description of discipline in the form of a syllabus, detailing the structure of the study of the course with defining the form of classes, types and tasks of individual and independent work, means of current and final control of the level of formation of knowledge and skills, assessment criteria); 2) dynamics of change of components and settings (replenishment of electronic resources of each education course occurs in accordance with the curriculum, the schedule of classes of a specific academic group of students in real time, the terms of fulfilling the tasks, the number of attempts, the assessment method, setting the indicators of task fulfillment, parameters for viewing the results of task fulfillment, etc); 3) aesthetics – interactive moodle interface gives participants the impression of emotional involvement, allows them to focus on choosing a strategy of behavior, performing a specific task, adjusting their work according to changing requirements for it, balancing between requests and skills necessary to perform a specific task or achieve a specific goal in general; 4) social interaction (each participant has the opportunity to mark their social status – administrator, lecturer, student, guest (in moodle 3.9 for the lecturer it is possible to temporarily change the role of the participant to view the presentation format of the course page), the identification of an individual participant is carried out by photos, avatars or cards; open access to the grade journal allows you to maintain a competitive spirit, participants are ranked in the order of their achievements using the point grading system; the availability of news feeds, communication forums, the ability to integrate webinars, in particular with adobe connect meeting and big blue button systems, etc.). summarizing, we note that the moodle system has sufficient functionality for introducing elements of gamification into the content of education courses. during march-may 2020 the authors of the article developed and introduced 5 methodological developments to ensure the teaching of certain academic disciplines into the process of professional education of sociology students in order to optimize the forms of distance learning. a brief description of each of these academic disciplines is presented below. 119 https://doi.org/10.55056/etq.2 educational technology quarterly, vol. 2022, iss. 2, pp. 115-128 https://doi.org/10.55056/etq.2 case 1. within the framework of teaching the course “history of sociological thought” (topic “latest directions in the development of sociological theory”) for 1st-year students of specialty 054 “sociology” of petro mohyla black sea national university and kryvyi rih state pedagogical university, conducting of a binary online lecture-provocation was offered with the participation of two lecturers (historian and sociologist). the lecture was held on the basis of the moodle platform with the connection of the big blue button service for webinars. an important point of preparation is the selection of partner lecturers. among the main criteria there are their psychological and intellectual compatibility, general level of competence, pedagogical readiness to use interdisciplinary connections. the game moment of students’ participation in a lecture is supported by integrative communication using the “question-answer” methodological technique. starting the story about each of the areas of theorizing in modern sociology (functional analysis and systems theory of luhmann [15], the structuration theory of giddens [9], the theory of social space of bourdieu [3], the theory of social change of sztompka [25], theories of modern and postmodern society, neofunctionalism, the concept of information society, the theory of intellectual networks of collins [5]), students are asked about the desired format of presenting the material (chronological or spatial, problematic or descriptive). depending on the chosen format, one or another lecturer takes on the role of the speaker. at the end of the report, another lecturer, using the technique of reframing the content, tries to shift the emphasis to create a new perception of what is heard. students’ participation in the discussion that arises between the lecturers is evaluated with points. the binary lecture-provocation contains a conflict of interests, which manifests itself both in the structure of the presentation of educational material and in the comments and additions, which suggests a combination of different points of view. the interaction reveals the psychological qualities of the participants. external dialogue takes place in the form of dialogical communication between two lecturers and students, internal – independent thinking is formed with the experience of an active participant in various forms of external dialogue. students get a visual representation of how to conduct a dialogue, as well as the opportunity to participate in it directly. switching attention from one position to another contributes to the concentration of attention to the material, stable motivation throughout the entire training session. this case demonstrates that the imposition of game practices by lecturers allows to change students’ attitudes and perceptions. these changes have a stable and long-term effect that can compensate for the initial disadvantages of the imposition method, through the formation of new social contacts, teamwork of the student group during the discussion. case 2. within the teaching of the course “sociology of culture” (topic “sociology of theater”) for 3rd-year students of specialty 054 “sociology” of petro mohyla black sea national university, as well as “general sociological theory” (topic “culture as an element of social systems”) for 2nd-year students, “history of advertising and pr”(topic “newspaper advertising of the 18th – 19th centuries”) for 3rd-year students of specialty 054 “sociology” of kryvyi rih state pedagogical university, it was proposed to conduct a virtual tour. in the first project, students were invited to visit the excursion to the world of theater [6], lviv opera [16], the opera houses of ukraine [21], in the second – to the museums of the world [20], google artsculture [10], in the third – to the museum of advertising [19]. during the training session, the roles of guides and visitors of museum expositions were distributed among the participants of the educational process. when passing from one hall 120 https://doi.org/10.55056/etq.2 educational technology quarterly, vol. 2022, iss. 2, pp. 115-128 https://doi.org/10.55056/etq.2 to another, the performers of the role of the guide were changed, thus all students had the opportunity to be both a guide and a visitor. the social significance of game practices in performing these roles is the basis for the implementation of educational tasks, which were set. the compensatory capabilities of game practices, as a pleasant pastime, a combination of reality and illusion contribute to the consolidation of material, the acquisition of new knowledge, and the establishment of interpersonal communication. the guides’ mission was to develop educational projects and it assumed the use of knowledge and practical skills in preparing a presentation, creating hyperlinks, using geographic information systems (e.g., google maps [14]), using panoramic expositions, 3d modeling, etc. students actively used the scorm standard, which is supported by moddle. also the visitors had the opportunity to get acquainted with the elements of the exposition, actively discussing it. to enhance the similarity of a virtual tour to a game, the “opening” of new “halls” involved the actualization of their basic knowledge in the format of answers to test questions. at the end of the lesson, students had to describe their impressions of the excursion in the form of an essay. this sequence of tasks allows to combine group and individual forms of work with students, to implement the cognitive, educational, developmental and creative context of this educational project. case 3. within the framework of teaching the course “general sociological theory” (topic “systems of social stratification”) for 2nd-year students of specialty 054 “sociology” of petro mohyla black sea national university and kryvyi rih state pedagogical university it was proposed to participate in test-quest “time/space travel”, created in moodle using the ispring suite constructor (table 1). table 1: examples of test-quest questions. test questions answers 1. what stratification system preceded 1.1 physical and genetic slavery? 1.2 caste 1.3 estate 1.4 class 2. what was the slave system 2.1 on the right of ownership of a person based on? 2.2 on customary law 2.3 religious division 2.4 income 3. in which country does a caste 3.1 india system exist? 3.2 japan 3.3 the usa 3.4 france 4. what is the caste system based on? 4.1 on religious and ethnic division of labor 4.2 on the right of ownership 4.3 on customary law 4.4 income continued on next page 121 https://doi.org/10.55056/etq.2 educational technology quarterly, vol. 2022, iss. 2, pp. 115-128 https://doi.org/10.55056/etq.2 table 1 – continued from previous page test questions answers 5. what stratification system 5.1 estate existed in medieval europe? 5.2 class 5.3 caste 5.4 slavery 6. choose the highest class 6.1 nobility in medieval europe. 6.2 clergy 6.3 artisans 6.4 peasants 7. in which country in the 7.1 the usa xix century did the slavery exist? 7.2 germany 7.3 spain 7.4 poland 8. what was before? 8.1 abolition of serfdom in russia 8.2 abolition of slavery in the united states 9. in which country did racial 9.1 the usa segregation exist? 9.2 russia 9.3 germany 9.4 ukraine 10. what is the basis for the division 10.1 attitude to the means of production into classes according to karl marx? 10.2 attitude towards religion 10.3 land ownership 10.4 belonging to the aristocracy 11. what is the basis for the division 11.1 property, prestige, party into classes according to max weber? 11.2 property, race, religion 11.3 prestige, party, education 11.4 ownership, education, qualifications 12. how does the functional approach 12.1 stratification is natural, necessary and inevitable, explain social stratification? as it is connected with a variety of needs, functions and social roles 12.2 stratification is not necessary and inevitable. it arises from conflict 12.3 stratification is not always necessary and useful 13. which sociological approach 13.1. conflictological considers stratification unfair? 13.2. structural and functional 13.3. evolutionary 13.4. symbolically-interactive a distinctive feature of this game practice is that students must quickly adapt to new conditions, make decisions in unexpected situations. gamification of tests is to a certain extent associated with the game-based environment by creating the illusion of choosing from two 122 https://doi.org/10.55056/etq.2 educational technology quarterly, vol. 2022, iss. 2, pp. 115-128 https://doi.org/10.55056/etq.2 possible trajectories of taking the test (table 2). table 2 possible trajectories of the test-quest. level 1 (bc) honors 1.1 – 3.1 transition to the next level «voodoo» 1.2, 1.3, 1.4 – 2.1 – 3.1 transition «leader» to the next level 1.2, 1.3, 1.4 – 2.2, 2.3, 2.4 – 3.1 – 4.1 «free» transition to the next level 1.2, 1.3, 1.4 – 2.2, 2.3, 2.4 – 3.2, 3.3, 3.4 – 4.1 «slave (captive)» transition to the next level 1.2, 1.3, 1.4 – 2.2, 2.3, 2.4 – 3.2, 3.3, «slave (bondage)» 3.4 – 4.2, 4.3, 4.4 transition to level 1.1 level 2 (middle ages) honors 5.1 – 6.1 transition to the next level «king» 5.2, 5.3, 5.4 – 6.1 transition to the next level «knight» 5.2, 5.3, 5.4 – 6.2, 6.3, 6.4 transition to level 5.1 «serf» level 3 (new time) honors 7.1 – 10.1 – 12.1 completion of testing «chairman of the corporation» 7.2, 7.3, 7.4 – 8.1 – 9.1 – 10.1 – 12.1 «president» completion of testing 7.2, 7.3, 7.4 – 8.2 – 9.1 – 10.1 – 11.1 – 12.1 «middle class (upper stratum)» completion of testing 7.2, 7.3, 7.4 – 8.2 – 9.2, 9.3, «middle class (lower stratum)» 9.4 – 10.1 – 11.1 – 12.1 – 13.1 completion of testing 7.2, 7.3, 7.4 – 8.2 – 9.2, 9.3, «working class» 10.3, 10.4 – 11.1 – 12.1 – 13.1 transition to level 7.1 7.2, 7.3, 7.4 – 8.2 – 9.2, 9.3, 9.4 – 10.2, «under-class» 10.3, 10.4 – 11.1 – 12.2, 12.3, 12.4 transition to level 7.1 at the beginning of the test, students get acquainted with the rules of taking it: in case of an incorrect answer to one of the questions of the level, the number of questions will increase, this process will continue until the student gives a sufficient amount of correct answers to move to the next level. after passing each block of questions, the student receives a corresponding award – thematic honor (emoji) and can receive a certificate in pdf format, created using the custom certificate plugin in moodle. the use of test-quest has a number of advantages over other types of knowledge control: first of all, it is an opportunity to simulate the sequence and variability of tasks based on a given algorithm; secondly, to implement an operational differentiated approach to the assessment of students’ mistakes; thirdly, the use of special-purpose distractors (for example, trap-distractors to reduce the number of cases of guessing the correct answer); fourthly, the ability to set the mode of executing the tasks (limiting the time and number of attempts, etc.); fifthly, an automated assessment system. 123 https://doi.org/10.55056/etq.2 educational technology quarterly, vol. 2022, iss. 2, pp. 115-128 https://doi.org/10.55056/etq.2 case 4. within the framework of teaching the course “methodology and methods of sociological research” (topic “methodology for compiling and testing survey tools”) for 3rd-year students of specialty 054 “sociology” of petro mohyla black sea national university and kryvyi rih state pedagogical university it was proposed to take part in the creation of a gamified questionnaire for conducting an online survey using google forms [26]. during the completion of the seminar individual tasks, students were asked to carry out the author’s visual design of the screen (color, size, font, background, use of animation elements), as well as the choice of format for presenting the same set of questions for potential respondents. in particular, it was about evaluative, tabular and open-ended questions, where the first could be presented in the form of sliders or a nominal point scale, the second – in the form of a grid or individual questions, the third – mandatory or optional filling in, short or detailed answer. the quality of the developed tools was assessed on a 5-point scale by a group of expert respondents (played by the lecturers of the department), the points received by each student were summarized respectively. by participating in the creation of a gamified questionnaire, students had the opportunity to “try on” the role of a researcher, trying to improve their skills of working with tools, electronic services for its creation. this project, due to the introduction of elements of the game, facilitated the understanding of the structure of the online questionnaire through thematic grouping of questions, using various ways of presenting them. case 5. within the framework of teaching the course “sociology of urbanization and globalization processes” (topic “problems of urban space development”) for 4th-year students of specialty 054 “sociology” of petro mohyla black sea national university and the course “special and branch sociologies” (topic “sociology of the city. urbanization as a global process”) for 2nd-year students of kryvyi rih state pedagogical university, it was proposed to take part in a lecture-conference held in the format of the game “masquerade in our city”, based on the moodle platform with the connection of the zoom service for webinars. each student was asked to prepare a short report that would highlight the problems of the functioning and development of a modern city, from the perspective of ordinary citizens of different ages, a manager, an economist, a demographer, an ecologist, an architect, a pr specialist, etc. the participants received their roles before the lecture, their task was not only to prepare a report and elements of the external image that would correspond to their role. the essence of the game was that other students after completing the report had to guess what role the speaker had received. the number of points received by a student for performing the assigned role was determined by the success of recognition by groupmates. the use of narratives helped to stimulate students’ motivation for the learning process, to facilitate the perception of educational material. the difficulty of introducing the elements of gamification in this project was that not all students successfully coped with the task of “warming” the narrative component, which would fully correspond to the role received. inconsistencies could be avoided by specifying the topics of the reports or by reducing the number of roles and, accordingly, the narratives. 124 https://doi.org/10.55056/etq.2 educational technology quarterly, vol. 2022, iss. 2, pp. 115-128 https://doi.org/10.55056/etq.2 3. conclusions elements of gamification are actively used in education. in particular, we are talking about the relatively free services kahoot, plickers, zipgrade, quizlet, class dojo, learningapps and many others, which have both web platforms and a mobile application [13]. each of these services has its own advantages and disadvantages, which can be described in a separate article. most of them are used for schoolchildren and much less for students, which is explained by the inaccessibility of experience of application in professional education, in particular, sociological. gamification in education is focused on using the basic desires of students in order to deeper involvement in the process and achievement strong performance and high results. participants prefer excitement, history, play, which means this is a natural way of acquiring skills. interestingly, in a gamified system, the player reveals his true self, finding himself in stressful or curious situations. this can be a good recruiting method without relying on previous grades or diplomas. experimental implementation of cases in the learning process of education of sociology students at two universities is focused on the compensation of practice-oriented forms of educational work, which are missing in the format of distance learning. the proposed elements of gamification of educational classes allowed to reduce psychological and physical load during online learning, to form personal trajectories of educational activity by adjusting its pace without time and space constraints, contributed to self-education, activation of creative potential of students, development of their ability to make independent decisions in conditions of risk and uncertainty. in addition, the use of elements of gamification contributed to the activation of student interaction processes both with the lecturer and with each other, based on individual and group experience. the proposed format for conducting training sessions allowed to create a communication environment, characterized by openness, equality of all participants, the presence of mandatory feedback. in the concept of game-based learning, the student from the object of educational activity is transformed into its subject. the lecturer’s activity comes to the second place, as his/her main mission is to create conditions (regulation of the educational process, its organization, preparation of tasks, formulation of questions and topics for discussion, counseling, control of time for completing tasks, etc.) for initiating student activity [12]. the main effect of the introduction of gamification elements at different stages of the organization of the educational process is the possibility of organic integration of the principles of “cooperation” pedagogy with the method of active learning. as a result, there are an increase in students’ interest in the learning process, activation of the exchange of knowledge and experience, achievement of balance in the “lecturer-student”, “student-student” relationship, providing a certain autonomy and possibility to choose. it is worth noting that the gamified format of educational work, aimed at increasing the productivity of educational activities, is generally less effective in the long term of its use, because it is associated with a large number of side effects. in our opinion, the potential of gamification in the professional education of sociologists has not been sufficiently studied yet, and it requires in-depth critical analysis and identification of both positive and negative aspects in its implementation into the educational process. gamification makes it easier to achieve many educational goals, but its effectiveness in 125 https://doi.org/10.55056/etq.2 educational technology quarterly, vol. 2022, iss. 2, pp. 115-128 https://doi.org/10.55056/etq.2 vocational education needs further research. indeed, there is the experience of different countries on the introduction of elements of gamification in the system of higher professional education, in particular, sociological. but we should not forget that the culture, educational opportunities, norms and standards of behavior of students and teachers, as well as material resources are fundamentally different. for ukraine, this is a new experience that requires detailed study. in the context of the pandemic, the higher education system has adapted to the maximum extent to 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[28] varina, h., osadchyi, v., goncharova, o. and sankov, s., 2022. features of gamification component introduction during the development of constructive strategies for overcoming youth life crises. educational dimension, 58, p.84–107. available from: https://doi.org/10. 31812/educdim.4454. 128 https://doi.org/10.55056/etq.2 https://doi.org/10.5220/0010923800003364 https://doi.org/10.1177/136843100003004004 https://doi.org/10.14515/monitoring.2016.5.01 https://doi.org/10.14515/monitoring.2016.5.01 https://doi.org/10.31812/educdim.v53i1.3872 https://doi.org/10.31812/educdim.4454 https://doi.org/10.31812/educdim.4454 1 introduction 2 results and discussion 3 conclusions interactive methods in blended learning of the fundamentals of ui/ux design by pre-service specialists interactive methods in blended learning of the fundamentals of ui/ux design by pre-service specialists liudmyla i. bilousova1, liudmyla e. gryzun2 and natalia v. zhytienova3 1independent researcher, professor, kharkiv, ukraine 2simon kuznets kharkiv national university of economics, 9a nauky ave., kharkiv, 61166, ukraine 3h. s. skovoroda kharkiv national pedagogical university, 2 valentynivska str., kharkiv, 61168, ukraine abstract. the problems of blended learning implementation in the context of university students training in the subject domain of ui/ux design are discussed in the paper. based on the literature review and educational practice analysis, it is revealed that the elaboration of the proper learning activities and methods is underestimated and overseen by the researchers and practitioners of blended learning implementation. it is admitted the urgency of finding out proper learning techniques (or their combination), which are necessary to involve the university students into interactive forms of work in order to overcome the core challenges of the blended learning implementation, and to add classroom atmosphere into the tutorial process in terms of online studying. in the progress of work, there were analyzed the core features and challenges of blended learning, and covered the possibilities of interactive methods in blended learning implementation into the tutorial process of students’ mastering of ui/ux design basics, according to authors’ approach to their curriculum building. the experience of interactive methods practical realization in the process of the fundamentals of ui/ux design learning by university students of different specialties is presented. it was demonstrated how the considered leaning techniques which are typically used at blended learning in its flex model (flipped learning, gamification, storytelling etc.) can be enhanced and enriched via using different interactive methods. exact examples of their applications in real blended learning process are given and discussed. the prospects of the research are outlined. keywords: blended learning, fundamentals of ui/ux design, potential specialists’ training 1. introduction due to the risk of the recent pandemic and involvement into military conflict, educational establishments of ukraine are facing the troubles how to continue tutoring process while keeping their staff and trainees safe. one of the options in these situations might be blended learning implementation with the focus on choosing its proper model with best practices tailored to our national reality. " lib215@ukr.net (l. i. bilousova); lgr2007@ukr.net (l. e. gryzun); melennaznv@gmail.com (n. v. zhytienova) ~ http://web.archive.org/web/20201027120942/http://hnpu.edu.ua/uk/bilousova-lyudmyla-ivanivna (l. i. bilousova); https://kafis.hneu.net/grizun-lyudmila-eduardivna/ (l. e. gryzun); http://hnpu.edu.ua/en/zhytyenova-natalya-vasylivna (n. v. zhytienova) � 0000-0002-2364-1885 (l. i. bilousova); 0000-0002-5274-5624 (l. e. gryzun); 0000-0002-3083-1070 (n. v. zhytienova) © 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. mailto:lib215@ukr.net mailto:lgr2007@ukr.net mailto:melennaznv@gmail.com http://web.archive.org/web/20201027120942/http://hnpu.edu.ua/uk/bilousova-lyudmyla-ivanivna https://kafis.hneu.net/grizun-lyudmila-eduardivna/ http://hnpu.edu.ua/en/zhytyenova-natalya-vasylivna https://orcid.org/0000-0002-2364-1885 https://orcid.org/0000-0002-5274-5624 https://orcid.org/0000-0002-3083-1070 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2021, iss. 3, pp. 415-428 https://doi.org/10.55056/etq.34 according to studies, the concept of blended learning is understood as a combination of in-person education and online opportunities, when materials are presented and worked out online but with the typical (conventional) classroom spirit [11]. despite the definite advantages of blended learning (openness of the access to education, flexibility, increasing of trainees’ motivation and independence etc.) and numerous attempts to implement blended learning activities into conventional education, there are surveys which report about the problems and challenges of such an experience [3]. among the reasons there are called the lack of proper awareness about the blended learning paradigm and not satisfactory didactic and methodological provision for its successful implementation in the context of current educational process. the situation is complicated with the necessity to deploy tutoring process under the terms of stressful time caused by pandemic and war. it is also pointed out, that in order to succeed, the correct blending of the conventional and online educational delivery needs to be realized first. conventional approaches to the learning aids creation, educational content design, and techniques of tutoring do not totally suit blended learning paradigm. this causes necessity of understanding of the core requirements for the proper model of the blended learning introducing into practice. according to the studies [1, 3, 11], blended learning environment demands consolidation of proper software and hardware base, and a high-speed network that will enable efficient combination of online and conventional learning. however, it is felt that the elaboration of the proper learning activities and methods is underestimated and overseen by the researchers and practitioners of blended learning implementation. thus, it looks really essential to find out proper learning techniques (or their combination), which are necessary to involve the students into active forms of work in order to overcome the core challenges of the blended learning implementation, and to add classroom atmosphere into the tutorial process in terms of online studying. especially, it seems to be essential in the context of various specialists’ training at universities. the aim of the paper is to analyze the core features and challenges of blended learning, to cover the potential of interactive methods in blended learning implementation, and to highlight the experience of their practical realization in the process of the fundamentals of ui/ux design learning by university students of different specialties. 2. theoretical framework theoretical background of the work is made by the analysis of the (1) core features of blended learning, (2) basic approaches to the learning of the fundamentals of ui/ ux design in the training of different specialists, and (3) common learning techniques used in the practice of blended learning. analysis of the main advantages and peculiarities of blended learning and its basic models of implementation, made regarding the recent studies, will enable to find out proper solutions for exact cases of blended learning of the ui/ux fundamentals. as it was said above, blended learning is understood as a combination of face-to-face education and virtual learning, when materials are presented and worked out online but with some features of typical classroom studying. thus, the great deal of blended learning is made by digitalized 416 https://doi.org/10.55056/etq.34 educational technology quarterly, vol. 2021, iss. 3, pp. 415-428 https://doi.org/10.55056/etq.34 learning with the help of networking platforms. according to studies [10, 12], the main aim of the virtual learning is to enable the access to education in a simple and flexible way via the internet in order to achieve personal educational goals. the final result of virtual learning use is to provide distant learning supported by an online learning management system. these online systems assist students to obtain the necessary materials and trainers’ responses at their outworking from any point with the internet access when it is necessary. in terms of blended learning, this model is called online driver [12]. however, it is pointed out that this approach is not efficient enough, as the students’ learning activity is not directed by the affiliated educational staff. the most appropriate for higher education seemed by the researchers to be two other blended learning models: flex model (concentration mostly on the online learning provided by trainers’ support during online classes on a flexible basis with attraction of the combination of different learning activities and rotation model (interchange of in-person and online learning). their main advantages are their quite high degree of the control over the students’ learning, and high level of customizing and flexibility, as the trainees are provided with learning techniques and platforms designed on purpose for them regarding blended learning strategy. in particular, the researchers and practitioners [1, 13] point out that the learning systems in flex and rotation models should be developed based on deep understanding of the peculiarities of the national educational systems, tutoring processes, trainees’ profiles etc. we would also include into the influential factors of successful and efficient implementation of blended learning in its flex and rotation models the factor of minding the specifics of the subject domain and the subject itself, because the variation of majors and subjects differs a lot. thus, the blended learning of the specific subject has to involve the trainees into special kinds of learning activities which are beneficial for shaping the set of knowledge and skills in exactly this subject domain and for the trainees of the exact major. the said learning activities must be selected in accordance with the proper educational content also designed regarding the peculiarities of training these or that major. in this context, we would like to concentrate on giving our understanding of the features and approaches to learning of the ui/ ux design fundamentals in the training of different specialists. the focus on the educational challenges in this field is caused by the evidence of the national course on the digitalization of economy which raises the urgency of the training high level specialists in different areas who have advanced digital skills. among such skills there is a competence in the field of user interface and user experience design (ui/ux design) which is essential today for a wide range of professionals from pure it specialists to the experts in digital products development, marketing and human-computer interaction. in our earlier works we presented special approach to the curriculum building for students’ training in this area which was elaborated with understanding that ui/ux design is complicated subject domain that integrates the set of related areas, like graphical design, software development, digital products promotion, psychology, engineering, ergonomics and others. thus, a designer is expected to master special inter-discipline knowledge and skills. characterizing our approach to the curriculum and educational content building for potential specialists’ learning of the basics of ui/ux design, we would point out that it was also created based on the analysis of the essence of the ui/ux design and role of its mastering in the vocational training of different specialists. 417 https://doi.org/10.55056/etq.34 educational technology quarterly, vol. 2021, iss. 3, pp. 415-428 https://doi.org/10.55056/etq.34 in fact, the ui design rather focuses on the product appearance and supplies exactly interaction functions [2]. ui design is developed on some core regulations shaped regarding mostly the psychological features of the human perception of information, influence of visual language on this process, peculiarities of human interaction with devices and their software [6]. ux design differs from ui type of design. it is understood by the experts as a tool for provision of the best user’s impression, practice and satisfaction of the interaction with the product of any kind [7]. it rests on the deep understanding of the user’s profile, their needs and requirements; functionality of the product; possible user’s behavior etc. however, the both types of design are two sides of the same process and serve the same purpose of the best final marketing result, using different means. hence, the mastering of the ui/ux fundamentals by the students of different branches should rest on understanding of some unique postulates and common instruments, and at the same time reflect the state-of-art tendencies in design shaped in different branches. thus, it was offered the practically-driven approach to the building of educational content for learning of ui/ux design basics which expects separation of the two parts (stable and varying) in the curriculum of the potential specialists’ training. the stable part includes the modules covering general fundamentals of the design that rest on common principles and must be mastered by the designers in any sphere. it was justified [2] the structure and content of three academic modules of the stable part of the curriculum. the first module “psychological base of visual perception” is aimed at forming the students’ knowledge for realizing the psychological mechanisms and features of visual information perception. in addition, in the module it is discussed widely the psychological significance of the graphical image semantics due to the involvement of various information channels (logical, aesthetic, semantic) and their roles in the shaping of visual image in human mind [6, 7]. next module “graphic interface design” of the stable part is dedicated to mastering basics of the graphical interface creation based on the principles of visual language application. here it is learnt how to create and render the interface ideas using colors, typography, imagery, bootstraps etc., how to add visual anchors, and how to make interface function smoothly and in user-centric way. thus, the module gives the trainees understanding of the peculiarities of both types of design and at the same time, their joint role in the successful interface creation. the final module “tools for interface design” of the stable part of the ui/ux design university curriculum is expected to focus on practical work in one of the common environments (for example, in figma) for the interface development. in fact, figma is known an online design tool which enables to make mockups, interactive animations, and efficient apps prototypes [2, 6]. figma environment also arranges version control, joint work opportunities, code generation and other essential features. in such a way, regarding figma facilities, the process of the clickable prototype design is greatly coordinated with the multi-step process towards the software development, demonstrating the role of both ui and ux design at each stage of this practice. this promotes cultivating of the best experience for potential designers in any sphere. thus, figma is seen to be a state-of-art universal instrument of a designer and it is really beneficial for the trainees of different majors to master basics of ui/ux design on figma platform. finally, resting on the psychological knowledge and design skills obtained in the previous modules, the students will apply this methodology within the third module to produce a digital prototypes of their apps, working out the ui/ux design mastery. 418 https://doi.org/10.55056/etq.34 educational technology quarterly, vol. 2021, iss. 3, pp. 415-428 https://doi.org/10.55056/etq.34 the stable part of the ui/ux design curriculum of the potential specialists’ training, according to our approach to the building of educational content, must be extended by the modules of varying part. they are recommended to concentrate on the learning other special tools appropriate for solving interface design problems in different subject domains including the facilities of a number of environments (such as adobe photoshop, adobe xd, invision, sketch, adobe illustrator etc.) [2]. in the context of blended learning in any subject domain and within any model of blended learning, it is essential to pick up proper learning techniques, which causes necessity to analyze common ones available in the practice of blended learning. according to recent studies [1], there are some attempts to create the system of blended learning activities which might provide trainees with a total learning model, successfully using digital technologies and blending them with conventional learning techniques. in the terms of blended learning, in particular, it is pointed out the benefit of using the system of the learning methodologies such as flipped learning approach, gamification strategy, digital storytelling, team work, cooperative learning and others. however, other researchers argue that these kinds of learning activity systems must be innovated in the lines of introducing rather interactive methods of blended learning regarding the challenges in terms of efficient communication [1, 4]. thus, it was built necessary theoretical framework of the work. in order to implement successfully blended learning of the ui/ux design fundamentals, according to the presented content of learning, it is necessary to pick up proper learning activities (or their combinations) and elaborate proper interactive methods of learning, based on the analyzed features of blended learning and common learning techniques used in the practice of blended learning, which makes the main part of our research. 3. results and discussion basing on the provided theoretical framework, we will cover distinguished learning methodologies (flipped learning approach, gamification strategy, digital storytelling, cooperative learning etc.) within the flex model of blended learning, and we will try to enrich them with interactive methods, which can make them more effective in terms of communication efficiency. flipped learning is depicted by experts as an educational approach where the conventional outlook of classroom-based studying is inverted in the lines of offering trainees to master the learning material before the classroom time [4]. thus, students arrive at class being ready to discuss the familiar content with their peers and teacher that enables deeper understanding through debating and problem-solving activities facilitated by the teacher. in terms of blended learning, flipped classroom is seen to be quite organic and commonly applicable. however, it demands special teacher’s efforts to arrange and facilitate students’ interaction (discussion, collective problem-solving, efficient feedback etc.) during online classes on the basics of ui/ux design. one of the other learning methodologies which are available in blended learning is gamification strategy which enables to apply game-playing practices used in non-game contexts. it is pointed out, that introducing game elements into educational plane stimulates students’ 419 https://doi.org/10.55056/etq.34 educational technology quarterly, vol. 2021, iss. 3, pp. 415-428 https://doi.org/10.55056/etq.34 essential needs for their motivation (in particular, the needs to interact and collaborate with other people, to feel own expertise in some environment, and to control individual actions). according to studies, gamification techniques implementation is able to promote collaboration and raise communication, which is significantly important for flex model of blended learning. some researchers also emphasize the essential feature of the strategy to apply game-based mechanisms and game thinking to diversify learning, to raise students’ eagerness to study, and solve offered non-conventional problems [14]. besides the common application of the gamification methodology, for blended learning there might be also beneficial to use a gamification variant in the lines of the encouraging students to design a gamified product. such an activity enables to trigger off gamification mechanisms, on condition of having enough importance for the trainees, involved into the creation of the gamified product, which can stimulate their sense of discovery and encourage them to master challenging material to develop a good product. at the same time, according to the theoretical background of the gamified products development [5], the trainees have to follow some principles which are meaningful in the context of the ui/ux design learning. in particular, it is essential for a potential user of the gamified product to feel that the game has a feasible goal exactly for him. therefore, the product must have clear reward system and demonstrate individual user’s progress along with its identification within other players who try to achieve the same target. it should make both competition and a feeling of belonging to a similar minded community. in addition, it is necessary to mind at the design of a gamified product that its main aim is to stimulate users to play the game trying to overcome difficulties in order to raise their scores. thus, gamification strategy application to blended learning of ui/ux design basics can be really beneficial on condition of its didactically correct using. next learning technique which is recommended to be used in blended leaning is digital storytelling. in common sense digital storytelling is a practice when people apply digital tools to tell and share their narratives which have a special purpose and devoted to important topic, presented in emotional way, and can be interactive. a digital story can be determined as a multimedia presentation that comprises a variety of digital components to convey the target audience a narrative. besides, digital narratives may be presented as web-based stories, interactive stories, narrative computer games and other types of multimedia products [8]. according to studies and evidence [8, 9], the digital storytelling approach has also been introduced in education. merging images, sounds and plot within digital story enables to reinforce concepts being appropriate to different learning types of trainees. it is pointed out that digital storytelling can be used by educators with different didactic purposes: to introduce new learning material, to facilitate its discussion by students, to help them get a deeper understanding of complicated concepts etc. in addition, students can be also encouraged to create their own digital stories devoted to some learning elements and pursuer a certain pedagogical aim. such learning activity can provide important benefits for the students. through the stories making they have to analyze, synthesize, and finally to take ownership of the information they are presenting. these things provoke higher-level thinking and raise responsibility. in this context, comic-based digital storytelling can play significant role. in particular, it is underlined that student-generated comic-based digital story is a learning technique when trainees create personalized comics to achieve a didactic purpose. this activity can facilitate mastering difficult (or controversial) 420 https://doi.org/10.55056/etq.34 educational technology quarterly, vol. 2021, iss. 3, pp. 415-428 https://doi.org/10.55056/etq.34 academic material and work out their research skills [13]. finally, created by the students digital stories of any type may be used as efficient learning aids and curricular resources. among different activities applicable to blended learning, group work plays special role. group work (or cooperative learning) is characterized as an instructional strategy when groups of trainees work together upon a common assignment. usually, each group participant is individually responsible for a part of the task and has to contribute into the common result. there are some key points which ensure the success of the group work: students should feel responsibility for their share of work and interdependence on the results of other peers; the group should be accountable for achieving its goal; face-to-face students’ interaction and mutual support; group participants should obtain instructions in the interpersonal, social, and collaborative skills necessary to work with others. it is clear that some of the mentioned key points are really challenging in terms of their realization at blended learning. some challenges also include assessing of the each person’s contribution, resolving conflicts etc., which demands development of special learning strategies. carefully prepared activities can help students obtain the skills to work together successfully, structured discussion and reflection on group work can predict and avoid some problems. thus, as it was mentioned above, the discussed kinds of blended learning activities should be innovated with the help of introducing interactive methods of learning to raise the level and quality of communication. according to edgar dale’s cone of experience, we can conclude in favor of interactive methods, that after two weeks we tend to remember 50% of the material that we see and hear (option of passive learning) and up to 90% of what we say and do ourselves (option of active learning) [4]. in contrast to just active learning, interactive approach provides trainees’ interaction not only with the teacher but with each other as well. it is characterized by the researchers as a form of learning and communicative activities in which trainees are involved into contemplation on their own knowledge, estimation of their own abilities, skills etc. in comparing with their peers. teacher’s role changes drastically, as the interactive learning concentrates rather on the trainees’ interests, needs, and abilities. learners become active participants of the tutoring process and not only perceive information. being engaged by the learning activity and based on their experience, students have to activate their knowledge and abilities, earn new skills, shape their attitude towards learnt material, and express their opinions. the teacher’s mission in interactive learning is shifted towards achieving the students’ goals. the teacher has to arrange interactive forms of work and tasks, working upon which students receive new information, and an individual assignment is transformed into a group task where each member of the group contributes to the whole group’s success. some basic types of interactivity are distinguished by the researchers: (1) individual interaction of the student and the learning object that leads to the student’s intellectual progress; (2) interaction between the trainee and the teacher who encourages trainee’s motivation via offering them exciting learning material and stimulating to apply knowledge for solving specific tasks; (3) interaction between students and teacher that expects involving the students into the interaction among themselves, an individual student with other students in the group, in the presence of the teacher or without him in real time [4]. it is obvious that the last type of interaction provides the highest level of the students’ involvement in to the learning activity. at the same time, it seems to be the most complicated 421 https://doi.org/10.55056/etq.34 educational technology quarterly, vol. 2021, iss. 3, pp. 415-428 https://doi.org/10.55056/etq.34 to realize especially in terms of blended learning. full participation of students in the interactive learning process is guaranteed by application of certain teaching methods. in fact, there is no general classification of the interactive teaching methods. however, it is possible to distinguish some methods which are widely used in practice and have special meaning in the context of their application in terms of blended learning in higher education. these methods may include lectures of selected kinds (enquiry-based, with deliberate errors, with the analysis of the specific situation etc.); game methods (business games, imitations, role-playing); debate methods (mini-conferences, seminars, socratic dialogue, case studies); group solution method; project making. in this part of the work, it is planned to demonstrate how the typical blended learning activities (flipped learning, gamification, storytelling etc.) can be enriched with interactive methods in the process of blended learning of ui/ux design within the curriculum modules presented above. for mastering the first module which is devoted to psychological fundamentals of visual perception that makes necessary basis for ui/ux design we applied mostly flipped learning and gamification strategies which were enriched by various interactive methods. for example, one of the flipped learning lectures on the topic of psychological mechanisms of data perception was arranged in the form of online mini-conference. there were assigned (in advance) different tasks to the pairs of students to learn proper theoretical material on the features of different data perception, to find out proper examples which illustrate peculiarities of human vision and their connection with interface design, and to elaborate presentation to take part in the mini-conference both as presenters and listeners. for instance, one of the students’ pairs had to learn physiological background of human perception of printed information. the students worked independently with digital sources to understand how our velocity of reading depends on the number of characters available for perception by our vision, and how this feature can be accounted at the interface design. during the flipped learning lecture hold in the form of online mini-conference which aimed at the exchange of results of the tasks assigned to different pairs of students, this pair gave a presentation on the results of their findings. in particular, they explained that the efficiency of reading depends in linear way on the amount of characters visible by eyes, and covered the reason of this fact based on psychological underlying of human eyes’ parabolic movements similar to discrete leaps between words during reading. they also attracted the listeners’ attention to the paradox of this cognitive and psychological phenomena, because despite their non-smooth nature, our eyes jumps improve our reading abilities, as we use the sense of skipped adjacent context to decrease the time of our comprehension of the read information. the rest of the students who were listeners at the moment, were encouraged by the presenters and the teacher to discuss the connection of these findings with the problems of efficient interface. in particular, the listeners were attracted to speculation and making conclusions on the (1) efficiency of perception of isolated words and words connected into the long phrase; (2) the difference between task-driven and content-driven user interface; (3) the dependence of the efficiency of text comprehension in these types of interface; (4) the typographic decisionmaking at the interface design etc. in the end, the students-presenters supported the prepared discussion with the visual examples of the both types of user interface illustrating fruitful and non-fruitful using of these psychological peculiarities. 422 https://doi.org/10.55056/etq.34 educational technology quarterly, vol. 2021, iss. 3, pp. 415-428 https://doi.org/10.55056/etq.34 in similar way there was also arranged presentations of the results of the flipped learning tasks by the rest of the students’ pairs with involvement other listeners into similar interactive debates. the group solutions finding during these mini-conferences within the first module were productively used by the students while their mastering subsequent modules. in addition, according to our own experience, it is recommended to immerse the whole tutorial process into the environment which is able to realize efficiently gamification strategy. it may be, for example, game online environment classcraft. the environment allows to maintain gamification approach during any academic period, and enables any student to go through the course sections individually or within the group, overcoming practical tasks, tests, and quests, specially prepared by the teacher for all the course modules, and obtaining game bonuses of different types. in order to add interactivity into this gamified blended learning, we arranged the role playing game within classcraft and involved individual students into the team role game, when each student should choose a character (a role of a wizard, warrior, healer etc.) with proper skills, and cooperatively learn a topic via doing quests. the quests were prepared regarding the educational content and didactic purpose of the module. for example, during the work within module “graphic interface design” there were prepared the quests on the number of topics. one of them was the quest “brief creation for ui design” which encouraged students to go through some quest stations. to overcome “avatar” station, it was necessary to identify a character (in fact, a potential user) who is a target audience for the designing interface. the second station “competitors” involved the students into analysis of the possible competitors of the interface design for potential user and sphere of their activity. next quest station expected students to develop a chart of basic use cases for the developing interface. the final quest station “visualization” encouraged students into determination of proper color palette and fonts as well as into picking up certain tools for the realization of different stages of the interface design regarding the analysis results obtained in previous quest stations. at each quest station the students received specified tasks with exact scheme of actions. for example, at “competitors” station (figure 1) the trainees’ were focused on the analysis of strong and weak points of the competitors’ interface design with subsequent concentration on successful and non-fruitful design solutions which led students to their unique design outlook for the identified user. the episode of work upon the tasks on the competitors’ analysis at the quest station “competitors” in the team quest “brief creation for ui design” is presented at the figure 1. while overcoming the learning quests in the team, each student applied his skills regarding his role and tried to contribute the best into his team success, doing quest tasks and obtaining different bonuses (experience points, gold pieces, crystals, and health) which gave the participants various additional opportunities and helped their team to achieve common learning result in the most efficient way. besides the described team roleplaying on doing practical tasks of the quests in the classcraft, the students were also offered to solve the boss battles tests (figure 2) in the same game environment with the option of both individual and team work, which is the most beneficial in terms of blended learning. doing the tests by the whole team definitely raised the students’ interactivity, as only the joint and thought over efforts of each team member could bring the success to the team. in addition, boss battles option enables team members to give and get 423 https://doi.org/10.55056/etq.34 educational technology quarterly, vol. 2021, iss. 3, pp. 415-428 https://doi.org/10.55056/etq.34 figure 1: the episode of work upon the tasks of the quest station “competitors” in the team quest “brief creation for ui design”. figure 2: the episode of the boss battles test solving in classcraft environment in the course of interface design basics. mutual help while test doing, which increases the common responsibility and brings up team spirit. working in the classcraft gamified environment, it is also recommended to arrange students’ group work upon specific real-life task. for example, within the third module devoted to mastering figma tools for interface design it is relevant to assign the students to create in figma a dynamic prototype of the site with landing pages. the full assignment may be formulated in such a way. imagine, that you are director of kava company which is a new player in the coffee trade market. the company buy coffee beans from latin america, fry, blend, and mix them ourselves. at the 424 https://doi.org/10.55056/etq.34 educational technology quarterly, vol. 2021, iss. 3, pp. 415-428 https://doi.org/10.55056/etq.34 moment, you have three ready-made blends that we sell, and you are working on adding three new ones. the company is focused on the retailers, but you also have an offer for specialized retail chains, restaurants and other wholesalers. the company want to create a site to talk about coffee, about the company, our services, offers etc. in addition, the company is going to sell ready-made blends through the site. to solve this real-life problem and make a full-functioning dynamic site prototype in figma, we offered students to create three groups, according to the roles which are typically fulfilled by ui/ux designers at the different stages of the prototype developing. therefore, there were selected the groups of analytics, developers, and testers. the didactic benefit of such group work on classcraft platform in terms of blended learning is seen in following. each group has to realize perfectly well the aim and essence of work at each stage of the prototype creation, and to allocate the roles inside the group correspondently. thus, the students (with the teacher’s help) have to interact with each other within the group in order to discuss and understand its specific task, final goal of the whole group, and the importance of their results for the success of other two groups who realize their own mission in the iterative process of the dynamic prototype development. for example, the group of analytics should be encouraged by the teacher to hold debates with the help of, for instance, socratic method of discussion as a kind of cooperative argumentative discussion based on asking and responding questions to provoke students’ critical thinking and come with fruitful ideas. the set of questions for discussion by the analytics during the understanding of their group mission should include: (1) who are our potential users? what may be their age, education, needs, preferences etc.; (2) what tasks do the users want to solve via the site? how are they going to solve their problems? (3) which benefits from the users’ standpoint can the site interface provide? (4) how to collect the said data from the users? (5) how can the collected information about users and their potential behavior on the site help the group of developers? is it essential also for testers group? and others. as a result of these argumentative debates, the group can obtain comprehensive understanding of their role in the whole iterative process of the prototype design, and can easily allocate the roles within the group with understanding by each member their own duties, responsibilities and scope of necessary interaction with members of other groups. similar debates are necessary to prepare and hold in other groups. at some stages of work, it is also important for the teacher to make interact all the groups together in order to analyze the middle results of group work, such as use case diagram, sequence diagram, mockups etc. built by the developers group basing on the recommendations of the analytics group. it will help to correlate the previous analytics work, improve the developers work immediately and avoid drawbacks and mistakes which may be revealed by the testers group. digital storytelling as a common blended learning technique was also implemented in the process of ui/ux design mastering within all the modules. we would like to demonstrate the example of creation of student-generated comic-based story in the progress of learning psychological basics of interface design which had a didactic purpose to investigate the influence of color pallet on the emotional stay of a user and implementation of its impact in the interface development. at the initial step of the comics’ creation the students were encouraged to discuss in group the issues which could help guide them during this creative task: (1) what is the aim of telling 425 https://doi.org/10.55056/etq.34 educational technology quarterly, vol. 2021, iss. 3, pp. 415-428 https://doi.org/10.55056/etq.34 your story? (2) who is the target audience of your digital story? (3) what feelings and ideas would you like to convey to the audience? (4) how can you sequence the story with a beginning, middle part and final? (5) which tools could be used to create your digital comic-based story? etc. after this group solution findings, the students came to the core stage of the digital story making, according to their plot, and applying some of the graphic design tools on their choice. then, the groups of students demonstrated their comics and “told” their digital stories on the said topic during online practical classes. episodes of one of student-generated comic-based digital stories where trainees expressed their ideas for associated meaning of different colors are given in figure 3. figure 3: episodes student-generated comic-based digital story where trainees expressed their ideas for associated meaning of different colors in interface design. at the same time, other students were involved into the critical watching of their peers’ work. in fact, ready-made digital stories were used at this stage as cases that enabled to involve all of the students into productive case studies, which added interactivity in the storytelling learning approach. in addition, the said digital stories can be successfully used as didactic aids for further generations of students, for instance, as an initial countdown of their work. 4. conclusions the problems of blended learning implementation in the context of university students training in the subject domain of ui/ux design are discussed in the paper. based on the literature review and educational practice analysis, it is revealed that the elaboration of the proper learning activities and methods is underestimated and overseen by the researchers and practitioners of blended learning implementation. it is admitted the urgency of finding out proper learning techniques (or their combination), which are necessary to involve the university students into interactive forms of work in order to overcome the core challenges of the blended learning implementation, and to add classroom atmosphere into the tutorial process in terms of online studying. in the progress of work, there were analyzed the core features and challenges of blended learning, and covered the possibilities of interactive methods in blended learning implementation into the tutorial process of students’ mastering of ui/ux design basics, according to authors’ approach to their curriculum building. the experience of interactive methods practical realization in the process of the fundamentals 426 https://doi.org/10.55056/etq.34 educational technology quarterly, vol. 2021, iss. 3, pp. 415-428 https://doi.org/10.55056/etq.34 of ui/ux design learning by university students of different specialties is presented. it was demonstrated how the considered leaning techniques which are typically used at blended learning in its flex model (flipped learning, gamification, storytelling etc.) can be enhanced and enriched via using different interactive methods. exact examples of their applications in real blended learning process are given. our observations as for the students’ cognitive behavior allow to conclude that applied methods were productive enough. they enabled to the students to feel the classroom atmosphere during online classes, promoted their cognitive eagerness to work with remote digital resources, contributed a lot into development of efficient learning communication, which helped overcome disconnection between the students and the feeling of dissociation inherent to blended learning in its flex model. the prospects of the research can be focused on finding the most efficient combinations of blended learning techniques and interactive methods in the process of ui/ux design mastering by the students of different branches. references [1] adel, a. and dayan, j., 2021. towards an intelligent blended system of learning activities model for new zealand institutions: an investigative approach. humanities and social sciences communications, 8(1), p.72. available from: https://doi.org/10.1057/ s41599-020-00696-4. 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[13] zaibon, s.b., azman, f.n. and shiratuddin, n., 2019. instrument for evaluating digital educational comic. international journal of advanced computer research, 9(44), pp.316–324. available from: https://doi.org/10.19101/ijacr.pid107. [14] zainuddin, z., chu, s.k.w., shujahat, m. and perera, c.j., 2020. the impact of gamification on learning and instruction: a systematic review of empirical evidence. educational research review, 30, p.100326. available from: https://doi.org/10.1016/j.edurev.2020.100326. 428 https://doi.org/10.55056/etq.34 https://doi.org/10.1080/09523987.2021.1908499 https://openjournals.library.sydney.edu.au/index.php/iej https://openjournals.library.sydney.edu.au/index.php/iej https://doi.org/10.1080/0305764x.2019.1625867 https://doi.org/10.1080/0305764x.2019.1625867 https://doi.org/10.4018/978-1-5225-7769-0.ch002 https://doi.org/10.19101/ijacr.pid107 https://doi.org/10.1016/j.edurev.2020.100326 1 introduction 2 theoretical framework 3 results and discussion 4 conclusions methodical preparation as a means of developing prospective mathematics teachers' ict competency educational technology quarterly, vol. 2021, iss. 2, pp. 331-346 https://doi.org/etq.14 methodical preparation as a means of developing prospective mathematics teachers’ ict competency iryna v. lovianova1, andriy v. krasnoschok2, ruslan yu. kaluhin1, olena o. kozhukhar3 and denys s. dmytriyev1 1kryvyi rih state pedagogical university, 54 gagarin ave., kryvyi rih, 50086, ukraine 2kryvyi rih educational & scientific institute of donetsk state university of internal affairs, 21 stepana tilhy str., kryvyi rih, 50065, ukraine 3separate structural subdivision “motor transport technical college of kryvyi rih national university”, 26a eduarda fuksa str., kryvyi rih, 50042, ukraine abstract. the purpose of the study is modeling of ict competence formation of would-be mathematics teachers through the best practice application of effective ict tools. the objectives of the study are to analyze the possibilities of creating conditions for the formation of competent mathematics teachers using ict tools. the object of the study is the methodical preparation of students of pedagogical heis by means of icts. the subject of study is the peculiarities of the formation of a competent mathematics teacher in classes on methodical disciplines. the authors of the article analyze, summarize and systematize research on the issue of using ict tools in the training students’ activities in universities of teacher education. the study determines the role of methodical training in the development of ict competence of would-be mathematics teachers. the authors of the study developed a model for the formation of would-be mathematics teachers’ competence , which consists of four components. there is the target, preparatory, procedural, and resulting components. the model describes a systematic approach to the organization of students’ learning activities in the teaching of professional and practical training disciplines. taking into account the integration nature of the methodical training of students, the organization of distance communication between students and teachers is also considered. this paper presents examples of the implementation of model components. it describes describe the implementation by students of course projects and degree projects on teaching mathematics methods using ict tools. a pedagogical experiment was conducted to evaluate the effectiveness of ict tools in the training of would-be mathematics teachers. the results of the study confirmed the effectiveness of modeling the organization of students’ activities to develop their ict competency. as the follow-up research directions, we consider summarizing recommendations on the usage of icts in the preparation of competent socionomic specialists. keywords: course project, degree project, ict tools, training of would-be teachers " lirihka22@gmail.com (i. v. lovianova); krasnoshchok2017@gmail.com (a. v. krasnoschok); kaluhin@ukr.net (r. yu. kaluhin); kozhukharlena82@ukr.net (o. o. kozhukhar); dendmitriev3@gmail.com (d. s. dmytriyev) ~ https://kdpu.edu.ua/personal/ilovianova.html (i. v. lovianova); https://dnuvs.in.ua/staff/andrij-krasnoshhok (a. v. krasnoschok) � 0000-0003-3186-2837 (i. v. lovianova); 0000-0001-8254-2898 (a. v. krasnoschok); 0000-0001-8339-4428 (r. yu. kaluhin); 0000-0002-0105-0638 (o. o. kozhukhar) © 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. 331 https://doi.org/etq.14 mailto:lirihka22@gmail.com mailto:krasnoshchok2017@gmail.com mailto:kaluhin@ukr.net mailto:kozhukharlena82@ukr.net mailto:dendmitriev3@gmail.com https://kdpu.edu.ua/personal/ilovianova.html https://dnuvs.in.ua/staff/andrij-krasnoshhok https://orcid.org/0000-0003-3186-2837 https://orcid.org/0000-0001-8254-2898 https://orcid.org/0000-0001-8339-4428 https://orcid.org/0000-0002-0105-0638 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2021, iss. 2, pp. 331-346 https://doi.org/etq.14 1. introduction the information society requires the ability to see and understand the picture of the world, to identify and analyze various aspects of objects, processes and phenomena. against this background, the aim of educational activities should be the training of specialists capable of making the transition from an industrial to an information society through innovations in education. this is emphasized in the state normative documents of ukraine regulating education (“law of ukraine on higher education” [21], “national strategy for education development in ukraine for 2012–2021” [9]). professional training of specialists in various areas of the information society requires research on the choice of innovations. this is necessary for the preparation of qualified competent specialists in the relevant field. the international society for technology in education (iste) has formulated directions for the use of information and communication technologies in the educational process and the main characteristics of ict competence [8]. the analysis of scientific sources [8, 11, 15] on the definition of ict competence makes it possible to understand the ict competence of a future mathematics teacher as the ability to use information and communication technologies and resources for the conscious fulfillment of tasks in the chosen professional field. the question arises as to how the training of a future mathematics teacher should be organized in order to form his/her ict competence in the learning process. currently, much attention is paid to substantiating the issues of involving ict tools in the process of training future specialists in various fields. occupying a certain place in the hierarchy of pedagogical innovations, the involvement of icts in the training of future teachers meets certain goals aimed at improving the indicators of the current state of professional training. for future teachers, icts are both a means of obtaining high professional qualifications and the aim of mastering icts involved in secondary education. this dual role of icts in the training of prospective teachers determines the nature of the use of ict tools in the educational activities of students majoring in mathematical specialties of pedagogical heis. this, in turn, contributes to the formation of ict competence of would-be mathematics teacher. many studies of recent years highlight various aspects of the problem of training qualified and competent specialists in hei. thus, the problems of personnel training for the use of icts in pedagogical activities are revealed (bykov [1], lovianova [5], vlasenko, rotaneva and sitak [17], vlasenko, sitak and chumak [18]); the content and models of formation of primary school teachers’ ict competence (shishkina and tataurov [15]), mathematics teachers’ competence (petrenko [11]) are substantiated; ict competencies are distinguished as professional competencies in the field of education [14, 19]; the process of joint creation of a network educational community of teachers-practitioners to support the professional development of information and communication technologies is studied (watson and prestridge [20]); the role of the course model, which should help organize the learning process by promoting effective, holistic and focused practice of users (porter [12]); the use of scientific approaches is emphasized, in particular the principles of: systematization, humanity and professional orientation, flexibility, dynamism and variability during modeling (perogonchuk [10]); among the tools that ensure the professional growth of future teachers, researchers include ict tools, and also insist on the importance of involving future teachers in the use of computer mathematics systems in the 332 https://doi.org/etq.14 educational technology quarterly, vol. 2021, iss. 2, pp. 331-346 https://doi.org/etq.14 preparing them for teaching (karsenti et al. [3], lovianova et al. [7]). however, in our opinion, the pedagogical modeling of the process of formation of ict competence of future specialists remains irrelevant for researchers. the purpose of the article is to describe a model of methods for forming ict competence of future mathematics teachers. 2. theoretical fundamentals of research the use of icts in the professional activities of a teacher is provided by the comprehensive training: instrumental training (mastering the basics of office technology, multimedia, icts); psychological and pedagogical training (mastering the psychological and pedagogical features of students of different ages, the use of icts in modern schools); practical training. this approach allows you to master the ict tools chosen for training comprehensively. training for the use of ict tools in future professional activities is both directly (content module “information and communication tools for teaching mathematics” in laboratory classes on methods of teaching mathematics, preparation of presentations for lessons, development of interactive didactic materials during pedagogical practice) and indirectly as, for example, time of course work in methods of teaching mathematics. a generalizing role in the formation of the ict competence of the prospective teacher belongs to methodological training. during this training, students in small groups under the guidance of a teacher perform activities such as practical and laboratory classes on methods of teaching mathematics, practice at school, course project. thus, it is possible to model the process of formation of ict competence of the future mathematics teacher. descriptive, explanatory or prognostic models are used in pedagogical research, which allow: to formalize the designed processes; to make predictions about the relationships and the reasons that affect the events; to involve a list of recommendations; to give a brief description or abstract mathematical constructions. according to shtoff [16], models are simple substitutes for objects. the conditions for creating a model are such that it is separated and enshrined in its major elements and the connection between them significant and necessary links that form a completely appropriate structure. modeling is considered as a way of knowing reality, which consists in the reflection and reproduction of the object, phenomenon or process which are studied with the help of any system. the following features are distinguished in the model: a) imaginary representation or material realization of the system; b) display of the object of study; c) the ability to replace the object; d) study of the model to obtain new information about the object. the modeling method is a general scientific method and is used to study objects of various nature. these can be natural organisms, objects, phenomena, processes, events of reality – both physical and social. modeling is also widely used in pedagogy. the specifics of its use in pedagogical theory and practice are revealed in the investigations of methodists. in practice, it is used in the vast majority of pedagogical research [13]. however, due to the extreme complexity of pedagogical reality, no model can be adequate to the simulated phenomenon and fully reproduce the object under study. therefore, when developing a model, we need to determine which elements, 333 https://doi.org/etq.14 educational technology quarterly, vol. 2021, iss. 2, pp. 331-346 https://doi.org/etq.14 properties, dependencies can and should be reflected in it. regarding the use of the model in pedagogy, one should agree with fridman [2], who points out that it is advisable to consider the model and modeling in a broad sense, if we keep in mind pedagogical aims. presenting the definition of the model in a broad sense, fridman [2] writes: “the model of some object a (original) is called object b, in some respects similar to the original a, selected or constructed by the subject (person) at least for one of the following purposes: 1) replacement of a in some mental (imagined) or real action (process), based on the fact that b is more convenient for this action in these conditions (substitute model); 2) creating an idea of object a (actually existing or imagined) with the help of object b (model-conception); 3) interpretation of object a in the form of object b (model-interpretation); 4) research (study) of object a with the help of object b, with the help of study of object b (research model)” [2]. according to lodatko [4], pedagogical model is a thinking system that simulates or reflects certain properties, characteristics of the object which is studied or its internal organization and principle of functioning. this thinking system is presented in the form of a cultural form inherent in a particular socio-cultural practice. in order for the model to be suitable for the specified purposes, it must meet these target characteristics. descriptive, explanatory or prognostic models are used in pedagogical research, which allow: • to formalize the designed processes; • to make assumptions about the correlations and reasons that affect events; • to make a list of recommendations; • to provide a brief description or abstract mathematical constructions. with the help of models it is possible to design this or that area of knowledge, skills, abilities of any participant of the pedagogical system, which they should be in terms of the desired result. it provides knowledge of what needs to be formed. and the comparison of what forms the system with what should be formed, allows you to qualify the existing pedagogical system and make a conscious search for ways to improve it. according to the nature of the reproduced sides of the original, different types of models are distinguished. the main ones are structural, functional and mixed models. structural models imitate the internal organization of the original. a functional model is a model that imitates the behavior (function) of the original. the use of mixed models is due either to the impossibility of using one basis of modeling, completely abstracting from others, or by the natural feature of the models that the relationship between their nature and the nature of the basis of modeling is not unambiguous, or that most emerging problems are complex, multi-linear. this often combines structural and functional approaches. the mixed nature of the models in these cases is determined by the nature of the modeling method itself, which implies by establishing the similarity of the model and the original in one respect, to obtain information about the original in another respect. thus, by establishing the structural similarity of the model and the original on the basis of information about the functions of the model we obtain information about the functions of the original. establishing the similarity of functions, we obtain information about the structure of the original. thus, we have two subspecies of mixed models of this kind: in the first case – structural-functional model, and in the second – functional-structural. 334 https://doi.org/etq.14 educational technology quarterly, vol. 2021, iss. 2, pp. 331-346 https://doi.org/etq.14 the initial typology of models according to lodatko [4] is based on generalized subjects of modeling, which include content, structure and functionality. according to these subjects, the basic types of pedagogical models are: semantic, structural and functional. the derived types of models have a dual subject of modeling and the corresponding types: structural-semantic, structural-functional and functional-semantic. modeling in our own research the process of formation of ict competence of the future teacher of mathematics, we will use pedagogical modeling, while the model will have a double subject of modeling and the type will be structural-semantic. the component composition of the model of formation of ict competence of the future teacher of mathematics is interrelated target, preparatory, procedural, and effective components. the target component of the model is determined by the fact that the training of a competitive specialist who is able to confidently use information technologies in professional activities involves significant adjustments to the modern system of training future mathematics teachers. the target component of the model is aimed at forming a developed competent personality capable of development and self-development in a dynamically changing information space. motivational-value and intellectual-cognitive components are the elements of the preparatory stage, determine the level of students’ motivation to master ict tools in order to use them in future professional activities and study the level of students’ awareness of ict tools in education. the procedural component consists of content-activity, organizational-activity and controlreflexive elements. thus, the content-activity and organizational-activity components determine: the content, methods, forms and means of forming the ict competence of the future mathematics teacher; a set of psychological and pedagogical approaches to the personality of students, aimed at the result of training. this result is a competent graduate of pedagogical heis in the field of icts with the appropriate level of preparation. the control-reflexive component involves constant two-way communication with the components of the model described above in order to control the formation process of ict competence and make appropriate adjustments to this process. the final component of the model involves determining the level of ict competence of a future mathematics teacher and is constantly dependent on the target component. the model of ict competence formation with the complex of all its components provides a systematic approach to the organization of students’ educational activities in teaching disciplines of the cycle of professional and practical training. this model assumes the organization of remote communication between teachers and students, as well as the integration nature of methodological preparation and reflection of the research result in the master’s thesis (figure 1). 3. methods let us describe the essence of the preparatory and procedural components of the model. motivational-value and intellectual-cognitive components of the model has provided a study of students’ awareness of ict learning, the level of their motivation to use ict in future professional activities. the results of the survey of students who acquire the profession of teacher were as follows: 74.2% of respondents use information and communication tools for self-improvement in professional activities. at the same time they: 335 https://doi.org/etq.14 educational technology quarterly, vol. 2021, iss. 2, pp. 331-346 https://doi.org/etq.14 figure 1: structural and semantic model of ict competence formation of a future mathematics teacher. • expect from innovative technologies unique knowledge and experience in project implementation with the help of innovative technologies (51.6%); • want to expand their knowledge in the field of icts – 43.5% of respondents; • want to get an interesting job that requires knowledge in the field of icts (41.9%). data on students’ awareness of certain software and use of mathematical software in their own learning activities, obtained during the survey, are presented in table 1 and table 2. table 1 data on students’ awareness of software and its facilities. software used by students number of respondents percentage presentations (powerpoint, google slides) 56 90.3% spreadsheets (excel, google sheets) 45 72.6% electronic manuals 43 69.4% test tasks (google docs, google forms) 40 64.5% programming environment (visual studio, delphi, scratch) 28 45.2% virtual laboratory 7 11.3% video (camtasiastudio) 7 11.3% software for creating a game product (construct 2, unity 3d, game editor) 3 4.8% the obtained results and their analysis has led to develope the procedural component of the ict competence formation of a future mathematics teachers. this involves a systematic 336 https://doi.org/etq.14 educational technology quarterly, vol. 2021, iss. 2, pp. 331-346 https://doi.org/etq.14 table 2 data on the use of mathematical software in educational activities. mathematical software number of respondents percentage geogebra 50 80.6% gran 31 50% matlab 28 45.2% mathcad 14 22.6% sage 12 19.4% dg 5 8.1% approach to the organization of students’ educational activities in their professional and practical training. the purpose and objectives of teacher’s ict competence are to provide methodical preparation of prospective teachers, to form professional competence of graduates, which combines mathematical knowledge, psychological, pedagogical and methodical training. personal qualities, a conscious attitude to self-improvement and the ability to organize the educational process at the level of modern requirements complement the content of this competence. ict competence of the prospective mathematics teacher is acquired by students in lectures, practical and laboratory classes, during active pedagogical practice. this is how the contentactivity stage of the procedural component is realized. the organizational-activity stage involves independent work of students and remote communication with the teacher, for instance, during active pedagogical practice and writing a course project. the writing of course projects is one of the types of independent work of students in the discipline [6], so the writing of course projects on methods of mathematics teaching will be an effective means of methodical training of prospective teachers and the formation of their ict competence. therefore, the topics of student’s research should be aimed at highlighting the methodical features of studying some content lines of the school mathematics course by means of icts. moreover, the effectiveness of the work can be seen in the processing of certain course sections according to a specific scheme. here is the algorithm of student’s actions when completing a course project on the methods of mathematics teaching in the formation of their ict competence: 1. analysis of programs and textbooks. 2. highlighting of the main concepts of the topic (section), conducting a logical and didactic analysis of those concepts that are considered in the topic. 3. substantiation of the methodical features in teaching rules, algorithms and theorems of the considered section. 4. analysis of exercises aimed at mastering the topics of the section, which are contained in the current textbook. 5. studying the possibilities of implementing interdisciplinary connections and using information and communication technologies in the learning process. 6. providing examples of mastering some topic of the school mathematics course by students using ict tools known to them or developing alternatives. 337 https://doi.org/etq.14 educational technology quarterly, vol. 2021, iss. 2, pp. 331-346 https://doi.org/etq.14 therefore, there was a proposal during the course project on methods of mathematics teaching to use both known mathematical software, thoroughly processed in previous stages of learning, such as geogebra, and those services that they should develop independently at the stage of course project. an example of such tools is construct 2 (a designer of two-dimensional games for windows) or a similar tool of the student’s choice. 4. results let us consider examples of the implementation of the procedural component of the model. thus, the student demonstrates the use of the geogebra dynamic mathematics system completing a course project on the topic "a formation of students’ logical thinking in solving of the cutting problems". let us describe the content of paragraph 6 of the student’s action algorithm when writing a course project. the project presents the task: three identical triangles are cut by different medians. is it possible to make one triangle out of six triangles formed in this way? to solve this problem, you can prepare a blank for a multimedia board, developed in geogebra. this development will be especially effective if students can move and rotate cut triangles on their own. as a result of several attempts, students will be able to get a solution to the problem (figure 2). figure 2: the process and result of solving the problem using geogebra. figure 3: figure for problem 2. the student also has demonstrated the use of geogebra to solve the following problems: 1. cut a 4x9 rectangle into two equal parts to form a square. 2. what is the smallest number of rectangles you can cut the figure shown in figure 3, if the cuts are allowed only on the sides of the cells? 338 https://doi.org/etq.14 educational technology quarterly, vol. 2021, iss. 2, pp. 331-346 https://doi.org/etq.14 to work effectively in the lesson, the teacher can prepare models for the tasks in advance. moreover, it can be electronic dynamic models. these are becoming widespread in the modern educational space due to the high level of clarity and ease of use. the student offers to teach school students the topics of stereometry using the capabilities of this tool. this idea is the basis of the master’s thesis "problem based approach to the formation of logical thinking of high school students in teaching mathematics". here is an example of the task. at the base of the pyramid is an isosceles triangle with angle 𝛽 at the vertex and radius 𝑅 of the circumcircle. the plane of each side face of the pyramid forms an angle 𝛼 with the plane of the base. find the area of the side surface of the pyramid. methodical commentary to the task. in order to deeply analyze the conditions of the task and the statement to be proved, as well as further generalization, we propose to use the capabilities of geogebra. it is convenient to organize work with two canvases of the program – 2d and 3d (see figure 4). figure 4: dynamic model for the task, performed on a multimedia board in geogebra during the lesson. thus, on the plane you can perform the construction of the triangle underlying the pyramid, determine the position of the center of the inscribed circle of this triangle. at this time, on another canvas is automatically built the appropriate spatial drawing, on which you can complete the pyramid and conduct study. thus, organized work with the task allows you to perform a mental comparison operation. tasks of course and diploma projects also involve independent mastering of ict by students, for example, in studying the topic “an organization of didactic games in mathematics lessons by icts”. the student in his thesis involves not only known services he mastered during classroom classes, but also chooses additional ict tools, justify their use and develop tasks within the course project. the algorithm of the student’s actions was as follows: 1) find an ict service that can be freely used by the teacher in the professional activity; 339 https://doi.org/etq.14 educational technology quarterly, vol. 2021, iss. 2, pp. 331-346 https://doi.org/etq.14 2) learn how to work with the selected service; 3) substantiate the expediency of its use in education; 4) use the service to reveal the topic of own research within the course project; 5) give examples and recommendations for using the service. for example, point 3 of the action algorithm provides the following description of the selected service: construct 2 is an html5-based 2d video game engine developed by scirra ltd. construct 2 allows anyone to create 2d games of any complexity and any genre, even without programming skills. games made on it are easily imported to all major platforms – windows, mac os, linux, browsers with html5 support and others. the interface of the program is intuitive and easy to master, thanks to the visual wysiwygeditor. game logic in construct 2 is created using a system of events and related actions. this game designer allows you to easily create game prototypes, demos, presentations and interactive training programs. since construct 2 is free and open source, anyone who wants to master it has open access to the world of video game design, with easy learning. the student also gives a detailed description of the game project for the mathematics lesson (point 4 of the algorithm). 1. creating a project. run construct 2 and select the menu item “file” → “new”. let’s make an empty project based on screens with a large resolution. select the template “new empty hd portrait 1080p project” (the game will work in portrait orientation) and click “open”. in the properties panel we set the data about the project: name, version, description, author (company name or name and surname of the developer), e-mail address and website address (figure 5). 2. create a game menu. after creating the project, tabs “layout” and “event sheet” appear. the first tab is the layout of the screen or scene that the player will see. the second tab is the event page. the layout model has already been created, so it is used for the game menu. after editing the properties of the menu screen, create a scene with the button “pass the test”. 3. creating objects. in the course project, the objects of the game are planets of different colors (three planets correspond to three levels of the game). these objects were created in adobe photoshop. after adding an object to the layout, it appears in the “projects” panel. to add another instance of the planet to the layout, drag it from the projects panel to the menu layout. after dragging, there will be two objects on the layout, similarly add the third object. this way, you can create any number of game objects. there are three such objects in the described course project, these are the planets called “the planet of viète”, “the planet of archimedes”, “the planet of newton”. the next stage is programmed operations that allow you to proceed to the tasks of the game, the calculation of correct and incorrect answers to questions and display this information on the screen. figure 6 shows what the first level of the game in action looks like on the screen. the program provides additions, improvements and editing. therefore, the proposed project can be improved by the student at the next stages of learning. you can diversify the forms of work in mathematics lessons by conducting interactive exercises developed using the online services kahoot! and learningapps.org. for example, an alternative 340 https://doi.org/etq.14 https://kahoot.com/ https://learningapps.org/ educational technology quarterly, vol. 2021, iss. 2, pp. 331-346 https://doi.org/etq.14 issn: 2076-8184. інформаційні технології і засоби навчання, 2019, том 74, №6. 195 а) б) рис. 4. початок створення проєкту в констракт в поле id потрібно вказати унікальний ідентифікатор програми. щоб цей ідентифікатор був унікальним, за основу беремо доменне ім'я без www і записуємо його навпаки, наприклад, для сайту www.proghouse.ua, початок ідентифікатора буде uа.proghouse. потім через точку приписують назву програми. у курсовому проєкті унікальний ідентифікатор програми має такий вигляд: com.mycompany.myapр. надалі цей ідентифікатор можна буде використовувати для додавання гри в google play або app store. зберігається створений проєкт в єдиний файл (пункт меню «file» → «save as single file ...») або в папку (пункт меню «file» → «save as project ...»). у папці зберігати проєкт корисно, якщо робота над проєктом була командною, а також якщо для зберігання версій використовується система управління версіями, наприклад, svn або git. 2. створення меню гри. після створення проєкту з'являються 2 закладки «layout» і «event sheet». перша закладка – це макет екрану або сцени, який буде бачити гравець, на другій закладці – сторінка подій. макет «layout» уже створений, тому його використовують для меню гри. після редагування властивостей екрану меню, створюємо сцену з кнопкою «пройти тест». 3. створення об’єктів. у курсовому проєкті об’єктами гри є планети різного кольору (три планети відповідають трьом рівням гри). ці об’єкти створювались у програмі «adobe photoshop». після додавання об'єкта на макет він з'являється і в проєкті на панелі «projects». щоб додати на макет ще один екземпляр об'єкта «the planet» слід перетягнути його мишею з панелі «projects» на макет «menu1». після перетягування на макеті буде вже два об’єкти, аналогічно додаємо третій об’єкт. у такий спосіб можна створити будь-яку кількість об’єктів гри. в описуваному курсовому проєкті таких об’єктів – три, це планети, які називаються «the planet of viete», «the planet of archimedes», «the planet of newton». наступним етапом програмуються операції, які дозволяють переходити до завдань гри, розробляється підрахунок правильних і неправильних відповідей на питання і виведення цієї інформації на екран. на (рис.5) представлено як виглядає на екрані перший рівень гри у дії. figure 5: start creating a project in the construct 2. issn: 2076-8184. інформаційні технології і засоби навчання, 2019, том 74, №6. 196 рис. 5. робота програми «cosmomath». перший рівень гри програма передбачає доповнення, удосконаленні і редагування. тому запропонований проєкт може бути вдосконалений студентом на наступних етапах навчання. у такий спосіб нами представлено реалізацію процесуального компонента моделі формування ікт-компетентності майбутнього вчителя математики. 5. висновки та перспективи подальших досліджень проведене дослідження дало змогу зробити наступні висновки. підготовка майбутнього вчителя до використання ікт у професійній діяльності має комплексний характер, що дозволяє змоделювати процес формування ікткомпетентності майбутнього вчителя математики. аналіз можливостей педагогічного моделювання дозволив виокремити базові типи педагогічних моделей: змістова, структурна, функціональна; та похідні типи моделей, які мають подвійний предмет моделювання: структурно-змістова, структурнофункціональна, функціонально-змістова. для моделювання процесу формування ікткомпетентності майбутнього вчителя математики обрано структурно-змістову модель. побудована модель формування ікт-компетентності майбутнього вчителя математики буде ефективною, якщо: виокремити певні засоби ікт та проаналізувати їх можливості у створенні умов формування компетентних учителів математики; передбачити системний підхід до організації навчальної діяльності студентів у процесі навчання дисциплін циклу професійної і практичної підготовки; у формуванні ікткомпетентності майбутнього вчителя визначити узагальнюючу роль методичної підготовки. структурно-змістова модель формування ікт-компетентності майбутнього вчителя математики є багатокомпонентною у складі цільового, підготовчого, процесуального і підсумкового компонентів. кожен із цих компонентів має свою структуру і зміст. у змісті компонентів передбачено дії, спрямовані на формування ікт-компетентності майбутнього вчителя математики. діями мотиваційно-ціннісного та інтелектуально-когнітивного компонентів моделі досліджується обізнаність студентів щодо ікт-навчання, рівень їх вмотивованості використовувати засоби ікт у майбутній професійній діяльності. зміст процесуального компоненту моделі формування ікт-компетентності майбутнього вчителя математики розробляється на основі цих досліджень. так змістово-діяльнісний компонент відповідає за побудову змісту навчання, його опанування якого сприяє формуванню ікт-компетентності студентів та обґрунтування видів діяльності студентів у процесі навчання. організаційно-діяльнісний компонент спрямований на реалізацію у реальному figure 6: the work of the program “cosmomath” and the first level of the game. to the face-to-face survey may be to conduct an interactive quiz test on “dihedral angle”, a test developed using kahoot!. to participate in the quiz, students follow the link https://kahoot.it/ on smartphones to the page with the field for entering the pin code of the game, which is reported by the teacher. at the end of the quiz, the winners are automatically determined – they are participants of the game who gave the most correct answers. the tasks are demonstrated on the board or teacher’s computer screen. students use their smartphones as “voting consoles” (figure 7, figure 8). the students’ developments describe how to use interactive exercises for independent homework. for example, such task on the topic “combinations of bodies” as an interactive exercise developed in learningapps.org (figure 9). in this way we present the implementation of the procedural component of the proposed 341 https://doi.org/etq.14 https://kahoot.it/ educational technology quarterly, vol. 2021, iss. 2, pp. 331-346 https://doi.org/etq.14 figure 7: kahoot interface. figure 8: expecting new participants in the game. model. 5. conclusions the study made it possible to draw the following conclusions. the preparation of the prospective teacher for the use of icts in professional activities is complex, which allows to model the process of ict competence formation of a future mathematics teacher. 342 https://doi.org/etq.14 educational technology quarterly, vol. 2021, iss. 2, pp. 331-346 https://doi.org/etq.14 figure 9: home independent work in the service learningapps.org. the analysis of possibilities of pedagogical modeling allowed to allocate basic types of pedagogical models: semantic, structural and functional. there are also derived types of models that have a dual subject of modeling: structural-semantic, structural-functional and functionalsemantic. a structural-semantic model was chosen to model the process of forming the ict competence of a future mathematics teacher. the constructed model of formation of ict competence of the future teacher of mathematics will be effective if to allocate certain means of icts and to analyze their possibilities in creation of conditions of formation of competent mathematics teachers. it is important to provide a systematic approach to the organization of students’ learning activities in the process of professional and practical training and use the generalizing role of methodical training in the ict competence formation of the prospective teacher. the structural-semantic model of ict competence formation is multicomponent in the composition of the target, preparatory, procedural and final components. each of these components has its own structure and content. the content of the components provides actions aimed at forming the ict competence of the future mathematics teacher. the actions of motivational-value and intellectual-cognitive components of the model explore students’ awareness of ict learning, the level of their motivation to use ict tools in future professional activities. the content of the procedural component of the model is developed on the basis of this research. thus, the content-activity component is responsible for building the content of education, the mastery of which contributes to the 343 https://doi.org/etq.14 educational technology quarterly, vol. 2021, iss. 2, pp. 331-346 https://doi.org/etq.14 formation of ict competence of students and justification of student activities in the learning process. the organizational-activity component is aimed at the implementation of student activities in the real educational process. the control-reflexive component involves constant two-way communication between the components of the model in order to control the process of formation of ict competence and make appropriate adjustments to this process, as well as developing algorithms for students to acquire ict competence. the final component of the model involves determining the level of ict competence of the future teacher of mathematics and is in constant dependence on the target component. the implementation examples of the proposed model are presented, on which the students performed experimental course projects on the methods of teaching mathematics with 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[21] zakon ukrainy “pro vyshchu osvitu” [law of ukraine “on higher education”], 2015. available from: https://zakon.rada.gov.ua/laws/show/1556-18/page#text. 346 https://doi.org/etq.14 https://doi.org/10.31651/2524-2660-2018-16-3-16 http://repository.sspu.sumy.ua/handle/123456789/5700 https://doi.org/10.14742/ajet.1713 https://zakon.rada.gov.ua/laws/show/1556-18/page#text 1 introduction 2 theoretical fundamentals of research 3 methods 4 results 5 conclusions comparison of google lens recognition performance with other plant recognition systems educational technology quarterly, vol. 2022, iss. 4, pp. 328-346 https://doi.org/10.55056/etq.433 comparison of google lens recognition performance with other plant recognition systems zhanna i. bilyk1, yevhenii b. shapovalov1, viktor b. shapovalov1, anna p. megalinska2, sergey o. zhadan3, fabian andruszkiewicz4, agnieszka dołhańczuk-śródka4 and pavlo d. antonenko5 1national center “junior academy of sciences of ukraine”, 38-44 degtyarivska str., kyiv, 04119, ukraine 2national dragomanov pedagogical university, 9 pyrohova str., kyiv, 01601, ukraine 3individual entrepreneur “dyba”, kiev, 03035, ukraine 4uniwersytet opolski, 11a kopernika pl., opole, 45-040, poland 5college of education, university of florida, po box 117042, gainesville, fl 32611-7044, usa abstract. in the context of the stem approach to education, motivating pupils through tailored research and leveraging it in the classroom is relevant. the justification of these approaches hasn’t received much examination, though. the purpose of the study is to support the decision to use an ar-plant recognition application to give tailored instruction throughout both extracurricular activities and the school day. every phase of an app’s interaction with a user was examined and used to categorize every app. also described were the social settings of the applications and how they were used for extracurricular activities. there has been discussion on the didactics of using ar recognition apps in biology classes. a survey of experts in digital education regarding the ease of installation, the friendliness of the interface, and the accuracy of image processing was conducted to give usability analysis. applications were examined for their ability to accurately identify plants on the “dneprovskiy district of kiev” list in order to assess the rationale of usage. it has been established that google lens is the best option. as an alternative to seek or flora incognita, according to the analysis’s findings, these apps were less accurate. 1 keywords: mobile application, stem classes, augmented reality, plant identification, google lens 1this is an extended and revised version of the paper presented at the 1st symposium on advances in educational technology [3]. envelope-open zhannabiluk@gmail.com (z. i. bilyk); sjb@man.gov.ua (y. b. shapovalov); svb@man.gov.ua (v. b. shapovalov); anna.megalin@ukr.net (a. p. megalinska); zhadan.nuft@gmail.com (s. o. zhadan); fabian@uni.opole.pl (f. andruszkiewicz); agna@uni.opole.pl (a. dołhańczuk-śródka); p.antonenko@coe.ufl.edu (p. d. antonenko) globe http://www.nas.gov.ua/en/personalsite/pages/default.aspx?personid=0000016053 (z. i. bilyk); http://www.nas.gov.ua/en/personalsite/pages/default.aspx?personid=0000026333 (y. b. shapovalov); https://www.nas.gov.ua/en/personalsite/pages/default.aspx?personid=0000029045 (v. b. shapovalov); https://scholar.google.com.ua/citations?user=prv4c9eaaaaj (a. p. megalinska); https://usosweb.uni.opole.pl/kontroler.php?_action=katalog2%2fosoby%2fpokazosobe&os_id=30259&lang=en (f. andruszkiewicz); http://biotechnologia.wpt.uni.opole.pl/dolhanczuk-srodka-agnieszka/ (a. dołhańczuk-śródka); https://education.ufl.edu/faculty/antonenko-pavlo-pasha/ (p. d. antonenko) orcid 0000-0002-2092-5241 (z. i. bilyk); 0000-0003-3732-9486 (y. b. shapovalov); 0000-0001-6315-649x (v. b. shapovalov); 0000-0001-8662-8584 (a. p. megalinska); 0000-0002-7493-2180 (s. o. zhadan); 0000-0001-5318-3793 (f. andruszkiewicz); 0000-0002-9654-4111 (a. dołhańczuk-śródka); 0000-0001-8565-123x (p. d. antonenko) © 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. 328 https://doi.org/10.55056/etq.433 mailto:zhannabiluk@gmail.com mailto:sjb@man.gov.ua mailto:svb@man.gov.ua mailto:anna.megalin@ukr.net mailto:zhadan.nuft@gmail.com mailto:fabian@uni.opole.pl mailto:agna@uni.opole.pl mailto:p.antonenko@coe.ufl.edu http://www.nas.gov.ua/en/personalsite/pages/default.aspx?personid=0000016053 http://www.nas.gov.ua/en/personalsite/pages/default.aspx?personid=0000026333 https://www.nas.gov.ua/en/personalsite/pages/default.aspx?personid=0000029045 https://scholar.google.com.ua/citations?user=prv4c9eaaaaj https://usosweb.uni.opole.pl/kontroler.php?_action=katalog2%2fosoby%2fpokazosobe&os_id=30259&lang=en http://biotechnologia.wpt.uni.opole.pl/dolhanczuk-srodka-agnieszka/ https://education.ufl.edu/faculty/antonenko-pavlo-pasha/ https://orcid.org/0000-0002-2092-5241 https://orcid.org/0000-0003-3732-9486 https://orcid.org/0000-0001-6315-649x https://orcid.org/0000-0001-8662-8584 https://orcid.org/0000-0002-7493-2180 https://orcid.org/0000-0001-5318-3793 https://orcid.org/0000-0002-9654-4111 https://orcid.org/0000-0001-8565-123x https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2022, iss. 4, pp. 328-346 https://doi.org/10.55056/etq.433 1. introduction to date, the introduction of a mobile phone into the educational process is a modern instrument, which provides achieving better results. the usage of a mobile phone during classes provides visualization of educational material, involving students in research, which increases students’ motivation for learning [18, 21]. mobile phone applications compared to computer approaches are characterized by the most promising advantages including mobility of usage, possibility to use both internal and external sensors (not commonly used). the modern educational directions include personalization and research process which may be achieved by using mobile phones. however, it was proved that not certain elements of education but a general didactic approach led to significant effect [33]. the main concept during which the mobile approach relevant to use is stem/steam/stream technology. those methods include using of both, research (scientific) and engineering methods. to improve the efficiency of them, use of computer software or mobile applications can be used. the role of information technology in the learning process is widely described [7–9, 16, 18, 22, 25, 31]. 1.1. types of software which can be used during education all software that can be used during the learning process in the application of stem technology can be divided into desktop applications, mobile applications, and web-oriented technologies. the most perspective of information and communication technology (itc) to use is augmented reality [1, 18, 21], virtual reality [2, 12, 13, 18, 20, 25, 27, 29, 38], providing of digital environments of education, including computer modeling [7, 17, 28, 30, 34], providing of centralized educational networks [31, 36], mobile-based education [22, 23], modeling environments [9, 14–16] providing of education visualization by including youtube videos [5, 6], 3d modeling and printing, etc. comparison of the most used in the education process software is presented in table 1. so, using of mobile phone apps during educational process is characterized by arrays of advantages such as multi-capabilities, interaction with students in their research and visualization on the educational process. detailly, mobile apps can be classified as measuring apps, analyzing apps, image recognition and classification apps, course platforms, vr and ar-based apps. based on functions of apps, they can be deviated into the following categories: • training (course) platforms; • measuring apps; • measuring apps; • video analysis apps; • applications that analyze images and classify them; • augmented and virtual reality (ar and vr) apps. comparison of different mobile apps categories is shown in table 2. apps-identifiers characterized by high potential to especially in biology classes due possibility to provide personalized researches. today, there is a range of mobile applications that identify wildlife. such apps are insects(for example, insect identifier photo), animals(dog scanner), 329 https://doi.org/10.55056/etq.433 educational technology quarterly, vol. 2022, iss. 4, pp. 328-346 https://doi.org/10.55056/etq.433 table 1 comparison of the most used in the education process software. type web-oriented mobile applications desktop applications installation not required from official stores or using application file from official stores or installation files general requirements compatible internet browser for all features support compatible version of android, ios or another mobile operating system compatible version of windows/macos/linux or another desktop operating system facilities modeling, calculation, visualization, video presenting modeling, calculation, visualization, video presenting, ar, measuring using both internal and external sensors, photo analysis, ar, vr modeling, calculation, visualization, video presenting, using additional external sensors main advantages cross-platforming, no installation required, low device space usage huge possibilities, mobility of usage stability and variation of applications main disadvantages limited opportunities, may not start correctly depending on the platform, lack of individualization needs technical updates which may be expensive (in two-three years may be required to buy new phone) lack of individualization, the lesser effect of increasing motivation during stem education mushrooms (fungus) and plants-identificatory (flora incognita, plantsnap, picture this). some apps provide identification of few type nature (both, plants and animals), for example seek. in our opinion, most promising are applications that provide analyzing of the static objects of the nature (plants and mushrooms). it is due to lower requirements to the camera. so, they don’t require high-expensive smartphones and it can be used widely during the educational process, almost in all schools. 1.2. the problem of plants identification there are about 27,000 species of flora in ukraine. such biodiversity requires detailed description and study. also, natural conditions are constantly changing, and this causes changes in the species composition of biocenosis. both aspects indicate that there is a problem with plant identification. one of the basic principles of pedagogy is the principle of a nature experiment. for a modern child, a mobile phone with internet access is its natural environment. so, training should be carried out in an environment, where the mobile phone should become a full-fledged learning tool. some apps can be installed on the student’s mobile phone for free to determine the species of plants, their morphology, the range of distribution, and more. there are about 10 applications that can be used to identify the plants. most common of them are leafsnap, seek, plantnet, flora incognita, plantsnap, picture this, florist-x (in russian), what is a flower (in russian), manager of houseplants (in russian). these applications can 330 https://doi.org/10.55056/etq.433 educational technology quarterly, vol. 2022, iss. 4, pp. 328-346 https://doi.org/10.55056/etq.433 table 2 comparison of the most used in the education process software. type of application description examples education platforms these platforms allow the teacher to create instructional content, communicate with students, give them assignments and check them out automatically google classroom, prometheus, coursera, microsoft office 365 for educational measuring applications these sensors and their software are already built into mobile phones measure, ar-ruler, smart measure, luxmeter, accelerometer, magnet field meter image analysis apps it allows you to measure distances, angles, perimeters, areas, and calculate with this data. imagemeter image recognizing and it’s classification applications that analyze images and classify them these mobile applications allow you to identify species of plants and animals using photos identification, mushroom, shazam, dog scanner, identify vr and ar-based apps allow virtual travel, get a spatial image of the training material. minecraft earth, ikea place, ideofit, lego hidden side be divided into three gro plant identifiers that can analyze photos (google lens, for example, plannet, flora incognita, plantsnap, picture this. ups, such as: • plant identifiers that can analyze photos (google lens, for example, plannet, flora incognita, plantsnap, picture this. • plant classification provides the possibility to identify plants manually. the plant’s classificatory commonly contains pictures and information about plant kind. but the quality of analysis, in this case, will depend on the user’s knowledge and skills which may be hard for both teachers and students. their use in biology lessons within the stem approach has considerable potential because it allows to lean the plant morphology. however, its efficiency depends on the knowledge of user which may be lacked in case of pupils (for example, florist-x and what is a flower). • plants-care apps that remind water of the plant or change the soil, which characterized by the lower potential compared to other types of application (for example manager of houseplants). taking into account all advantages of plant identifiers, they were used as an object of the research. it was proven that google lens provides high efficiency in plant type and species identification [32]. google lens can provide analysis of real-life objects in ar and provide additional information using neural network algorithms. a few articles have devoted to google lens that proves its actuality to use [8, 26, 37]. however, some apps-identifiers may be more specialized and may provide better efficiency of the identification. despite the great specialization of other applications, hypothesize the research is that google lens is the best plant analyzer due to larger database, better algorithmic of analyzing and 331 https://doi.org/10.55056/etq.433 educational technology quarterly, vol. 2022, iss. 4, pp. 328-346 https://doi.org/10.55056/etq.433 teaching of ai using google crowdsource app (500 000+ installation). therefore, the purpose of this article is to analyze existing applications, that can be used in teaching biology both in the classroom and in the field. 2. methods of analyzing to provide an analysis of the usability of applications related to plant identification, a survey of experts on digital didactics was provided. the main criteria were installation simplicity, level of friendliness of the interface, correctness of picture processing. each criterion was evaluated from 0 to 5 (as higher than better). those applications which were characterized by average evaluation more than 4 were used to further analysis on quality of identification due taken to account fact usage of the application during the educational process, where it will be used by students and teachers, both potentially with not the highest level of ict competence. analysis of quality of identification was provided by a simplified method compared to our previous research due aim of this paper to obtain a general state on application plant identification accuracy. to provide it, 350 images from the list of plants of the “dneprovskiy district of kiev” were taken to provide analysis. the key from the “dneprovskiy district of kiev” plant classification was used as control. to analyze the data, tables with names of the plant as lines and as names of app in columns has created. for each successful identification at the intersections “1” has put and for each unsuccessful “0” has put (see an example in table 3). table 3 example of the table of apps analyzing the name of the plant flora incognita plantnet prunus armeniaca (apricot) 0 0 jasione montana 0 1 ageratum houstonianum 0 1 chaenomeles japonica 0 0 amaranthus 1 0 ambrosia artemisiifolia 0 1 amorpha fruticosa 0 0 anemo 1 1 anemonoides ranunculoides 1 0 anisanthus tectorum 0 0 finally, all obtained results, including both, general usability evaluation (survey) and results on identification quality were compared with results on google lens to summarize information and achieve a general and final state in this field. 332 https://doi.org/10.55056/etq.433 educational technology quarterly, vol. 2022, iss. 4, pp. 328-346 https://doi.org/10.55056/etq.433 3. results 3.1. analysis of the interaction with apps general characteristics of the apps. the apps databases are significantly differing. the lowest number of plants in database is included in flora incognita (4800 species) and the highest is included in plantsnap (585,000 species). in additions, the apps databases differ by presence of species based on geographical locations. for example, flora incognita’s database is very limited geographically and contains only german flora; opposite, plantnet’s data is geographically very wide and contains flora of western europe, usa, canada, central america, caribbean islands, amazon, french polynesia, including, medicinal plants, invasive plants, weeds. login procedure and instruction. for education, the login procedure is very important due its related to the safety of student’s personal data. on the other hand, login possibility is important to save achievements, progress, and communications which motivates student. only leafsnap doesn’t use the additional account et al (it automatically connected to google account). almost all apps request their own account. seek requests inaturalist account (to connect with social network inaturalist). apps such as floraincognita starts from account creation page; picturethis starts from payment page which may be a disadvantage for using by pupils. login process of flora incognita, plantnet, plantsnap, seek, picture-this, and picturethis’s aggressive advertising is presented in figure 1. the detailed video instructions are sent to the e-mail only using plantsnap app (english voice and russian subtitles). other apps provide instructions in app. plantnet does not have instructions et al. instructions of picturethis’s are very simple. leafsnap’s help is not displayed at the first start; it is located in a specific tab. instructions in flora incognita (a), plantsnap (b), picturethis (c) leafsnap (d) and seek (e, f) apps is presented in figure 2. data and photo input process. according to botanical science, the algorithm for determining a plant includes: establishing the life form of the plant (tree, bush, grass); then studying the vegetative parts of the plant (leaves, stem). in addition, generative organs (flower or fruit) analysis is useful to determine a specific species name. flora incognita and leafsnap are provide addition of different part of the plant’s pictures. the mechanism of processing can differ. for example, flora incognita process photos of different parts of the plant; plantnet are provides photography and then choosing of the plant part (analyzing only one photo). geographic location is very important to identify many species. picea omorika and picea abies are very similar species, but picea omorika only in western siberia and eastern bosnia and herzegovina. seek, flora incognita, leafsnap, plantnet requests geolocation access during the first start. if the algorithm for determining the plant in the application includes the definition of life form, photographing the vegetative and generative organs, as well as the geographical location of the object, the algorithm has evaluated as completely correct. if the application of the plant is based on the analysis of one image in a single click, the algorithm has evaluated as simple. the interface of different apps photo and data input is presented in figure 3. in general, all apps are free, but plantsnap limits identifications by 25 plants per account per day. the programs can request or a single photo of the plant or photos of different parts of plants (plantnet). leafsnap provides automatic detection of the part of the plant presented in 333 https://doi.org/10.55056/etq.433 educational technology quarterly, vol. 2022, iss. 4, pp. 328-346 https://doi.org/10.55056/etq.433 (a) (b) (c) (d) (e) (f) (g) figure 1: login process of flora incognita (a), plantnet (b), plantsnap (c), seek (d), picture-this (e), and picturethis’s aggressive advertise (f, g). the photo. in general, all programs provide the possibility of both, making a real-life photo or uploading of photo made before. identification results. all apps (except plantnet and seek) provides information on the determined plant. all data on the plant is very structured in all apps and displayed for example in style: “genus: fucus”. floraincognita, plantnet, plantsnap provide interaction with other sources. both, general sources such as wikipedia and very specific sources such as plants for a future are used to interact. the most interactive is plant net. it provides links to catalogue of life, plants for a future and wikipedia flora incognita, and in the case of russian interface provides the link with site www.plantarium.ru (figure 4). comparison results of mobile applications that can analyze plant photos are presented in table 4. 334 https://doi.org/10.55056/etq.433 educational technology quarterly, vol. 2022, iss. 4, pp. 328-346 https://doi.org/10.55056/etq.433 (a) (b) (c) (d) (e) (f) figure 2: instructions in flora incognita (a), plantsnap (b), picturethis (c) leafsnap (d) and seek (e, f) apps. there some very specific functions during identification: • picturethis can provide auto diagnose of plant’s problem on pests and diseases (figure 5); 335 https://doi.org/10.55056/etq.433 educational technology quarterly, vol. 2022, iss. 4, pp. 328-346 https://doi.org/10.55056/etq.433 (a) (b) (c) (d) (e) (f) figure 3: the interface of photo and data input of flora incognita (a), plantnet (b) plantsnap (c) picturethis (d) leafsnap seek (e) apps. • plantsnap finds the plant at amazon and provides an infographic on solar activity, water usage and activation temperature. 336 https://doi.org/10.55056/etq.433 educational technology quarterly, vol. 2022, iss. 4, pp. 328-346 https://doi.org/10.55056/etq.433 (a) (b) (c) (d) (e) (f) (g) figure 4: data on identified plant flora incognita (a), plantnet (b), plantsnap (c, d), picturethis (e), leafsnap (f), and seek (g). 3.2. infrastructure and social environment some applications have their own approach to provide complex research of nature. those features are very useful to increase the motivation of students to research nature. it’s worth noting that the most developed environment is in seek used inaturalist application (developed by california academy of science and national geographic). which delivers to students and teachers’ powerful systems of different instruments. photo sharing and communications. plantnet provides the feed of photos to identify, shared by other users of plannet. the information in the feed is divided into classes “identified”, “unidentified” and “all”-filter (displays both, identified and unidentified). the items in feed with an “identified” filter will display already identified plants by users and “unidentified” will 337 https://doi.org/10.55056/etq.433 educational technology quarterly, vol. 2022, iss. 4, pp. 328-346 https://doi.org/10.55056/etq.433 table 4 comparison results of mobile applications that can analyze plant photos. app title plants amount in database correctness of the analyzing process links with other information services flora incognita 4800 (only german) the analysis algorithm is correct links to catalogue of life, plants for a future and wikipedia. flora incognita with russian interface provides links to the russian site www.plantarium.ru plantnet 21920 the analysis algorithm is completely correct only the name of the plant. includes elements of social networks (by sharing plants student found and subscriptions). it contains links to wikipedia. plantsnap 585000 the analysis algorithm is simple. has own description. provides searching on amazon to buy it. picture this 10000 the analysis algorithm is simple provides very structured information (including type, lifespan, height, flower diameter), care aspects, usage of the plant leafsnap no data the analysis algorithm is correct. determining includes evaluation of health state (healthy and unhealthy). contains links to wikipedia, pl@ntuse, global biodiversity information facility seek no data the analysis algorithm is the simplest. the achieves are given for users after some successful identifications has no detailed description, but propose “species nearby in this taxon” display not-identified pictures updated by users. the most perspective is using “unidentified” feed which may be useful in a few cases: • to help with identifying of the plant • to train own identification skills by providing identification of pictures of others • to share thoughts in the field of botanic, communicate with other researchers, and to provide social science networking. personal journals. the first instrument to motivate is personal journals of observation and identification. this is a very common feature. for example, flora incognita has tab “my observations”; picturethis has “my garden”; leaf snap has “my plants”. however, some apps do not provide explicitly personal journal. for example, plantnet saves just the history of observations. projects and social. seek provides collaboration by providing projects. users can find and chose projects they like and join be involved in them. it’s worth note, that the app is very 338 https://doi.org/10.55056/etq.433 educational technology quarterly, vol. 2022, iss. 4, pp. 328-346 https://doi.org/10.55056/etq.433 (a) (b) figure 5: picturethis’ plant’s auto diagnose on pests and diseases function: photo input interface (a) and the result of the analysis (b). widespread and there are even projects in ukraine. the interfaces of project selection and concrete project interface are presented in figure 6a. achievements. the seek-identification app provides a significantly different approach to increase students’ motivation. it provides achieves for each plant students found which motivates students to get new and new researches from time to time. the effect of achievement affects the brain as exaltation and people want it again and again. this is used in games to motivate students to play again [10]. in the case of seek, some factors will motivate students to research nature. the inaturalist propose observing of plant and animal kinds student can find nearby. this feature is activated by the “exploring all” function and choosing “my location”. also, based on location students can use missions which provides quests for students to do, for example, to find “rock pigeon”. so, students can observe nature nearby in general to study it and the program will stimulate students by completing the missions. the exploring all and missions 339 https://doi.org/10.55056/etq.433 educational technology quarterly, vol. 2022, iss. 4, pp. 328-346 https://doi.org/10.55056/etq.433 (a) (b) (c) figure 6: the exploring all (a), missions functions (b) and concrete project (c) functions. functions are presented in figure 6b,c. 3.3. analysis of application identification accuracy plantnet is the easiest app to install. also, pretty easy to install are google lens, leafsnap and flora incognita. apps google lens, leafsnap, flora incognita, seek to have the simplest interface. google lens, plantsnap, picturethis, and plantnet are characterized by the most uncomfortable process of identification which can be complicated for teachers. results of detailed analyses on plant identification applications are presented in figure 7. in general, google lens, leafsnap, flora incognita, plannet, seek has evaluated as most usable and they were detailly researched. however, the total number of points each of the applications received is presented in figure 8. the most accurate apps are google lens with 92.6% of correctness of the identification. flora incognita provides correct identification of 71% of cases; plantnet – in 55%; seek – in 76%. in our previous work, we demonstrated that google lens does not differentiate native species from ukraine. it seems that seek, plantnet and google lens mostly use data of american and european kinds of plants to training the neural network and they have missed under identification of specific ukrainian’s kinds of plants. flora incognita was characterized by significantly different specific of analyses; it may be due to flora incognita uses a russian database (similar to the ukrainian region). this may explain a higher percent of identification accuracy of flora incognita, compared to plantnet. results on analysis quality of apps which are identified plants are presented in figure 9. from the point of view of botanical science, the possibility to add different parts the plants 340 https://doi.org/10.55056/etq.433 educational technology quarterly, vol. 2022, iss. 4, pp. 328-346 https://doi.org/10.55056/etq.433 figure 7: results of detailed results on plants identification applications usability analysis. figure 8: integrated results on the usability of plants identification applications. and choosing of the plant’s type and geolocation access must affect the identification process correctness. however, taking to account the results of the experiment, applications with a simple algorithm definition (analysis of a single image) more accurately identify plants. it seems that internal algorithms of identification (due to higher statistical characteristics of neural network) and fullness of database is more important than correctness of data input or taking to account of geolocation. so, google lens is characterized by the highest quality of analysis which may be due to the better recognition algorithm and the most trained neural network. however, it still may be relevant to use other applications in case it will be characterized by significantly higher parameters of use. to evaluate this, a similar survey as used for other plant identification applications was used for google lens. google lens has the most intuitive interface, is the most 341 https://doi.org/10.55056/etq.433 educational technology quarterly, vol. 2022, iss. 4, pp. 328-346 https://doi.org/10.55056/etq.433 figure 9: results on analysis quality of apps which is identified plants. easily loaded, and gives the most accurate definition result and therefore is characterized by the highest general evaluation with 4.6 points of interface analysis. this is significantly higher than marks for other apps. therefore, google lens is the most recommended app to use. talking to account, results of usability analysis, and quality of analysis, for those students and teachers who do not like google lens app, it is possible to use seek or flora incognita, but plantnet can’t be recommended to use due to low accuracy which may provide up to half of incorrect analyzing results. 3.4. advantages of using mobile phone application in the educational process in our opinion, the use of mobile applications that identify plants during the education process has the following functions: 1. creating a learning environment. even in the works of the classic of pedagogical thought m. montessori [35], it was proved that the environment should develop the child. mobile applications to a greater or lesser extent create such an environment. for example, seek stimulates the child to search for new plant objects, manages the process of photographing plants, provides links to additional information about the plant, creates its own synopsis for the child, rewards the child with “achievement”. 2. cognitive function. only 70 hours are allotted to study all plants in ukrainian schools. there is very little time. mobile applications allow students to learn about the diversity of the plant world. 3. training function. due to the limited number of teaching hours, the teacher cannot focus enough on the developed practical skills, such as determining the life form of plants (bush, grass, tree, vine). such skills are developed as a result of repeated training. some 342 https://doi.org/10.55056/etq.433 educational technology quarterly, vol. 2022, iss. 4, pp. 328-346 https://doi.org/10.55056/etq.433 applications, such as flora incognita, request a definition of life form. and this contributes to the formation of this skill. the use of mobile applications promotes the development of students with the following competencies: 1. competencies in the field of natural sciences, engineering, and technology [11]. when using mobile applications, students gain experience in the study of nature. 2. environmental competence [24]. some applications, such as seek, explain the rules of behavior in nature. 3. information and communication competence [19]. the use of mobile applications allows students to demonstrate the safe use of technology for learning. 4. lifelong learning competence [4]. the use of mobile applications teaches students to find opportunities for learning and self-development throughout life. 4. conclusion apps related to plant identifications can be referred to as those which can analyze photos, devoted to manual identification, and apps devoted to plant care monitoring. leafsnap, flora incognita, plannet, seek are the most usable plant identifiers apps during stem-based classes. it is shown that google lens characterized by the highest mark of usability compare to plantnet, flora incognita, and seek. in addition google lens has the highest accuracy of identification rate (92.6%). seek and flora incognita has significantly lower accuracy of identification rate 76% and 71%, respectively. plantnet provides correct identification only in 55% of case which is significantly and can’t be used during education at all. therefore, google lens is the most recommended app to use during biology classes. however, for those students and teachers who do not like the google lens app, it is possible to use seek or flora incognita. however, google lens provides only identification without ecosystem. the seek mobile application can be used as a complex learning environment. it includes communications between naturalists, achievement system for motivation of the students and other advantages. in general, it is proven that using of ar-based identification programs characterized by positive effect on education process and provides development of the competencies. references [1] agustina, w.w., sumarto, s. and trisno, b., 2019. augmented reality based on stem for supporting science literacy in vocational education. journal of physics: conference series, 1375, p.012088. available from: https://doi.org/10.1088/1742-6596/1375/1/012088. 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[38] zantua, l.s.o., 2017. utilization of virtual reality content in grade 6 social studies using affordable virtual reality technology. asia pacific journal of multidisciplinary research, 5(2), pp.1–10. available from: http://www.apjmr.com/wp-content/uploads/2017/ 05/apjmr-2017.5.2.2.01.pdf. 346 https://doi.org/10.55056/etq.433 https://openscholar.dut.ac.za/bitstream/10321/1437/1/du%20plessis_2015.pdf https://openscholar.dut.ac.za/bitstream/10321/1437/1/du%20plessis_2015.pdf https://doi.org/10.1016/j.compedu.2016.02.002 https://doi.org/10.1016/j.compedu.2016.02.002 https://doi.org/10.4018/ijstmi.2013070104 https://doi.org/10.1016/j.protcy.2014.02.015 https://doi.org/10.55056/cte.383 http://ceur-ws.org/vol-2547/paper09.pdf http://ceur-ws.org/vol-2547/paper09.pdf https://doi.org/10.55056/cte.385 https://doi.org/10.11648/j.sjedu.20160401.11 https://doi.org/10.5220/0010922500003364 https://doi.org/10.1007/978-3-030-16770-7_3 http://www.apjmr.com/wp-content/uploads/2017/05/apjmr-2017.5.2.2.01.pdf http://www.apjmr.com/wp-content/uploads/2017/05/apjmr-2017.5.2.2.01.pdf 1 introduction 1.1 types of software which can be used during education 1.2 the problem of plants identification 2 methods of analyzing 3 results 3.1 analysis of the interaction with apps 3.2 infrastructure and social environment 3.3 analysis of application identification accuracy 3.4 advantages of using mobile phone application in the educational process 4 conclusion structural model of a cloud-based learning environment for bachelors in software engineering educational technology quarterly, vol. 2021, iss. 2, pp. 257-273 https://doi.org/10.55056/etq.17 structural model of a cloud-based learning environment for bachelors in software engineering tetiana a. vakaliuk1,2,3 1zhytomyr polytechnic state university, 103 chudnivsyka str., zhytomyr, 10005, ukraine 2institute for digitalisation of education of the naes of ukraine, 9 m. berlynskoho str., kyiv, 04060, ukraine 3kryvyi rih state pedagogical university, 54 gagarin ave., kryvyi rih, 50086, ukraine abstract. the article summarizes the essence of the category “model”, presents the main types of models used in pedagogical research: structural, functional, structural-functional models. the basic requirements for the construction of these types of models are also given. the experience in building a model and designing a cloud-based learning environment of educational institutions (both higher and secondary) is analyzed. a structural model of a cloud-based learning environment for bachelors in software engineering is presented. each component of the cloud-based learning environment model for bachelors in software engineering is described: target, management, organizational, content and methodical, communication, technological and effective. the model of interaction of participants of the educational process in the cloud-based learning environment is developed. forms, methods, and tools (both traditional and cloud-based) of content and methodological components of the cloud-based learning environment’s structural model that can be implemented in this cloud-based lms are described. forms of an educational activity (classes, practical training, independent work, control measures, as well as research work of students) are considered. the types of lectures that can be conducted in a cloudbased learning support system are described: lecture-conversation, lecture-discussion, video lecture, lecture-consultation, and lecture-presentation. the types of practical training offered in the cloud-based learning support system are described: laboratory work, workshop, seminar, and webinar. different types of independent work and assessment are considered. the research work of students as a form of educational activity provided by the curriculum of bachelors in software engineering is singled out. the main teaching methods that can be implemented using a cloud-based lms to support the training of bachelors in software engineering are considered. it is generalized that the cloud-based learning environment should solve all the main tasks facing higher education institutions. keywords: model, structural model, cloud-based learning environment, bachelors in software engineering 1. introduction information and communication technologies play a significant role in the educational process because they not only fulfill the roles of the tools used to address specific pedagogical issues, but also because they offer qualitatively new learning opportunities, encourage the advancement of methodology and didactics, and support new educational paradigms. cloud technologies are one of the most important trends in contemporary information technology. " tetianavakaliuk@gmail.com (t. a. vakaliuk) ~ https://sites.google.com/view/neota/profile-vakaliuk-t (t. a. vakaliuk) � 0000-0001-6825-4697 (t. a. vakaliuk) © 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. 257 https://doi.org/10.55056/etq.17 mailto:tetianavakaliuk@gmail.com https://sites.google.com/view/neota/profile-vakaliuk-t https://orcid.org/0000-0001-6825-4697 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2021, iss. 2, pp. 257-273 https://doi.org/10.55056/etq.17 with the use of cloud technology, higher education institutions may manage distance learning, create libraries of books, instructional aids, textbooks, media files, keep electronic journals, use online services for the educational process, assess knowledge online, set up video conferencing, and more. the issue of training highly skilled professionals in a variety of specialities, including bachelor’s degree holders in software engineering, becomes crucial in the context of modernizing the higher education system. a bachelor in software engineering studies various programming languages, programming technologies, software development technologies, software testing technologies, learns to design collaborative projects and work on them in a team, etc. as part of their professional training. as a result, it’s crucial for software engineering bachelor’s students to interact effectively when using cloud technologies. 2. related work when theoretical approaches to the design of cloud-based learning environments (cble) were considered [32], it was discovered that the design and usage of cloud-based learning environments paid attention by bajwa and wu [1], belahcen, abik and ajhoun [2], hernández rizzardini, amado-salvatierra and guetl [8], hinon [10], lin et al. [18], masud and huang [22], popel and shyshkina [25], wolfschwenger et al. [33]. analyzing the approaches to the creation of the cble model, it is investigated that the issues of creating a model of the cloudbased learning environment are considered by hinon [9], jeong and hong [12], kim and yoon [14], lytvynova [21], moreira and ferreira [24], shyshkina [30], striuk and rassovytska [31], zhang et al. [34]. in particular, striuk and rassovytska [31] offers model of cloud-based learning environment, where it is considered as a set of educational, communication, and learning environments, based on traditional and cloud-based structural components. the researchers considers the communication environment as a set of such structural components: students, teachers, traditional and cloud-based learning tools. according to striuk and rassovytska [31], the learning environment contains a communication environment, together with the content, goals, methods, and forms of the learning organization. this model of cble provides for the use of traditional and cloud-based tools, methods, and forms of learning that complement each other. striuk and rassovytska [31] emphasizes cloud-based learning technologies such as wiki, e-learning resources, social networks, and learning management systems. lytvynova [21, p. 100] takes into account the four primary components of the cble component model for a secondary school: spatial-semantic, semantic-methodological, communicationorganizational, and target. according to bykov [5], innovative pedagogical technologies should be developed and integrated into the educational process, along with electronic courses, e-learning materials, computer-based systems for evaluating students’ progress, a social network for educational purposes, etc. the following components of the educational environment are defined in [4]: • a study group or numerous groups that interact directly with students and in collective (group) forms of learning and extra educational activities carried out by students comprise 258 https://doi.org/10.55056/etq.17 educational technology quarterly, vol. 2021, iss. 2, pp. 257-273 https://doi.org/10.55056/etq.17 the student-group component. • the teaching component regulates the educational process, which is aimed at achieving educational objectives. • the system of teaching aids includes a set of information and material objects that can be used effectively and securely in the learning process. • the educational institution component comprises of the funding and equipment system. according to lytvynova [20], the components of a cloud-based learning environment should have a flexible structure that allows them to adapt to the particular of the setting as well as the demands of teachers and students. each teacher has the option of designing an educational environment for a given course or module, taking into account students’ skills and academic accomplishment levels. rassovytska and striuk [26] consider cble to be a component of the educational and scientific environment of higher education institutions, and they propose a general cble model of teaching computer science courses that is based on traditional and cloud-based structural components and is viewed as a collection of educational, communication, and learning environments. teachers, students, and traditional and cloud-based learning tools are structural components of the communication environment. the communication environment, as well as the content and goals, methods, and forms of learning, are all part of the learning environment. the educational environment consists of a collection of learning environments (including all of their components) and educational industry standards. lytvynova [21, p. 100] also examines the cble secondary school component model, which is organized into four primary components: spatial-semantic, semantic-methodological, communicationorganizational, and target. furthermore, all components determine the content of cble and should ensure the activities of all educational institution participants in the educational process. 3. results the purpose of this paper is to provide a structural model of a cloud-based learning environment for software engineering bachelors. to build the structural model, it is necessary to define the concept of “model”. modeling is an essential component of educational research since it is used to explain and study numerous processes such as patterns of development of the education system, learning environments, and so on [19, p. 52]. according to kremen and bykov [16, p. 7], designing a learning environment entails theoretically exploring the essential target and content-technological (methodological) aspects of the educational process that should be carried out in the learning environment, and then describing the composition and structure of the learning environment required for this (its statics and dynamics, including foreseeing and taking into account the development of the educational environment’s structure, and the influence of the educational environment’s structure). it could be argued that the purpose of the theoretical study of the educational environment is to develop a model that will provide an idea of the educational environment in which all participants in the educational process will cooperate and communicate. 259 https://doi.org/10.55056/etq.17 educational technology quarterly, vol. 2021, iss. 2, pp. 257-273 https://doi.org/10.55056/etq.17 gumenuk [7] understands the model as an “artificial object in the form of a scheme, physical structures, symbolic forms, or formulas that, while similar to the studied object (or phenomenon), reflects and reproduces it in a simpler and more generalized form in terms of structure, properties, and relationships between its elements” [7, p. 55]. thus, building a model of a cloud-based learning environment for bachelors in software engineering entails simulating this process by developing a plan that reflects the goal, structure, circumstances, and operating principles of the system as a whole. it is important to note that the same processes or phenomena might have multiple models. as a result, we present the characteristics of the many models utilized in educational research. a structural model graphically depicts all of an object’s structural properties [19, p. 53]. a functional model is a model that provides an opportunity to examine the functional aspects of a certain process and to assess its significance in relation to all internal and external components [19, p. 53]. given that the model must be understandable, thorough, accurate, and applicable to all situations [19, p. 54], as well as after examining the key scientific papers on the subject, we generalized and presented the following structural model of a cloud-based learning environment for bachelors in software engineering (figure 1). the learning environment is a system that was purposefully created, and its components and structure work together to create the conditions needed to accomplish the objectives of the educational process. the learning environment’s structure also governs how its components are arranged internally and how they interact with one another [16, p. 10]. the proposed model (figure 1) is focused on achieving learning objectives (target component), which are reflected in the industry standards of higher education. the cble for bachelors in software engineering must perform the following functions in order to meet the learning objectives: • management over the educational process for training bachelors in software engineering; • organizational – the organizing of the actual learning process through the sharing of access privileges and the sharing of subject communities; • teaching – submission of training materials, as well as practical and laboratory work; • advisory – delivering online consultations to students and student groups; • communication – the possibility of communication between subjects, the presence of subject-subject interaction, and the use of the feedback mechanism; • controlling – the availability of an electronic journal and the capability of online work assessment; • developing – development of information and communication competencies of students; • systematizing – systematization of the content. these functions are made possible by the management component, organizational component, content and methodological component, communication component, and effective component of the cble for bachelors in software engineering. 3.1. management component of cble for bachelors in software engineering in the higher education educational process, the management component offers the use of cloud-based learning management systems and cloud-based learning assessment tools. the 260 https://doi.org/10.55056/etq.17 educational technology quarterly, vol. 2021, iss. 2, pp. 257-273 https://doi.org/10.55056/etq.17 fig. 1. structural model of cole training of bachelor in software engineering thanks to such advanced functionality, teachers can provide access to all necessary materials to students, because of which students can perform: joint projects, tasks for independent work, research work, etc. cloud-based learning environment for bachelors in software engineering target component • learning objectives • industry standards of higher education effective component increasing the level of students' achievements and the level of formation of their ic competence c lo u d -b a se d le a rn in g m a n a g e m e n t sy st e m t e c h n o lo g ic a l c o m p o n e n t management component • cloud-based learning management tools • cloud-based tools for evaluating educational activities organizational component distribution of user access rights • administrator • teacher (including representatives of the university administration) • student • parents organization of communities of entities • groups • subgroups • classes • departments • administration content and methodological component content of training teaching methods: traditional and cloud-based learning tools: traditional and cloud-based (including for learning programming languages and for creating joint projects) forms of training organization: traditional and cloud-based communication component cloud-based tools of communication between the subjects of interaction, which determine the styles of communication and activity functions: managerial; organizational; teaching; advisory; communication, controlling, developing, systematizing participants of the educational process figure 1: structural model of a cloud-based learning environment for bachelors in software engineering. 261 https://doi.org/10.55056/etq.17 educational technology quarterly, vol. 2021, iss. 2, pp. 257-273 https://doi.org/10.55056/etq.17 courses included in the curriculum for bachelor’s degrees in software engineering should also be defined under this component. the cble for bachelors in software engineering provides opportunities to manage the learning activities of the students, including tests, lab work, group projects, and independent work. 3.2. organizational component of cble for bachelors in software engineering the allocation of user access permissions is necessary for the cble for bachelors in software engineering to operate successfully. administrators, teachers (including those from the hei administration), students, and parents are examples of such users. it should be noted that each user group only has restricted access to the cble itself. only the administrator has the most access rights. parents and students may be permitted to read or download a range of instructional resources. the cble for bachelors in software engineering provides each instructor with a personal cloud-based office where he can store all the resources required for effective and high-quality instruction, including curricula and work programs, textbooks, manuals, lecture materials, instructions for laboratory work, prerequisites for tests and exams, guidelines for the course and diploma theses, etc. because of its cutting-edge capabilities, instructors may give students access to all the materials they need to complete group assignments, individual tasks, research projects, etc. communities of cble participants should be organized for the sake of the educational process’ quality level. groups, subgroups, courses, departments, and administration are examples of such communities. keep in mind that each subgroup of students must be present for specific sorts of classes to be conducted as part of the educational process at higher education institutions (either class in computer classes, where limited equipment, or foreign language classes, which involves the division of students into smaller subgroups). students who are enrolled in a single course make up the course community. even students from various groups could be included. there should be a separate community of teachers of one department in the created cble bachelors in software engineering because the department’s administration should tell instructors working in one department of a higher education institution about important news. the following types of documentation must to be created, organized, and made accessible to the department’s instructors in the cble for bachelors in software engineering: • both at the national level and in university-level normative-legal papers; • curricula for bachelors in software engineering; • recommendations on how to construct the educational and methodical complexes of the course. all the relevant elements should be considered while building this component, including the class calendar, deadlines, departmental work plan, announcements, discussions, contacts, etc. additionally, it is recommended that the cble have internal communication tools (a sort of own social network), a forum (to involve in the discussion of all participants in the educational 262 https://doi.org/10.55056/etq.17 educational technology quarterly, vol. 2021, iss. 2, pp. 257-273 https://doi.org/10.55056/etq.17 process) and other features given the cloud technology. the construction of photo albums for groups and departments, which would include materials from all events occurring at the hei, is another positive development. the administration must be present in order to supervise instructors’ productive and effective activities during the educational process. the administration oversees the conformity of the educational materials placed in the cble with the curriculum for all courses, as well as the compliance of the available courses in the cble to the bachelor’s in software engineering curricula. 3.3. content and methodological component of cble for bachelors in software engineering learning objectives influence educational material, which in turn influences the methods, technologies, and organizational forms used in higher education. the content of the cble for bachelors in software engineering complies with all educational theories, higher education industry standards, and bachelor’s degree software engineering curricula. each element of the methodological system is split into traditional and cloud-based components in this instance. it is crucial to get software engineering bachelors ready for their future careers by teaching them how to construct collaborative projects and study various programming languages. it should be emphasized that in the higher education educational process, teaching aids supplement traditional ones. we shall comprehend the learning tools implemented with the aid of cloud technologies by the term “cloud-based tools”. the balance of traditional and cloud-based learning methods and organizational structures is influenced by the adoption of cloud-based learning tools. we shall comprehend such techniques and structures under the heading of “cloud-based methods and forms of training organization”. these techniques and structures are implemented in the educational process using a cloud infrastructure. as was already discussed, it’s critical to develop collaborative projects to train software engineering bachelor’s students. the planned cble for bachelors in software engineering offers this kind of activity in its entirety. the proper selection of methods, forms, and learning tools (cloud-based and traditional) in accordance with the objectives of a specific course promotes the development of students’ cognitive abilities, creative and logical thinking, skills to apply acquired knowledge in practice, and the formation of necessary professional competencies, including information and communication (ic) competence for the use of cble as a component of the professional competence of bachelors in software engineering. 3.4. communication component of cble for bachelors in software engineering participants in the cble communicate with one another both directly and through cloud-based communication tools. 263 https://doi.org/10.55056/etq.17 educational technology quarterly, vol. 2021, iss. 2, pp. 257-273 https://doi.org/10.55056/etq.17 the diversity of communication channels is crucial to the communication component. they are both synchronous and asynchronous, according to kienle [13]. synchronous communication entails simultaneous interaction of participants at the same time, whereas asynchronous communication entails independence from the time of interaction. designing a cloud-based learning environment is impossible without building a model of interaction between students and teachers in a cloud-based learning environment. lytvynova [21] considers the component model of cble for secondary school. shirehjini et al. [29], zheng and louie [35] discussed the student-professor and student-student online interaction with cloud-based technology. figure 2 illustrates the model we suggest for how learners interact with one another while learning in a cloud-based learning environment. participants of the educational process student teacher supervisor forms of interaction receiving educational materials communication assessment of knowledge webinar cooperation consultations discussion informing links of interaction student – student student – teacher teacher – student – students student – supervisor types of interaction interaction in subgroups interaction in pairs interaction in groups individual activity cblle figure 2: model of interaction between students and teachers in a cloud-based learning environment. it is important to first decide the subjects of interaction before thinking about how learners 264 https://doi.org/10.55056/etq.17 educational technology quarterly, vol. 2021, iss. 2, pp. 257-273 https://doi.org/10.55056/etq.17 would interact in a cloud-based learning environment. the student, the teacher, and the supervisor are the subjects of interaction in our case. since the curriculum of higher education institutions includes tasks like writing term papers and thesis, in which the supervisor assumes the major role, it should be highlighted right away that the supervisor is chosen. since the curriculum of higher education institutions includes tasks like writing term papers and dissertations (papers), in which the supervisor assumes the major role, it should be highlighted right away that the supervisor is chosen by a distinct organization. the connections in the cble — student-student, student-teacher, teacher-student-student, and student-supervisor — are determined by the subjects of interaction. keep in mind that one of the factors influencing the educational process is the contact between the teacher and students, student and students. in the end, everything depends on the interpersonal interactions with both the teacher and the students. different links of interaction cover different types and forms of interaction. in particular, the following types of interaction are distinguished: individual activity, interaction in groups, which is divided into interaction in subgroups, and interaction in pairs. in the cble, students work individually on tasks (individual work), collaborate on projects, interact with other students in pairs or smaller groups to debate issues, and engage in mutual learning. they also interact with other cble participants who have registered for the course (interaction in groups). information, consultation, discussion, cooperation, webinars, getting training materials, knowledge assessment, and group communication are the key ways that subjects of the educational process interact in the cble. interactional forms and types are closely related. as a result, a teacher using the cble has the opportunity to let students know about a specific event through the addition of news and calendar events, respectively. students can use the calendar events to plan their schedules, and they will be informed of breaking news that the teacher posts for a specific subgroup or group of students. the supervisor can specifically let the students in the problem group know about the exceptional meeting and other things. a teacher in a particular subject or a supervisor for writing an article or course (diploma) project may be consulted for clarification on any questions the student has. another important form of interaction is discussion, where students and the teacher (supervisor) are equal subjects of learning. with the help of discussion, a discussion generates the formation of one’s own opinion and the opportunity to defend it in a subgroup, group, or team. this is closely related to the form of group communication. students can communicate through correspondence, chats. students frequently require assistance from their peers and teachers when conducting laboratory work. collaboration is a wise course of action in this situation. students gain personal attributes like camaraderie and the capacity to work as a team when they cooperate. the cble uses a type of communication like a webinar for its online workshops for challenge groups. this is a very useful opportunity during the holidays, quarantine, etc. there is an opportunity to get educational materials for effectively studying the subject (lectures, theoretical information, literature, etc.). additionally, it is a type of instructional contact, which is essential to the overall success of education. 265 https://doi.org/10.55056/etq.17 educational technology quarterly, vol. 2021, iss. 2, pp. 257-273 https://doi.org/10.55056/etq.17 the learning process cannot take place without interaction between cble participants, which takes the form of knowledge assessment. because of this, the cble offers this type of interaction for adding to the electronic journal and assigning a grade for a particular topic. noting that dialogue, brainstorming, discussion, and debate are the primary ways of communication, it should be noted that their utilization transforms the cble learning process into mutual learning, where students and teachers are equal partners in learning 3.5. technological component of cble for bachelors in software engineering the technological component contains interrelated management, organizational, content and methodological, and communication components and is realized via a cloud-based learning management system. a cloud-based learning management system (cloud-based lms) is a platform that enables shared access to educational activities and group communication between teachers and students while also developing, managing, and disseminating learning materials. any methodological system of learning involves the use of forms, methods, and learning tools in addition to taking learning objectives and content into account [28]. we outline the forms, methods, and tools (both traditional and cloud-based) of the content and methodological component of the structural model of the cloud-based learning environment (figure 3), which can be used in this cloud-based system to support a bachelors in software engineering. the curriculum for a bachelor’s degree in software engineering is included in the content component, which also takes into account how normative courses are taught in a cloud-based learning environment. classes, hands-on instruction, individual work, control activities, and student research projects are all examples of educational activity types included in the suggested model. according to [23], one way that the educational process is organized in a higher education institution is through lectures. the cble conducts lectures as part of training program. in particular, cble for software engineering bachelors offers the ability to use cloud technologies to conduct a lecture-conversation, lecture-discussion, video lecture, lecture-consultation, and lecture-presentation: • during the lectures-conversation, the teacher communicates with students, discussing a certain topic in the form of dialogue. in particular, when taking the courses “programming basics” and “object-oriented programming”, which are required for bachelor’s degrees in software engineering, students gain a better understanding of the types of errors that can occur, the stages of the testing process, as well as what to look out for when testing programs, etc. • a teacher plans the student opinion exchange during the lecture-discussion at predetermined times in between finished logical portions [15]. • a video lecture is a lecture delivered through a cloud-based lms in the form of prerecorded, edited video material that is available for students to study at any time. students who study independently or miss class due to illness can benefit greatly from this style of lecture. 266 https://doi.org/10.55056/etq.17 educational technology quarterly, vol. 2021, iss. 2, pp. 257-273 https://doi.org/10.55056/etq.17 fig. 3. forms of organization of the educational process, methods and means of teaching in colms research work of students online consultation writing an article writing course (diploma) work discussion teaching methods explanatory-illustrative (video lectures, lectures-presentations posted in the cloud, online consultations, online chats) mahmutov's method (problem-based learning) heuristic research (video conference, webinar) project method using cloud services tools of educational activity learning management tools: electronic journal, calendar, cloudbased tools of presenting educational materials: electronic libraries, presentations, video files, electronic textbooks hosted in the cloud, cloud data warehouses. tools of joint activity software is located in the cloud, creating joint projects tools of knowledge control: tests, group online projects communication tools: discussion, chat, online consultation, webinar forms of organization of the educational process in the hei practical training assessment training sessions independent work lecture: lectureconversation; lecture-discussion; video lecture; lecture-consultation; lecture-presentation webinar online testing laboratory work practical work modular tests test exam seminar execution of individual tasks online consultation group online projects traditional forms, methods, tools cloud-based forms, methods, tools figure 3: forms of organization of the educational process, methods and learning tools in cble. • a lecture-consultation is when the teacher presents information, focusing solely on the most important topics, and the students ask questions. the teacher then responds to each question fully [17]. this style of lecture is offered by cloud-based lmss because to the ability to process theoretical material during downtime utilizing cloud technology and to 267 https://doi.org/10.55056/etq.17 educational technology quarterly, vol. 2021, iss. 2, pp. 257-273 https://doi.org/10.55056/etq.17 hold discussions with students about the material they have been studying. • the instructor creates a lecture-presentation and uploads it to a cloud-based lms. a lecture-discussion, lecture-conversation, or lecture-consultation can be combined with this kind of lecture. multiple lecture formats combined together improve student learning. practical training includes such types of educational activities as laboratory work, practical work, seminars, and webinars. all of these types are supported by the cble for bachelor of software engineering. additionally, this approach makes it possible to communicate with the teacher about laboratory and practical assignments without the use of additional tools. the enclosed report is available for the teacher to see and comment on. naturally, this is very helpful for students who study independently, and for those who attend courses, there is also a form called the defense of laboratory work, where students must defend their report and respond to teacher inquiries. the defense of laboratory work is conducted online for students who are following a customized study schedule. the time and date for the defense of laboratory work are determined by the instructor. a webinar is a method for holding conferences and other events online. the fact that cble can interface with cloud services like clickmeeting, which offered services training for this kind of educational activity, is important to note. it is possible to implement many types of control measures in cloud-based lms. in instance, online testing gives students the chance to demonstrate intermediate control of a subject by taking an online test and receiving a mark. the cloud-based lms for bachelors in software engineering enables the creation and administration of assessments both inside and outside of the teacher-designated classroom time. as a result, the estimation for the previous exam is instantly presented in cloud-based lms. you can ask questions with the following types of answers in a cloud-based lms: correct/incorrect, one correct answer, multiple correct answers, fill in the blanks, free answer, answer as a number, and to determine compliance. when taking the course over several semesters, intermediate control is implemented. the cloud-based lms shows the average student grade for the whole course of study, which, if the right number of points are earned, counts as a grade point average. exam is a kind of final control. if the student is satisfied with the received rating (the arithmetic mean of all course grades), the exam can be taken and the grade for the exam automatically calculated. the student’s grade is also automatically shown in the cloud-based lms, and if it meets the highest value allowed, the student may be exempt from the exam. the university’s curriculum for bachelor’s degrees in software engineering includes additional instructional activities like student research projects and term paper authoring (thesis). as previously indicated, a cloud-based lms gives students and the supervisor the opportunity to communicate online. within the cloud-based lms, the supervisor has the option to form a problem group with his students, where he may post updates and assign various tasks to them. writing a scientific paper is specifically required at the zhytomyr polytechnic state university for students in order to receive the highest score for a course (diploma) project. for this reason, the instructor offers tips to students on how to write articles and assists with writing by leveraging communication via a cloud-based lms. 268 https://doi.org/10.55056/etq.17 https://clickmeeting.com/ educational technology quarterly, vol. 2021, iss. 2, pp. 257-273 https://doi.org/10.55056/etq.17 the following teaching methods are usable in cble for bachelors in software engineering: • the utilization of video lectures, lectures-presentations, additional illustrative materials uploaded to the cloud, online consultations, and conversations in online chats enable by explanatory-illustrative method. • in problem-based learning (mahmutov’s method), the teacher creates a challenging situation to encourage students’ independent work. [3]. situations when collaborative problems must be solved are provided with the opportunity to do so in cloud-based lms. • in research-based learning, the instructor plans the students’ exploring and creative attempts to solve new, unusual situations [27]. a cloud-based lms offers video conferences and webinars to adopt this strategy. • the goal of project-based learning utilizing cloud services is to help students improve their cognitive and creative abilities, as well as their capacity to use cloud services to navigate the information space, autonomously build their knowledge, and think critically [11]. this approach works effectively when combined with problemand research-based learning to help students develop their creative skills more fully. • in a heuristic method, the instructor proposes to resolve an unusual problem. students gain new knowledge and skills through reasoning [6]. the forms of organization of educational activities are closely related to both teaching methods and tools of educational activities. the following cloud-based tools are provided as tools of educational activity in cble: learning management tools, tools of presenting educational materials, tools of joint activity for creating collaborative projects, tools of knowledge control, and communication tools. 3.6. effective component of cble for bachelors in software engineering the effective component envisages high-quality and uninterrupted operation of the cble, increasing the level of knowledge, skills, and abilities of students, as well as the formation of information and communication competence of bachelors in software engineering. according to the suggested model, the created cloud-based learning environment for bachelors in software engineering should best address the challenges facing higher education institutions: planning the educational process in accordance with various curricula and educational models (full-time, part-time), organizing the educational process, organizing research projects, submitting educational and methodical materials, ensuring interaction between all stakeholders involved in the educational process in the hei, giving information to teachers and students in various fields, ensuring the distribution of user access rights, community organization, and providing management of the educational process of training bachelors in software engineering. 4. conclusions as a result, we have broadened the definition of the category “model”. there are three basic categories of models discussed: structural, functional, and structural-functional models. the fundamental prerequisites for building such models are listed. the cloud-based learning 269 https://doi.org/10.55056/etq.17 educational technology quarterly, vol. 2021, iss. 2, pp. 257-273 https://doi.org/10.55056/etq.17 environment’s structural model is offered, and each of its elements — target, management, organizational, content and methodical, communication, technological and effective — is discussed. the use of the cble in the educational process, which offers communication, educational interaction, cooperation, etc., is important for a better and more successful outcome of students’ educational activities. future plans include developing a process for creating a cloud-based learning environment for bachelors in software engineering as well as a methodological framework for doing so. references [1] bajwa, h. and wu, z., 2013. active and interactive cloud-based learning environment. 2013 ieee integrated stem education conference (isec). pp.1–5. available from: https: //doi.org/10.1109/isecon.2013.6525193. 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[35] zheng, m. and louie, k., 2021. promoting student online engagement and interaction with cloud-based technology. journal of dental education, 85(s3), pp.2046–2048. available from: https://doi.org/10.1002/jdd.12628. 273 https://doi.org/10.55056/etq.17 https://doi.org/10.3966/199115592017082804023 https://doi.org/10.1002/jdd.12628 1 introduction 2 related work 3 results 3.1 management component of cble for bachelors in software engineering 3.2 organizational component of cble for bachelors in software engineering 3.3 content and methodological component of cble for bachelors in software engineering 3.4 communication component of cble for bachelors in software engineering 3.5 technological component of cble for bachelors in software engineering 3.6 effective component of cble for bachelors in software engineering 4 conclusions the early history of computer-assisted mathematics instruction for engineering students in the united states: 1965-1989 educational technology quarterly, vol. 2021, iss. 3, pp. 360-374 https://doi.org/10.55056/etq.18 the early history of computer-assisted mathematics instruction for engineering students in the united states: 1965-1989 serhiy o. semerikov1,2,3, nataliia m. kiianovska2 and natalya v. rashevska4 1kryvyi rih state pedagogical university, 54 gagarin ave., kryvyi rih, 50086, ukraine 2kryvyi rih national university, 11 vitalii matusevych str., kryvyi rih, 50027, ukraine 3institute for digitalisation of education of the naes of ukraine, 9 m. berlynskoho str., kyiv, 04060, ukraine 4academy of cognitive and natural sciences, 54 gagarin ave., kryvyi rih, 50086, ukraine abstract. the article discusses ict development issues in teaching mathematics to engineering students in the united states. the nature of trends in the convergence of information systems in higher technical education and other tendencies in the united states are described in the article. the primary historical stages of computer-assisted mathematics training for engineering students in the united states are defined. the study of historical sources has allowed six stages to be recognized. the use of ict for teaching mathematics is examined at each stage. it demonstrates the inconsistencies and key elements of using ict to teach mathematics to engineering students. this article covers the first three stages (1965-1989) of computer-assisted mathematics training for engineering students in the united states. keywords: american experience, computer-assisted mathematics instruction, united states, engineering education, ict in teaching mathematics 1. introduction at the current stage of the information society’s evolution, the use of information and communication technologies (ict) promotes the internationalization of the labor market, the expansion of various forms of personal mobility, and the globalization of education. the increased movement of students, entrants, and university graduates is an essential result of globalization. increasing academic mobility, as well as the adoption of international norms and standards that allow academic qualifications from other nations to be compared and acknowledged, increases competition among universities and promotes higher education quality. education investment is an essential condition for any country’s social and economic development. globalization of education, in this context, contributes to the personal and professional growth of professionals involved in the creation and implementation of new technologies, namely engineers. " semerikov@ccjournals.eu (s. o. semerikov); kiyanovskaya.n.m@knu.edu.ua (n. m. kiianovska); nvr1701@gmail.com (n. v. rashevska) ~ https://kdpu.edu.ua/semerikov (s. o. semerikov); http://irbis-nbuv.gov.ua/asua/0063544 (n. m. kiianovska); http://irbis-nbuv.gov.ua/asua/0045240 (n. v. rashevska) � 0000-0003-0789-0272 (s. o. semerikov); 0000-0002-0108-5793 (n. m. kiianovska); 0000-0001-6431-2503 (n. v. rashevska) © 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. 360 https://doi.org/10.55056/etq.18 mailto:semerikov@ccjournals.eu mailto:kiyanovskaya.n.m@knu.edu.ua mailto:nvr1701@gmail.com https://kdpu.edu.ua/semerikov http://irbis-nbuv.gov.ua/asua/0063544 http://irbis-nbuv.gov.ua/asua/0045240 https://orcid.org/0000-0003-0789-0272 https://orcid.org/0000-0002-0108-5793 https://orcid.org/0000-0001-6431-2503 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2021, iss. 3, pp. 360-374 https://doi.org/10.55056/etq.18 the united states’ higher engineering education institutions have made substantial pedagogical advances and have a well-established system for developing engineering professionals based on the methodical application of ict tools. the challenge of raising the standard of training in universities in the globalized higher education sector should be resolved by incorporating the greatest innovations in global pedagogy and making inventive use of the expertise of top engineering universities. the use of ict in the process of teaching mathematics to engineering students fosters student self-realization, which aids in increasing cognitive activity, developing critical thinking, developing students’ skills of independent work, developing creative abilities, increasing responsibility for their work, and improving the teaching process. therefore, in order to modernize higher engineering education and make it capable of advancing scientific and technological progress quickly and effectively, it is necessary to study the history and current state of development of ict tools for teaching mathematics engineering students in engineering universities in the united states, which hold the top places in the ranking of the world’s best universities [67]. there are various contradictions, particularly between the modern criteria for an engineer and the real level of their higher education training, as well as between the desire to improve the skills of mathematics teachers and their degree of awareness in ict teaching mathematics. in the context of their evolution and convergence, the general trends in the development of ict tools for teaching mathematics to engineering students in the united states remain unexplored. with this in mind, the purpose of the article is to analyze the process of development of ict tools for teaching mathematics engineering students of higher technical educational institutions in the united states and highlight the stages of development of computer-assisted mathematics training for engineering students in the united states. 2. results it has been long enough since enough software has been created to be useful in math instruction. some of them are already organically integrated into the pedagogical process, and for some the development of methods of use is in its infancy. sinclair and jackiw [51, p. 235-253] proposes classifying the use of ict for educational purposes by the technique of their application rather than by the content of mathematics. the following stages can be identified according to the historical and pedagogical examination of the literature on the use of ict in mathematics instruction for engineering students in the united states: • the first stage lasted from 1965 until 1972. the lower limit of the stage is related with the pdp-8 minicomputer, the cost of which was significantly cheaper than that of its predecessors, leading to the purchase of the pdp-8 for educational purposes. the major trend of the stage is the development of a sufficient number of computers equipped with high-level languages at u.s. academic institutions, as well as the characteristics of ict hardware (usage of mainframes with limited network access). • the second stage lasted from 1973 until 1980. the distribution of unix version 5 to a group of educational institutions, which demonstrated the potential of unix for the 361 https://doi.org/10.55056/etq.18 educational technology quarterly, vol. 2021, iss. 3, pp. 360-374 https://doi.org/10.55056/etq.18 educational process, is related to the lower limit of the stage. the trend of the stage is connected to the adoption of miniand microcomputer systems, as well as the unix network operating system, in u.s. universities. • the third stage lasted from 1981 until 1989. the introduction of ms dos and the widespread adoption of the ibm pc coincide with the stage’s lower limit. the trend of the stage is connected to the adoption of personal computers and associated software at u.s. universities for the instruction of mathematics. • the fourth stage lasted from 1990 until 1997. the development of the world wide web is related to the stage’s lower limit. the primary trend of this stage is the use of web 1.0 technologies in american university mathematics curricula. • the fifth stage lasted from 1998 until 2003. the emergence of lms and the u.s. government initiative on using technology to improve training opportunities through the internet and multimedia represent the lower limit of the stage, respectively. the stage’s tendency is integrating learning management systems into the delivery of advanced mathematics lessons. • the sixth stage, which began in 2004 and continues now. the lower limit of the stage is connected to the formal launch of the mit opencourseware website as well as the recognition of massive open online courses by the majority of u.s. academic institutions. the development of cloud learning technologies and the migration of mathematics assistance tools to the web environment are the current trends. we suggest starting the description with the early stages (the first three). 2.1. 1965-1972: at the beginning 1965–1972 was the first stage. despite successful but isolated attempts, the use of ict in the teaching of mathematics was not systemic until 1965. the official appointment for the position of lecturer (assistant lecturer) in the mathematics department of the university college london (uk) in the second volume of the new scientist magazine (july 1957) serves as an example. one of the qualification requirements for the position was knowledge of programming languages (primarily fortran) and computer technology. by the way, this programming language’s name, which highlights the applied component of engineering mathematics instruction, is derived from formula translation (translation of formulas in a language understandable by the computer). however, the straight transfer of programming in this language to the engineering school instructional process has encountered challenges due to: 1) the state of development of ict tools: the prevalence of mainframes – “big” computers of high cost – whose maintenance was aimed at reducing the cost of downtime, so the leading mode of operation of such computers was batch (non-interactive mode of execution of a certain sequence of programs and analysis of their results), while for learning the leading mode of operation should be dialogic; 2) limited financial resources of educational institutions, which resulted primarily in the use of outdated microcomputers, which often did not have fortran development tools; 362 https://doi.org/10.55056/etq.18 educational technology quarterly, vol. 2021, iss. 3, pp. 360-374 https://doi.org/10.55056/etq.18 3) lack of psychological and pedagogical bases for the use of ict tools in education. the skinner’s work on the programmed learning (programmed instruction) was aimed at solving the third challenge [52]. the concept of programmed learning envisaged such an organization of the process of acquiring knowledge, skills and abilities that at each stage of the learning process clearly defined the knowledge, skills and abilities to be acquired and controlled the process of their acquisition [75]. the main idea of this concept is the management of learning, educational and cognitive activities of students through the curriculum. the second challenge was solved in 1964 by kemeny and kurtz [30]. the basic (beginner’s all purpose symbolic instruction code) language they created was perhaps the first attempt to implement instructional learning at the level of a programming language [39]. it should not be assumed that just computers in the narrow sense were the focus of informatization in the u.s. educational system. for instance, at hope college, discussions were underway in 1964 to provide electronic desk calculators and a high speed computer for instructional purposes [62]. electronic calculators (in fact, specialized microcomputers) in mathematics teaching at that time were the leading, but not the only tools – for example, suppes [54] provides a list of ict tools for teaching mathematical logic: a computer terminal with the possibility of visual and audio presentation of educational materials, a keyboard for entering written answers, a microphone for audio answers and a light pen for selecting objects. thus, at the beginning of 1965, the u.s. education system had a sufficient number of computers of various levels, equipped with high-level languages, which makes it possible to consider this year as a conditional lower boundary of the first stage of the development of the computerassisted mathematics instruction for engineering students in the united states. in 1965, dec (digital equipment corporation) released the first commercially successful minicomputer, the pdp-8. as mentioned in [16, 37], the pdp-8 computer was used in mathematics classes at mathematics faculties. harvey [16] shows how two mathematics teachers proposed the creation of a separate computer department, partly to attract kids who didn’t think of themselves as mathematically inclined, and partly because they couldn’t both give the computer facility the attention it needed and also do the rest of their jobs. due to their wide use, the pdp series of minicomputers is frequently mentioned in academic studies of the history of information and communication technology. the proliferation of this series in academic and research organizations was aided by the best ict tool combination available at the time at affordable pricing. reduce [19], a general-purpose computer algebra system, was one of the research attempts to develop a dialogue mathematical system [18]. piaget’s research on early childhood psychology provided an opportunity for his student papert [45] in 1967 at the massachusetts institute of technology, without departing entirely from constructivism, to develop a new learning tool – the logo programming language [39], based on a constructionist approach to learning [1]. in logo, its user, a programmer, acted as a “teacher” for the main object of the logo microworld, the turtle, “teaching” it to perform certain actions through programming. as molnar [39] noted, the logo programming language is designed to encourage rigorous thinking in mathematics. the design of the logo environment has had a significant impact on 363 https://doi.org/10.55056/etq.18 educational technology quarterly, vol. 2021, iss. 3, pp. 360-374 https://doi.org/10.55056/etq.18 the further development of teaching aids and learning concepts. for example, one of papert’s collaborators, kay [29], proposed dynabook [64] in 1968, “a personal computer for children of all ages”, equipped with the smalltalk programming environment. it was the first high-level language that supported experimentation with a wide range of mathematical objects, from numbers to geometric objects. thus, with the release of logo and smalltak-72, programmed learning ceased to be the dominant concept, which led to the choice of the upper limit of the first stage. turning again to the history of the use of ict in hope college, we can trace their evolution during the first stage: 1967 – a calculator laboratory was set up in 1967 with ime electronic calculators [25]; 1968 – ibm 1130 was used to generate pseudo-random numbers [2]; 1969 – the nsf project on “instructional use of computers in statistics” was part of a larger project headed by the university of north carolina at chapel hill [63]; 1970 – the two semester sequence “applied statistics and computer programming i and ii” was offered; the programming language was fortran [62]; 1972 – tanis [55] published a “laboratory manual for mathematical probability and statistics”. leading academic and reesearch institutions have historically not shied away from innovation. for instance, in 1968, mit created the macsyma computer algebra system [33] as part of project mac (the project on mathematics and computation), and in 1971, ibm created the scratchpad system [3, 27] under the leadership of jenks [26]. the invention of the floppy disk in 1971 helped to personalize the use of mainframes and minicomputers: 81.6 kb of data stored on an 8-inch disk was enough to store text documents (articles, programs, etc.), the most common in the academic environment [12, 66]. to support the teaching of mathematics during this period, a number of specialized devices were developed: • kenbak-1 (1971) was the first non-professional educational computer. as noted blankenbaker [6], his “criteria for the computer were low cost, educational, and able to give the user satisfaction with simple programs” [5]; • hp-35 (1972) was the first hp calculators that contained both integrated circuits and leds [24]. this contributed to its compactness and convenience in teaching mathematics. horn [22], who used hp calculators as a mathematics teacher [23], is the author of many articles on their use [49]. as a specialized microcomputer, the hp-75 (further development of the hp-35) provided the possibility of programming in basic [20], and its successor – in the reverse polish lisp [21]. the hp-35 had clearly been designed for use by engineers and engineering student [17, p. 140]. according to harvey [17], in the teaching mathematics, calculators should be used, in particular, for calculator-based testing. on the one hand, there was a problem with ineffective calculator use in teaching mathematics, and on the other, there was a problem with ineffective calculator-based teaching techniques. the academia and industry cooperation has led to a significant increase in the provision of educational institutions with ict facilities: for example, if in 1965 less than 5% of all educational 364 https://doi.org/10.55056/etq.18 educational technology quarterly, vol. 2021, iss. 3, pp. 360-374 https://doi.org/10.55056/etq.18 institutions were provided with computers for educational needs [41, p. 51], in 1972 data transmission through the network became relevant due to a significant increase in the provision of computer equipment and communication facilities [72, p. 11]. the analysis makes it possible to determine the main features of the use of ict tools in teaching mathematics to engineering students at the first stage of their development: 1) dialog mode of work with educational software; 2) emergence of the first systems to support mathematical activities without programming in general purpose languages; 3) variety of hardware and software; 4) dominance of behaviorism in the justification of ict use and curriculum development; 5) introduction of programming in mathematics courses. these features gave rise to a number of contradictions: • between the need to strengthen the applied aspect of teaching mathematics to engineering students and the lack of training time for simultaneous mastering of mathematics and programming; • between the need to strengthen the applied aspect of teaching mathematics to future engineers and the lack of training time for simultaneous mastery of mathematics and programming; • between the diversity of ict tools and the need for standardization of teaching aids. a partial solution of these contradictions was achieved at the first stage – there were new, more adequate approaches to modeling the learning process, the first systems of computer mathematics and in 1969 – the unix operating system [31], aimed at combining various ict tools in a single network environment. 2.2. 1973-1980: age of unix the second stage – 1973-1980 – is associated with the spread of the unix network operating system in u.s. universities, the use of miniand microcomputer systems. from the memoirs of harvey [16]: “my own learning about computers took place mainly at the artificial intelligence laboratories of mit and stanford. i decided to create an environment at the high school that would be as similar as possible to those labs. ... i installed a pdp-11/70 running version 7 unix. ... we were an alpha test site for 2.9bsd, the pdp-11 version of berkeley unix. the installation, testing, and debugging of this new system was carried out entirely by students [of the lincoln-sudbury regional high school]”. this excerpt mentions pdp-11 [4], a further development of pdp-8 used in the first stage, and shows the interest of the manufacturer (dec) in providing its own ict resources to universities which used unix. bsd, the name of the unix version, honors the university’s development contributions (berkeley software distribution) [74]. the primary characteristic of unix, mobility (mainly of software portability), has made it possible for this system’s software to be distributed across a range of ict devices, from mainframes to mini(and later micro-)computers. 365 https://doi.org/10.55056/etq.18 educational technology quarterly, vol. 2021, iss. 3, pp. 360-374 https://doi.org/10.55056/etq.18 unix was used to develop a number of well-known computer mathematics systems, including matlab (late 1970s [38]), maple (1980 [71]), and others, which were created as programming languages for instructing students in mathematics using a variety of mathematical libraries without having to learn fortran. due to the fact that unix os and its software were mobile, it became possible to combine not only the computing resources of different computers, but also users, their programs and data in a network environment: “the resulting unix system provided users with interactive remote terminal computing and a shared file system. source code was provided with the system, and the community of users could share ideas and programs directly and informally. because unix ran on a relatively inexpensive minicomputer, small research groups could experiment with it without dealing with computation center bureaucracies” [69]. the beginning of the second stage was marked by the generalization of the experience of using ict teaching aids in mathematics; in particular, the nato advanced study institute on computer-based science instruction [57] (1976), the eighth conference on computers in the undergraduate curricula [56] (1977) and others. michigan association for computer users in learning journal established in 1977, and in 1978 it published article by tanis [58] on utilizing computers to learn probability and statistics the personalization of ict tools started after the invention of the floppy disks was continued by the developments of “1977 trinity” – apple ii, trs-80 model i and commodore pet computers [40]. new apple ii tools for common users — a graphical display and a mouse manipulator — facilitated the use of a constructive approach to teaching mathematics. this made it possible to develop dynamic geometry systems, computer graphics, and instructional video games. additionally, graphic commands were added to the apple ii’s native basic language. the design was so successful that it served as the inspiration for both the apple macintosh and the agat, an educational and home computer developed in the soviet union – agat [7]. as noted by confrey et al. [11, p. 3], the instructional goal of the apple classrooms of tomorrow research project was to create a constructivist-based learning environment that promotes student construction of mathematical concepts through repeated cycles of developing a problematic, acting to resolve the problematic, and reflecting on these actions. navarro [43] mentions the use of trs-80 computers as classroom teaching tools. teachers used a program in level ii basic for a trs-80 computer that simulates a turing machine and discusses the nature of the device. the program is run interactively and is designed to be used as an educational tool by computer science or mathematics students studying computational or automata theory. the proliferation of personal computers with a graphical interface focused on gaming activities (atari 800 and others) also contributed to the development of game-based mathematics learning [13]. the educational software industry at the second stage was focused mainly on apple ii [50]. the 1978 publication of “laboratory manual for probability and statistical inference” [59] had a profound impact on the theory and practices of computer-assisted mathematics instruction. after the initial attempts to educate engineering students mathematics using computers 15 years before, there has been a substantial shift: from teaching mathematics alongside programming to the appropriate use of software in the learning process. 366 https://doi.org/10.55056/etq.18 educational technology quarterly, vol. 2021, iss. 3, pp. 360-374 https://doi.org/10.55056/etq.18 metcalfe et al. [34] from xerox parc (the same laboratory that developed the computer mouse, graphical user interface, and smalltalk) obtained a u.s. patent for ethernet technology, and the first open online information service compuserve debuted in 1979. although unix systems were at its core, it also brought together personal computers. thus, we can identify the following characteristics of the second stage of development of the theory and methods of using ict in teaching mathematics to engineering students in the united states: 1) transition from the use of programming languages in teaching to the use of mathematical libraries, computer mathematics systems and high-level languages; 2) use of computer graphics in educational software; 3) emergence of new classes of educational software – educational video games, dynamic geometry systems and spreadsheets; 4) emergence and spread of computer networks that facilitated active communication between teachers and students; 5) development of ict tools for teaching mathematics – graphing and symbolic calculators. a number of contradictions can be identified in the development of ict tools at this stage: • between the potential use of multimedia tools and the lack of psychological and pedagogical foundations for their use; • between the need of students and teachers for personal ict tools and the lack of offers from manufacturers; • between the need of personal computer manufacturers for an adapted version of unix and the lack of hardware for its operation. these contradictions marked the beginning of the third stage, in which they were resolved. 2.3. 1981-1989: the dawn of pc the spread of personal computers is linked to the third stage, which spanned 1981 to 1989. the lower stage border (1981) corresponds to the debut of ibm pc [48] and ms dos [36], which had a profound impact on the development of the current market for software tools for mathematics education. one of the most popular strategies for raising higher education students’ learning achievement levels is computer-assisted learning, so user, computer, program, and data personalization was the stage’s dominant idea. during these years, a significant amount of work was devoted to the psychological and pedagogical substantiation of learning with the use of personal computers and the development of computer-based training courses in mathematics. the most popular programming languages at that period, according to an analysis of publications, were basic, pascal, fortran, and algol. as a result, at the massachusetts institute of technology, advanced mathematics students wrote computer programs to carry out research on a variety of mathematical problems. the development of computer-based teaching methods for applied mathematics has been made possible by developments in numerical methods, computing, and creative applied mathematics research [68]. 367 https://doi.org/10.55056/etq.18 educational technology quarterly, vol. 2021, iss. 3, pp. 360-374 https://doi.org/10.55056/etq.18 engelbrecht and harding [14] reveals a number of advantages of using computers in teaching mathematics: development of practical skills; variety of presentation of educational material; use in the process of modeling and programming. john j. wavrik, professor emeritus of department of mathematical sciences at the university of california, san diego [28] and author of the computer algebra course for students majoring in symbolic computing (mid-1980s), was one of the first to argue that the use of computers is necessary in the teaching mathematics, as their use contributes to improving the level of students’ academic achievements [73]. his article “computers and the multiplicity of polynomial roots” is “not describe the assorted twists and turns of fate that lead a worker in a pure mathematics area like algebraic geometry to become involved with computers. it is quite likely, however, that as personal computers become more common an algebraist who acquires one will at some stage make a stab at using it for research work. ... it is natural to hope that computers can be used to reduce the difficulty of computation. as it turns out, the process is not as simple as it might first appear. ... we would like to have machine assistance, for example, in computing invariants for specific instances of the objects of study” [73, p. 34]. wavrik [73] notes that “the problem of efficiently computing the greatest common divisor of two polynomials with integer coefficients has received a great deal of attention. ... computer systems designed for algebraic computation generally allow "infinite precision" integer arithmetic and these algorithms can be implemented on systems of this type. machines which perform fixed precision arithmetic often allow an accuracy of only between 6 and 16 decimal digits before roundoff occurs” [73, p. 46]. “this article includes a computer program to serve as an example of implementation on a real machine. the program is written in basic – the most common language found on microcomputers” [73, p. 50]. the author points out that “the purpose of this article is to give readers some of the flavor of algebraic computation. a program is included, not to provide readers with a piece of ready-made software, but rather to give them ideas for developing their own program” [73, p. 55]. pea [47] describe the algebraland [8], a software program in which students are freed from hand calculations associated with executing different algebraic operations and allowed to focus on high level problem-solving strategies they select for the computer to perform. algebraland is said to enable students “to explore the problem space faster” as they learn equation solving skills [47, p. 92]. if we look at the history of ict use at hope college as an example, we can trace its evolution during the third stage [62]: 1981 – translation of fortran programs into basic for the trs-80 radio shack computer in order to take advantage of the better graphics 1982 – first international conference on teaching statistics (icots i), a poster of tanis [60] “the use of microcomputers for understanding concepts in probability and statistics” 1983 – annual meeting of the mathematical association of america, tanis [61] made a presentation “using microcomputers to illustrate concepts in probability and statistics” using trs-80 graphics 1985 – translation and adaptation of statistics programs to the ibm pc 1986 – math 212, a laboratory for introductory statistics using ibm pcs and basic, was introduced 368 https://doi.org/10.55056/etq.18 educational technology quarterly, vol. 2021, iss. 3, pp. 360-374 https://doi.org/10.55056/etq.18 at this stage, a number of computer mathematics systems were developed, namely: cayley (1982 [9]), form (1984 [70]), fermat (1985 [32]), pari/gp (1986 [46]), mathcad (1986 [15]), gap (1986 [44]), buchmora (1987 [65]), cocoa (1987 [10]), mathomatic (1987 [35]), mathematica (1988 [76]), derive (1988 [53]). in the 1989 report of the u.s. national academy of sciences on the future of mathematics education [42] (as it was seen at the end of the third stage) indicates that “as calculators have surpassed human capacity for arithmetic calculations, so now are symbolic computer packages overtaking human ability to carry out the calculations of calculus. until recently, computers could only operate numerically (with rounded numbers) and graphically (with visual approximations). but now they can operate symbolically just as people do, solving equations in terms of x and y just as we teach students in school mathematics. symbolic computer systems compel fundamental rethinking of what we teach and how we teach it” [42, p. 52]. “calculators and computers compel reexamination of priorities for mathematics education” [42, p. 61]: the report considered electronic spreadsheets, numerical analysis packages, symbolic computer systems, and sophisticated computer graphics to be the leading tools of teaching mathematics, and interactive textbooks, remote classrooms, and integrated learning environments to be promising. “texts, software, computer networks, and databases will blend in coming years into a new hybrid educational and information resource” [42, p. 67] – this forecast marked the end of the third and the beginning of the fourth stage of the development of the theory and methodology of computer-assisted mathematics instruction for engineering students in the united states. thus, the characteristic features of the third stage of development of the theory and methods of using ict in teaching mathematics to engineering students in the united states include: 1) wide use of mathematical libraries, computer mathematics systems and problem-oriented languages; 2) wide introduction of personal and personalized ict tools in teaching mathematics; 3) use of general-purpose icts (text editors, spreadsheets, databases, etc.) to support the teaching of mathematics. a number of contradictions can be identified in the development of ict tools at this stage: • between the potential of using global computer networks and the lack of personal access to them; • between the necessity of transferring hypertext and hypermedia systems for educational purposes to the network environment and the lack of development of corresponding tools; • between the need of students and teachers in transferring educational materials to the network and the lack of development of psychological and pedagogical foundations for them. these contradictions marked the beginning of the fourth stage, in which they were resolved. 369 https://doi.org/10.55056/etq.18 educational technology quarterly, vol. 2021, iss. 3, pp. 360-374 https://doi.org/10.55056/etq.18 3. conclusion and future work the research findings enable us to draw the conclusion that the teaching methodology is gradually evolving, taking into account the scientific and technological advancements of the time, at each stage of the development of computer-assisted mathematics instruction for engineering students in the united states. new icts induce changes in the theory and practices of teaching mathematics and the introduction of new objectives, tools, forms, and strategies for structuring mathematics education and enhancing its content. these improvements have a good effect on mathematics teaching, greatly enhancing student abilities. future work include the further investigation and in-depth examination of the fourth, fifth, and sixth stages of the history and development of computer-assisted mathematics instruction for engineering students in the united states. references [1] ackermann, e., 2001. piaget’s constructivism, papert’s constructionism: what’s the difference? available from: https://learning.media.mit.edu/content/publications/ea.piaget% 20_%20papert.pdf . 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their classification has been carried out. the role, place and advantages of instrumental technologies in teaching methods update of a foreign language in the digital society have been shown. the main types of instrumental technologies that allow to increase the efficiency of teaching foreign languages have been identified, among them the following ones have been mentioned: technologies of technical teaching aids application, computer learning technologies, telecommunication technologies, and hybrid model of instrumental technologies. the leading part of ergonomic principles and methods for designing a learning environment that provides the most optimal ratio of modern digital and traditional intensive technologies for learning foreign languages have been emphasized. the criteria have been formulated, the methodology for diagnosing the level of ergonomics of the educational environment using the method of expert assessments has been disclosed. the positive dynamics in the level of ergonomics of the educational environment, which is designed on the basis of the use of instrumental technologies for teaching foreign languages, has been shown. the conclusions regarding the effectiveness of methodological approaches to designing an ergonomic educational environment using instrumental technologies for teaching a foreign language have been formulated. keywords: pedagogical foreign language learning technologies, instrumental technologies, technologies of technical teaching aids application, computer learning technologies, ergonomic approach, learning environment design 1. introduction in connection with ukraine entry into the european educational space, european integration, internationalization of business relations and professional activity, the problem of personal development and professional success is singled out, which today is undoubtedly associated with fluency in foreign languages, learning intercultural communication through the latest technologies. in the context of modern educational concepts, in terms of democratization of society and envelope-open kuts.mariia.kr@gmail.com (m. o. kuts); helav68@gmail.com (o. o. lavrentieva) orcid 0000-0001-9419-5926 (m. o. kuts); 0000-0002-0609-5894 (o. o. lavrentieva) © 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. 88 https://doi.org/10.55056/etq.9 mailto:kuts.mariia.kr@gmail.com mailto:helav68@gmail.com https://orcid.org/0000-0001-9419-5926 https://orcid.org/0000-0002-0609-5894 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2022, iss. 1, pp. 88-104 https://doi.org/10.55056/etq.9 socio-economic reforms in ukraine, higher education is based on the principles of fundamentalization, systematization and humanization of knowledge, competency and cultural approaches and involves social determination of target guidelines. the dominant place among the educational goals belongs to the creation of conditions for the formation of personal qualities of students, in particular communicative, as well as traits mediated by the level of their foreign language communicative competence – ability to academic mobility, autonomous learning and lifelong learning. meanwhile, taking into account the specifics of teaching foreign languages to students of non-language specialties and the uniqueness of the current stage of development of digital and globalized society, a number of unresolved contradictions still remain. they are, in particular, between the urgent needs of society for professionals capable of intercultural foreign language professional communication, the growing amount of professionally oriented information in foreign languages and the possibilities of educational systems, limited time and extensive type of foreign language training of students in institutions of higher education. the purpose of the paper is to research the possibilities of computer-based technologies in teaching foreign languages to students and ergonomic foundations in the design of the appropriate educational environment with the use of these technologies. the authors are going to reveal the classification of pedagogical technologies for teaching foreign languages, among them they will focus on characteristics and types of instrumental technologies applying for goals of intensification of teaching students. yet another task of the paper is producing the sense of ergonomic analysis, as well as the methods of its use to design an environment for teaching foreign languages. in addition, the criteria and diagnostic tools for evaluation of designing the educational environment for learning foreign languages will be illustrated and clarified; the results of their approbation in real educational process will be shown and analyzed. 2. materials and methods the experience of studying foreign languages for special purposes in non-language institutions of higher education contains a lot of thorough work on the use of modern methods, forms, techniques of activating the educational process, increasing its efficiency. thus, the theory and methodology of communication in a foreign language are disclosed in works of lyakhovitsky and koshman [16], nikolaeva and synekop [20], tarnopolsky, volkova and kozhushko [30], zimnyaya [34]; problems of students’ foreign language communicative competence and foreign language culture formation – buzhykov and buzhykova [2], holiver, kurbatova and bondar [8], tokarieva et al. [33]. the results of leading scientists and teachers-practitioners work analysis show that the reduction of the volume of foreign language learning in non-language institutions of higher education to a critical value has led to the loss of its effectiveness. this primarily influences the level of competitiveness of graduates, reduces academic and professional mobility, the inability of most bachelors to continue their studies at the next level of higher education. that is why in the scientific literature there are more and more works on the conceptualization of empirical developments in the application of the latest pedagogical technologies that are able to ensure the process of intensive learning of foreign languages by students of non-language specialties 89 https://doi.org/10.55056/etq.9 educational technology quarterly, vol. 2022, iss. 1, pp. 88-104 https://doi.org/10.55056/etq.9 (bespalko [1], klarin [10], strelnikov [29]), in particular, using digital technologies (buzhykov [3], bykov and shyshkina [4], gurevich, gurjii and kademiya [7], kukharenko [11], tkachuk et al. [32]). the works of researchers on the theoretical substantiation of methodological bases, genesis and experience of pedagogical technologies application (driscoll [5], lynch [17], molnar [18], negoescu and bostina-bratu [19], skinner [26], stanford [28], thorndike [31]) also make an important basis for scientific research; as well as their adaptation to domestic conditions and development on this basis of new pedagogical technologies for teaching foreign languages (lozynska et al. [15], rozhkova [23], serdyukov [25]). researchers also constantly emphasize the need for qualitative changes in the methodology of teaching foreign languages. in particular, it means the transition from extensive to intensive studying, in so far as in the process of extensive studying the capabilities of the brain are used by only 15–20%. at the same time, methods based on intensive teaching require excessive expenditure of mental energy. thus, the discrepancy between the modern requirements of the digital society to improve the efficiency of learning and the shortcomings of modern methods of knowledge mastering raise the problem of developing such educational systems, which would be commensurate with the intensive work of lecturers, but without their excessive workload. these and other related issues are taken care of by pedagogical ergonomics, taking into account the achievements of which provides an opportunity to significantly increase the effectiveness of pedagogical technologies for teaching foreign languages (gervas [6], karapuzova, pochynok and pomohaibo [9], lavrentieva [14], okulova [21], skydan [27]). therefore, the above overview of modern foreign language learning technologies allows us to focus on the study of such issues as: classification of existing pedagogical foreign language learning technologies, the role, place and importance of instrumental technologies updated in the digital society, as well as ergonomic principles and methods of designing a learning environment that provides the most optimal ratio of modern digital and traditional intensive technologies for learning foreign languages. 3. theoretical background content development research of “pedagogical technologies” concept singled out its long evolution. the genesis of pedagogical technologies can be found in technical teaching aids. for the first time the principle of manufacturability was formulated by thorndike [31]. however, the mechanism of technologicalization of the educational process – its construction with rigidly planned, fixed results, was outlined by skinner [26] in the concept of programmed learning. thus, the level of implementation of pedagogical technologies in the educational process is subject to the vector of pedagogical systems development, is determined by the type of social thinking and is associated with scientific and technological progress of society and the introduction of new techniques. it is established that the modern theory and practice of introduction of the technological approach in training offers numerous interpretations. we are close to the opinion of those scientists, who link the existence of hitherto contradictory interpretations of pedagogical technologies with the uncritical extrapolation of foreign scientific works to the domestic educational 90 https://doi.org/10.55056/etq.9 educational technology quarterly, vol. 2022, iss. 1, pp. 88-104 https://doi.org/10.55056/etq.9 space [12]. the conducted semantic analysis allowed to find out that pedagogical technology is a system category, which functions autonomously at three semantic levels (scientific, proceduraldescriptive and procedural-activity), at the same time is in systemic interrelations and takes its place in the hierarchy of educational, upbringing and didactic technologies. pedagogical technology is not identical to the type, method, teaching methods, didactic model and the methodology itself [12]. we consider pedagogical technologies of teaching as types of concepts from generic “pedagogical technologies” and consider them as being based on modern positions of professional development of the person and directed on achievement of the educational purposes. in the process of learning foreign languages, such technologies are a way of step-by-step system organization of communicative interaction between lecturer and student in terms of prompt feedback between them through the use of specific methods, forms and means of learning. the leading class of pedagogical technologies for teaching foreign languages is communicatively oriented technologies. a special place among the variety of pedagogical technologies of foreign language teaching belongs to instrumental technologies. next, we proceed directly to the analysis of their content and role in the intensification of the educational process. 4. ergonomic bases of using instrumental technologies for designing educational environment for learning foreign languages 4.1. characteristics of instrumental technologies of foreign language teaching as a retrospective analysis of existing concepts shows, scholars and educators are constantly looking for tools that intensify the process of learning foreign languages. thus, instrumental technologies of foreign language teaching are considered as a process of development and application of special teaching aids, which is based on the language training method and is aimed at achieving educational goals. depending on the didactic purpose of instrumental technologies of foreign language teaching can be used as: sources of foreign language knowledge, means of organizing their learning under the guidance of a teacher or independently, means of visualization, practice, repetition and systematization of foreign language knowledge for all types of speech activity. based on the research of serdyukov [25], we include in instrumental technologies such interdependent components as: 1) technologies of technical teaching aids application; 2) computer learning technologies; 3) telecommunication technologies based on the use of telecommunication tools and networks. our vision of the types of instrumental technologies of foreign language teaching is presented in figure 1. 91 https://doi.org/10.55056/etq.9 educational technology quarterly, vol. 2022, iss. 1, pp. 88-104 https://doi.org/10.55056/etq.9 figure 1: family of instrumental technologies for teaching foreign languages. considering the first component – the technology of modern technical teaching aids application, we should note the following. despite the fact that modern technical teaching aids are almost entirely digital technical devices, the technologies of their application are based on the approaches developed by lyakhovitsky and koshman [16]. the scientist names teaching aids in foreign language learning as a technical means that requires the use of technical equipment for phonogram, videogram and videophonogram [16, p. 60]. this generally accepted of technical teaching aids classification reflects the main means of supporting the leading types of students’ speech activity. today’s technical teaching aids are developed and applied on the basis of computer technology. to use them effectively, integrated computer-based technologies are being developed that significantly intensify foreign language learning. in particular, these are technologies of podcast (audio material) and videocast (video material), which the author sends by subscription via the internet, as well as hub technologies. with the development of equipment and related technologies, it became possible to create fundamentally new technical teaching aids – multimedia ones in foreign languages. their valuable characteristic is the high quality of reproduction of all constituents of its data components, as well as the possibility of their interdependent or complementary use. for example, a combination of video with text and sound; audio fragments with text data on the content of 92 https://doi.org/10.55056/etq.9 educational technology quarterly, vol. 2022, iss. 1, pp. 88-104 https://doi.org/10.55056/etq.9 the audio series; images with music and text [18]. modern computer-based technical teaching aids also helps to master foreign language writing, grammar and spelling skills with automatic control by special programs [22]. didactically correct use of modern computer-based technical teaching aids allows intensification of foreign language learning due to the maximum load of students’ language and auditory channels, activation of their mental and speech activities, optimization of knowledge of special professional, intercultural and foreign language phenomena [3]. a special class of tool technologies are internet, web (web-learning/web-based learning) and cloud technologies. their significance lies in the ability to use online services for learning a foreign language and work with authentic materials of cultural and scientific kinds. pedagogical technologies in teaching, built on foreign language internet information, contribute to the most effective formation of students of all types of foreign language communicative competence, allow to use language as a means of real communication [32]. it seems impossible to ignore the growing prevalence of computer-based foreign language teaching technologies, which allow to form all aspects of foreign language communicative competence. among them are the following: electronic translators (including network), simulators for learning vocabulary, training of pronunciation, writing and speaking; virtual teachers, interlocutors and assistants; text editors with built-in checking and proofing tools and much more with the use of virtual and augmented reality. smart sync technologies provide students with quick access to up-to-date educational information under the guidance of lecturers. today, the computer in teaching foreign languages is also a technical means of interpersonal communication based on multifunctional network multimedia learning systems and automated learning systems – telecommunications technology [2], which creates a special virtual authentic foreign language environment. varieties of instrumental technologies can be used both separately and in combination, simultaneously or sequentially combining different technical, educational, developmental and upbringing capabilities during the performance of pre-explanation exercises by students during explanation, training, repetition and consolidation of educational material. given the characteristics of the above subspecies of instrumental technology, serdyukov [25] quite rightly identifies areas of their application, in particular: technologies for the application of modern teaching aids are appropriate in the educational process with a group form of education under the guidance of a teacher; computer technologies – mostly in the organization of independent work and self-education, but also in the system of group classroom learning; telecommunication technologies – mainly in individual training, extracurricular activities and self-education. computer technology can also be used autonomously and over a network (such as on-line services or cloud and smart sync technologies, lms, lcms, web 4.0, mooc). the widespread use of modern digital technologies contributes to the emergence of hybrid models of instrumental technology for teaching foreign languages. technologies of electronic learning are in their heart. let us consider further how the educational environment which allows effective use of pedagogical technologies of foreign languages teaching should be designed. 93 https://doi.org/10.55056/etq.9 educational technology quarterly, vol. 2022, iss. 1, pp. 88-104 https://doi.org/10.55056/etq.9 4.2. ergonomic approach to intensify foreign language teaching first of all, we should note that pedagogical ergonomics is the direction of modern pedagogy, which aims to comprehensively study and design the pedagogical activities of lecturers and students in the system “educator – student – learning environment” to ensure its effectiveness and optimality. the most essential feature of pedagogical ergonomics is the consideration of phenomena in the relationship of the human factor with the factors of the learning environment [6, p. 22–23]. at the same time, pedagogical ergonomics is able to design appropriate options for specific activities related to the use of new technology; to formulate requirements to technical teaching aids, to a level of readiness of teachers and students concerning use of instrumental pedagogical technologies of training, means of intensification of educational process in general [9]. therefore, the effectiveness of application of pedagogical technologies of foreign language teaching depends on the appropriate design of the learning environment, where the activities of teaching and studying take place in externally and internally plan. this requires taking into account the production, sanitary, anthropometric, psychophysiological and aesthetic factors of study work, which is organized using pedagogical technologies of foreign language teaching [6] (figure 2). figure 2: ergonomic characteristics of educational environment. the means of pedagogical ergonomics make it possible to determine the appropriate relationship between “traditional” methods and teaching foreign language and computer-oriented instrumental technologies. in particular, pedagogical leaning technologies, introduced from ergonomic positions, take into account the motives, temperament, employment of students, 94 https://doi.org/10.55056/etq.9 educational technology quarterly, vol. 2022, iss. 1, pp. 88-104 https://doi.org/10.55056/etq.9 allow students with special needs to study, activate students’ perception of information, increase their emotional tone. pedagogical teaching technologies, based on pedagogical ergonomics, improve the quality of work through the possibility of proper distribution of time, transfer of routine functions to instrumental technologies, promote the stability of working postures and rational movements, prevent overload, including the language apparatus of foreign language teachers. the technologies of partnership interaction in the system “lecturer – student – group”, based on the principles of ergonomic approach, provide the optimal way to organize educational activities, intensify it, but at the same time prevent fatigue by setting a certain pace, rhythm of educational work and proper feedback. taking into account the requirements of ergonomics when using instrumental technologies is a guarantee of convenience, reliability and safe use of equipment in the educational process, reducing the intensity of educational work. didactically correct use of instrumental technologies allows intensification of foreign language learning due to the maximum load of the language and auditory channels of learners, activation of their mental and speech activity, optimization of knowledge of intercultural and foreign language phenomena [14]. designing the learning environment from the standpoint of pedagogical ergonomics requires the construction of a special language environment for students. continuing the traditions of pedagogical ergonomics and didactics, we distinguish two types of learning environment – material and virtual. the subject-material part of the learning environment of foreign languages consists of: classrooms, language laboratories and students’ workplaces, where educational equipment is located, teaching aids, multimedia equipment, mobile interactive devices, etc., as well as virtual laboratories created by modern platforms for remote teaching students using computer and network technologies [27]. it is pedagogical ergonomics that makes it possible to take into account the physical characteristics of sources of foreign language knowledge and the psychological features of their assimilation by means of pedagogical learning technologies. 4.3. methods of designing an ergonomic environment for teaching foreign languages we proceed from the fact that the design in terms of pedagogical ergonomics affects the organization of teachers and students in a specially created language laboratory – directly in a classroom and in a virtual laboratory. today, the concept of “foreign language classroom” is a special audience (class), equipped with a set of sound, projection and film projection equipment, which allows audio-visual methods to create optimal conditions for students’ independent work to master non-native language skills, native language speech culture and professional –performing skills in students’ specialty [15]. under ergonomic requirements, the working space of students, teachers and groups in the classroom in general should be designed for a certain number of study seats (from 10 to 25), and so that each lesson can be organized both individually and in a group, and change forms of work would not cause overload, delays, inconveniences, unnecessary movements of both teachers and students. we have taken into account that the widespread use of multimedia teaching aids and instrumental technologies based on them makes it possible to properly design the workspace 95 https://doi.org/10.55056/etq.9 educational technology quarterly, vol. 2022, iss. 1, pp. 88-104 https://doi.org/10.55056/etq.9 of foreign language teaching in the language laboratory so as to achieve the required level of functional comfort for lecturers and students. at the same time, from the point of view of pedagogical ergonomics, it is important to ensure proper processing of information presented by multimedia, in particular – to organize active language practice of students, work on learning foreign languages, solving educational problems. therefore, in the language laboratory we consider it appropriate to combine the screen on which the image of the learning task is projected, and the board on which such a task can be performed quickly (close test, restored scheme or sequence, support scheme, speech pattern, crossword puzzle, text, etc.) [17]. such board should be white, have magnetic properties for attaching any illustrative material and be appropriate for work with coloured markers. a full-fledged language laboratory should provide autonomous and network work of the group, prompt feedback between lecturers and students. this is facilitated by placing the group in a semicircle so that everyone has the opportunity to exchange information while working in a group, during frontal work with the blackboard in both real and online communication. a properly designed learning environment should use internet communications, including wi-fi. a review of the existing literature revealed the leading software tools for the organization of electronic, combined and blended learning of students in the language laboratory, namely: 1) tools of communication: sms, mms, smartphone, electronic pager, e-mail, chat, instant messaging, voice and video communication, voice and video conferencing, forums; 2) means of presenting educational materials: electronic textbooks, text, hypertext, audio, video (including those located on websites, blogs, wikis, video repositories, podcast servers, slide hosting, electronic libraries, file servers, cloud services); 3) means of practicing skills: simulators, virtual classes, electronic translators and dictionaries, multimedia materials, etc.; 4) collaboration tools (webinars, wikis, virtual classes, cloud services, web quests, collaborative projects, etc.); 5) means of assessment of educational achievements, monitoring and management of the learning process (survey, planning, testing) [5, 13]. the proposed pedagogical software (ps) of foreign language teaching was based on a number of requirements, namely: 1) general didactic requirements (individualization, activity, student independence, scientific character, visualization of educational information, etc.); 2) linguistic requirements (correctness and normativeness of the language used); 3) methodical requirements (communicative and professional orientation of ps); 4) electronic-didactic requirements (interactivity, modular construction of the content of the material, multimedia presentation of study information, friendly interface) [2]. in our research, as a basis for the organization of active language practice, we use tools provided by well-known services, including google, office 365, facebook, edmodo, studyboard and distance learning platforms such as lms moodle. the leading idea in their application was to create a semantic basis for the technology of the teacher’s website – an interactive didactic tool that allows the organization of interaction between all participants in the educational process. analysis of advanced pedagogical experience shows that the teacher’s website is a holistic information and communication technology that can provide pedagogical guidance in 96 https://doi.org/10.55056/etq.9 educational technology quarterly, vol. 2022, iss. 1, pp. 88-104 https://doi.org/10.55056/etq.9 teaching foreign languages to students [8]. in our practice we use such models of application of the teacher’s website technology as: subject site, educational site, thematic blog, portfolio site. among other existing opportunities for organizing students’ work, we chose the lms moodle platform, which allows convenient organization of the entire foreign language course [28]. this significantly intensifies the learning process, ergonomically organizes the students’ study activities and allows the implementation of many pedagogical technologies for teaching foreign languages – training, design, interactive, game, test, etc., as well as hypermedia, media, multimedia technologies. according to the results of the analysis of scientific and methodical literature, we came to the conclusion that the structure of the network electronic methodical complex is not regulated. the electronic complex developed within the limits of our professional activity includes both the volume obligatory for studying (electronic educational materials, audio and video applications, test materials, podcasts and videocasts, links to them), as well as additional one, constructed on the principle of complex differentiation (glossary of professional terms, materials for independent project activities, additional scientific, technical and linguistic resources, links to reference materials). in addition, the complex combines the advantages of a text editor, e-mail, e-journals and many other attributes of modern information and communication technologies, represented by the lms platform like moodle. the object orientation of the platform provided individual adjustment of certain elements of the training course to the needs of lecturers and students. the educational complex we used for the study of foreign languages is structured in a module, in accordance with the curriculum of the discipline. the structural components of each module are: a text page, a list of links, a book, an explanation, a workbook, a forum, an exercise, a test, a webinar. each of them consists of such sections as: reading, vocabulary, listening and video. materials for study are presented by topics and content training modules. an important part of the complex is a system of test tasks that are processed automatically using the built-in moodle services. the “forum” option is used by us for the formation and development of oral and written speech skills, as well as for the organization of foreign language communication [24]. at the same time, we practice the means of a thematic blog – a specially created resource, which contains relevant information for students of scientific, technical, cultural, linguistic and professionally significant nature, mostly in a foreign language [22]. the appropriate content of the teacher’s website is all kinds of professionally important information provided by means of tool technology. in particular, ted (technology entertainment design) presentations are widely used in the work of lecturers of the department of foreign philology, ukrainian studies and social and law disciplines of the mykhailo tuhan-baranovsky donetsk national university of economics and trade. ted is a private non-profit foundation in the united states that has held annual conferences since 1984 to promote unique ideas. some of the lectures on science, art, design, politics, culture, business, global issues, technology and the entertainment industry are available on the conference website (https://www.ted.com/). lectures are usually held at a high methodological and linguistic level, their topics concern, in particular, issues of subject specialization of students, as well as their culturological, sociocultural, linguistic needs. therefore, videocasts from this site can serve as a semantic basis for the organization of foreign language teaching in non-language institutions of higher education. now, there are a lot of websites offering similar services. and this is not to mention the numerous foreign language educational channels on youtube. 97 https://doi.org/10.55056/etq.9 https://www.ted.com/ educational technology quarterly, vol. 2022, iss. 1, pp. 88-104 https://doi.org/10.55056/etq.9 in the practice of teaching foreign languages, we usually use two modes of operation. synchronous mode of management of students’ study activities involves the use of network technologies and real-time communication, in particular through video conferencing, web conferencing, virtual classrooms, chats etc. [4]. access to internet resources, the possibility of authentic communication, acquaintance with the latest advances in science and technology, participation in international discussions significantly increases the level of motivation of students to learn a foreign language. at the same time, there is an intensification of educational activities, when students replenish their vocabulary, improve their receptive and productive skills, form and improve skills of dialogic speech, get acquainted with the culture and traditions of the language they are studying in a convenient time and space format [19]. asynchronous communication allows us to exchange time-delayed information via the internet. the possibilities of podcast and videocast technologies, e-mail correspondence, forums, chats, specialized sites, blogs, and electronic libraries can be widely used here. foreign forums, joint projects with foreign students, quests, postponed conferences, work on foreign language sites, and communities on social networks have significant opportunities in the formation of foreign language communicative competence. 4.4. effectiveness evaluation of designing the educational environment for learning foreign languages an important criterion for the effectiveness of pedagogical technologies in teaching foreign languages, along with the level of formation of foreign language communicative competence, is the ergonomics of the learning environment, which reflects the degree of influence on lecturer and students of psychophysiological, physiological, anthropometric and hygienic factors. this means assessing the effectiveness of foreign language teaching using pedagogical technologies (accuracy, reliability, productivity of their application) and compliance with human psychophysiology (safety for lecturer and student health, level of tension and fatigue, emotional impact on the process of lecturer and student) [27, p. 11–12]. ergonomic criterion serves three main factors of influence of pedagogical technologies on the educational environment – technological, labour and organizational ones [27]. the technological factor involves the assessment of teaching aids, technical equipment, content and procedural parameters of applied pedagogical technologies. this involves, first of all, taking into account the anthropometric and biomechanical characteristics of the applied technical teaching aids, which should reduce the cost of muscular and mental energy, replace manual processes with automated, reduce static and dynamic load of information channels of students and lecturers. at the same time, in pedagogical ergonomics it is important to assess the degree of manufacturability of the educational process: algorithmicity, conceptuality, expediency, subjectivity, purposefulness, reproducibility, effectiveness, controllability, design, statefulness, etc. a certain level of manufacturability should provide a certain quality of educational material (depth, effectiveness, strength, system) compared to “non-technological” approaches. the labour factor considers the rhythm and intensity of study work, the correctness of individual actions with maximum economy of movement and prevention of awkward position during the work, its compliance with speed, energy, visual and other capabilities of students and lecturers. to the kinetic characteristics of the labour factor adds aesthetic – the conformity 98 https://doi.org/10.55056/etq.9 educational technology quarterly, vol. 2022, iss. 1, pp. 88-104 https://doi.org/10.55056/etq.9 of the design of jobs, objects of labour, components of pedagogical technologies to the aesthetic needs of students and lecturers in the process of foreign languages learning [21]. the organizational factor, first of all, takes into account the organization of the workplace of students and lecturers in the educational environment (in the classroom and virtual language laboratory). properly organized workplace includes the availability of sufficient workspace; basic and auxiliary language equipment, convenient approach and access to them; the ability to establish physical, visual and auditory connections between the subjects of the educational process; safety priority; compliance with the norms of the working environment (permissible noise level, temperature, light, humidity, etc.), the possibility of remote autonomous studying. thus, the indicators on ergonomics criterion of the educational environment include: functional comfort of the student; technological, labour and organizational parameters of the educational environment of learning foreign languages with the use of pedagogical technologies and modern technical teaching aids, the quality of learning foreign language knowledge by students, the degree of their sensitivity to new technologies of educational activities. ergonomic analysis of the level of functional comfort of students in teaching foreign languages with the use of pedagogical technologies was conducted using the method of expert evaluations (figure 3). based on the testing of the card above in the pre-quarantine period, it was found that the reason for most of the failures of students is their failure to master at the appropriate level of pedagogical technologies for studying foreign languages, especially instrumental technologies. quantitative indicators are shown in table 1. table 1 degree development dynamics of students’ study work ergonomics (in %). indicators i study year ii study year iii study year elementary 40,0 31,3 25,0 intermediate 40,0 31,3 31,3 upper-intermediate 12,0 20,8 22,9 advanced 8,0 16,6 20,8 thus, we singled out the contradiction between the existing potential of foreign language teaching pedagogical technologies in the direction of intensification of learning, complex impact on the motivational, cognitive and linguistic spheres of students’ personality and the existing average level of effectiveness of their use in the educational process at a non-language higher education institution. a number of difficulties have been identified, including: objective difficulties due to economic factors – extremely small amount of time for learning a foreign language in a non-language free economic zone, lack of funding for extracurricular activities and elective courses; insufficient hardware and software of instrumental technologies, limited direct communication with native speakers. there are also difficulties of semantic nature – imperfect development of the educational environment in terms of its ergonomics and functional comfort of students in the language laboratory, as well as procedural nature – insufficient level of mastery of some foreign language lecturers of instrumental educational technologies, especially computer and network; the advantage of technology-transformations in the educational 99 https://doi.org/10.55056/etq.9 educational technology quarterly, vol. 2022, iss. 1, pp. 88-104 https://doi.org/10.55056/etq.9 figure 3: expert card for assessing technological, labour and organizational parameters of educational environment. activities of students, uniformity in their use; low share of communicative activity of students, their participation in extracurricular activities for professional interests during their studies in higher education institutions. at the same time, the experience of application and widespread use of instrumental technologies during quarantine measures, balanced approach and hard work of foreign language teachers in the development of professional skills allowed to achieve significant changes in the levels of ergonomics of the educational environment (table 2). 100 https://doi.org/10.55056/etq.9 educational technology quarterly, vol. 2022, iss. 1, pp. 88-104 https://doi.org/10.55056/etq.9 table 2 ergonomic factor dynamic of students’ study work (in %). levels december 2019 september 2021 elementary 40,0 20,0 intermediate 40,0 30,0 upper-intermediate 12,0 30,0 advanced 8,0 20,0 pearson’s 𝜒2-criterion 20,952 > 11,345, 𝜌 = 0, 001 this became possible due to the design of the learning environment taking into account the requirements of pedagogical ergonomics, which intensifies the teaching of foreign languages by means of instrumental pedagogical technologies. 5. conclusions having considered the features learning environment design that provides intensive teaching of foreign languages to students of non-linguistic specialties, we came to the following conclusions. 1. the pedagogical technologies of teaching should be considered as types of concepts from generic “pedagogical technologies”. in the teaching methods of foreign languages such technologies are based on the communicative-activity approach. the pedagogical technologies of teaching foreign languages can be classified based on different methodological principles, namely: according to the place in the organization of educational process, under the methodological approaches to their development and application, according to the subjects of the educational process, under the level of application. a special place among them belongs to instrumental technologies. 2. the instrumental technologies of foreign language teaching are considered as a process of development and application of special teaching aids, which is based on the methodology of foreign language teaching and is aimed at achieving educational goals. the instrumental technologies include such interdependent components as 1) technologies of technical teaching aids application; 2) computer learning technologies; 3) telecommunication technologies based on the use of telecommunication means and networks as well as 4) hybrid models of instrumental technology, where the technologies of electronic learning are in their heart. 3. pedagogical ergonomics is the direction of modern pedagogy, which aims to comprehensive study and design the pedagogical activities of lecturer and students in the system “educator – student – learning environment” to ensure its effectiveness and optimality. these features permit the use of ergonomic approach to design education environment for intensive learning foreign language by means of digital technologies. the effectiveness of the application of pedagogical technologies of foreign language teaching depends on the appropriate design of the learning environment, where the activities of teaching and studying take place in external and internal plan. designing the learning environment from the standpoint of pedagogical ergonomics requires the construction of a special 101 https://doi.org/10.55056/etq.9 educational technology quarterly, vol. 2022, iss. 1, pp. 88-104 https://doi.org/10.55056/etq.9 language environment for students – material and virtual. this requires taking into account the production, sanitary, anthropometric, psychophysiological and aesthetic factors of study work, which is organized using pedagogical technologies of foreign language teaching including instrumental technologies. 4. the widespread use of multimedia teaching aids and instrumental technologies based on computer makes it possible to properly design the workspace of foreign language teaching in the physical or virtual language laboratory in order to achieve the required level of functional comfort for teachers and students. in this purpose it should consider organization of physical space, availability of the necessary set of computer equipment and technical teaching aids, pedagogical software, rhythm of study work, mode of study activities (synchronous, asynchronous), available opportunities in the use of educational internet resources. in any case, design of the process of foreign language learning by means of instrumental technologies should be realised through the prism of functional structure of the system “lecturer – student – learning environment”, and to do the ergonomic analysis of the learning environment in two directions – from human requirements to technical teaching means of learning and the conditions of their optimal use, and vice versa – from the requirements of instrumental technologies and conditions of their operation to a human. 5. degree of influence of instrumental technologies on the educational environment of foreign languages learning can be defined with help of ergonomic criterion, which estimates three main factors – technological, labour and organizational ones. ergonomic analysis of the level of functional comfort of students in teaching foreign languages with the use of instrumental technologies can be conducted using the method of expert evaluations and special expert card. the positive dynamics in the levels of ergonomics obtained as a result of approbation of the method of learning environment design for teaching foreign languages by means of instrumental pedagogical technologies allows us 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[34] zimnyaya, i., 2021. a psychological analysis of translation as a type of speech activity, vol. 3. taylor and francis inc. 104 https://doi.org/10.55056/etq.9 https://doi.org/10.1515/bsaft-2016-0032 https://doi.org/10.1515/bsaft-2016-0032 https://doi.org/10.13189/ujer.2020.080949 https://doi.org/10.1080/00221309.1931.9918416 https://doi.org/10.1080/00221309.1931.9918416 https://doi.org/10.1051/e3sconf/202016610004 https://babel.hathitrust.org/cgi/pt?id=mdp.39015003493056&view=1up&seq=9 https://babel.hathitrust.org/cgi/pt?id=mdp.39015003493056&view=1up&seq=9 https://doi.org/10.1088/1742-6596/1840/1/012049/ https://doi.org/10.1088/1742-6596/1840/1/012049/ 1 introduction 2 materials and methods 3 theoretical background 4 ergonomic bases of using instrumental technologies for designing educational environment for learning foreign languages 4.1 characteristics of instrumental technologies of foreign language teaching 4.2 ergonomic approach to intensify foreign language teaching 4.3 methods of designing an ergonomic environment for teaching foreign languages 4.4 effectiveness evaluation of designing the educational environment for learning foreign languages 5 conclusions digital transformation as the main condition for the development of modern higher education educational technology quarterly, vol. 2021, iss. 2, pp. 293-309 https://doi.org/10.55056/etq.27 digital transformation as the main condition for the development of modern higher education tetiana v. sych, yevhen m. khrykov and olga m. ptakhina luhansk taras shevchenko national university, 2 gogol sq., starobilsk, 92703, ukraine abstract. the article considers the potential and limitations that arise in the higher education system as a result of the e-technology use. e-learning has become an integral part of the 21st century education system. the pace of dissemination and implementation of e-technologies in all spheres of public life, in science and education in particular, is constantly growing. there are different views in the scientific community and the public on the digital transformation of education. however, with the entry into our lives of covid-19, the use of e-technologies in education ceases to be a matter of innovation, and becomes a vital necessity for the functioning of the educational system and the activities of educational institutions. analysis of more than 50 concepts that characterize the modern education system, educational technologies and the process of digital transformation of education allowed the authors to draw conclusions about the importance of information technology in education and the main trends in their development. the article also summarizes the different views of scientists on the digital transformation of higher education, the use of e-technology in the educational process. the advantages that e-technologies provide to the educational process and the challenges of their use that need to be addressed are outlined. the study of the experience of the leading universities of ukraine allowed the authors to draw conclusions about the state of digital transformation of higher education in ukraine. elaboration of scientific literature, own observations and research have allowed to define the tendencies of development of higher education in the epoch of digital transformation. keywords: e-learning, educational technologies, e-technologies, pedagogical innovation, higher education, digitalization of education 1. introduction today we can see a growing demand for distance learning due to obvious reasons, namely: people avoid mass events and prefer to study online. the covid-19 pandemic has dramatically changed the way we teach and study, leading to the growth of online and blended learning, which in turn has highlighted the importance of digital services such as artificial intelligence, big data and information systems of higher education management. that is why the e-learning trend is growing. e-learning is the process of providing education through electronic devices and the introduction of e-technology in the learning process. e-learning can be implemented in both staff training and student training. educational e-technologies provide the necessary tools for learning and provide a quality learning and teaching process. higher academic performance, more student involvement, better learning outcomes are what we get with e-learning. using " tatynasych@gmail.com (t. v. sych); enxr@ukr.net (y. m. khrykov); olga.pth@gmail.com (o. m. ptakhina) ~ http://luguniv.edu.ua/?page_id=69480 (t. v. sych); http://luguniv.edu.ua/?page_id=69475 (y. m. khrykov); http://luguniv.edu.ua/?page_id=69487 (o. m. ptakhina) � 0000-0003-0230-3374 (t. v. sych); 0000-0002-5496-2753 (y. m. khrykov); 0000-0002-9672-4593 (o. m. ptakhina) © 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. 292 https://doi.org/10.55056/etq.27 mailto:tatynasych@gmail.com mailto:enxr@ukr.net mailto:olga.pth@gmail.com http://luguniv.edu.ua/?page_id=69480 http://luguniv.edu.ua/?page_id=69475 http://luguniv.edu.ua/?page_id=69487 https://orcid.org/0000-0003-0230-3374 https://orcid.org/0000-0002-5496-2753 https://orcid.org/0000-0002-9672-4593 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2021, iss. 2, pp. 293-309 https://doi.org/10.55056/etq.27 modern educational technologies to support both teaching and learning, we fill the learning process with digital learning tools to expand the offer of courses, disseminate experience and learning material; we support training 24 hours a day, 7 days a week; develop 21st century skills; increase involvement and motivation, and most importantly we speed up learning. the implementation of educational e-technologies corresponds to the global trend of digital development of education and changes the education system, which is undergoing radical digital changes. 2. material and methods the analysis of the number of documents on the information technology in the education system and the main trends in their development allow to estimate their importance. to implement this task, the most commonly used concepts (more than 50 concepts) on general problems of education and information technology were identified and the frequency of use in the documents presented on the google platform was analyzed. besides, the methodology of systematic literature review (slr) of double-blind peer-reviewed scientific articles, which focus on the digitization of higher education and the impact of educational e-technologies on its development, was used. however, an slr is neither a formal full-length literature review nor a meta-analysis, because it conforms to a rigorous set of core principles: systematic, transparent, reproducible and updatable, and synthesized (summarizing the evidence relating to the review questions. books, journal articles, conference proceedings, and other scientific publications were searched on the internet in electronic databases using the keywords identified by us. these keywords reflect the essence of the studied phenomenon. to find out how much importance is attached to the problem of digital transformation of education in ukrainian universities and the state of its solution, we conducted a study of work plans and decisions of academic councils for 2020–2021 from the 50 best ukrainian higher educational institutions (hei) listed in the “top 200 ukraine 2021” ranking [20], which are published on the official websites of universities. according to the latest statistics, at the end of 2020 there are 281 hei of the iii–iv accreditation levels in ukraine [22], therefore, 18% of their total number are included in our research. the study of the leading universities experience provided an opportunity to get a general idea of the state of digitalization in the most successful hei of ukraine. generalized ideas from the literature on the experience of implementing e-technologies and research results on the digital transformation of higher education, the impact of e-technologies on higher education institutions, the educational process, the results of our own research are used to identify trends of e-technologies in higher education. 3. literature review education is a human right and public good – and it must remain so in digital as well as in physical spaces [23]. hanna [9] determined that distance education is changing the landscape of higher education and many faculty are now developing web-based courses and research and offers a specific set of pedagogical and assessment strategies that they have found to 293 https://doi.org/10.55056/etq.27 educational technology quarterly, vol. 2021, iss. 2, pp. 293-309 https://doi.org/10.55056/etq.27 be successful in online settings. hanna [9] have found that classes delivered on the web provide a viable option for professional. seaman, allen and seaman [21] analyzed higher education institutions in the united states that use distance learning, statistics on the number of students studying remotely, determined the best universities. at the book “innovating education and educating for innovation: the power of digital technologies and skills” consider such important problems as digital technologies in education, innovative pedagogic models, measures of innovation in education, the potential of technology-supported learning [17]. gudanescu [8] shows a short presentation of the new educational technologies applied in the worldwide learning systems. canals, burkle and nørgård [3] summarized the problems and made a meaningful analysis of the role of technology and the internet in the future of higher education, namely: the use of the concept “leadership” in learning technologies; new approaches to teaching and learning; strategies for developing and promoting the professional development of teachers; how digital technology and the internet affect access to knowledge, as well as research on the development of online and blended learning in north america. in the article “will moocs transform learning and teaching in higher education? engagement and course retention in online learning provision” the advantages and disadvantages of using mooc are identified [5]. marcus [14] analyzes how modern technology can improve learning for generation z and others on the example of higher education institutions in the united states. the book “transforming higher education through technology-enhanced learning” [16] represents an important snapshot of higher education’s current thinking about the impact of technology on its own teaching and learning. the results of the benchmarking and pathfinder programme are ginen, in which 77 institutions higher education in uk participated between 2005 and 2008. kwon et al. [12] consider the history of online learning, determine that modern education is characterized by a paradigmatic shift, which is based on the peculiarities of the use of network technologies for collaborative learning in higher education. it is also noted that modern education is characterized by a change in the identity of the main components: the teacher, learners and learning management systems (lms), which are characteristic of online learning. in the article “process modeling and decision mining in a collaborative distance learning environment” [19] the most important factors that affect the effectiveness of groups in the use of distance learning are identified. in 2021 unesco strategy on technological innovation in education (2022–2025) was adopted, which states that modern technology and digital innovation in education must be used to ensure inclusive, effective and relevant learning. the strategy also sets out recommendations based on the evaluation of unesco’s work on the use of information and communication technologies in education. under this strategy, unesco is committed to providing technical assistance and developing the use of digital methods in education at the state level, supporting the development and implementation of regulations, guidelines and framework documents to help ensure that technological innovations will be developed to strengthen education as a common good that meets the interests of students and teachers [24]. the rewired global declaration on connectivity for education [23] identify new areas of digital transformation of education, the basic principles that must be followed at the international, national and local levels, to be aimed at making technology a means of human-centered education. the main principles are: equal access to modern educational technologies (bridging educational gaps to ensure equal access to the internet at any time and in any place for individual students and teachers); increase investment in free high-quality digital 294 https://doi.org/10.55056/etq.27 educational technology quarterly, vol. 2021, iss. 2, pp. 293-309 https://doi.org/10.55056/etq.27 educational content (provides free digital learning platforms in line with national curricula to include attractive, accredited, well-organized and easy-to-find digital learning content available to all from a wide range of internet-connected devices); moving education to the digital space requires pedagogical innovations and changes (the use of new forms of teaching and learning through interactive and multimedia capabilities of internet technologies, combining them with the best characteristics of full-time learning). thus, analyzing the literary sources, we can conclude that the issue of digital transformation of higher education and education in general in recent years has received considerable attention both at the global and local levels. the formation of a scientific base from the problems of the problem is given the opportunity to identify trends in the development of higher education, causing expansion in the practice of modern e-technologies. 4. results and discussion analysis of the number of documents on the problem of digital transformation of education and trends in education and educational technologies showed that the most commonly used concept is “information learning technology”, 11,5 billion documents are dedicated to it; “information technologies of university management” – 11 billion documents; “information systems approach to school management” – 10,3 billion documents. there is a significant number of documents related to the concepts of “cloud-based ai education applications” – 9,3 billion; “information and communication technologies in education” – 8,9 billion; “mobile learning” – 8,8 billion; “education management information system” – 8 billion. compared to them, the number of documents on educational technologies and trends is much smaller: “world trends in learning” – 8,1 billion; “learning technology” – 6,9 billion; “learning” – 3,9 billion; “educational technology” – 3,6 billion documents. new trends in learning characterize such concepts as “artificial learning” – 8 billion; “robot learning” – 7,2 billion; “electronic campus” – 6,9 billion; “artificial intelligence” – 4 billion; “communication technologies in education” – 6,7 billion; “computer-based learning environment” – 6,6 billion; “digital transformation of education” – 5,5 billion; “education ecosystem” – 4,76 billion; “distance learning” – 4 billion; “open courses” – 3,5 billion; “e-learning” – 3,7 billion; “distance education” – 3,7 billion; “emotion ai” – 2,9 billion; “data management training courses” – 2,8 billion; “machine learning” – 2,5 billion; “educational data mining” – 2,44 billion of documents. the ratio of the number of general education concepts and concepts that characterize educational it shows that today education is perceived as a process based on it, which reflects the essence of the modern educational process. the technical component (it) has become an integral part of the educational process, along with those who teach and those who are taught. the volume and potential of it is constantly growing. if in the early stages of it development information technologies were mainly carriers and transmitters of information, now they can perform the function of organizing various activities of students and fundamentally changed teachers’ work. the teacher is becoming more and more virtual. manifestation of this trend has become distance learning courses and open courses. a significant group consists of concepts to which millions of documents are devoted: “cloud295 https://doi.org/10.55056/etq.27 educational technology quarterly, vol. 2021, iss. 2, pp. 293-309 https://doi.org/10.55056/etq.27 based e-learning platforms” – 862 million; “cloud technologies in education” – 413 million; “smart campus technologies” – 394 million; “blended learning” – 126 million; “blockchain in education” – 190 million; “virtualization of learning” – 49,4 million; “augmented reality in science education” – 47 million; “competency-based education platforms” – 24,9 million; “immersive technology applications in education” – 13,6 million; “design and implementation of augmented reality learning environments” – 11 million; “lynda.com platform” – 6,7 million; “intelligent tutoring systems” – 5,5 million; “adaptive cloud learning platforms” – 3,5 million. this group of concepts reflects the trends of recent years of it development – the creation of cloud technologies and platforms, the use of blockchain in education, intelligent learning systems, the use of augmented reality and more. thousands of documents are devoted to the concept of “augmented reality gamification” – 827,000 documents; “informatization of education” – 576,000 documents; “augmented reality in professional training and retraining” – 210,000 documents. the analysis shows that there is already every reason to predict – the next stage of digital transformation of education may be the educational process with two participants: the student – it, without a teacher and even formal educational institutions. it has the potential to use artificial intelligence to design and implement educational systems based on societal needs, student characteristics, and information available in the world. the united nations educational, scientific and cultural organization (unesco) on its website provides a list of educational programs, platforms and resources that can be used in the modern educational process in distance learning. so the main digital learning management systems include the following: centurytech – personal learning pathways with micro-lessons to address gaps in knowledge, challenge students and promote long-term memory retention; classdojo – connects teachers with students and parents to build classroom communities; edmodo – tools and resources to manage classrooms and engage students remotely, offering a variety of languages; ekstep – open learning platform with a collection of learning resources to support literacy and numeracy; google classroom – helps classes connect remotely, communicate and stay-organized; moodle – community-driven and globally-supported open learning platform; paper airplanes – matches individuals with personal tutors for 12–16 week sessions conducted via video conferencing platforms, available in english and turkish; schoology – tools to support instruction, learning, grading, collaboration and assessment; seesaw – enables the creation of collaborative and sharable digital learning portfolios and learning resources; skooler – tools to turn microsoft office software into an education platform. massive open online course (mooc) platforms unesco include: alison – online courses from experts, available in english, french, spanish, italian and portuguese; canvas network – course catalogue accessible for free for teachers in order to support lifelong learning and professional development; coursera – online courses taught by instructors from well-recognized universities and companies; european schoolnet academy – free online professional development courses for teachers in english, french, italian and other european languages; edx – online courses from leading educational institutions; future learn – online courses to help learners study, build professional skills and connect with experts; icourses – chinese language courses for university students; udemy – english, spanish and portuguese language courses on ict skills and programming; xuetangx – online courses provided by a collection of universities on different subjects in chinese and english. the site presents collaboration platforms that support live-video commu296 https://doi.org/10.55056/etq.27 educational technology quarterly, vol. 2021, iss. 2, pp. 293-309 https://doi.org/10.55056/etq.27 nication, namely: dingtalk – communication platform that supports video conferencing, task and calendar management, attendance tracking and instant messaging; lark – collaboration suite of interconnected tools, including chat, calendar, creation and cloud storage, in japanese, korean, italian and english; hangouts meet – video calls integrated with other google’s g-suite tools; teams – chat, meet, call and collaboration features integrated with microsoft office software; skype – video and audio calls with talk, chat and collaboration features; wechat work – messaging, content sharing and video/audio-conferencing tool with the possibility of including max. 300 participants, available in english and chinese; whatsapp – video and audio calls, messaging and content sharing mobile application; zoom – cloud platform for video and audio conferencing, collaboration, chat and webinars. the list of external repositories of distance learning solutions is also given [6]. thus, decentralized interactive e-learning platforms are already operating in the world: lynda.com (linkedln learning), which presents more than 17,400 courses and study plans in various specialties, which enroll millions of students; liveedu, where you can watch the work of professionals, lessons and conferences in the field of programming and design in real time. modern interactive platforms create fundamentally new educational opportunities. for example, liveedu allows students to focus on real projects rather than theoretical material, teaches practical skills and provides opportunities for practical implementation in work proposals, creates certain content for both teachers and students using the block principle. the platform allows you to cross national borders, reduce operating costs and increase data availability. another platform education ecosystem provides training based on the creation of real projects in the field of programming, game development, artificial intelligence, cybersecurity, blockchain, big data. the new field of learning was launched with the help of it – robot learning, formation of their “emotional intelligence” (emotion ai). a new stage in the development of it is that they are actually forming a complex human living environment, which has become an important learning tool in contrast that they used to shape the educational environment (smart campus technologies, electronic campus). when experts consider the problems of using it in education, they often mean the informatization of educational activities. but the modern university implements three missions: educational, scientific and the third mission to improve public life, in addition, an important aspect of the functioning of a higher educational institution is management. educational e-technologies have not only significantly influenced the expansion of the higher education market, but have also led to changes in the understanding of the role and importance of higher education institutions. e-technologies, which are now being introduced into the education system, contribute to the formation of more diverse and flexible educational institutions. even the functions of higher education are changing, which is aimed not only at reproducing new professionals and conducting research, but also at improving public life, solving social problems and developing society, regions, communities where they are located [4, 25]. the third mission (tm) of universities – “the contribution to society” is increasingly being implemented through it. it is the third mission that changes the approach to scientific activity. if the task of a scientist was to conduct research and publish its results during the previous years, the tm provides for the mandatory bringing of research results to their implementation in practice at the local, regional and national levels. nowadays, the effective implementation of tm is 297 https://doi.org/10.55056/etq.27 educational technology quarterly, vol. 2021, iss. 2, pp. 293-309 https://doi.org/10.55056/etq.27 impossible without the widespread use of it, which allows to establish cooperation between freelancers and stakeholders, to create project, grant groups, analytical centres for ensuring of accelerated social development. it is the basis for implementation of most activities for the implementation of tm universities. thus, e-technologies provide great opportunities for the implementation of this new “third mission of universities” to directly influence the development of society and the region, establishing cooperation between educational institutions, communities, businesses and other organizations, conducting social and practice-oriented research, consulting and educational support, etc. e-technology is changing the educational paradigm to a more accessible one, where there are no space and time constraints, focused on the needs of consumers of educational services and the emergence of new types of educational institutions that actively use cyberspace. regarding the impact of it on research, it can be noted that it is mainly due to the internationalization of research. this is facilitated by the means of dissemination, storage, receipt, processing of information, the formation of international research groups for the implementation of research projects. it is taking on more and more of the functions previously performed by researchers. with powerful computer systems it can now perform tasks that took hundreds of years to complete. the basis for this is software for processing big data. all this significantly transforms the tasks, content and scope of scientific activity, which is constantly increasing the amount of work performed by it. as we have noted, an important aspect of university activity is management, it is reflected in such concepts as “management information system” (mis) – 4,5 billion; “automated information system university management” – 4,1 billion; “information technologies of university management” – 11,6 billion; “management information system” – 11,5 billion; “information systems approach to school management” – 6 billion; “university management software” – 6,8 billion etc. for example, the management information system or mis is not only a central data warehouse, but also software that can not only collect, organize and store students’ data, but also process and analyze information and generate various reports from them. modification of mis – education management information system (emis) can monitor the implementation of university educational programs, manage the allocation of educational resources, develop a strategy for implementing work processes for the smooth operation of the educational system. such a system aims to collect, integrate, process, maintain and disseminate certain data and information to ensure the development of management decisions, planning, monitoring and management at all levels of the education system. e-technologies are actively used in the modern world educational system to manage, evaluate the performance of educational institutions, and determine the ratings of scientists, universities and others. computers and telecommunications are key technologies that are changing higher education. thus, the development of it can be considered the main means of developing university education. the use of new e-technologies affects the process of transformation of higher education and changes the traditional process of teaching and learning. the rapid development of globalization, which lowers international barriers and transforms the business world, also expands the potential for universities. the growing need for lifelong learning opportunities to keep pace with 298 https://doi.org/10.55056/etq.27 educational technology quarterly, vol. 2021, iss. 2, pp. 293-309 https://doi.org/10.55056/etq.27 social, economic and technological change is driving the demand for affordable alternatives to traditional real-time learning. as technology transforms the education market, the balance of power shifts from the education provider to the education consumer. consumers of education are now free to choose learning opportunities that meet their goals from a variety of sources. the importance of territorial location of an educational institution as a factor in the choice of its consumers of educational services is decreasing. thus, the introduction of new educational technologies becomes a guarantee of competitiveness of educational institutions that fight for students. that is why the use of educational technologies in the educational process is very important. analyzing the world experience of using modern educational technologies, it can be argued that there are many obstacles to the introduction of educational e-technologies in the educational process in higher education (cost of technological applications, academic traditions, ignorance of teachers and their resistance to the introduction of educational e-technologies). according to the campus computing 2000 study, the most important problem in educational e-technologies for higher education institutions around the world is to help teachers integrate information technology into their teaching and provide appropriate user support [7]. at present, the hopes that e-technology will reduce the cost of education by reaching more students are not justified. educational institutions are forced to constantly update their technical equipment, spend on new educational programs and e-technologies that are constantly updated, on teacher training. thus, the impact of e-technology on the cost-effectiveness of the educational process remains a prospect. indeed, this is an extreme view. the future is in the combination of e-learning with traditional one and the formation of a new system of blended learning, which takes place in the educational practice of today [2, 3]. modern educational e-technologies aimed at universality and personality-oriented. e-learning is a collaborative educational tool that allows students and teachers to share and discuss information. analyzing the sources, we determined that modern educational technologies include the following: e-learning, video-assisted learning (video streaming), blockchain technology, big data, artificial intelligence (ai), learning analytics, gamification (learning simulations), immersive learning with vr and ar, steam, social media in learning, 5g. e-learning (distance learning) became the top 2020 educational technology trend overnight because of the rapid spread of covid-19. e-learning is education or training delivered electronically. it can be slide-based online activities, or it can also be an online course that helps train in necessary skills. e-learning has been around for a long time and continuously developing. variety is the outstanding feature of online learning platforms. you can teach your students in real time (synchronous) via live stream or group meetings using zoom or microsoft teams, or you can use recorded (asynchronous) methodologies with a wide range of media and digital functions. video-assisted learning – using videos, especially animated videos, are extremely beneficial to enrich lessons and make content comprehensible. it improves students’ outcomes and reduces teachers’ workload. blockchain technology is used in massive open online courses (moocs) and eportfolios to verify skills and knowledge. artificial intelligence (ai) now is the “in thing” in the us edtech market. ai can automate basic activities in education, like grading. ai driven programs can give both learners and educators helpful feedback. learning analytics allows educators to measure and report student learning just by the web. learning analytics helps educators identify blocks of students who may have academic or behavioral challenges. 299 https://doi.org/10.55056/etq.27 educational technology quarterly, vol. 2021, iss. 2, pp. 293-309 https://doi.org/10.55056/etq.27 gamification involves the use of game elements in the learning process. learning with vr and ar – help explain complex concepts (vr provides a constructed reality, ar gives an enhanced view of a real image). despite the almost irresistible appeal of modern educational e-technologies (promoting collaborative learning, helping to personalize and individualize learning, the ability to transmit large amounts of information through networks, adapting educational programs to the specific needs of each), informational educational technologies pose higher education and difficult problems – constant updating (financial costs for implementation and use). at present, reducing the cost of higher education through the introduction of new educational e-technologies remains a prospect. however, there is no doubt that educational e-technologies can also help make education much more accessible and the educational process more interactive, flexible, accessible, shared and focused on addressing the individual needs of students [18]. technology has greatly expanded the demand for lifelong learning. e-learning removes not only the spatial constraints on learning opportunities, but also the limitations in the choice of study time. this opens up new opportunities for the working adult population. with the emergence of a free market for educational systems and programs, new approaches and methods of documenting educational achievements are emerging, based on the measurement of competencies rather than credit hours. competence in skills or subject matter is documented, regardless of where the study took place [2]. the introduction of new educational e-technologies in higher education is changing the role of teachers. university professors change their role from knowledge translators to experts, consultants, guides who direct the search educational activities of students in the desired direction. professors can use educational e-technologies in the preparation and conduct of classes, research, communication with students and colleagues from anywhere on the planet, which gives them some freedom. e-technologies can also free up teachers’ time from broadcasting information. this time can be used to interact with students and adapt their courses to their individual needs and interests [16]. it can be achieved by creating flexible course modules, elective courses that students can master according to their own professional goals and needs. on the other hand, the use of educational e-technologies and the modern educational paradigm requires high level of teachers’ training for using these technologies, continuous improvement of their skills and mastery of new e-technologies. thus, the importance of teachers’ information (digital) competence increases. emphasis on the responsibility for the effectiveness of the educational process is shifting towards students, who become an active participant in the educational process from a passive listener of lectures. students can present their work online on learning platforms, participate in both online discussions and seminars, access course materials whenever and as many times as needed. e-technologies give students the opportunity to cooperate in learning, apply team learning methods, establish communication with students of the group, other universities, etc., motivate students to improve learning outcomes [1]. the influence of educational e-technologies on the educational process and the readiness for their use by students are presented in the results of the study of trends in the development of civil servants’ e-learning [10]. the study interviewed civil servants “c” and “b” categories from regional and district state administrations, as well as employees of city and town councils 300 https://doi.org/10.55056/etq.27 educational technology quarterly, vol. 2021, iss. 2, pp. 293-309 https://doi.org/10.55056/etq.27 from luhansk and ivano-frankivsk regions, applicants for the second level (master’s degree) of higher education. the majority of respondents (70%) rated their own readiness to use ict technologies in the educational process at 8–10 points (on a 10-point scale, where 10 is the maximum level and 1 is the minimum level). only 1,8% of students rate their readiness lower than 5 points. indeed, new generations of students easily embrace new e-technologies and even have an advanced awareness of it development. this study also identified threats and benefits to the introduction of e-technology in education. students consider the greatest threats in the formalization of the educational process, creating favorable conditions for the spread of plagiarism, oversaturation of students with information, the constant lag of e-technologies used in the educational process of their educational institutions from the world level. among the advantages of using e-technologies are the following: they allow to master a larger amount of educational information, increase the availability of information, facilitate communication with teachers, solve organizational problems of the educational process, facilitate research and more [10]. other researchers note that new e-technologies increase not only the responsibility of students, but also the ability to control their own learning process. on the other hand, the control of the curriculum by the teacher and even the administration of the institution is reduced. the learning process acquires democratic features [2, 16]. thus, the use of educational e-technologies can help make education a much more interactive and collaborative process, helping to create a better teaching / learning experience that leads to higher learning outcomes. awareness of the need for digital transformation of education in ukraine at the state level is evidenced by the submission for public discussion of the draft concept of digital transformation of education and science for the period up to 2026 [11]. the document presents a comprehensive systemic strategic vision of digital transformation of these areas and meets the principles of implementation of executive principles of state policy of digital development, approved by the decree № 56 of cabinet of ministers of ukraine on january 30, 2019 [14], as well as priority areas and tasks (projects) of digital transformation for the period up to 2023, approved by the decree № 365-r of the cabinet of ministers of ukraine on february 17, 2021 [15]. the ultimate goal of this concept is “the use of digital technologies to transform processes in education and science in order to simplify, automate and facilitate them for users” [11]. the concept identifies two main areas for achieving this goal and the corresponding five strategic goals: direction 1. “effective use of digital technologies in the educational process” is implemented by three strategic goals (“digital educational environment is accessible and modern”; “education workers have digital competencies”; “the content of ict education meets modern requirements”). direction 2. “optimization of management, regulation and monitoring processes” is implemented by two strategic goals (“services and processes in education and science are transparent, convenient and effective”; “data in education and science are accessible and reliable”). however, the digital age has already arrived and ukrainian universities should adapt to the new realities of existence now, without waiting for the adoption of new concepts. universities 301 https://doi.org/10.55056/etq.27 educational technology quarterly, vol. 2021, iss. 2, pp. 293-309 https://doi.org/10.55056/etq.27 around the world are competing for students, academics and finance in this digital age. the winners will be those who become relevant in time and introduce new digital opportunities. our research based on the study of plans and decisions of academic councils meetings of leading domestic universities allowed us to get a general idea of the state of digitalization of higher education. the academic council of the university is a collegial governing body, whose decisions are approved by order of the rector. regular meetings of the academic council of the university are held, as a rule, monthly, where the most important issues of the university’s activity and development are considered. the agenda of these meetings is determined by the work plan. the work plans and decisions of the academic council in most ukrainian universities are published on official websites in accordance with art. 79 of the law of ukraine “on higher education” [13]. in the research we considered the official websites of the 50 best higher educational institutions of iii-iv levels of accreditation according to the ranking of ukrainian universities “top-200 ukraine 2021” [20]. official documents on the activities of the academic council of universities for 2020–2021 were examined. however, the analysis showed that not all universities provide complete information on the activities of the academic council, which made it impossible to make an analysis and conclusions for 20% of the hei. some universities publish only meeting plans, or only minutes of decisions. therefore, only plans were analyzed in 10% of higher educational institutions; in 20% of higher educational institutions – only decisions; both plans and decisions were analyzed in 50% of the higher educational institutions (figure 1). figure 1: the state of publication of information about the activities of the academic council from university websites, which determined the possibility of analysis during the study. the thorough analysis of the issues declared in the plans of the academic council meetings showed that only 36% of the universities we studied submit issues related to the digital trans302 https://doi.org/10.55056/etq.27 educational technology quarterly, vol. 2021, iss. 2, pp. 293-309 https://doi.org/10.55056/etq.27 formation of education to the academic council. thus, if we do not take into account 36% of universities that do not publish plans for meetings of scientific councils, 28% of ukrainian leading universities, even in modern conditions, do not attach importance to the problem of digitalization and do not include relevant issues in the work plan of the academic council. generalized information is shown in figure 2. figure 2: the presence of issues related to the digital transformation of education in the work plans of academic councils of universities. among the issues on the agenda of academic councils, most of them concern the problem of introducing the mixed form of education and organization of educational activities of an institution in the pandemic. examples of such issues are: the introduction of digital technologies in the educational process, the state of preparation of distance learning courses based on moodle, approval of the regulation “on distance learning”, distance education in the educational process of the university, the continuation of mixed educational process, the organization of educational process in distance form, on the effectiveness of distance learning, on the introduction of e-learning technologies, on the introduction of e-services, etc. there are issues that reveal the problem of digitalization of the university management system, such as the state of implementation of automated control system of the educational process “mia-education”, e-government. a number of issues are devoted to the problem of positioning of universities in the information space of the internet, for example, about the information activities of the university, the state and improvement of information content of departments’ websites, the effectiveness of the university in the web space. only 6% of universities in our sample found a comprehensive approach to digital transformation of education, as evidenced by the inclusion in the work plan of the academic council such issues as: the state of digital transformation at the university, the state and prospects of university informatization, the state of digital infrastructure, development of digital infrastructure of the university – the key to its success: status and prospects, the functional strategy of informatization, the implementation of the project “digital university”, the approval of the concept “digital university”, etc. the analysis of the decisions of academic councils of universities showed that 26% of universities do not publish them on the website, which made the analysis impossible. decisions of 303 https://doi.org/10.55056/etq.27 educational technology quarterly, vol. 2021, iss. 2, pp. 293-309 https://doi.org/10.55056/etq.27 academic councils in 32% of universities do not have decisions on digital transformation, 42% of universities have questions about the digitalization of the educational process and the activities of the university. figure 3: the presence of issues related to the digital transformation of education in the decisions of academic councils of universities. the analysis of the decisions’content of the academic council gives an idea of the directions of implementation of digital transformation in higher education institutions. examples of decisions aimed at digitalization and organization of the educational process in the pandemic are: decisions on filling the virtual learning environment, improving distance and blended learning to fully ensure the educational process at the university in the quarantine; organization of distance education, filling the information platform “misa”; introduction of the mixed form of educational process organization, adoption of the functional strategy of informatization, approval of the regulations on electronic training courses; on amendments to the regulations on the distedu electronic educational platform (moodle); implementation of the learning management system lms; creation of digital educational environment, etc. examples of providing the necessary conditions for digitalization are the following decisions: the creation of the modern information environment at the university and the development of computer network infrastructure; introduction of systematic training of scientific and pedagogical staff on the application of the latest teaching methods; purchase of specialized software; arrangement of access to wi-fi; approval of the regulations on remote work of employees; website modernization, etc. the following decisions testify to the digital transformation of management processes: introduction of an electronic document management system; analysis of the university’s experience in introducing electronic record books into the educational process; introduction of the online reporting system “international activities of departments”, introduction of electronic administration of the educational process on the platform “electronic campus”, introduction of the automated management system; introduction of electronic scheduling systems, university auditorium fund, dormitory student registration, etc. solving the issues of promoting the university brand and popularizing the achievements on the internet are demonstrated by the following solutions: implementation of the project “3d tour of the university”, “virtual museum of i. 304 https://doi.org/10.55056/etq.27 educational technology quarterly, vol. 2021, iss. 2, pp. 293-309 https://doi.org/10.55056/etq.27 pulyuy”; application of the virtual “office of innovation and technology transfer”; analysis of the digital presence of the academy in a competitive environment, the adoption of information and advertising strategy of the university, etc. thus, most ukrainian universities are aware of the need for digital transformation and are taking some measures to implement it, as well as implementing complex projects “digital university”. in the modern sense, the digital university is the application of innovative approaches to learning, mastering technology and skills by students; new research opportunities; use of new technological systems and increase the efficiency of processes in the activities of the university. undoubtedly, in today’s digital age, universities need a strategic vision for the digitalization of educational institutions, which should be in the first place with senior management with the support of the heads of all other departments. 5. conclusions no one knows what higher education will look like in 2030 or 2100. undoubtedly, educational e-technologies will become one of the driving forces that will contribute to the transformation of education, which is already in full swing. opportunities to use modern educational etechnologies for learning and online learning can increase the productivity of education by accelerating the pace of learning; reduction of costs for training materials or program delivery; and productive using of the teacher’s time. the degree to which online learning takes place and the way it is integrated into the learning process may vary from country to country and from higher education institution, but it is hard to deny that the use of modern educational technologies improves teaching and learning. the analysis allowed to highlight the trends in the development of higher education, which are caused by the spread of modern e-technologies in educational practice and its digitalization: • strengthening the impact of education on the development of society – the world, countries, communities. • information technology (in the narrow sense) now defines all other educational components. • educational e-technologies have significant potential in the organization of educational activities for the transfer of information, evaluation and accounting of educational activities. • democratization of education – reduction of restrictions for those who study and teach, increase of autonomy. • dissemination of the mixed form of education, which combines all previously accepted forms of education in higher education. • increasing responsibility, initiative and subjectivization of students’ position. • strengthening the influence of external factors on the development of education. previously, educational systems were more closed, conservative, slow to develop. • creating opportunities for the realization of individual interests and educational needs of students. • use of soft technologies of education development management: hei rankings, international olympiads, international publications, international standards, etc. 305 https://doi.org/10.55056/etq.27 educational technology quarterly, vol. 2021, iss. 2, pp. 293-309 https://doi.org/10.55056/etq.27 • strengthening the practical orientation of educational systems. • advanced awareness of new generations in the development of it. • changes in requirements for teachers – information competence comes to the fore. • internationalization of education – general criteria for evaluating the results of secondary and higher education, the opportunity to study in different countries, exchange of teachers, enrollment in other heis, unesco activity, elimination of national 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[25] watson, d., hollister, r., stroud, s.e. and babcock, e., 2011. the engaged university: international perspectives on civic engagement. 1st ed. routledge. available from: https: //doi.org/10.4324/9780203818763. 308 https://doi.org/10.55056/etq.27 http://www.ukrstat.gov.ua/operativ/operativ2005/osv_rik/osv_u/vuz_u.html http://www.ukrstat.gov.ua/operativ/operativ2005/osv_rik/osv_u/vuz_u.html https://unesdoc.unesco.org/ark:/48223/pf0000380598/pdf/380598eng.pdf.multi https://unesdoc.unesco.org/ark:/48223/pf0000378847 https://unesdoc.unesco.org/ark:/48223/pf0000378847 https://doi.org/10.4324/9780203818763 https://doi.org/10.4324/9780203818763 1 introduction 2 material and methods 3 literature review 4 results and discussion 5 conclusions distance course examination educational technology quarterly, vol. 2022, iss. 1, pp. 1-19 https://doi.org/10.55056/etq.4 distance course examination vladimir n. kukharenko1, bohdan i. shunevych2 and hennadiy m. kravtsov3 1kharkiv national automobile highway university, 25 yaroslav mudryi str., kharkiv, 61002, ukraine 2lviv national agrarian university, 1 volodymyr velykyi str., dublyany, lviv, 30831, ukraine 3kherson state university, 27 universytetska str., kherson, 73003, ukraine abstract. the article deals with the theoretical foundations of carrying out distance course (dc) examination with the aim of creating the program for expert training. an expert is defined as a specialist who has experience in compiling distance courses, organization of distance learning as well as has and uses content tutor skills. the article also describes the basic skills that an expert should have as well as typical mistakes of the developers of distance courses are presented. on the basis of the research a dc “expert examination of distance course” was compiled for experienced developers of distance courses and administrators of distance learning systems at different institutions. during the training, the learners analyzed the purpose of bloom’s taxonomy and its accessibility, the complexity of the text and its design, the tasks and learning activities, the quality of tests and the evaluation system, etc. the result of the course training is learner’s report on the distance course examination and analysis of this work. 47 lecturers of ukrainian educational institutions were trained and only 12 of them successfully completed the training. keywords: distance course, quality, examination, evaluation 1. introduction quality of distance learning is determined by higher education institutions (hei) in ukraine. that is the examination of distance courses (dc) developed at a hei or beyond it in accordance with the predefined rules (regulations for conducting examination of the dc at the university) is needed [19]. for example, in some universities, two subject matter experts and a methodologist are involved in examination of distance courses. such examination helps to maintain a certain level of dc and to carry out examination of mixed courses, when different types of activities are added to the distance course during face-to-face studies. the expert-methodologist checks the quality assurance of distance learning through promotion of contacts between students and teachers, development of student cooperation, usage of active learning tools, quick feedback, effective use of time, high motivation and taking into account the abilities of students and ways of learning. envelope-open kukharenkovn@gmail.com (v. n. kukharenko); bshunev@gmail.com (b. i. shunevych); kgm@ksu.ks.ua (h. m. kravtsov) globe https://scholar.google.com.ua/citations?user=byyzcogaaaaj (v. n. kukharenko); https://scholar.google.com.ua/citations?user=wcnmtp0aaaaj (b. i. shunevych); http://www.kspu.edu/about/faculty/fphysmatheminformatics/chairinformatics/staff/kravtsov.aspx (h. m. kravtsov) orcid 0000-0003-0227-5836 (v. n. kukharenko); 0000-0003-3461-250x (b. i. shunevych); 0000-0003-3680-2286 (h. m. kravtsov) © 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. 1 https://doi.org/10.55056/etq.4 mailto:kukharenkovn@gmail.com mailto:bshunev@gmail.com mailto:kgm@ksu.ks.ua https://scholar.google.com.ua/citations?user=byyzcogaaaaj https://scholar.google.com.ua/citations?user=wcnmtp0aaaaj http://www.kspu.edu/about/faculty/fphysmatheminformatics/chairinformatics/staff/kravtsov.aspx https://orcid.org/0000-0003-0227-5836 https://orcid.org/0000-0003-3461-250x https://orcid.org/0000-0003-3680-2286 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2022, iss. 1, pp. 1-19 https://doi.org/10.55056/etq.4 each university creates its own standard of distance course. as a rule, distance learning is usually planned weekly. the structure of a lesson includes [5] the section title, the purpose of the lesson, keywords referring to the glossary, work schedule for a week, theoretical material, methodological instructions for task performance and the tasks themselves, a forum for discussing the educational material, additional material. by structure, distance courses can be divided into resource-course, distance course with measured result and distance course with measured competence. in the first case, this is a theoretical material, tasks and tests placed in the environment. in the second case, all objectives of the distance course tasks are classified by bloom taxonomy, in the third case, competencies are secured by tasks with objectives which are classified by bloom taxonomy and their performance is fixed by competencies defined in the moodle environment. by assignment, distance courses are divided into three levels [35]: 1. student activities are aimed for mastering frequently repeated tasks with predetermined answers (computer-based learning), used in almost all educational establishments and corporations. 2. a teacher interacts with students, directing their learning (artificial intelligence systems), used in corporations (in part) and universities. 3. the educational process is conducted by leading scientists in specific fields using modern communication tools, author’s courses and connectivist open distance courses. blended learning has proven to be one of the most popular modern technologies because of its flexibility and convenience of the distance course and the advantages of the traditional learning [3, 4, 15–17, 28, 34, 39]. the sloan consortium [42] defined blended (hybrid) courses as those that “integrate online (30%–70% of the educational process) with traditional face-to-face class activities in a planned, pedagogically valuable manner”.  2. research purpose it should be noted that in the west there is a system of training bachelors and masters of distance learning, and further training and growth to the level of an expert is achieved through his/her practical activity. in ukraine, distance learning training takes place only through the system of in-service training of universities, which, as a rule, is not accredited and takes into account the needs of universities. the purpose of the research is to determine the necessary theoretical materials for the training of distance learning expert and his/her competence, taking into account the results of the compiled distance learning course for teachers of ukrainian universities 3. distance course expert each university should have a team of experts to evaluate the quality of the developed or involved third-party distance courses (dc). the expert should have the necessary theoretical background 2 https://doi.org/10.55056/etq.4 educational technology quarterly, vol. 2022, iss. 1, pp. 1-19 https://doi.org/10.55056/etq.4 in distance learning theory, experience in developing a distance course and conducting a distance learning process. it should be noted that theoretical training may be different due to the fact that most universities focus on lms technologies rather than pedagogical aspects. the expert should have a mastery of personal knowledge [13] and he should monitor the activities of content curators on e-learning [20]. during the examination of the distance course, the most promising pedagogical innovations are studied, understood and developed. examination becomes the organizer of innovative searches. if innovative learning is the object of expertise, then potential for development is the subject matter. in the course of examination not only the study of a particular object is carried out, but also the reflection and support of the prospects of its further development is carried out. it should be noted that development is not only an innovative project in itself – participation in expert procedures serves as a powerful impetus for the professional development of all its participants. the subject matter of the examination is the evaluation of the quality of the training program. criteria – the quality standard, on the basis of which an assessment is carried out, determination or classification of something, measure of assessment. the criteria are determined in accordance with the principles and objectives of the particular examination. there are different approaches to determining the examination criteria. there are general practice requirements for academic programs (including online courses). such requirements generally determine the levels of minimum eligibility for certain dc elements. expert conclusion is a document in which the nature of the objects, the criterion base and the technology must be fully disclosed. 3.1. distance course quality the main activity of the expert is to determine the quality of a distance course. there is no definitive idea about the quality of training. you can talk about “good” or “bad” training courses, but experienced designers know that there are many nuances that differentiate one course from another. they usually formulate general practical requirements for academic programs in the sphere of higher education (including online courses). such requirements generally determine the levels of minimum eligibility for certain dimensions (for example, educational instruction, institutional context, evaluation and analysis, etc.) of institutional proposals. the formulation of similar quality standards at the course level is difficult for at least three reasons [6]. first, there is not any authoritative body that can (or wants) to determine minimum levels of eligibility for learning in all its manifestations within a variety of approaches. thus, there are no universal standards for course quality. second, if such standards exist, it is difficult to create an assessment tool that can be used successively for all courses, programs. third, if such a tool was available, it would take a long time to evaluate an individual course. the origin of standards affects their credibility. for example, the most course standards are written by small groups of individuals with personal teaching/learning experience. such standards are often accepted by the community without analysis and criticism and become axioms. almost all sets of course standards carry the imprint of instructional design (for example, 3 https://doi.org/10.55056/etq.4 educational technology quarterly, vol. 2022, iss. 1, pp. 1-19 https://doi.org/10.55056/etq.4 learning goals, constructivist influence, dominant technologies, etc.) and frequently exclude the experience of teachers and students. the limitations of the standards of the courses should be considered their atomisticity. that is, the courses are considered only as a set of disparate simple parts that result in the required reporting. but it should be noted that, by their nature, atomistic approaches are quantifiable. a holistic approach, on the contrary, leads to a single, integrated picture that is difficult to quantify. in addition to institutional efforts for promoting quality in the courses, perhaps the best use of quality standards is the self-assessment of individual teachers and the informal peer review of teaching effectiveness. 3.2. learning effectiveness development of successful training requires institutional obligations with the involvement of senior executives, deans, department heads, faculty and support staff. learning effectiveness is the faculty’s ability to influence students’ success and is determined by several factors, such as how well the teachers organize the courses, know the course material, communicate clearly with the students, how often they provide timely feedback, and other criteria. in the classroom, learning effectiveness sometimes depends on the enthusiasm of the teacher. during online and blended learning courses, students need more support to succeed, as their activities require them to take responsibility for their own learning success. providing students with guidance and advice before beginning their studies, feedback during the course, and final feedback at the end of course can significantly improve the learning effectiveness. for the first experience of teaching an online course, it is advisable to choose one or two strategies based on learning goals. writing personal goals for learning a teacher is an other practice. creating an online teaching journal allows you to keep track of thoughts and actions over a long period of time, including personal learning goals among the first entries will help much for a good start. 3.3. pedagogical designing the expert’s first evaluation is the level of pedagogical design, the process of creating a new object to meet the needs of a personality. the purpose of design is to initiate changes in the human artificial environment. traditionally pedagogical design is based on addie [5]: analyzing the needs of the organization; designing the system for the needs of the organization; developing the system using the analysis of initial data; implementing the system processes; evaluating the project creation and execution. the experience of training the course developers points to the psychological barriers of teachers. it is difficult for them to understand that the teacher is not the main person in the educational process, learning is not the process of knowledge transfer, the distance course is not a synopsis of lectures and practical tasks posted on the network. it is especially difficult to develop a distance course in the absence of a standard. 4 https://doi.org/10.55056/etq.4 educational technology quarterly, vol. 2022, iss. 1, pp. 1-19 https://doi.org/10.55056/etq.4 the expert should pay attention to the fact that the distance course is a comfortable environment for the student and the teacher to organize the educational process, the teacher’s face, his attitude to the student, and the student is the main person of learning. a successful distance course has a week-long format and the result is important in learning, not discipline logic and process. 3.4. learning theories the emergence of new social services affects the development of education and, in particular, distance learning. psychological and pedagogical approaches to learning are revised, especially if they relate to corporate learning. designing educational materials for distance learning includes approaches of the theories of behaviorism, cognitivism, constructivism [5]. behaviorism strategies can be used to study facts (“what”), cognitive theory – to study processes and rules (“how”), and constructivism strategies – to answer the question “why” (a high level of thinking that provides personal understanding and learning, depending on the situation and context). formal, non-formal, informal and social learning were also not ignored. consideration of types of specialist’s work allows to determine the correlation of formal and non-formal learning [7]. when performing routine work, the proportion of non-formal learning is minimal and increases to types of activities that require variational (creative) tasks. formal learning [10] is a structured (in terms of goals and time) training that is usually provided by an educational institution and leads to certification. formal learning is intentional, from the student’s point of view. informal learning [10] is daily work-related, family-based or leisure-related learning that is not organized or structured (in terms of purpose, time and support). in most cases, non-formal learning is unintentional from the student’s point of view and does not lead to certification. non-formal learning [10] is learning that is embedded in planned activities but is not explicitly intended (in terms of goals, time and support) and contains an important element of learning. non-formal learning is intentional in terms of the learner and leads to certification. currently, there is a rise in non-formal learning [44], which is associated with the rapid development of e-learning, the forerunner of non-formal learning, increased innovation in business, and increased productivity. non-formal learning, which can be monitored and measured, ensures the profitability of knowledge transfer, competence, promotes rising the organizational efficiency. the emergence of social services and the development of learning theories presents that the combination of formal and non-formal learning makes the learning process more successful [37]. herewith it is necessary to prognosticate a non-formal workplace learning. social learning [10] is the acquisition of knowledge in a social group, or the process in which people observe other people’s behavior and its consequences and change their behavior accordingly. social learning is based on a. bandura’s social learning theory [32] and includes observation, behavior modeling, attitude and emotional response. elements of learning include attention, fixing, active self-reproduction, motivation, characteristics of the observer. the latter includes [8] autonomy, independence, self-organization, self-government and self-control. 5 https://doi.org/10.55056/etq.4 educational technology quarterly, vol. 2022, iss. 1, pp. 1-19 https://doi.org/10.55056/etq.4 numerous studies show that social learning [14] is carried out at workplace – 70%, in communication with colleagues and leaders – 20% and in the process of studying courses and books – 10%. for realization of this principle a support of the workplace learning process, the improvement of employee training skills and the creation of a supportive organizational culture are needed. workplace learning is facilitated by the application of new knowledge and skills in reallife situations, the allocation of new jobs within the existing role, increasing the range of responsibilities and areas of control, tasks aimed at new initiatives, small group work, the ability to carry out research and expertise. learning in communication with colleagues is facilitated by feedback on new approaches to the old problem, participation in formal and non-formal mentoring, encouragement to participate in discussions, expressing opinions, teamwork, and building a learning culture. besides the above mentioned pedagogical theories and approaches, the expert should be able to use other pedagogical theories and techniques, for example, collectivism which is connected with network education. 3.5. goal setting in the course the most difficult thing for teachers, especially beginners, is to determine the purpose of tasks and the course. the purpose of learning is the behavior, knowledge, skills, and the skills that a student must demonstrate in order to be called “competent”, a description of expected learning outcomes, not the learning process itself. the purpose of learning has three components: fulfillment (what can a student do?), condition (under what conditions will s(he) be able to do it?), criteria (how well can he do it?). a fundamental, classic concept of taxonomy for educational purposes was developed by a group of american psychologists and educators led by bloom [2] in the early 1950’s. bloom’s taxonomy is based on the following four principles: 1. principle of practical orientation: taxonomy should reflect goal setting theory and be an effective tool for a practitioner. 2. psychological principle: taxonomy should be based on the modern achievements of psychological science. 3. logical principle: the taxonomy must be logically completed and have an inner harmony. 4. the principle of objectivity: a hierarchy of goals does not mean a hierarchy of their values. although bloom’s taxonomy was developed a long time ago, it still remains one of the most popular systematization of educational goals among scholars and practitioners. it is the most comprehensive and covers different areas of students’ educational activities: cognitive domain (requirements for mastering the content of the subject), affective domain (emotion and value area, attitude to the investigated subject), psycho-motor domain (development of motions and neuro-muscular activities). systematization of educational goals in the cognitive sphere has the following levels: knowledge; comprehension; application; analysis; synthesis; evaluation. 6 https://doi.org/10.55056/etq.4 educational technology quarterly, vol. 2022, iss. 1, pp. 1-19 https://doi.org/10.55056/etq.4 anderson et al. [1] proposed a modified bloom’s taxonomy, adding another dimension to knowledge types: factual, conceptual, procedural, and meta-cognitive. earlier, they renamed the hierarchy of levels from nouns to verbs. they also reversed the positions of the two highest levels. bloom’s modified taxonomy takes into account the role of the teacher and student, assesses the level of questions and test tasks and has the following levels: 1. remembering 2. understanding 3. applying 4. analysing 5. evaluating 6. creating factual, conceptual, procedural and meta-cognitive knowledge in the taxonomy can be represented by means of the measurement matrix of activity quality [12], where horizontally are demonstrated: remembering – understanding – application – analyzing – evaluation – creating, and vertically – knowledge fact-based – conceptual – procedural – meta-cognition (ability to cognitive activity). and the last thing that is very important for learning is the ability to evaluate reflection by bloom’s taxonomy [30], that is, by describing a student’s reflection we can indicate what level of bloom’s taxonomy our student has achieved and what leadership qualities he or she has formed. many teachers, when creating their first distance course, in most cases declare their purpose, but not the student’s goal. they do not always declare tasks for the goal of the distance course or there is no correlation of the level of purpose and the task according to bloom. it is even more difficult to implement the chain: “competency–purpose–task”, that is, to define activities that characterize competence, to determine the level of assimilation by bloom’s taxonomy and to go to the educational task. frequently, the usual task is defined as problematic or situational. in most cases, this is due to a low level of pedagogical training. the expert should pay particular attention to the analysis of the purpose for each task, its understandability and approachability for a student. questions for theoretical material should be consistent with all levels of bloom’s taxonomy and should be placed in the educational text as an element of reflection. the quality of the distance course and the maximum student grade for the course are determined by the level of tasks by bloom’s taxonomy. 3.6. course information block in the organization of learning materials, attention should be paid to examples, concepts of relationships, rules and procedures regarding [5]: • content correctness. not only students, but also experts (content experts) may sometimes not notice errors or inconsistencies. • completeness of content. it means not only the presence of all the necessary elements in the course, but also a sufficient level of methodological explanations that take into account the student’s knowledge and skills. 7 https://doi.org/10.55056/etq.4 educational technology quarterly, vol. 2022, iss. 1, pp. 1-19 https://doi.org/10.55056/etq.4 table 1 bloom taxonomy levels based on reflection results. bloom’s taxonomy levels general reflection student reflection remembering what did i do? what was the task? how was it done? did i perform on time? understanding what was important about what i did? did i achieve my goals? do i correctly understand the parts of the task and how they are related? and does my answer completely cover all parts of the task? where does this fit into what we are studying? application when did i do this before? where can i use this again? how was this task similar to other tasks? are there any ways to adapt it to other tasks? where can i use it (content, product or process) in my life? analyzing how do i see the forms and relationships in what i have done? were there any strategies, skills and procedures that i used effectively in this task? what patterns do i see in my approach to work? what approaches were used – were they effective? evaluation how well did i do? what happened? what do you need to improve? is what we are studying important? have i done effective work and told others? what have i learned about my strengths and weaknesses? how do i develop as a student? creation what should i do next? what is my plan? how can i better use my strengths to improve the outcome? what steps do i need to take or use the resources to meet my problems? what suggestions do i have to improve my learning environment? • functionality. it is considered according to the interrelationships between the individual topics within the course and the subjects within the syllabus. • content consistency and coherence. the sequence of definitions, concepts, procedures and content coherence must be taken into account. • volume of content. volume is one of the significant factors of learning load. in the case of distance courses where external control is limited, the amount of material has an impact on the time required to complete the tasks and ensure student motivation. content arrangement can be done by different approaches: • structure logic (scientific logic of content); • chronology (subjects are related to history, action – with procedures); • concentric circles (each new topic includes the previous one as the base one); • the spiral sequence (each new topic breaks the already learned knowledge, but at an even deeper level); • sequence of reasons (the chain: cause – effect); • feedback chain (starting from the result, back to input information); • highlighting the problem (all elements are organized around the problem solved by a student); 8 https://doi.org/10.55056/etq.4 educational technology quarterly, vol. 2022, iss. 1, pp. 1-19 https://doi.org/10.55056/etq.4 • focus on the project (all elements are part of the relevant part of the project and cluster together); • emphasizing the student’s learning features (the items are organized according to student learning styles). 3.7. adapting learning information the content structure includes the following elements: basic positions and concepts; known methods of action; new concepts, patterns and modes of action; psychological analysis of the content in order to identify possible and appropriate problem situations. requirements for text design [5]: 1. compliance with learning goals and objectives. 2. compliance with the learning styles of the used text tools: alternative, flexibility, mobility, proof, clearness. 3. the semantic completeness of a certain block of text. 4. structure of blocks of text. 5. activity and interactivity. 6. style of language organization (internal dialogue, author’s discussion and reasoning, open questions, attempts to create an algorithm of information processing using a number of keywords, etc.). 7. means to ensure the interest and content of the content (historical information, interesting messages, experience, etc.). 8. schemes of individual blocks of text and defining relationships. the logical structure of an educational material is a model that reveals a system of relationships between the logical elements of this material [38]. when the elements of the whole are not simply united mechanically and not simply connected, but interconnected in such a way that they mutually affect each other, and this influence is quite significant, it makes sense to say that the elements of the system form a structure. thus, structure is a way of stable communication, elements mutual influence of such holistic systems. structures are global and local. currently, most attention is paid to global structures – the logic of curriculum design. the local structures, unfortunately, remain out of the teachers’ attention, which depends on the availability and degree of perception of the educational material. any part of the educational material, any explanation, reasoning, solution of the cognitive task (in the broad sense) is characterized by a certain logical structure. this logical structure depends primarily on the following factors [5]: • which concepts and judgments are used to conclude one or another regularity for justification (which has not necessarily to be strictly logical) of a given or another position, and • which connections and relationships between these concepts and judgments are established or revealed in the process of consideration (reasoning, justification, decision). 9 https://doi.org/10.55056/etq.4 educational technology quarterly, vol. 2022, iss. 1, pp. 1-19 https://doi.org/10.55056/etq.4 the number of different ways of structuring (constructing) educational material is unlimited. there can be no question about experimental verification of teaching methods. the transition from one version of educational material teaching to another through structures is rightly interpreted as a translation from one “language” to another. when translating, we first of all seem to expose the idea in order to “dress” it in completely new means of external expression. separating thought in its purest form is nothing more than a logical analysis of the translated content. in addition, “non-linguistic” information is always involved in the learning process, which is not directly present in the text, but depends on the student’s experience, and thus the logical structure of the educational material becomes an important communicative characteristic of the latter. the excessive information in education, that is, all information given more than the minimum necessary for understanding (repetition, communication of the same information in a new form – meaningful synonymy), is determined not only by fluctuations in attention and imperfect memory of students, but also by the urgent need to find with the help of information recoding such a form of communication that would respond to the peculiarities of students’ thinking. the problem of educational material accessibility is, in fact, a problem of communicativeness of educational material, its possible transcoding. a variable approach to learning situations is needed to make the most effective use of each listener’s basic vocabulary (semantic space). educational information as a semantic invariant of the learning process is the internal meaning of the learning situation. in this regard, a content structure is defined that influences the structure of the learning method. at the same time, the procedural aspect of educational activity is of great importance. the structure of each stage of the learning process should be considered at three levels: 1) didactic, 2) logical and psychological as well as 3) methodical. the didactic structure is based on the need to update the acquired knowledge (creation of information space for perception of the educational topic related to the dissemination of existing basic vocabulary or explanatory thesaurus); tools for generating new knowledge (direction of search, technology tools), new skills (forms of multilevel activity). the methodical structure is a form of support and maintenance of the learning system functioning, so it consists of exercises, explanations, cognitive tasks, as well as students’ selfcompletion of tasks of different levels of difficulty with comments. these two structures are linked to each other, as well as to the goals of the learning process, by an internal logical and psychological structure that is intended to provide information perception and its awareness in the first stage. then, by means of comparison, analogies, explanations, problematic dialogue, understanding and comprehension, as well as generalization and creation of the system are formed. when designing an organizational structure to study a particular topic, the teacher should predict: • regularities of the learning activity process and its logic; 10 https://doi.org/10.55056/etq.4 educational technology quarterly, vol. 2022, iss. 1, pp. 1-19 https://doi.org/10.55056/etq.4 • regularities of the process of assimilation of new knowledge as subjective value and pledge of personal activity; • regularities of independent cognitive activity; • types of possible joint activities of the teacher and the student as subjects of the learning process. the standard course must be included by the distance course • biography of teachers. • preface to the course. • detailed course description. • terms and definitions. • course policy page. • copyright page. • weekly activity goal. • contact page. one of the most active means of influencing the perception of information are illustrations that connect figurative thinking. these illustrations have different functions: 1. decorative for preventing monotony of information. 2. entertaining (cartoon). 3. expressive for conveying emotions and feelings. 4. decisive. not only for expressing emotions but also for persuading, changing point of view. 5. descriptive for conveying the necessary concepts that cannot always be expressed in words. 6. explanatory. illustrations can show how objects work or how they are used. 7. simplistic. a simplified version of reality that makes it more accessible to perception: 8. calculated (graphs, histograms, etc.) for comparison of sizes, data. 9. i will make it. tasks setting. 3.8. student’s activity in the course one of the main tasks of the teacher is the organization of the educational process through communication and cooperation. communication by b. d. parygin is a purposeful rationally designed, information exchange between individuals that performs social, social and psychological as well as individual and psychological functions [5]. social communication functions are information sharing for collaboration; transfer of knowledge, experience, ways of action; assessment of human activity; formation of behavior norms. social and psychological functions of communication are communicative self-expression, self-realization; knowing each other’s people; formation and development of interpersonal relationships. 11 https://doi.org/10.55056/etq.4 educational technology quarterly, vol. 2022, iss. 1, pp. 1-19 https://doi.org/10.55056/etq.4 the individual and psychological functions of communication are the formation of consciousness; support of normal activity of consciousness; maintaining emotional equilibrium and working capacity. as known, any communication in distance learning covers five steps: access and motivation, socialization (messaging, cultural and social environment learning), information sharing, constructing knowledge and development. the teacher at each step performs an appropriate role and the success of communication in the group depends on his/her activity. there are different methods of communication: reading and answering, debates (“for”, “against”), conference, discussion of ideas, open forum, master class and others. for example, an open forum starts with a moderator’s letter with an overview and statement of the problem, discussion, interim conclusions, discussion and final conclusions. discussion moderator (teacher or student) performs pedagogical, social and technical roles. recently forgotten chat plays the main role in distance learning as a control of the quality of mastering knowledge, development of creative component of thinking; general (final) control of knowledge; brain storm. chat requires serious preparation for developing a chat scenario, which includes brief information about the topic, a list of questions to listeners on the topic, activities for the formation of cognitive operations and the ability to ask questions, etc. distance learning necessarily involves collaborative learning, which is a model of using small groups of students in real or virtual class, where the learning tasks are structured in such a way that all team members are interconnected and interdependent, while being quite independent in mastering the material and solving problems. there are many collaborative learning options [25], such as: student team learning, “open work saw, machine saw” (jigsaw); learning under the motto “learning together” and the research work of students in groups. there are mini-small groups – 3 people, small groups – 3–5 people, maximum small group 12–16 people. the basic elements of group activity are: positive interdependence, personal responsibility, personal interaction (face to face), social skills, group processing of results. emotional types of cooperation are distinguished in relation to process and results, expression of evaluations and personal thought, and cognitive creation of an atmosphere of creative search and evaluation of information, display of intelligence and horizon. the principles of cooperation are trust, belief in his/her capabilities and partner’s ones, the right to have his/her own opinion and doubts about the correctness of his/her actions and partner’s ones, voluntary exchange of thoughts, efforts, information, common sole purpose, sources of information, single result and form of encouragement. teacher should monitor in teams: communication and participation, decision making, conflicts, leadership, goals and roles, norms of collective life, moral climate, individual behavior. 3.9. evaluation, rating evaluation is a classification, attribution of an object to one of the classes, based on the values of the set of indicators and the established criterion. 12 https://doi.org/10.55056/etq.4 educational technology quarterly, vol. 2022, iss. 1, pp. 1-19 https://doi.org/10.55056/etq.4 in a distance course there are evaluated: academic achievements, student and tutor performance, learning performance, program quality, and course quality. algorithms for calculating a student’s assessment should be open, configured for communication, and accessible to a student. a teacher should determine how he will evaluate the quality of the completed operations, the timing of the completion, the student’s self-assessment, the final test, assign weight to the evaluation of operations. rating is an evaluation system where the total number of points on a topic is determined depending on the importance of the topic in comparison with others and consists of mandatory (independent and course works, problem solving, etc.) and additional points (promotion of students in performing creative tasks, timely completion of teaching and control tasks, active participation in practical and seminar classes, etc.). it is impossible to make an assessment that meets all needs at the same time. often, an approximate estimate is quite effective, but accurate one is almost unattainable. 3.10. motivation motivation is a set of persistent motives, promptings that determine the content, orientation and nature of an individual’s activity, his/her behavior. motivation depends on the needs of the person, which can be defined by maslow [23] from simple to higher: physiological ones, security, love, belonging to something, respect, cognition, aesthetic ones and self-actualization. there are distinguished external and internal motivations, but the second one is stronger. intrinsic motivation is comfort, purpose, presence of an example, principle, condition, motivation for the future, social relations, level of education. heckhausen and heckhausen [11] are stated that the prompting to action is motivation, the motive remains effective only for achieving the goal of “individual – environment”, motivation consists of different processes, activity is motivated, but it is not necessarily motivation. the number of motives depends on the relationship “individual – environment”. motives are stable relationships of individual development. people differ in the strength and nature of motives. behavior is motivated by a high motive that achieves the goal. arm someone with motives that he did not have before. to “catch” someone with his motives and to provide an opportunity for their realization. to inspire behaviors that are of subjective importance (importance), to inspire, to stimulate. motivation is usually an external one based on strategies of coercion, luring, “seduction”, “vision” (vision for division). the tools of motivation may be (by sprenger [40]) a gingerbread (something nice, attractive), a whip (something that should be avoided), law (some established norms, rules, standards in the activity), expert opinion (an expression of an authoritative personality), emotions (influence on emotions, both positive and negative). motivation in distance learning is the creation of a comfortable learning environment (areas of immediate development) that has all the conditions for the learning activities of the target audience. 13 https://doi.org/10.55056/etq.4 educational technology quarterly, vol. 2022, iss. 1, pp. 1-19 https://doi.org/10.55056/etq.4 3.11. social services cloud computing (e.g., by software as a service (saas) model) is the execution of programs hosted on external servers [22]. now their use is becoming a very popular in educational practice [26, 27, 36, 43]. the best software products [9] that can be used in the learning process are twitter [29] (the 1st place), google docs [41] (the 3rd place), blogging programs [33] (the 14th place) and webinars [24] (the 45th place) and others. the blogosphere promotes openness, it is a space for discussion, information exchange and communication with each other. a teacher blog [45] is a critical analysis of recent publications, views on some issues, reflections. in the future, information can be transformed into reports at conferences, articles, classes for students. they can be seen by students, work colleagues. writing such blogs makes you to read other researchers’ blogs. a qualitative distance learning process necessarily involves asynchronous (mail, forum) communication and synchronous one (chat, skype). since 2009, a new webinar communication tool has been actively distributed. webinar (web + seminar = webinar) is a group work on the internet using modern video, flash and chat communication tools. webinars can be used for delivering feedback lectures; thematic seminars; defending the work performed; group work, conducting surveys; demonstration of computer work; trainings. tips on how to prepare and conduct a webinar for your students, see [18]. cloud computing tools allow a student to form a personal learning environment (ple), a term that appeared several years ago in western literature related to the practical application of e-learning 2.0 [21, 31]. the minimum composition of the personal learning environment, according to the points of view of western colleagues, should include twitter, blog, rss reader, diigo, wiki. ple is not only a comfortable environment for different types of activity, but also a means of creating a personal learning network, a network where we can interact not only with our colleagues, such as members of a community or mailing list, but also with their partners in a collaborative activity. this significantly broadens our circle of communication, allows us to receive much more professional information. the choice of tools for ple is purely personal, depending on the author’s goals. but if the ple is more varied then students have more learning opportunities. therefore, it is recommended to develop ple constantly taking into account new social services capabilities that are becoming easier to use. this contributes to the development of ple participants in the educational process and the achievement of their own goals. 4. results on the basis of the considered material, a distance learning program “distance learning examination” was created for the system of professional development of teachers, which proceeds six weeks (108 hours): 1. distance course expert. 14 https://doi.org/10.55056/etq.4 educational technology quarterly, vol. 2022, iss. 1, pp. 1-19 https://doi.org/10.55056/etq.4 2. distance course quality. 3. project analysis. goal setting in the course. 4. course information block. 5. student activity in the course, evaluation, rating. 6. motivation. social services. conclusions. 47 teachers enrolled in the open distance course, 37 teachers worked in the course, and 12 teachers fully completed the course program. at the beginning of the course, students were offered a questionnaire that demonstrated the students’ experience in developing a distance course and conducting a distance learning process. the questionnaire was answered by 26 trainees who studied in distance courses of the research laboratory of distance learning. but, unfortunately, the answers to the questions were not of the highest standard. not all trainees were familiar with bloom’s taxonomy and did not use pedagogical theories in their teaching practice. not all of them use a system approach in designing courses and educational materials. in the first stage, the students identified the requirements for the distance course expert, drew up an examination plan and a list of quality criteria for the distance course, developed a system for evaluating a distance course. each listener had to choose a distance course for their tutor examination or to offer their own ones. all practical activity of the trainee in the course was related to the evaluation of the various components of the course. namely, to evaluate the main components of the distance course as the requirements of the technical task are taken into account. during the learning, the students compared the methods of pedagogical design (addie, agile, sam), conducted an analysis of the target audience of the selected distance course, the purpose of bloom’s taxonomy for every week and its approachability, conducted a general analysis of the information (suitability to the purpose and tasks, redundancy, ease of use). they analyzed the complexity of the text, its design, connection with the graphic material, the quality of the graphics. the tasks, discussions and other activities on diversity, usefulness, etc., tests, evaluation system, availability of rating were analyzed. at the end of the course, students prepared an expert opinion of the course and made a self-assessment of their activity in the course. 5. conclusions in the process of training the future experts by means of the compiled open distance course it was revealed that teachers have different levels of theoretical and practical training in distance learning. it creates certain problems in the development of distance course standards at the university and certification of distance courses. to improve the distance training course, it is necessary to review the content of the distance course and identify competencies, that was done in this work, and to strengthen the practical training. in addition, it is necessary to make the course closed and establish the rules of enrollment in the distance course, for example, passing the entrance questionnaire and submitting a cover letter. 15 https://doi.org/10.55056/etq.4 educational technology quarterly, vol. 2022, iss. 1, pp. 1-19 https://doi.org/10.55056/etq.4 the research material will be used to create an improved distance course for training experts in the above mentioned sphere. references [1] anderson, l.w., krathwohl, d.e., 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[45] wheeler, s., 2011. seven reasons teachers should blog. available from: http://steve-wheeler. blogspot.com/2011/07/seven-reasons-teachers-should-blog.html. 19 https://doi.org/10.55056/etq.4 http://www.teachthought.com/blended-learning-2/the-definition-of-blended-learning/ http://www.teachthought.com/blended-learning-2/the-definition-of-blended-learning/ https://www.chieflearningofficer.com/2011/06/15/the-upsurge-of-informal-learning/ https://www.chieflearningofficer.com/2011/06/15/the-upsurge-of-informal-learning/ http://steve-wheeler.blogspot.com/2011/07/seven-reasons-teachers-should-blog.html http://steve-wheeler.blogspot.com/2011/07/seven-reasons-teachers-should-blog.html 1 introduction 2 research purpose 3 distance course expert 3.1 distance course quality 3.2 learning effectiveness 3.3 pedagogical designing 3.4 learning theories 3.5 goal setting in the course 3.6 course information block 3.7 adapting learning information 3.8 student’s activity in the course 3.9 evaluation, rating 3.10 motivation 3.11 social services 4 results 5 conclusions students' computer-based workshops in mandatory classes of english for students majoring in psychology and linguistics: a comparative experimental study educational technology quarterly, vol. 2021, iss. 2, pp. 274-292 https://doi.org/10.55056/etq.55 students’ computer-based workshops in mandatory classes of english for students majoring in psychology and linguistics: a comparative experimental study nataliia p. volkova1, oleg b. tarnopolsky1, olha v. lebid1 and kateryna v. vlasenko2,3 1alfred nobel university, 18 sicheslavska naberezhna str., dnipro, 49000, ukraine 2national university of “kyiv mohyla academy”, 2 hryhoriya skovorody str., kyiv, 04655, ukraine 3technical university “metinvest polytechnic” llc, 71a sechenov str., mariupol, 87524, ukraine abstract. this article addresses the issue of developing and using students’ workshops in english. in the article, such workshops are defined as the fullest form of peer-teaching in which one or several students (workshop organizers) guide their group-mates in performing extra-linguistic learning activities conducted in the target language. the research describes workshops as one of the most efficient ways of involuntary (subconscious) target language acquisition achieved through extra-linguistic practical (experiential) activities performed by way of communication in the language to be learned. the article reports the results of a comparative experimental study in which students of a non-linguistic major (psychology) and students majoring in english as a foreign language on which their career option (applied linguistics) is based were practicing workshops in english in their mandatory classes on that language. the results of the experimental study clearly demonstrate and prove that workshop practice was quite successful in both cases not only in what concerns the involuntary (subconscious) development of learners’ target language communication skills. no less evident was the development of some of the students’ psychological qualities (emotional intelligence) important for their further studies and professional careers. keywords: english as a foreign language, students’ workshops, english communication abilities, emotional intelligence 1. introduction 1.1. problem statement and its topicality substantiation in today’s globalized world english has become the global, or planetary, language of communication whose adequate command is an absolute requirement to be met by every citizen of the " npvolkova@yahoo.com (n. p. volkova); otarnopolsky@ukr.net (o. b. tarnopolsky); swan_ov@ukr.net (o. v. lebid); vlasenkokv@ukr.net (k. v. vlasenko) ~ https://duan.edu.ua/university-ukr/kafedry/15-pages/332-kafedra-pedahohiky-ta-psykholohii.html#volkova_n (n. p. volkova); https://duan.edu.ua/university-ukr/kafedry/15-pages/ 336-kafedra-prykladnoi-linhvistyky-ta-metodyky-navchannia-inozemnykh-mov.html#tarnopolsky_o (o. b. tarnopolsky); https://duan.edu.ua/university-ukr/kafedry/15-pages/332-kafedra-pedahohiky-ta-psykholohii.html#lebid_o (o. v. lebid); http://formathematics.com/uk/tyutori/vlasenko/ (k. v. vlasenko) � 0000-0003-1258-7251 (n. p. volkova); 0000-0001-8507-0216 (o. b. tarnopolsky); 0000-0001-6861-105x (o. v. lebid); 0000-0002-8920-5680 (k. v. vlasenko) © 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. 274 https://doi.org/10.55056/etq.55 mailto:npvolkova@yahoo.com mailto:otarnopolsky@ukr.net mailto:swan_ov@ukr.net mailto:vlasenkokv@ukr.net https://duan.edu.ua/university-ukr/kafedry/15-pages/332-kafedra-pedahohiky-ta-psykholohii.html##volkova_n https://duan.edu.ua/university-ukr/kafedry/15-pages/336-kafedra-prykladnoi-linhvistyky-ta-metodyky-navchannia-inozemnykh-mov.html##tarnopolsky_o https://duan.edu.ua/university-ukr/kafedry/15-pages/336-kafedra-prykladnoi-linhvistyky-ta-metodyky-navchannia-inozemnykh-mov.html##tarnopolsky_o https://duan.edu.ua/university-ukr/kafedry/15-pages/332-kafedra-pedahohiky-ta-psykholohii.html##lebid_o http://formathematics.com/uk/tyutori/vlasenko/ https://orcid.org/0000-0003-1258-7251 https://orcid.org/0000-0001-8507-0216 https://orcid.org/0000-0001-6861-105x https://orcid.org/0000-0002-8920-5680 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2021, iss. 2, pp. 274-292 https://doi.org/10.55056/etq.55 society and whose lack of command is somewhat akin to illiteracy [10]. the most cutting-edge developments in english as a foreign language (efl) teaching methods, designed to teach it more successfully and faster in accordance with the world’s population’s needs, include several most distinctive features. the english language teaching/learning has become culture-oriented and culture-specific. people who learn english acquire not only the necessary language-system dependent communication skills but also culture-specific skills. it makes communication in english culturally adequate [3, 7]. that teaching/learning process has become autonomous [13], cooperative [18], and highly interactive meaning that learners are not so much taught as acquire the language themselves in their autonomous learning activities performed in cooperation with other students (pair and small group learning). such an interaction embraces not only the other students but also the out-of-class environment where learners interact with the internet sites in the target language collecting and processing the information that they need for doing their creative learning tasks ([4], [11, pp. 148-150], [17]). the teachers in these conditions become facilitators [23]. they promote students’ autonomous and cooperative work on their tasks, guiding their attempts to solve learning issues, and overcome learning pitfalls. efl learning, especially at higher education institutions, is gradually being transformed into experiential one [19, 20, 28]. experiential learning in efl is implemented by way of modeling extra-linguistic activities in the classroom and organizing learners’ communication. that communication is used as a means for achieving the goals of the extra-linguistic activities being done. in this process of doing such activities and using the target language as a means of achieving their goals the target language itself is acquired [19, 28]. thanks to the introduction of experiential learning, foreign language classes are becoming more and more constructivist. it means that in the process of doing creative experiential learning activities students selfconstruct their efl language skills and communication skills, such acquisition being mostly involuntary/subconscious because in target language communication the efl skills serve as the means for learners’ extra-linguistic performance [28]. efl courses at higher education institutions have become content-based in their nature. since the principal aim of those courses is preparing students for using the target language in their professional activities, the latest trend is to teach english through the content matter closely related to learners’ majoring/professional disciplines – content-based instruction [2, 27]. the greatest advantage of content-based instruction is its most prominent feature. it is in making provisions for parallel acquisition of knowledge from certain non-linguistic disciplines together with acquisition of the target language and the skills of communicating in it. computerization and informatization of higher school efl courses greatly enhance the learning outcomes [33, 34] making the learning process blended, i.e. organically blending in it the traditional in-class learning activities with on-line activities [14, 26]. all these five cutting-edge trends and features of efl teaching methodology can be observed in their harmonious unity in one of the quite recent and innovative modalities of learning embodied in students’ computer-based workshops in mandatory classes of english. the aim of this article is to discuss and analyze this modality of learning and supply experimental data proving its high efficiency and efficacy both for teaching english at universities and for students’ personal development (their emotional intelligence development). 275 https://doi.org/10.55056/etq.55 educational technology quarterly, vol. 2021, iss. 2, pp. 274-292 https://doi.org/10.55056/etq.55 1.2. peer-teaching in classes of english: the essence of the method tarnopolsky [30] pioneered the introduction of peer-teaching into the english language teaching practice of ukrainian universities defined it as a specific way of instruction according to which students in their english language classroom play the roles of teachers (under the supervision of their regular teacher). in this role they organize and control the english language learning activities of their class-mates, help them, and monitor their learning efforts, give them explanations, correct their mistakes, and provide them with new information [30]. the author believes that peer-teaching is the supreme form of the already mentioned cooperative learning which most important function is to put learners in the conditions in which they help each other to learn by sharing their knowledge and skills, i.e. teaching one another and learning from one another. it is also quite clear that peer-teaching is a highly autonomous and interactive learning activity of the peer-teachers and their peer-students. it is autonomous because the regular teacher assumes only the supervising and facilitating functions. its interactivity is provided by both peer-teaching and peer-learning and active and intensive students’ intercourse among themselves. peer-teaching is indubitably based on blended learning since to hold a peer-teaching session on any topic (especially in the form of a workshop – see further), the peer-teacher is required to prepare himself/herself by collecting a lot of information. it is the task of the regular teacherfacilitator to supply the sources for finding such information, those sources compulsorily being in english and being located on internet sites. when peer-teachers get used to that (and every student in every group is expected to play the role of a peer teacher as often as possible), they start to search for such internet sites in english themselves. moreover, they make their peer-students use those sites when doing some learning tasks, thus making the peer-teaching/learning as a whole predominantly blended [1, 25]. it should be mentioned that the computer/internet constituent in peer-teaching is probably the central one for its success. peer-teaching sessions are doomed to fail without the peer-teachers’ search for the required information on the internet. moreover, peer-teaching sessions (workshops) conducted online are no less successful than those held in traditional classrooms. this enables us to speak about computer-based peer-teaching. peer-teaching/learning cannot avoid being experiential because it ensures students’ practical experience in activities beyond the scope of their ordinary and customary classroom language learning. for peer-teachers their activities are extra-linguistic (teaching their group-mates) using the target language communication as a tool for performing those activities. and in the same way, when peer-teaching is initiated, the regular teacher always directs peer-teachers at giving their peer-students only the tasks that are experiential by their very nature – such as brainstorming, discussions, case studies, roleplaying, etc. [28, 30]. it means that, if we consider peer-teaching as the method of teaching and learning (in the sense ascribed to this term by richards and rodgers [22] – the design and procedure of learning activities), that method is always constructivist. both peer-teachers and peer-students self-construct their knowledge and skills by way of using the language as the means for communication through which some extra-linguistic content matter is taught (peer-teachers) and learned (peer-students). finally, at its conception peer-teaching in classes of english was designed as culture-oriented and content-based [30]. its primary purpose was to make students peer-teachers teach (in 276 https://doi.org/10.55056/etq.55 educational technology quarterly, vol. 2021, iss. 2, pp. 274-292 https://doi.org/10.55056/etq.55 english) their group-mates some culture-specific or professional content-specific information found on internet sites in english (computer-based peer teaching) while preparing for their peer-teaching session. such a session was designed as experiential, autonomous, interactive, and cooperative learning activities. its objective was to help students acquire through the medium of the target language (english) and under the guidance of their peer-teachers some new knowledge related either to their future profession (content-based instruction), or the culture of english-speaking countries (culture-oriented language instruction), or both. from everything said above it can be concluded that no other method does so organically combine all the five cutting-edge trends (see the introduction) in today’s methodology of teaching english as a foreign language in mandatory courses of it at ukrainian universities. but there are different forms of peer-teaching already developed and discussed elsewhere [30]. in this article, we are going to analyze, both theoretically and experimentally, only one of them – students’ workshops that we consider as the most sophisticated, efficient, and the fullest form of peer-teaching, embodying all its typical features and advantages. 2. method 2.1. students’ workshops as the fullest embodiment of peer-teaching even though the method of holding workshops has already long been well-known in academic intercourse and even in courses of teaching a number of non-linguistic disciplines in tertiary education, tarnopolsky and kabanova [29] pioneered the introduction of students’ workshops into mandatory courses of english at ukrainian universities. in the longman exam dictionary, academic or educational workshops are defined as “a meeting at which people try to improve their skills by discussing their experiences and doing practical exercises” [21, p. 1775]. just such workshops are now more and more frequently held at academic conferences and are often more popular and attract larger audiences than traditional conference talks. they have also entered the field of education in the form of short but always intensive teaching/learning programs that focus on skills in a particular field with 10–15 but not more than 20 people taking part in those workshops. workshops conducted by students have already appeared at ukrainian universities but they are not a frequent occurrence. until quite recently, when we have introduced workshops in classes of english, they have been held only in courses of non-linguistic disciplines taught in students’ mother tongue. we introduced workshops in classes of english for students majoring in english philology (a linguistic specialty) and those majoring in psychology (a non-linguistic specialty) at the end of 2017. on a regular basis this method launched at the start of the 2018–2019 academic year. such workshops, conducted in the target language by students themselves and not by their teachers, were defined as a specific form of learner’s peer-teaching experience in which one or several students organize and guide some meaningful extra-linguistic activities of their group-mates, whose activities being done in the target language (in this way, students’ workshops implicitly become language-learning oriented) [29]. the developed requirements and the procedure of conducting a workshop by students are as follows. 277 https://doi.org/10.55056/etq.55 educational technology quarterly, vol. 2021, iss. 2, pp. 274-292 https://doi.org/10.55056/etq.55 one workshop can be organized and conducted by one, two but not more than three studentsorganizers who were either volunteers (a very frequent occurrence after the students “got a taste” of conducting their own workshops). the students-organizers can also be appointed by the regular teacher (mostly only at the beginning of introducing that type of learning activity). the students are expected to conduct their workshops in a class of english a week after they received the task (one week for preparation). the topic of the workshop is selected by the student(s)-organizer(s) themselves and never disclosed to their group-mates before the date of the workshop itself (the regular teacher can know it to be able to recommend to organizers some internet sites in english necessary for preparation). there are only two requirements to the selected topic: a) it has to be contentbased, i.e. directly connected in content to the students’ major, or culture-specific, or both; b) it absolutely has to be interesting and attractive to all the students in the group. the workshop, where the students attending it, have not become interested, as has been shown by their commenting on its outcomes (see further), does not receive a positive grade from the regular teacher. the workshop has to be most thoroughly prepared informationally by way of organizer(s) working with numerous sites in english on the selected workshop topic so that they are able to answer the most diverse questions from the audience on that topic. the list of the processed sites is supposed to be shown to the teacher at the end of the workshop since the latter has to make sure that they are numerous enough and all in english. that list is also supposed to be given to the other students-participants at their request for their further references. this feature makes all the workshops computer-based. every workshop is expected to last for about 40 minutes (half of the standard class period). the workshop is obligatorily required to be accompanied by a powerpoint multi-media presentation (pictures, short texts emphasizing the main points of the topic, etc.) prepared by the student(s)organizer(s) for illustrating what is discussed and facilitating the comprehension and activities of the workshop participants. a workshop should start with an oral presentation (accompanied by a powerpoint presentation) by the student(s)-organizer(s) lasting from 5 minutes (minimum) to 10 minutes (maximum), in which the principal points of the topic are discussed and the task for the students-participants is formulated. the next step is doing that task individually, in pairs, or in small groups by students-participants under the supervision of student(s)-organizer(s) who circulate among the participants, take part in their discussions, put additional questions, give help and prompts. the final step is the whole-group discussion (again guided by the student(s)-organizer(s)) of the task completion results with drawing conclusions concerning the entire topic. this discussion is brought to a close with the general commentaries of the workshop organizer(s). when the workshop is finished, at the request of the regular teacher, all the studentsparticipants comment on it sharing their impressions and evaluating (even grading) the work of student(s)-organizer(s). finally, the regular teacher comments on the work done, evaluating and grading the work of the student(s)-organizer(s), with fully taking into account the grades given by studentsparticipants, as well as the work of those participants themselves. to better illustrate what is said, the examples of two workshops organized by our students are given below. 278 https://doi.org/10.55056/etq.55 educational technology quarterly, vol. 2021, iss. 2, pp. 274-292 https://doi.org/10.55056/etq.55 one of them was held in the 2018/19 academic year in the second-year group of students majoring in philology with a specialization in applied linguistics. the topic was culture-specific. it was the holidays in the usa (which are much less known to the students than the british holidays) as compared to the holiday in ukraine. during the workshop, the two organizers started with giving an oral 10-minute presentation (accompanied by powerpoint slides) on the most popular holidays in the usa. then they divided the participants into pairs, allocated to every pair one of the american holidays just described, and gave them the task of discussing in english and deciding which of the holidays in ukraine was the closest one in its essence to that american holiday. during the pair work, the students-organizers were circulating among the participants, taking part in their discussions, putting additional questions, giving help and prompts. after a 5-minute discussion, every pair was expected to deliver a 2-minute oral presentation on their conclusions. after finishing all the presentations, a whole-group discussion on the common features and differences of american and ukrainian holidays was held. that discussion finalized with the closing comments of the students-organizers. the workshop evoked a lively interest and was highly appreciated both by the students-participants and the teacher. another interesting and highly appreciated workshop also given as an example below was the one held in the 2019/20 academic year by a second-year student majoring in psychology. the workshop was profession-oriented, i.e. content-based. the student-organizer chose as its topic the psychological personality tests often published in popular magazines. the student started the workshop by giving a 7-minute presentation on such tests providing illustrative (powerpoint) examples of them and suggested that the group-mates check whether such tests could be trusted. for doing that, the organizer divided the workshop participants into pairs giving each pair handouts with psychological personality tests collected by him from popular online magazines in english. the students in every pair were asked to complete their tests individually and then discuss the results coming to a conclusion whether they matched the tested persons’ ideas of themselves and the ideas of them held by their partners in a pair. again, like in the preceding case, the organizer was circulating among pairs providing commentaries, encouragement, help, and prompts. the pair discussion was followed by a whole-group one for making general conclusions as to the trustworthiness of psychological tests in popular magazines with final commentaries from the student-organizer. from the above description and examples, it is absolutely clear that such workshops are: a) a peer-teaching activity (workshop organizers teach something to their fellow-students and organize their active learning of what is being taught); b) a content-based and/or cultureoriented activity because its content matter is always related to the content of future profession, or to cultural phenomena, or both; c) a computer-based activity because workshops themselves can quite successfully (and even more successfully than in offline classrooms) be held online, as has already been mentioned in this article and had been shown by our experience of organizing students’ online workshops during the quarantine period in ukraine [24] by way of using zoom cloud platforms service; d) an autonomous (full autonomy of workshop organizers and autonomous work in workshops of the entire group of students with no interference from the regular teacher), cooperative, and interactive activity (all the students have to actively cooperate and interact for a workshop to be successful); e) an experiential activity (extralinguistic practical experience of students involved in the workshop, that experience obtained 279 https://doi.org/10.55056/etq.55 educational technology quarterly, vol. 2021, iss. 2, pp. 274-292 https://doi.org/10.55056/etq.55 through target language communication used as a tool for doing the activity) leading to learners subconsciously self-constricting their knowledge and skills and making the entire learning process constructivist. all this manifests the full embodiment of all the typical peer-teaching features in students’ workshops, that is why they necessarily must be distinguished by all the advantages of such teaching. hypothetically, students’ workshops as described above possess a number of those advantages that are listed below. 2.2. the hypothetical advantages of students’ workshops certainly, the first of such advantages is that the students have an opportunity for better and faster development of their english communication skills. we believed it to be the consequence of linguistic and non-linguistic tertiary students regularly (during not less than two academic years) acting as peer-teachers organizing and holding workshops in english in mandatory classes. our hypothesis was that such an improvement (in comparison with the students of the same majors who did not practice workshops in english) would embrace the development of the three major english communication skills listed in table 1. these three skills whose intensified formation can serve as a kind of criteria testifying to the development of the general english communication ability are primarily related to english speaking but they also act (though to a lesser degree) in reading (when searching for information required for organizing a workshop), listening (when communicating in the process of holding a workshop), and writing (writing notes for holding a workshop). table 1 english communication skills whose development was hypothesized to be improved and intensified due to students practicing workshops in english. type of skills criteria of skill development language skills using relatively (mostly) correct and normative english pronunciation, grammar and vocabulary demonstrating the variety of grammar and vocabulary in communication demonstrating normative average rate/tempo of speaking interactive skills avoiding utterances that set barriers for communication adequately presenting information orally to other people maintaining logical coherence and cohesion in communication maintaining and using feedback in communicative interaction information skills being able to find information fast and competently (particularly on the internet) being able to select properly (particularly on the internet) the required volume and kinds of data and information for doing creative learning tasks another development that as we believed could result from the use of students’ workshops in classes of english was the rapid growth of learners’ emotional intelligence. the notion of emotional intelligence emerged in the framework of gardner’s [9] theory of multiple intelligences. kagan and kagan [16] when discussing the essence of the emotional intelligence divided it into two subtypes of intelligence: the interpersonal and intrapersonal ones. 280 https://doi.org/10.55056/etq.55 educational technology quarterly, vol. 2021, iss. 2, pp. 274-292 https://doi.org/10.55056/etq.55 the interpersonal intelligence manifests person’s abilities to a) solving conflicts successfully, being empathic, tolerant, adequately expressing emotions non-verbally; b) befriending, i.e. establish interpersonal contacts and maintain good relationships with other people, control one’s emotions while in contact with other people, realize their motives, and express sympathy; c) working in a team organizing its other members, collaborating with them, motivating them and encouraging their successful cognitive activities with the help of positive emotions; d) being sociable and communicative generating positive feelings in others, influencing them on the emotional and subconscious level (charisma), enjoying communication with other people, like them, and take care of them, being open to new experiences. the manifestations of these abilities in behavior may be considered as the criteria for interpersonal intelligence development. thus, interpersonal intelligence ensures gaining command of a specific art of having positive attitudes towards others and efficiently governing one’s own emotions that emerge when interacting with them. the intrapersonal intelligence provides for developing the abilities of: a) metacognition, i.e. self-observation, realization of one’s own emotions and feeling, self-reflection, regulating one’s own emotional state in accordance with the behavioral and moral norms, choosing an appropriate form of behavior; b) self-evaluation, i.e. forming an adequate model of one’s own “ego”, respecting the uniqueness of the others in the process of interpersonal interaction; c) appropriate goal-setting, i.e. intuitive prognosticating of one’s own actions outcomes, selfmotivating, self-orientation, postponing the satisfaction of today’s needs and desires for the sake of satisfying more significant remoter goals, realizing one’s spiritual needs and the internal state; d) self-regulation, i.e. regulating one’s own emotions, using the model of one’s own “ego” for effective life functioning (setting priorities), manifesting in one’s external behavior one’s own independence of the immediate moment of existence where emotional reacting is taking place, the analysis of one’s own motivation. the external manifestations of the above-listed properties of intrapersonal intelligence may be regarded as the criteria of the development of that intelligence in a particular person. from the above description, the importance of the communication and intellectual features that students can acquire when practicing workshops in the target language in their course of english is quite clear. however, the fact that personal/intellectual development gets formed thanks to the use of students’ workshops conducted in the target language needs to be proven experimentally. obtaining the relevant proofs was the purpose of our experimental study. 3. results 3.1. materials, method, and procedure of the experimental study the study was conducted during two academic years beginning from september 2018 and until may 2020. it was organized at alfred nobel university in dnipro, ukraine. the students of two majors were involved: would-be psychologists (group ps-18 of 23 students, the 1st year of study in 2018/19 academic year and the 2nd year of study in 2019/20 academic year) and would-be philologists-applied linguists specializing in english (group flpl-18 of 21 students, the 1st year of study in 2018/19 academic year and the 2nd year of study in 2019/20 academic year). for mandatory classes of english, both groups were divided into two subgroups from 10 to 281 https://doi.org/10.55056/etq.55 educational technology quarterly, vol. 2021, iss. 2, pp. 274-292 https://doi.org/10.55056/etq.55 12 students in each of them. the group of would-be psychologists for the purposes of our study was randomly divided into one experimental group (eps) of 11 students and one control group (cps) of 12 students. similarly, the group of would-be applied linguists for the purposes of the study was also randomly divided into one experimental group (eal) of 10 students and one control group (cal) of 11 students. the comparisons were to be made not between the students of different majors but between the students from the experimental and control group only in the same category of learners. would-be philologists most certainly started in the experimental study with a substantially higher level of english than would-be psychologists and were supposed to finish it with a considerably higher level of it. in the eal and cal groups 80-minute classes of english were held three times a week using absolutely identical teaching/learning materials and content, methods, procedures, and forms of teaching and learning (except the addition of workshops in the eal group). the same approach was followed for the eps and cps groups where 80-minute classes of english were held two times a week – everything in the teaching/learning process was identical for both groups, except regular students’ workshops in the eps group. even the teacher in all the experimental and control groups was the same. we also did our best to equalize the students in the experimental and control groups. all the students were in the 18-19 years of age category, with approximately two thirds of females and one third of males in every group. equalization was also achieved in what concerns the learners’ initial – at the beginning of the english course – target language mastery (see the figures in the next section of the article). all the non-linguistic and linguistic students entering the first year of study at alfred nobel university in their first classes of english there take standard tests of their target language command. such tests include a standard test of grammar and vocabulary, and also short tests of reading, writing, listening, and speaking. as the materials for the tests some abridged testing materials from cambridge preliminary english examination (pet) [12] are used. pet is designed for ascertaining whether the examinees have reached the b1 level of english command according to the common european framework of reference for languages [6], i.e. the pre-intermediate level. just this level of english is expected of ukrainian school leavers when entering higher education institutions of that country. in our practice, if the first year students really demonstrate b1 level of english, they are considered to be at the high initial level for studying the language further. if the initial level is somewhat lower: higher than a1 [6] but not quite reaching b1, students are considered to be on the average (or sufficient) initial level, while if the initial level is lower than a1, it is believed to be low. when distributing the students who were taking part in our experimental study into groups, care was taken that the experimental and control groups included approximately equal numbers of students with high, average/sufficient, and low initial levels of their english mastery. thanks to this, the results of experimentally introducing the workshop method in the experimental groups in what concerns the development of learners’ english communication skills could be justifiably compared to the results of such development in control groups where computer-based workshops were not conducted. it should also be noted that at the beginning of their first year of university studies all our students from both the experimental and control groups were interviewed by professional psychologists (from the department of innovative technologies in pedagogy, psychology and social work, alfred nobel university) who were determining the initial levels of their emotional 282 https://doi.org/10.55056/etq.55 educational technology quarterly, vol. 2021, iss. 2, pp. 274-292 https://doi.org/10.55056/etq.55 intelligence development. it was done for equalizing in this specific aspect as well the distribution of students (with the high, average/sufficient, and low levels of development of that intelligence) into the experimental and control groups – see the figures in the next section of the article. to determine what levels of communicative development and the development of emotional intelligence were achieved by our students from the experimental and control groups by the end of the two-year-long experimental study, the following two methods of evaluating/assessing those levels (at the end of the study as compared to its beginning) were used: • the first method is called the method of independent experts or judges when assessment (and grading) is done not by the teacher who has been teaching the students but by some other teachers who have never worked with them. what is more, at least two independent experts or judges do the assessment (and grading) absolutely independently of each other [31, p. 90]. this method was absolutely indispensable for our study because students’ english communication skills development was assessed mostly through their speaking in english, and speaking skills can be assessed only subjectively by human assessors and not objectively by using objective tests. the same concerns assessing the level of development of learners’ emotional intelligence. assessment by independent experts, and not only by one but by several of them, allows to considerably decrease the level of subjectivity in both cases to a minimum ensuring much more accurate results of the experimental study [5, 31]. • the second method was the method of independent experts’ assessment of learners’ skills and personal features development. the experts used a number of pre-set criteria given to them before they started assessing. those criteria outline the set of qualitative parameters that every assessor/independent expert is expected to take into account, so that they do their assessments on the basis of such criteria/parameters only [5, 8, 15, 32]. moreover, a definite scale of points is supposed to be ascribed to every criterion, so that assessors/independent experts are not free in their grading either [5, 15]. criteria and the scale of points attached to them give assessors/independent experts clear-cut guidelines as to the assessment and grading procedure [31, p. 90]. in the case of our study, the criteria given to independent experts for assessing the level of formation of learners’ english communication skills were the nine criteria manifesting how well their english language skills, interactive skills, and information skills were developed. all those nine criteria (e.g., using relatively (mostly) correct and normative english pronunciation, grammar and vocabulary; maintaining logical coherence and cohesion in communication; being able to select properly (particularly on the internet) the required volume and kinds of data and information for doing creative learning tasks and 6 others) are listed above in table 1. the criteria for assessing the formation of students’ emotional intelligence were those eight characterizing the development of people’s interpersonal and intrapersonal intelligences, also discussed above. every assessor/independent expert was requested to take into account the external manifestations by every student of the eight separate emotional intelligence abilities which were reflected in those criteria. we were especially interested in the criteria of metacognition, ability of team work, sociability and communicative ability, as well as the ability of adequate goal-setting, since it is those four abilities that, theoretically, workshop activities are especially suitable for developing intensively. on the basis of just those four criteria, experts were supposed to 283 https://doi.org/10.55056/etq.55 educational technology quarterly, vol. 2021, iss. 2, pp. 274-292 https://doi.org/10.55056/etq.55 provide a generalized assessment of a particular student’s emotional intelligence development at the time of assessment. each of the criteria for assessing both the development of learners’ english communication skills and their emotional intelligence could be graded by every expert using the following scale: the low level of development (“low”) – from 1.9 to 1.0 points, the average/sufficient level of development (“sufficient”) – from 2.4 to 2.0 points, the high level of development (“high”) – from 3.0 to 2.5 points. on the basis of the two above-discussed methods, the procedure of conducting the experimental study was elaborated. five independent experts were selected: three specializing in psychology and doing their teaching at the department of innovative technologies in pedagogy, psychology and social work, alfred nobel university, and two teaching english at the department of applied linguistics and methods of teaching foreign languages of the same university. the three professional psychologists were responsible for evaluating the level of development of learners’ emotional intelligence. both professional teachers of english were engaged in evaluating the development of students’ english communication skills. during the experimental study, the experts were requested to attend classes on english in all the experimental and control groups every two months completing, as the result of their observation, the current assessment data of students’ progress in their english communication skills and emotional intelligence development. the same procedure was followed in the last assessment session at the very end of the experimental study, and only the results of that last assessment in comparison with the assessment results before the start of the experimental study will be analysed below in the article giving the mean figures for every group. 3.2. the results of the study: their computation in the study, the results of experts’ assessments of learners’ level of english communication skills development were computed on the basis of the scale of points (3.0–2.5 for the high level, 2.4–2.0 for the sufficient level, and 1.9–1.0 for the low level) and using the formula of the arithmetic mean indicators. if the sum of points given by the two independent experts-teachers of english evaluating one student’s communication skills development equalled 6.0–5.0 that student was considered as having the high level of that development, 4.8–4 points meant the sufficient level, and 3.8–2 points – the low level. then, the mean figures for the entire body of students in every experimental or control group were calculated, and, on that basis, the percentage of students in that group having high, sufficient, and low levels of communicative skills development was computed. just those percentage figures are given in table 2 below. it should also be noted that the statistical significance of the difference in the figures in every two comparable experimental and control groups (eps and cps, on the one hand, and eal and cal, on the other hand) was also computed using the pearson criterion for the number of degrees of freedom: 𝑣 = 2. 𝜒2𝑐𝑟𝑖𝑡 = {︃ 5.991, 𝑝 ≤ 0.05 9.21, 𝑝 ≤ 0.01 the results of this computation are given in the last lines of every separate section in table 2 and in figure 1. 284 https://doi.org/10.55056/etq.55 educational technology quarterly, vol. 2021, iss. 2, pp. 274-292 https://doi.org/10.55056/etq.55 table 2 the results of the study (pre-experimental and post-experimental): the dynamics of students’ english communication skills indicators development. the level of skills development (in percentage of the number of students in a group) group 12 students in cps and 11 in eps 11 students in cal and 10 in eal the stage of the study pre-experimental post-experimental pre-experimental post-experimental cps eps cps eps cal eal cal eal language skills high 8.3% 9.1% 16.7% 54.5% 18.2% 20% 18.2% 50% sufficient 33.3% 36.4% 41.7% 36.4% 36.4% 40% 54.5% 40% low 58.4% 54.5% 41.6% 9.1% 45.4% 40% 27.3% 10% 𝜒2𝑒𝑚𝑝 0.308 41.262 0.596 25.076 interactive skills high 16.7% 8.3% 25% 54.5% 18.2% 20% 36.4% 60% sufficient 33.3% 41.7% 41.7% 36.4% 45.5% 50% 36.4% 40% low 50% 50% 33.3% 9.1% 36.3% 30% 27.2% 0% 𝜒2𝑒𝑚𝑝 3.762 25.118 0.894 33.148 information skills high 8.3% 9.1% 16.7% 45.5% 9.1% 20% 27.3% 60% sufficient 41.7% 36.4% 50% 45.5% 45.5% 30% 45.5% 30% low 50% 54.5% 33.3% 9% 45.4% 50% 27.2% 10% 𝜒2𝑒𝑚𝑝 0.59 27.508 7.486 (for 𝑝 ≤ 0.05) 23.382 the first conclusion that can be drawn from the data in table 2 is the relative mathematical insignificance in the differences of pre-experimental results in cps and eps, on the one hand, and cal and eal, on the other hand. it shows that before the experimental study the students in the control and experimental groups were effectively equalized in what concerns their english communication skills development. on the contrary, after the experimental study, these differences became statistically significant. it means that the only variable in the study: the use or non-use of students’ workshops in english did make a substantial and pronounced impact and effect on their english communication skills development. according to the data in table 2, it can also be concluded that during the two years of the experimental study, there were some positive changes and shifts in the control groups. however, in those groups, the dynamics of approaching the high level of students’ english communicative skills development was not very well pronounced. in the cps (would-be psychologists) group the number of students who reached the high level of language skills development during the two years increased by only +8.4%, those who reached the high level of interactive skills command increased by +8.3%, while the increase to the high level of information skills development embraced +8.3% of students. some positive changes were also observed in the number of students who were at a low level. in the cps group by the end of the study there were –16.8% 285 https://doi.org/10.55056/etq.55 educational technology quarterly, vol. 2021, iss. 2, pp. 274-292 https://doi.org/10.55056/etq.55 figure 1: graphic representation of the results of the study (pre-experimental and post-experimental): the dynamics of students’ english communication skills indicators development. less of them in what concerns the level of language skills development, –16.2% less in the low level of interactive skills development, –16.2 less in the low level of development of information skills. the compatible, not very high, skills development improvement figures were obtained in the control group of would-be applied linguists (cal). for instance, the decrease in the number of cal group students who were at the low level of communicative skills commands reached only –18.1% in what concerns the development of their language skills, –9.1% in interactive skills, and –18.2% in information skills development. unlike that, the positive changes in both experimental groups were quite considerable. the number of students who reached the high levels of communicative skills development increased in eps group (would-be psychologists) by +45.4% in their language skills development, by +46.2% (interactive skills), and by +36.4% (information skills). the relative indicators in eal 286 https://doi.org/10.55056/etq.55 educational technology quarterly, vol. 2021, iss. 2, pp. 274-292 https://doi.org/10.55056/etq.55 group (would-be applied linguists) were +30.0%, +40.0%, and +40.0%. the figures for the same skills in what concerns the decrease in the number of students of the low level category were for the eps group: –45.4%, –40.9%, –45.5%; for the eal group they were –30.0%, –30.0%, –40.0%. therefore, it can be considered as proof that the workshop method effectively contributed to developing such of our learners’ english communicative abilities as using relatively (mostly) correct and normative english pronunciation, grammar and vocabulary; demonstrating the variety of grammar and vocabulary in communication; demonstrating normative average rate/tempo of speaking; avoiding utterances that set barriers for communication; adequately presenting information orally to other people; maintaining logical coherence and cohesion in communication; maintaining and using feedback in communicative interaction; being able to find information fast and competently (particularly on the internet), and being able to select properly (particularly on the internet) the required volume and kinds of data and information for doing creative learning tasks. the pre-experimental and post-experimental results of evaluating the development of students’ emotional intelligence, computed in the same way as when computing the pre-experimental and post-experimental data concerning the learners’ english communication skills development, are summarized in table 3 and figure 2 below. the data in the table convincingly prove that the differences in the emotional intelligence development of the students in the comparable experimental and control groups were mathematically/statistically insignificant at the beginning of the study but became so at its end (see the 𝜒2𝑒𝑚𝑝 indicators in table 3). the figure 2 testify to the fact that experimental group students’ workshop activities, their work in small groups, and doing group tasks contributed to developing their abilities to organize the activities of other people and motivating them with the help of positive emotions. workshops teach them to plan joint activities, to collaborate, and foresee the results of future activities. as a result, the need to observe one’s own emotions and feelings appears with the aim of regulating them, taking into account the uniqueness of other people in the process of interpersonal interaction. the abilities of regulating one’s own emotional states in different kinds of communication became more manifested in experimental groups’ students. it is shown by their increasing indicators of metacognition development followed by a sharp drop in the number of students from those groups who, at the beginning of the study, were considered as belonging to the low level of such development: –45.5% in eps group and –50% in eal group. the indicators of experimental group students’ teamwork abilities, as well as those of their sociable and communicative abilities and goal-setting abilities, have also grown substantially. for instance, in what concerns the teamwork abilities, in eps group they have grown from 9.1% to 54.5% (+36.4 increase), and the low level of development dropped from 63.6% to 0% (–63.3). in eal group the relevant figures were: from 10% to 70% (increase +60%) and from 63.6% to 0% (drop –63.6). the same can be said about all the other indicators for experimental groups students, while in the control groups those changes were not so much noticeable. therefore, it can be safely asserted that our experimental study has fully proven a very beneficial impact and effect of using the workshop method in classes of english on the development of tertiary students’ (of both non-linguistic and linguistic majors) english communication skills and their emotional intelligence features. 287 https://doi.org/10.55056/etq.55 educational technology quarterly, vol. 2021, iss. 2, pp. 274-292 https://doi.org/10.55056/etq.55 table 3 the results of the study (pre-experimental and post-experimental): the dynamics of students’ emotional intelligence indicators development. the level of skills development (in percentage of the number of students in a group) group 12 students in cps and 11 in eps 11 students in cal and 10 in eal the stage of the study pre-experimental post-experimental pre-experimental post-experimental cps eps cps eps cal eal cal eal metacognition high 0% 9.1% 16.7% 45.5% 9.1% 10% 27.3% 60% sufficient 25% 27.3% 33.3% 36.4% 27.3% 40% 54.5% 40% low 75% 63.6% 50% 18.1% 63.6% 50% 18.2% 0% 𝜒2𝑒𝑚𝑝 1.598 28.416 4.066 19.056 ability of team work high 8.3% 9.1% 25% 45.5% 9.1% 10% 18.2% 70% sufficient 25% 27.3% 33.3% 54.5% 27.3% 30% 54.5% 30% low 66.7% 63.6% 41.7% 0% 63.6% 60% 27.3% 0% 𝜒2𝑒𝑚𝑝 0.21 37.972 0.274 48.826 sociability and communicative ability high 16.7% 0% 33.3% 45.5% 9.1% 10% 36.4% 60% sufficient 33.3% 36.4% 41.7% 45.5% 27.3% 40% 45.5% 40% low 50% 63.6% 25% 9% 63.6% 50% 18.1% 0% 𝜒2𝑒𝑚𝑝 7.128 (for 𝑝 ≤ 0.05) 9.584 4.066 11.568 ability of adequate goal-setting high 8.3% 9.1% 16.7% 54.5% 9.1% 20% 27.3% 60% sufficient 41.7% 45.5% 50% 36.4% 54.5% 40% 54.5% 30% low 50.3% 45.4% 33.3% 9.1% 36.4% 40% 18.2% 10% 𝜒2𝑒𝑚𝑝 0.454 36.02 6.476 (for 𝑝 ≤ 0.05) 21.736 4. discussion and conclusion this article above was discussing the use of students’ computer-based workshops in english conducted by learners themselves in their mandatory classes on that language at the university. the workshops were defined as a supreme form of peer-teaching in which one or several students (workshop organizers) guide their group-mates in performing extra-linguistic learning activities conducted in the target language. the workshops are computer-based because organizing them requires extensive internet searches by students-organizers and, as our experience shows, can be held both offline and online. the efficiency of conducting such workshops was researched in a two-year-long experimental study. it was postulated at the beginning of that study that if the students enter the university with their level of english higher than a1, workshops in 288 https://doi.org/10.55056/etq.55 educational technology quarterly, vol. 2021, iss. 2, pp. 274-292 https://doi.org/10.55056/etq.55 figure 2: graphic representations of the results of the study (pre-experimental and post-experimental): the dynamics of students’ emotional intelligence indicators development. english could be conducted from the very first year at university and they could be organized both by the learners who major in linguistics and by those of non-linguistic majors. this is why 289 https://doi.org/10.55056/etq.55 educational technology quarterly, vol. 2021, iss. 2, pp. 274-292 https://doi.org/10.55056/etq.55 the students of psychology and of english philology (applied linguistics) were involved in the experimental study. from the beginning of their first year until the end of their second year at university they were regularly practicing workshops in english in their mandatory classes on that discipline. the experimental study fully and convincingly proved that computer-based workshops in english greatly and efficiently contributed to the development of students’ (of both linguistic and non-linguistic major) english communication abilities, such as: using correct and normative english pronunciation, grammar and vocabulary; demonstrating the variety of grammar and vocabulary in communication; demonstrating normative average rate/tempo of speaking; avoiding utterances that set barriers for communication; adequately presenting information orally to other people; maintaining logical coherence and cohesion in communication; maintaining and using feedback in communicative interaction; being able to find information fast and competently (particularly on the internet), and being able to select properly (particularly on the internet) the required volume and kinds of data and information for doing creative learning tasks. those workshops also effectively help in developing students’ emotional intelligence, especially such abilities as metacognition, the abilities of teamwork, of being sociable and communicative, as well as the abilities of adequate goal-setting. therefore, the general conclusion is: students’ workshops in english held during their classes on that 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[34] warschauer, m., shetzer, h. and meloni, c., 2000. internet for english teaching. alexandria, va: teachers of english to speakers of other languages. 292 https://doi.org/10.1051/e3sconf/202016600001 https://doi.org/10.55056/etq.55 https://doi.org/10.1051/e3sconf/202016600001 https://besig.iatefl.org/wp-content/uploads/2018/12/2003-issue-3-pdf.pdf https://besig.iatefl.org/wp-content/uploads/2018/12/2003-issue-3-pdf.pdf https://doi.org/10.1007/978-0-387-30424-3_89 https://doi.org/10.2478/9788376560014 https://doi.org/10.32589/2412-9283.30.2019.177432 https://doi.org/10.32589/2412-9283.30.2019.177432 http://web.archive.org/web/20201231224108if_/https://www.files.gisap.eu/sites/files/digest/152.indd_site.pdf http://web.archive.org/web/20201231224108if_/https://www.files.gisap.eu/sites/files/digest/152.indd_site.pdf https://doi.org/10.13189/ujer.2020.080205 https://doi.org/10.13189/ujer.2020.080205 https://education.uci.edu/uploads/7/2/7/6/72769947/developmental1.pdf https://education.uci.edu/uploads/7/2/7/6/72769947/developmental1.pdf 1 introduction 1.1 problem statement and its topicality substantiation 1.2 peer-teaching in classes of english: the essence of the method 2 method 2.1 students’ workshops as the fullest embodiment of peer-teaching 2.2 the hypothetical advantages of students’ workshops 3 results 3.1 materials, method, and procedure of the experimental study 3.2 the results of the study: their computation 4 discussion and conclusion virtual learning environments: major trends in the use of modern digital technologies in higher education institutions educational technology quarterly, vol. 2022, iss. 3, pp. 183-202 https://doi.org/10.55056/etq.35 virtual learning environments: major trends in the use of modern digital technologies in higher education institutions mariana m. kovtoniuk1, olena p. kosovets1, olena m. soia1 and lyubov l. tyutyun1 1vinnytsia mykhailo kotsiubynskyi state pedagogical university, 32 ostrozki str., vinnytsia, 21100, ukraine abstract. the article reveals the features of development and integrated implementation of virtual learning environment with the use of modern digital technologies in the learning process of higher education. the article summarizes the interpretation of the concept of “virtual learning environment”. virtual learning environment can be interpreted as an immersive online learning environment that has a methodologically integrated learning system, provides an open interactive dynamic learning process in cyberspace using modern digital technologies that take into account the individual educational characteristics of students. the main subjects and functions of the virtual learning environment are identified. one of the links in creating a virtual learning environment is the development of free learning space through websites. it is stated that the teacher’s site should be integrated into the learning technology designed and implemented by the teacher. then the logic and structure of the lesson will be an element of the teacher’s creativity, and he is able to choose his own strategy and teaching methods, and not just follow the presentation of the material proposed by other authors. in conditions when the idea of personality-oriented learning, built on the innovative activities of the teacher, is fundamental in education, this approach, according to our research, is crucial. the possibilities of modern network technologies involved in the content management system are described, the roles of participants in the educational process are determined, the tasks solved by educational platforms are indicated, their main functions in the learning environment of higher education institutions are described. keywords: virtual learning environment, teacher’s website, learning management systems, educational process, higher education applicant 1. introduction today’s digital technologies have a significant impact on people and society. they are changing the way we think, perceive, and act. the way we learn and teach is significantly affected by technological change because the technologies that we use for education are constantly evolving and changing. digital technologies give rise to the improvement of the forms and methods of interaction between the participants of the educational process. of particular envelope-open kovtonyukmm@vspu.edu.ua (m. m. kovtoniuk); kosovets.op@vspu.edu.ua (o. p. kosovets); soia.om@vspu.edu.ua (o. m. soia); tiutiun.la@vspu.edu.ua (l. l. tyutyun) globe http://library.vspu.edu.ua/inform/nauk_profil.htm#kovtonuk_marjana (m. m. kovtoniuk); http://library.vspu.edu.ua/inform/nauk_profil.htm#kosovets_olena (o. p. kosovets); http://library.vspu.edu.ua/inform/nauk_profil.htm#soja_olena (o. m. soia); http://library.vspu.edu.ua/inform/nauk_profil.htm#tutun_lubov (l. l. tyutyun) orcid 0000-0002-7444-1234 (m. m. kovtoniuk); 0000-0001-8577-3042 (o. p. kosovets); 0000-0002-0937-299x (o. m. soia); 0000-0001-9466-8746 (l. l. tyutyun) © 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. 183 https://doi.org/10.55056/etq.35 mailto:kovtonyukmm@vspu.edu.ua mailto:kosovets.op@vspu.edu.ua mailto:soia.om@vspu.edu.ua mailto:tiutiun.la@vspu.edu.ua http://library.vspu.edu.ua/inform/nauk_profil.htm#kovtonuk_marjana http://library.vspu.edu.ua/inform/nauk_profil.htm#kosovets_olena http://library.vspu.edu.ua/inform/nauk_profil.htm#soja_olena http://library.vspu.edu.ua/inform/nauk_profil.htm#tutun_lubov https://orcid.org/0000-0002-7444-1234 https://orcid.org/0000-0001-8577-3042 https://orcid.org/0000-0002-0937-299x https://orcid.org/0000-0001-9466-8746 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2022, iss. 3, pp. 183-202 https://doi.org/10.55056/etq.35 importance are virtual learning environments, in the pedagogically weighted use of which we see opportunities for integration into the traditional information and learning environment of a higher education institution. the flexibility of using digital technologies in organizing the learning process requires proper selection of teaching tools and content in accordance with didactic properties and possibilities of online environments; forecasting the possible impact of the latest technologies on the nature of thinking and behavior of participants in the educational process. the introduction of innovative technologies of remote learning in higher education is one of the operational goals, the objectives of which are to create an industry of innovative technologies and learning tools that meet the world scientific and technological level; digitalization of all processes in higher education; remote learning normalization as a form of higher education [27]. through quarantine constraints fundamental priorities, which include the organization of the educational process regardless of time and location of its participants, ensuring interactive work of students with educational content, adaptation of the learning process to the individual characteristics, needs and characteristics of applicants for education, the use of e-learning tools and services have acquired wide practical meaning. there are configurations in the ways and developments of learning, including the role and place of teachers [26]. from traditional teaching, broadcasting, transmission and control of knowledge functions of educators are transformed and focused in the creation and functioning of the learning environment and its management with the extensive use of digital technologies in full-time, part-time, dual and mixed forms of education and active student participation; self-education, internships, professional development, participation in grant programs and other projects, etc. thus, new requirements are put forward for educational institutions to prepare responsible individuals capable of adapting to modern society for adult life. hence, one of the main objectives is to create the conditions for each graduate to receive the level of education that suits his/her abilities, interests and capabilities. it is by means of modern digital technologies in a remote learning environment, teachers direct their efforts to provide students with individualized learning pace, differentiated complication of training material and development of individual tasks, taking into account students’ interests and in accordance with the profile of the educational institution. the effectiveness of such training will increase significantly with the use of digital and information and communication technologies, which will provide significant opportunities for expanding the educational process in accordance with the cognitive characteristics of higher education applicants. 2. related work virtual learning environment is a subject of scientific research in number of studies. falshtynska [3], krasilnik [12], pererva et al. [20], skurativska and popadiuk [23], tryus, herasymenko and franchuk [28] investigated the problem of virtual learning environment application as a necessary component of the educational process in higher education. hendrickson [4], husak and radzikhovska [8], osadcha et al. [17], verstege, vincken and diederen [31] analyzed the features of teaching natural and mathematical subjects in higher education institutions using virtual learning environment facilities. 184 https://doi.org/10.55056/etq.35 educational technology quarterly, vol. 2022, iss. 3, pp. 183-202 https://doi.org/10.55056/etq.35 pakhomova and bondarenko [19] analyzed the concepts of “virtual learning environment”, “virtual educational environment”, “electronic learning environment” and others. smutny and schreiberova [25] note the availability of learning chatbots as a popular option for virtual interaction with students. researchers found 89 unique educational chatbots in the instant messaging application facebook messenger and evaluated the performance of 47 of them as learning support tools. the educational chatbots on the facebook messenger platform range from a basic level of personalized messaging to recommending educational content. these findings provide further evidence that chatbot programming (especially facebook messenger) is still in its early stages. additional features include artificial intelligence learning assistants that answer typical questions posted by students, set learning goals and monitor learning progress. mclaren et al. [15] have investigated how learning contexts using educational technology can affect learning, specifically looking at how lessons can be conducted using a digital learning game. in a typical classroom setting, the instructor acts as a learning leader and facilitator as students use the software to learn. students submit to the instructor’s expectations and are under the pressure of limited time, as classes are usually of a certain length and held at certain times of the day. completing academic tasks at home gives students much more independence with a variety of learning and technical support from parents, professors, classmates, and upperclassmen. the level of noise and focus during homeschooling can vary greatly, depending entirely on each student’s home environment. students can often work at home whenever they want, day or night, and for as long or as fast as they want. they are also much less subject to rules, except those imposed by their parents, and those rules may differ considerably from those of teachers. verstege, vincken and diederen [31] developed a plan to create virtual experimental environments for laboratory-based learning that play an important role in university-level science curricula. the researchers established three general design requirements applicable to virtual learning environments for organizing laboratory instruction: 1) create a positive learning experience; 2) support students in achieving the intended learning outcomes; and 3) allow students to complete assignments independently. the paper presents general design requirements, design principles, and design architecture that can be used as a blueprint for creating virtual experimental environments. in addition to establishing the three general requirements, fourteen relevant design principles and design architecture are proposed based on ideas gathered from educational design research. smulson [24] considered the psychological problems of creating virtual learning environments as self-development environments. the properties of immersive environments important for the design of virtual educational space are analyzed. smulson [24] notes the methodological integrity of the learning system in a virtual environment, in other words, psychological, pedagogical, didactic, methodological and technological unity of the approaches to learning design and appropriate learning impacts, multiple interaction of subjects of the learning process in the environment. with the development of immersive technologies in education [1, 22], it became possible to effectively provide virtual environment for the organization of training in computer science and mathematics of applicants for higher education: a wide range of digital technologies offers new opportunities for learning material, monitoring the pace of training activities and the level of training of each student. 185 https://doi.org/10.55056/etq.35 educational technology quarterly, vol. 2022, iss. 3, pp. 183-202 https://doi.org/10.55056/etq.35 vaindorf-sysoeva [30] considers virtual learning environment, in particular, as a set of information content and communication capabilities of different types of computer networks, which are formed and used for training participants in the educational process; information space for interaction between participants in the educational process, which is provided by information and communication technologies and contains a set of digital tools that manage the content of the learning environment and communication participants. smulson [24] notes the emergence of a new approach to learning, focused on an immersive learning and professional environment, i.e., non-subjective spatial localization and autonomous existence, synchronized environment, vectoriality, integrity, motivationality, immersiveness, presence, interactivity, etc. zhuk and sirenko [32] understand virtual learning environment as a network communication space, which provides the organization of the educational process, its methodological and information support, documentation, interaction between all subjects of the educational process (students, teachers, dean’s office), and its management. so, virtual learning environment can be interpreted as an immersive online learning environment, which has a methodologically holistic learning system, provides an open interactive dynamic learning process in a virtual space using modern digital technologies, taking into account individual educational characteristics of the student. virtual learning environment is aimed at improving the learning process and providing free access to training materials of theoretical and practical field, electronic library with a selection of recommended literature, teacher consultations and communication with classmates through general and private chats, performing interactive tasks, etc. hrinchenko [6] considers a virtual educational-and-methodical complex consisting of: instructional unit, information unit (resource content system), control unit (testing and evaluation mechanism), communication unit (interactive teaching system) and the control system combines all this together. combining these blocks into a single virtual system will ensure the study of the academic subject as a holistic process, including lectures, seminars, practical and laboratory classes, individual and group consultations, control activities and independent work of students. lipeikiene [13] defines a virtual learning environment as software hosted on a particular server and designed to manage various aspects of learning: course management mechanism, student progress monitoring and assessment, access to resources. lipeikiene [13] defines the main requirements for a virtual learning environment: access control – usually based on the creation of an account containing a user login and password; creation of professional course material and mastery of management skills, the course learning content can change over time: updated or effectively supplemented; ensure the use of all types of multimedia content: text, 2d and 3d graphics, animation, digital audio and video, virtual reality; text, 2d and 3d graphics, animation, digital audio and video, virtual reality; links to digital libraries and other important information on the internet; automated glossaries, indexes, search engines; communication tools – email, chat rooms, presentations, announcements, discussions within the environment; connection to software required for learning (if available); personal space for students to share and store materials; tools for automatic assessment, usually also self-assessment tools; monitoring the progress of students, the systematization of their grades, statistical information about the learning process for the teacher. sarafanuk [21] believes that the key properties of virtual learning environments include: 186 https://doi.org/10.55056/etq.35 educational technology quarterly, vol. 2022, iss. 3, pp. 183-202 https://doi.org/10.55056/etq.35 immersive learning environment in which one is immersed; interactivity (active user interaction with the artificial environment); dynamism (rapid change of events); imaginary; sense of presence (experiencing sensations identical to reality); continuity (possibility of infinite representation); temporality and causality (rotating time; activation of causal relationships: for example, the presence of multimedia accompaniment of answers allows the student to observe and comprehend the consequences of their actions and decisions, to experience them as real, to predict the possible development of events). virtual learning environments also act as elements of adaptation and modeling of students’ activities, because adaptive learning systems should build the educational strategy of the applicant with personalization in mind. typically, personalization implies adaptive interaction, adaptive access to the course, adaptive content of the training material, and adaptive collaboration support. the origins of adaptation technologies used in learning adaptive systems come from the field of information learning systems (adaptive planning, data mining, interactive task execution support, ready-made example task execution support, and collaboration support) or from the field of adaptive hypermedia systems meeting three criteria: the hypermedia system must be hypertext or hypermedia, have a user model and adapt its hypermedia space using that model. osadcha et al. [17] concretize the goal of adaptive systems of individualization and personalization of professional training of future professionals in a blended learning environment in the following tasks: 1) to implement adaptive learning technologies in higher education institutions: adaptation of learning materials, adaptation of control (testing), adaptation of devices, adaptation of face-to-face classes; 2) to introduce an individual approach in the process of professional training in the system of remote and full-time education through the study of individual qualities of students, support and maintenance of the individual training program of the student, individualization of the learning process, development of individual characteristics of the student and the formation of new characteristics on his educational request, monitoring of individual progress; 4) implement a systematic use of modern information and communication technologies and modern technical means of education in order to provide professional training of future specialists in a mixed learning environment; 5) monitor the formation of professional competence of future specialists in the adaptive system of higher education. virtual learning environment is a creative environment, learning in which is possible in the presence of high intrinsic motivation of students, their positive mood. the implementation of personality-centered educational system is a necessary condition for learning in virtual learning environment. the degree of confidence of teachers in the initiatives of students in such a system is higher than in the traditional system of education. digital technologies act as an important component of providing an effective learning process for creating conditions for productive creative activities, which provide thorough opportunities for students’ self-realization. virtual learning environments are designed by means of a modern learning management system (lms), which is a web-based application that allows for the administration of educational content in the distance learning process. the presence of a convenient learning management system allows you to solve a number of problems that previously required a large number of disparate tools. according to dobre [2], turnbull, chugh and luck [29], lms os web-based learning system that allow instructors to create, manage and communicate course content. lms play an impor187 https://doi.org/10.55056/etq.35 educational technology quarterly, vol. 2022, iss. 3, pp. 183-202 https://doi.org/10.55056/etq.35 tant role in improving and supporting remote and mixed teaching and learning in today’s digital environment. lms can provide interactive tools such as blogs, wikis, chat rooms, and discussion platforms that allow virtual learning environments to develop constructivist approaches to learning. the main functions of lms are: registration of students and teachers; delivery of training content; providing various types of interaction of students with each other and with teachers; progress control; collection of statistics on learning activities; generation of reports, etc. virtual learning environment is created by means of lms to solve problems of administration, schedule management; placement of content that takes into account the educational characteristics of the student; different types of tracking of tasks and history of the student to provide individual training. the main functions of lms are class organization, implementation of collaborative learning, attendance management and availability of bulletin board. mershad and wakim [16] presented an iot-based learning management system in which different types of components such as remote lectures, classroom monitoring, virtual reality, classroom experimentation, security, classroom tutorials, student assessment and data sharing have been reviewed and improved/updated. they note that this improved lms will provide students, faculty, and administrative staff with a positive experience when participating in e-learning courses or performing administrative work. their lms model takes into account the importance of system efficiency and effectiveness, but also focuses on collaboration and interaction between all parties involved. jung and huh [9] explain the basic structure of a lms in figure 1. students access the lms web server using a web browser. the lms web server provides a vod (video on demand) service according to the student’s request and then allows the student to view and edit their information (user information) or provides a mobile web service according to the user’s environment. in addition, various functions necessary for online learning, such as messages, frequently asked questions and online textbook purchases, are stored in a database. meanwhile, the lms displays information useful to students, including external data such as weather information and online course news, as well as information provided by the lms’s own database. osman [18] notes that the learning management systems in use today are either commercial products (e.g., webct, blackboard, sap litmos, 360learning, opigno lms, fuse next-gen learning, collaborator) or free and open source products (e.g. moodle, ilias, neo lms), or customizable software systems that serve the learning goals of certain organizations. lmss in the first and second categories are exponentially increasing as most institutions and universities use off-the-shelf lmss. this is due to the complexity of developing such systems. moodle is one of the most widely used learning management systems nowadays. moodle is a free open learning management system, which provides the implementation of the educational process in blended and remote learning modern digital means of communication between teachers and students, which is implemented in the form of internet conferences, discussions, forums, etc. this adaptive learning system allows you to create high-quality remote learning courses, as well as provide support in the format of face-to-face learning. moodle system has secure access through pre-registration and getting an individual login and password. when attaching text files to moodle pages for import, it is necessary to reformat them to create a scorm package. the scorm package is a zip archive in which all the learning materials are packaged. the lms then not only gives students access to these materials, but 188 https://doi.org/10.55056/etq.35 educational technology quarterly, vol. 2022, iss. 3, pp. 183-202 https://doi.org/10.55056/etq.35 figure 1: structure of a basic lms [9]. also keeps all the learning statistics. support of scorm standard is one of the main advantages of moodle, which allows for successful integration of this lms with other learning platforms. the advantages of moodle are in the fact that the lms [7]: • has an open source code that allows to adjust lms to the specifics of the educational process of a particular institution, develop additional training modules and if necessary, integrate with other virtual learning environments; • allows to organize learning in an active form, with the joint solution of academic tasks, mutual exchange of knowledge; • realizes different ways of communication: forum, chat, internal mail, exchange of files of any formats, mailing list, possibility to review students’ works, etc.; • possibility to use different evaluation systems; • full information about students’ success and their work; • program interfaces allow students of different educational level, physical abilities and cultures to work. the developers of lms collaborator note that it is a functional platform for adaptation, training, certification and development of company personnel with flexible integration capabilities. hlukhaniuk et al. [5] specify that lms collaborator is a system of remote learning (”collaborator” from latin “employee”), working round the clock on all devices of saas platform from pc to cell phone and allows the following tasks: • content creation and import, • user management, 189 https://doi.org/10.55056/etq.35 educational technology quarterly, vol. 2022, iss. 3, pp. 183-202 https://doi.org/10.55056/etq.35 • training according to the program content, • notification, informing and providing corporate knowledge base with delimited access rights, • testing and attestation of students, • integration of participants in the educational process, • curricula of academic subjects and syllabuses, • reporting on the activity and educational development of students in real time, • conducting classes, consultations and training through webinars [14]. kosovets et al. [10] analyzes lms collaborator as an adaptive learning system for mathematics and computer science, which provides optimal adaptation of the educational process to the individual characteristics and personal preferences of the student, helps to activate their cognitive activity, increases motivation for learning, makes it possible to monitor learning and adjust it to achieve the planned individual results. adaptive learning system implemented by means of lms collaborator has the potential to ensure the full involvement of students in the process of building their own individual educational trajectory, development of their activity, improvement of individualization of the educational process, etc. lms collaborator strengths: 1. system management. management of users, roles and access rights, import and integration with human resources systems, access and action control. 2. organization of automated learning and monitoring of student progress. the system is set up for automated training by setting up step-by-step access to structured training materials (training materials of different types, tools for organizing practical training, internal testing systems, set up reporting module). organization of training content in lms collaborator assumes alternation of training material and certain forms of knowledge control (tests, practical tasks). 3. monitoring the progress and activity of higher education applicants. the system has a builtin specialized module to monitor the progress and activity of students and the intensity of work in the system of subjects of the learning process, thanks to which the tutor / administrator can monitor the learning activities of students, regulate their interaction, which increases the interest of users in active interaction and ensures the objectivity of evaluation. 4. communication and cooperation with the system developers. administrators cooperate with the developers of the system, report inaccuracies in the work, consult on the correct setting of certain modules. 5. ergonomics and mobility. the system works on all modern devices, adapts to tablets and smartphones, a browser and internet access are sufficient. 3. results thus, the use of modern digital technologies in education has led to the emergence of a virtual learning environment, within which continuous self-realization and self-development of an 190 https://doi.org/10.55056/etq.35 educational technology quarterly, vol. 2022, iss. 3, pp. 183-202 https://doi.org/10.55056/etq.35 active and creative personality is possible in the organization and functioning of educational systems with realized openness, integrativity and adaptability. the main subjects of virtual learning environment are: • student – virtual learning space fundamentally changes the paradigm of learning from teacher-centered to student-centered model, characterized by the student’s ability to analyze, synthesize, evaluate, self-assess, self-development, reflection, etc.; • teacher, teacher-curator, methodologist, tutor, facilitator – develops or uses the existing training course, conducts online classes and consultations, checks and evaluates the work of students, coordinates the whole educational process, helps students during the work in the software environment, ensures successful group communication; • administrator, programmer – it specialists, who ensure the functioning of the learning management system, have access to all the resources of the system. the educational process is dominated by interactive self-learning with constant feedback in the teacher-student system, and the organization of independent work is aimed at developing the skills of creativity, cognitive activity and systemic thinking of the subjects of training through the creation of a virtual learning environment. the important components are ensuring expediency of learning by maintaining the priority of learning over teaching; dominance of activity-based type of learning; organization of independent learning activities; increasing motivation for learning through the use of means of complex presentation and manipulation of audiovisual information; increasing the level of emotional perception of information and formation of abilities to implement various forms of independent activities for information processing. therefore, one of the links in the creation of virtual learning environment is the development of free learning space by means of websites. the peculiarity of modern specialist training is that today’s student is formed in an information society and is able to receive information himself/herself through electronic resources. however, there is a great need to teach him/her to quickly search for the necessary information, work through, assimilate and use it to understand the educational material. to this end, we see the effective use of the teacher’s personal website in the learning process. the requirements for the site are consistent with the functions it should perform: informational, developmental, formative, educational and managerial, and subordinate to the triad “student → textbook / website → teacher”. in this case, the teacher’s role is significantly strengthened, because it is here that the teacher teaches students to independently search, analyze and process new information. therefore, the teacher’s site should be integrated into the learning technology that the teacher designs and implements. then the logic and structure of the lesson will be an element of the teacher’s creativity, and he/she will be able to choose his/her own strategy and teaching methodology, and not just follow the presentation of material proposed by other authors. in the conditions when the idea of personality-centered learning, built on the innovative activity of the teacher, is fundamental in education, this approach, according to our research, becomes crucial. using the capabilities of modern networking technologies allows: • optimizing and structuring information according to criterion norms that are accessible to the user and will greatly facilitate the search for the necessary data; 191 https://doi.org/10.55056/etq.35 educational technology quarterly, vol. 2022, iss. 3, pp. 183-202 https://doi.org/10.55056/etq.35 • introducing interactive means of interaction between a user (student) and a certain structural unit of a common training complex, which, in turn, allows the following varieties of learning activities to be automated: testing, with tests being as varied as possible, from the simplest optional to complex step-by-step calculations; conducting experience in conditions close to the laboratory, without wasting educational institution resources on their practical implementation; • introducing interactive means of interaction between the user (student) and the teachers accompanying a particular structural unit of the general training complex and their fellow students (feedback forms, thematic forums on the resource platform, the possibility of uploading their files to the resource); • using a multilevel system of access to a certain kind of content and possibility of fast attaching of accessibility levels to the contents of databases. this approach allows the implementation of an interesting system for working with groups of students, for example, a test work, which will be available only to users with logins to a specific group and for a certain period of time. similarly, a student’s personal account is realized where he can revise his results, assigned tasks, deadlines for individual works; in fact, we have an electronic organizer in education where the main tasks are assigned by the manager of the learning process; • using video content, webinars, conferences, etc. the platform is designed for further expansion and has a non-static structure. at present we can clearly define the distribution of roles of project members when using an electronic resource, which allows you to clearly define the range of work to be performed directly by teachers, graduate and undergraduate students, and major opportunities for students and applicants to use educational materials to acquire new knowledge, as well as to check the material they have learned. the role of the site administrator: • changing the structure of the site, adding new structural units; • granting users access rights, creating new levels of access; • changing the interface of the site or its individual structural units; • developing an electronic version of test systems based on the described algorithm. the role of the content manager: • creating and adding new materials; • creating test systems at the algorithmic and descriptive level for further implementation; • viewing the results of tests, surveys and other results of feedback from the teacher to the students; • assigning for viewing mandatory materials to certain users or groups • analysis of results and determination of recommendations for research on certain topics for individual user groups. the role of the user (student/graduate student): 192 https://doi.org/10.55056/etq.35 educational technology quarterly, vol. 2022, iss. 3, pp. 183-202 https://doi.org/10.55056/etq.35 • viewing materials (texts, animations, videos, etc.); • taking tests (optional and as assigned by the teacher); • reviewing test results, results of work in classrooms exported by the teacher; • communication on the forum, communication with the teacher, graduate student, supporting section in the methodological plan. regarding the use of information and communication technologies, we note that in today’s society, it is network technology that is becoming a driving force for new technical and methodological developments. on the basis of icts, ways of supporting the educational process are being created, including reference books, text and graphic materials, and training systems [11]. on the virtual learning environment we created 10 years ago, namely on the teacher’s website http://www.kovtonyuk.inf.ua/, there is a standard list of materials for this type of structures: news; electronic manual (for independent processing of theoretical and practical material, created on a hypertext basis, which allows the student to work on an individual training path); file section (here additional materials are available to site users); exhibitions (an opportunity to show the best student teaching and research projects); information about the project supervisors in general and individual sections; a gallery of photos from conferences, competitions, defense of theses etc. the electronic textbook is an electronic version of the textbook on mathematical and functional analysis, differential equations, designed for use in training, contains 9 sections. all teaching materials are intellectual property of the author and are published in the tutorial and methodical works. the site is open access, so it can also be used by students from many countries who speak ukrainian. as for general statistics of visits by users of the site, we note that their number varies from year to year and from month to month. for example, in 2015 the number of sessions (monthly) averaged 400, at the end of 2016 – 700–800, in march 2017 – 1084, in march 2022 – 232. the qualitative composition of visitors is also changing. thus, in march 2022 the site was actively visited by 62.11 % of users from ukraine, 8.42 % from the u.s., 7.37 % from china, 7.37 % from the uk, 2.11 % from poland, 2.11 % from india and 1.06 % from france. we have begun preparing a new english-language version of the e-textbook calculus and differential equations: a self-study guide. here is an english version of lectures for ukrainianlanguage e-textbook (figure 2). for this year we plan to translate two sections so far: “single variable calculus. differentiation” and “single variable calculus. integration”. teachers, postgraduates and students of the vinnytsia mykhailo kotsyubynskyi state pedagogical university participate in the project. thus, the practice of using the e-textbook posted on the teacher’s website has shown that the combination of remote methods in a virtual learning environment with traditional forms and methods of training can be effective and promising, provided they are balanced. as for the prospects of the site functioning, we consider two directions: creation of e-textbook in a foreign language (in english, possibly in polish) and transition to a new platform, which will allow using the site on mobile devices. the virtual learning and methodological complex of the learning environment consists of instructional, informational, control, communication blocks and a control system that brings it 193 https://doi.org/10.55056/etq.35 http://www.kovtonyuk.inf.ua/ educational technology quarterly, vol. 2022, iss. 3, pp. 183-202 https://doi.org/10.55056/etq.35 figure 2: educational project on the site www.kovtonyuk.inf.ua. all together. the combination of these blocks into a single virtual system will ensure the study of an academic subject as a holistic process. let’s analyze the presence of these blocks in lms collaborator and their software implementation. 1. the instructional block of lms collaborator contains: class schedule, general announcements on the main page, news feeds with division into headings, news archive; creation of tasks list with their due dates; individual or group assignment of tasks to students; modes of assignment due dates – unlimited, in days after assignment, in calendar period; assignment modes – self-assignment, application, forced assignment; automatic messages to e-mail, browser, sms messages, integration with viber, connecting viber bots; database 194 https://doi.org/10.55056/etq.35 www.kovtonyuk.inf.ua educational technology quarterly, vol. 2022, iss. 3, pp. 183-202 https://doi.org/10.55056/etq.35 of the faculty and student contact information with search and filtering by group. 2. the information block is implemented through: training programs – it’s a combination of individual training resources, tests and courses into one training program, which allows you to create learning paths by setting access rules for program elements; creation of individual training programs and courses on a combination of resources, tests and surveys, formation and customization of the course plan; directory of training tasks, consisting of program, courses, tests, surveys; creation and downloading of information resources in html-page format, file, web presentation, gallery, markdown page etc. the virtual learning and methodological complex of the educational environment consists of instructional, informational, control, communication blocks and a control system that brings it all together. the combination of these blocks into a single virtual system will ensure the study of an academic subject as a holistic process. we analyze the presence of these blocks in the lms collaborator and markdown page; importing training modules scorm and html, presentations; converting pdf and powerpoint presentations into web format; background conversion of video files into web format (mp4, ogg); workshops – this is the formation and distribution of tasks for independent practical work, individual counseling, exchange of files and checking the task results with grades; webinars with microsoft teams, etutorium, bigbluebutton – scheduling face-to-face classes (date, time, place), attaching files for the class, scoring; availability of internal public encyclopedia; automatic formation of an information base, search for resources, wiki-articles, news, correspondence in the forum, report on the use of the knowledge base. 3. the control unit contains evaluation mechanisms: tests: seven types of questions (single, multiple, free response, ordering, classification, matching and selection of area on the image), import of questions from a text file and different testing modes; comprehensive testing is the organization of general testing on given topics with the analysis of results on each topic separately; evaluation of training programs, workshops; survey and voting; reports on passing courses, testing, on training programs, surveys; a summary report of user training for the selected tasks for the period. 4. the communication block of the interactive teaching system: announcements to a group of users (automatically and manually) with feedback. types of announcements – notifications and messages with confirmation “i am familiar with” or “participate / possibly / no”; forum: real-time updating of forum messages, ratings of comments and participants, inviting new participants, attaching files; creating closed forum topics with restricted access, only participants can see the topic and its messages, all information is encrypted, discussion in real-time chats, group and personal communication channels, attaching files and browser messages, search by chat, commenting mode in teaching assignments. 5. management system to implement adaptive learning: learning trajectory is implemented through the automation of the learning process, flexible creation of adaptive learning trajectories; creation of individual development plans by setting up templates personal development plans for different areas and evaluation of the plan by the manager, curator, self-assessment; restricted access to the directory for specified user groups; restricted access to resources, setting up resource access groups by a combination of features city, division, position, label; control and management of comments; log of student work sessions in the system, log of references to academic tasks. 195 https://doi.org/10.55056/etq.35 educational technology quarterly, vol. 2022, iss. 3, pp. 183-202 https://doi.org/10.55056/etq.35 vinnytsia mykhailo kotsyubinskyi state pedagogical university introduced lms collaborator to organize remote learning for students. this is an internal university system of adaptive learning, which is entered through pre-registration through the administrator of the system. instructors at the department of mathematics and computer science, faculty of mathematics, physics and computer science based on this learning management system successfully created and imported content in accordance with the content of the academic subject, and developed a system of computerized knowledge test and measurement of levels of student learning achievements. in collaborator, the instructor works in two modes: tutor and user. in tutor mode, teaching materials are added and students’ knowledge is controlled. in the “resource management” section, training programs of academic subjects are loaded, separate folders with lectures, practical and laboratory works are formed in pdf, docx, pptx format, etc. in the “task management” section, group or individual sending of formed tasks is performed. training reports are formed automatically according to the specified category (figure 3). figure 3: tutor mode. in the user mode, the instructor views in what form the student receives the sent theoretical material, practical tasks and tests. tasks can be in four modes: not started with the “pass” button, started with the “continue” button, waiting for check with the “on check” button and completed. depending on the type of training material (a training program with lectures, tutorials with laboratory work, tests, course, syllabus, knowledge base) the task has in the upper right corner of the corresponding icon that allows you to quickly determine the type of task (figure 4). created or imported learning materials in the tutor mode through the command resources, we recommend to allocate to individual topics, such as lectures, labs, tests, etc., so that on the basis of the created topics to form a complete educational and methodical complex of the academic subject through the program. for searching of themes and resources we suggest to create tags, for example, a specialty code or group number, which will allow to filter and sort (figure 5). collaborator allows to form a report (figure 6) after the evaluation of all submissions or at the end of the term of the assignments. in the reports the instructor receives in a graphical 196 https://doi.org/10.55056/etq.35 educational technology quarterly, vol. 2022, iss. 3, pp. 183-202 https://doi.org/10.55056/etq.35 figure 4: student task in collaborator. and percentage representation of the information on the processing of theoretical training material on the academic subject, the report on the laboratory (practical) activities of students in the group, test report, report of the individual student progress (history of the student) and the summary report. various forms of reports allow to fully assess the student’s progress and monitor the formation of future specialists’ professional competence in the adaptive system of higher education. 4. discussion virtual learning environments implemented by means of training platforms moodle and collaborator provide an opportunity for teachers to create adaptive authoring remote learning courses on the curriculum of the relevant subject. participants of the educational process get free access to learning materials, downloading files for performing tasks, tools for testing and communication, tools for group work (forums, chats, webinars, seminars, etc.), viewing the results of the training course, test results, etc. students have access to a remote learning course on the moodle platform and collaborator when registering. compared to the moodle platform collaborator has easier intuitive interface to use. the collaborator training system is also provided with a training course “fundamentals of working in collaborator” for self-study of the basic principles of working with the learning management system. the system is oriented towards ordinary users who do not have special technical skills in working with the software. 197 https://doi.org/10.55056/etq.35 educational technology quarterly, vol. 2022, iss. 3, pp. 183-202 https://doi.org/10.55056/etq.35 figure 5: the educational-and-methodical complex of the academic subject in the collaborator. among the disadvantages of collaborator is the lack of grouping of tasks sent to the student by academic subjects; instructors also have some difficulties in the process of forming a task and its subsequent sending to students (especially different groups and not for the entire group), which complicates the selection and assignment of tasks. 5. conclusion teachers by means of modern digital technologies in remote learning conditions direct their efforts to provide students with individualization of learning pace, differentiated complication of training material and development of individual tasks, taking into account students’ interests and in accordance with the profile of the educational institution. in order to implement virtual learning environment, it is necessary to take into account individual characteristics of education applicants in the organization of their learning activities, which will allow students to build their own educational trajectory, taking into account the individual learning rate, the depth of mastering the content of training program and educational needs. the efficiency of such training will significantly increase with the use of digital and information and communication 198 https://doi.org/10.55056/etq.35 educational technology quarterly, vol. 2022, iss. 3, pp. 183-202 https://doi.org/10.55056/etq.35 figure 6: program report in collaborator. technologies, which will provide significant opportunities for expanding the individualization and differentiation of the training process in accordance with the cognitive characteristics of the education applicants. the ability of such a virtual learning environment to modify, change its parameters as required by the participants of the educational process contributes to the continuity of virtual learning, disclosure and identification of individual creative abilities of students. the implementation of interactive forms and methods of learning, especially when organizing independent learning activity in a virtual environment, is a significant factor in increasing motivation for learning and cognitive activities, raising the level of emotional perception of the new material. in the virtual environment a set of conditions is realized, contributing to the process of active interaction between instructors and students through the orientation on the implementation of various types of independent work, including information and educational, experimental and research, scientific and practical activities on the basis of modern digital technology. consequently, taking into account the described objectives, functions, advantages and disadvantages of the educational site of the teacher and learning management system, we can conclude that the described capabilities fully provide the implementation of a comprehensive implementation of virtual learning environment in the learning process of higher education applicants using modern digital technology. references [1] burov, o. and pinchuk, o., 2021. extended reality in digital learning: influence, opportunities and risks’ mitigation. educational dimension, 57(5), pp.144–160. available from: https://doi.org/10.31812/educdim.4723. 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[32] zhuk, o. and sirenko, s., 2011. the virtual educational environment of university as the factor of peson and professional development of the future experts. pedagogicheskata sreda v universiteta kato prostranstvo za profesionalno-lichnostno razvitie na bdeshhija specialist. gabrovo: eks-pres, vol. 1, pp.133–137. available from: http://elib.bsu.by/ handle/123456789/4979. 202 https://doi.org/10.55056/etq.35 https://zakon.rada.gov.ua/laws/show/286-2022-%d1%80#text https://doi.org/10.1007/978-3-319-60013-0_248-1 https://doi.org/10.1007/978-3-319-60013-0_248-1 http://web.archive.org/web/20220401183844/http://window.edu.ru/resource/480/77480/files/ininfo_03.pdf http://web.archive.org/web/20220401183844/http://window.edu.ru/resource/480/77480/files/ininfo_03.pdf https://doi.org/10.1016/j.caeo.2021.100039 https://doi.org/10.1016/j.caeo.2021.100039 http://elib.bsu.by/handle/123456789/4979 http://elib.bsu.by/handle/123456789/4979 1 introduction 2 related work 3 results 4 discussion 5 conclusion use of digital tools as a component of stem education ecosystem educational technology quarterly, vol. 2021, iss. 1, pp. 118-139 https://doi.org/10.55056/etq.24 use of digital tools as a component of stem education ecosystem liliia m. hrynevych, nataliia v. morze, viktoriia p. vember and mariia a. boiko borys grinchenko kyiv university, 18/2 bulvarno-kudriavska str., kyiv, 04053, ukraine abstract. the authors investigate the theoretical foundations of the concept of ecosystem, interdisciplinary approaches and features of integrated stem education in the educational process, analyzed the components of the educational ecosystem and proved that they all directly affect the quality of stem subjects. the authors conducted a survey to identify ways to develop components of the ecosystem of stem education, which involved 105 respondents, students of pedagogical specialties of borys grinchenko kyiv university and teachers of secondary schools in different regions of ukraine. the analysis showed that the successful implementation of stem education, involving all components of the ecosystem, involves the development of science education, in particular, the introduction of inquiry-based learning and the use of digital technologies in the educational process. process skills are described, which are formed using inquiry-based learning, examples of tasks for the formation of basic and integrated skills of the scientific process are presented. based on the research, the role of digital tools in the development of science education is demonstrated and groups of digital tools are identified that are necessary for ecosystem development and will help increase the efficiency of the educational process, make stem learning interesting and productive; examples of digital resources that support students’ learning in various integrated stem environments are given and their role in the development of the stem education ecosystem is described. digital tools can be used to increase students’ positive motivation, expand their experience and accelerate learning, they help to study stem subjects and encourage students to explore scientific ideas in new ways. keywords: ecosystem, stem education, stem classes, digital technologies, digital tools, skills in organizing scientific processes, science education 1. introduction today, education programs emphasize the importance of providing students with a thorough education in science, technology, engineering, and mathematics (stem). stem education has been of great interest to educators and researchers in recent years [33]. the introduction of stem education leads to the search for alternative approaches and teaching methods that can meet the challenges of industry 4.0. in addition, teachers view stem education as a learning strategy, an innovative approach to learning, learning technology, assessment, teaching aids, teaching materials and textbooks [16]. " l.hrynevych@kubg.edu.ua (l. m. hrynevych); n.morze@kubg.edu.ua (n. v. morze); v.vember@kubg.edu.ua (v. p. vember); m.boiko@kubg.edu.ua (m. a. boiko) ~ https://en.wikipedia.org/wiki/liliya_hrynevych (l. m. hrynevych); https://eportfolio.kubg.edu.ua/teacher/152 (n. v. morze); https://eportfolio.kubg.edu.ua/teacher/241 (v. p. vember); https://eportfolio.kubg.edu.ua/teacher/2466 (m. a. boiko) � 0000-0002-5818-8259 (l. m. hrynevych); 0000-0003-3477-9254 (n. v. morze); 0000-0002-4483-8505 (v. p. vember); 0000-0003-0293-5670 (m. a. boiko) © 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. 118 https://doi.org/10.55056/etq.24 mailto:l.hrynevych@kubg.edu.ua mailto:n.morze@kubg.edu.ua mailto:v.vember@kubg.edu.ua mailto:m.boiko@kubg.edu.ua https://en.wikipedia.org/wiki/liliya_hrynevych https://eportfolio.kubg.edu.ua/teacher/152 https://eportfolio.kubg.edu.ua/teacher/241 https://eportfolio.kubg.edu.ua/teacher/2466 https://orcid.org/0000-0002-5818-8259 https://orcid.org/0000-0003-3477-9254 https://orcid.org/0000-0002-4483-8505 https://orcid.org/0000-0003-0293-5670 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2021, iss. 1, pp. 118-139 https://doi.org/10.55056/etq.24 according to the national teachers’ association, stem education is an interdisciplinary approach in the educational process that integrates academic concepts with real-world lessons in which students apply their knowledge of science, technology, engineering and mathematics to specific situations [42]. it also shows that the focus on stem education is a key area of world education during the industrial revolution 4.0. the new ukrainian school (nus) concept [13] and the law of ukraine on education [30] identify 10 key competencies, among which the development of competencies related to stem education is of particular importance: mathematical literacy, competencies in science and technology, information and digital competence, the ability to learn throughout life and entrepreneurship. in addition, the concept of development of natural and mathematical education (stem education) in ukraine [28], the implementation of which is planned for the period up to 2027, states that in order to actively involve students in research and development, it is necessary to introduce new methods and forms of organization of the educational process. the state standard of basic secondary education in ukraine emphasizes that the requirements for compulsory learning outcomes are determined on the basis of the competence approach [10]. one of the key competencies defined in the standard are competencies “in the field of natural sciences, engineering and technology, which involve the formation of a scientific worldview; ability and willingness to apply an appropriate set of scientific knowledge and methodologies to explain the world of nature; gaining experience in studying nature and formulating evidentiary conclusions based on the information obtained; understanding the changes caused by human activity; responsibility for the consequences of such activities” – these are the competencies, the formation of which involves stem education. the guidelines for the development of stem education in general secondary and extracurricular institutions in the 2021/2022 academic year state that “development of the national economy, ensuring the competitiveness of our state is possible through effective interaction of economy, science, education, human capital development, attracting innovation in all spheres of society. an urgent problem for science and practice, given the current educational trends, is the formation of competencies, worldviews and values, effective learning using a transdisciplinary approach to learning, based on the practical application of scientific, mathematical, technical and engineering knowledge and skills for further their use in professional activities” [35]. given the above, it is advisable to consider more deeply the development of the ecosystem of stem education in the context of developing skills in organizing the scientific process in the implementation of science education and the use of digital tools as components of the ecosystem. analysis of recent research and publications. 2. literature review the development of stem education involves the formation of science education. the works of various authors are devoted to the study of the formation of science education. milenina [36] analyzes the diachrony and potential of science education in the global dimension. halchenko [21] notes that “the concept of science education emphasizes the prospects of knowledge production to prepare people adapted to living conditions in a society of innovative technologies and social standards, which are becoming more dynamic. modern theory of science education 119 https://doi.org/10.55056/etq.24 educational technology quarterly, vol. 2021, iss. 1, pp. 118-139 https://doi.org/10.55056/etq.24 figure 1: the growing number of scientific publications on stem education in recent years. affects all areas of educational and pedagogical practices, on their participants, attracting to the world of real and informal scientific knowledge” [21]. substantiation of the need for science education in secondary school in the digital transformation of education is described in a study by hrynevych, morze and boiko [22], which widely presents an overview of innovative pedagogical technologies that can be effectively used to spread scientific thinking to the wider list of subjects and the formation of stem education. in the research of many scholars, stem education is seen as a promising approach that involves the use of an integrated curriculum that provides opportunities for “more relevant, less fragmented and more stimulating experience for students” [18, p. 186]. the problems of the real world are not fragmented in the individual disciplines taught in schools, and to address these challenges people need skills that cover these disciplines as a whole [9]. over the last year, a significant number of different studies have been published (figure 1) on stem education. this emphasizes the urgency of the problem of developing different methodological approaches to its implementation in the educational process of educational institutions. various aspects of t he use of technologies to support the implementation of stem/steam education are considered by borrego and henderson [5], bybee [6], corlu, capraro and capraro [8], dovgyi et al. [11], english [14], kelley and knowles [25], kim et al. [27], kramarenko, pylypenko and zaselskiy [29], margot and kettler [31], mayo [32], morze and strutynska [39], ong, smith and ko [44], plaksenkova et al. [48], pylypenko [49], semerikov, mintii and mintii [53], stryzhak et al. [55], uttal and cohen [58], valko and osadchyi [59], xie, fang and shauman [63], zeidler [65]. the development of local educational ecosystems stem as broad educational networks is considered by balslev et al. [3]. researchers believe that local stakeholders can contribute 120 https://doi.org/10.55056/etq.24 educational technology quarterly, vol. 2021, iss. 1, pp. 118-139 https://doi.org/10.55056/etq.24 to education by addressing key educational issues, and point to the role of school leaders in implementing the stem ecosystem on the ground. researchers at the university of michigan are developing a stem-me framework to understand what is needed to develop mentoring in the implementation of stem ecosystems [37]. a more detailed analysis of recent research and publications is discussed in the section 3. the aim of the article is to determine the role of digital tools for building the ecosystem of stem education and the conditions of its development. 3. theoretical foundations of research stem is an educational approach that combines different sciences, technologies, engineering and mathematical thinking. an important concept related to stem education is interdisciplinarity. interdisciplinarity in education is considered as a pedagogical innovation [60]. the key pedagogical problem in the development of stem oriented curricula is the technology of integration of components, which, on the one hand, are close disciplines, and on the other – independent established ontologies: • science as a way of knowing that helps to understand the world around us; • technology as a way to improve a world that is sensitive to social change; • engineering as a way to create and improve devices to solve real problems; • mathematics as a way to describe the world “analysis of the world and real problems with numbers” [34]. such an integrated approach is natural and in fact in demand when a certain real problem is solved (for example, when organizing problem-based learning according to a chain of questions “what is it? how to deal with it? how and what to improve? how to present it clearly?” and others). thus, there is a combination of scientific method, technology, design and mathematics in the basis of the development of educational stem program. it is important that the result of integration may be the introduction of a separate subject stem / science or certain changes in the curriculum of each of the stem subjects based on the introduction of innovations, strengthening the practical component in solving real problems. scholars distinguish between several types of interdisciplinary approach, depending on the nature of the links between disciplines (table 1). despite the potential benefits and increased focus on integrated stem education, the implementation of this learning strategy faces several challenges identified by various researchers. first of all, the introduction of an integrated stem approach in the educational system, which has a very well-established, discipline-based structure, requires a deep restructuring of the curriculum and lessons [40]. moreover, integrated stem education often requires additional teaching materials and educational resources and tools for students, such as construction tools (eg saws, gauges and hammers), electronic devices (eg computers, design programs, robotics kits and calculators) and other materials used in design (eg wood, foam, glue, cardboard or construction paper) [54]. thus, creating a school culture and environment that supports an integrated stem approach to teaching and learning can be costly and time consuming [40]. this requires the creation of an ecosystem to meet the educational needs of participants in the educational 121 https://doi.org/10.55056/etq.24 educational technology quarterly, vol. 2021, iss. 1, pp. 118-139 https://doi.org/10.55056/etq.24 table 1 types of interdisciplinary approach. type description interdisciplinarity related to the study of research topics within many disciplines, as well as the transfer of methods from one discipline to another. the research topic integrates different disciplinary approaches and methods multidisciplinary compares several disciplines that focus on one problem, but does not combine them; multidisciplinarity refers to the study of a research topic within one discipline, support for other disciplines, combining different aspects. at the same time, the elements of disciplines retain their original essence. this contributes to the expansion of knowledge, information and methods cross-disciplinary the approach is related to the study of the research topic at the intersection of many disciplines, as well as the general features of the disciplines transdisciplinary goes beyond individual disciplines, focuses on a specific problem and the acquisition of relevant knowledge [23], which are related to all disciplines, between and beyond, in order to understand the modern world under the imperative of unity of knowledge process in the implementation of stem [38]. in addition, for the effective implementation of stem education, teachers must have a deep knowledge of scientific, technological, engineering and mathematical content they teach, and they must have specialized knowledge of how to teach students stem content, and have special pedagogical knowledge and skills. however, many teachers report that they do not feel ready to use stem programs with their students in the classroom [12]. moreover, research by el-deghaidy and mansour [12] has shown that teachers do not sufficiently understand the importance of t (technology) in stem and that they may not have a sufficient understanding of the basics of science and technology and the interaction between the two disciplines. teachers’ beliefs and attitudes towards teaching and learning, as well as their resistance or lack of motivation to change their beliefs and practices, can create another problem for the implementation of integrated stem education [2]. in addition to the problems of finding resources and insufficient teacher knowledge, another problem for the implementation of integrated stem education is the lack of consensus on how to implement integrated teaching and learning stem [56]. one of the main approaches to the implementation of stem is science education. despite teachers’ understanding of the importance of modern educational trends, the formation of basic competencies of teachers in science education is an important task for creating and maintaining a full-fledged stem ecosystem [22]. the educational ecosystem is an environment that allows students to immerse themselves in different points to engage in learning. the term “learning ecosystem” was used as a way to describe the interaction of different components in the learning environment. for example, chang and guetl [7] note that individuals who study in the ecosystem can form groups and interact spontaneously in the same way as organisms within the biological ecosystem. how different stakeholders perform and adapt can contribute to or hinder the success of the educational ecosystem. the national research council defines the learning ecosystem as “the dynamic interaction 122 https://doi.org/10.55056/etq.24 educational technology quarterly, vol. 2021, iss. 1, pp. 118-139 https://doi.org/10.55056/etq.24 between individual students, the diverse learning environment, and the community and culture in which they are embedded” [41, p. 5]. the elements of the learning ecosystem include people; networks of people; designed and natural conditions; resources and difficult to define aspects such as history, culture and politics. according to traphagen and traill [57], “the stem learning ecosystem includes schools, community institutions such as extracurricular and summer programs, research centers and museums, as well as non-formal learning at home and in a variety of environments, which together provide a wide range of learning opportunities for young people” [57]. the stem education ecosystems provide a cross-sectoral learning architecture, offering all young people access to rich stem learning environments so that they can develop important skills and participate in science, technology, engineering and mathematics. strong stem educational ecosystems have dynamic collaboration between schools, extracurricular institutions and projects, stem expert institutions (such as museums, research centers, universities and stem professional associations), the private sector, ngos, youth and families [62]. in the digital age, stem ecosystems can be physical or virtual. learning outside the classroom can be improved through the use of technology through video [43] and virtual laboratories. “inanimate” components are also part of educational ecosystems and include the physical environment and learning tools such as media and technology. although the definition of the learning ecosystem seems to vary depending on the focus of stakeholders, many, if not most, use the term to focus on the role of technology in learning. however, in our opinion, the emphasis should be on, as suggested by gu, crook and spector [20]. in addition, 21cleo research team [1] emphasize the importance of such a factor in the learning ecosystem as accessibility. different components of the educational ecosystem are considered: one reflects all its participants, and the other – the infrastructure (figure 2). figure 2: components of the ecosystem of stem education. like the natural ecosystem, the educational ecosystem has no center, but responds as a whole when any of its components change. however, if you need to get a complete picture, you can change the focus in the analysis of each element of the educational ecosystem, as is often done by researchers of the natural ecosystem. we agree with many researchers that it is necessary to understand the concept of the educational ecosystem as a system that is not controlled by one component, but as a series of complex relationships between many stakeholders, if we focus on its participants. the analysis of the educational ecosystem is a direct reflection of the relationships of a complex system. at the same time, the process of creating its model involves 123 https://doi.org/10.55056/etq.24 educational technology quarterly, vol. 2021, iss. 1, pp. 118-139 https://doi.org/10.55056/etq.24 a compromise between simplicity and accuracy, and the real difficulties are hidden [1]. however, it is advisable to analyze how each component of the educational ecosystem is affected by other parts. consider the example of the ecosystem of stem education, what role in its development in society have its individual components, including digital technology. the use of digital technologies in stem education gives students an attractive and interesting way to interact with science, as well as expands their access to practical science education. interactive virtual labs with gamification elements, such as exciting 3d universes, virtual and augmented reality, mobile applications, are the most commonly used digital tools that support stem education. the use of digital technologies for stem learning can improve student learning outcomes [26]. it is difficult to involve modern students in the study of science. modern students are so accustomed to a high level of interactivity and games that they are easily “disconnected” from learning when teachers use traditional methods. and due to high costs and lack of resources, many schools are unable to provide their students with adequate access to science labs. as a result, students may not have the opportunity to study practical sciences, which is an integral part of science education [64]. 4. research methodology to determine the ways of developing the components of the ecosystem of stem education, their impact on other components in the study used a set of empirical (questionnaires of teachers of secondary and higher education students of pedagogical specialties) methods, as well as analysis of results. 105 respondents took part in the survey, including students of the borys grinchenko kyiv university in pedagogical specialties and teachers of secondary schools in different regions of ukraine. 5. research results the idea that stem involvement and learning takes place only in integrated subjects in school classes or specialized programs is wrong. research clearly demonstrates that students’ interest, motivation, interests, understanding, and skills development develop in different environments, periods, and in different social roles. many communities use the “stem ecosystem” approach to identify the components of the stem implementation process, the best approaches for its implementation, requirements and timeframes, enrich and empower participants, and expand participation in stem projects. the stem education ecosystem consists of places, ideas, institutions and people available to support learning and involvement in the educational process [4] and tools that can be attributed to the necessary conditions for its development in the digital transformation of education. each component of the stem education ecosystem directly affects the quality of stem subject study. like natural ecosystems, educational ecosystems evolve over time. how the educational ecosystem has evolved – who has participated, contributed to development, or benefited in the past – shapes the perception and participation of its participants today. therefore, an important 124 https://doi.org/10.55056/etq.24 educational technology quarterly, vol. 2021, iss. 1, pp. 118-139 https://doi.org/10.55056/etq.24 factor in the formation of the ecosystem of stem education is the study of the current state of development of its components. any sustainable ecosystem is characterized by a certain functional structure, stability, diversity and local adaptation. for the effective functioning of the stem education ecosystem, it is advisable to work with other stem providers to learn how to strengthen and supplement each of the components, which will combine different approaches to integrated learning. consider some components of the ecosystem of stem education in accordance with the analysis of the results of the study. components related to formal education are aimed at providing professional support to teachers in the field of stem, developing educational programs and resources, selecting forms and methods for implementing stem education approaches, providing opportunities to participate in stem projects that help students analyze and solve real problems at the level of school, district, city, etc. the survey conducted in the process indicates the needs and willingness of teachers to implement stem, but they depend on the form of ownership of the educational institution – public or private, and educational policy for the implementation of integrated learning. in particular, the percentage of respondents who indicated that stem is implemented in their schools is higher in private schools than in public ones (figure 3). this indicates a direct link between the development of this area and the different levels of material support of the educational process, the speed of innovation in public and private educational institutions and different definitions of educational policy by individual educational institutions. figure 3: percentage of respondents who indicated that stem (private and public schools) is implemented in their schools. 66% of all respondents indicated that stem lessons are possible in their schools, if schools have appropriate equipment and support, 28.9% say that the introduction of stem is possible as a mandatory component of the curriculum (figure 4). the most important reasons that slow down the implementation of stem in schools, respondents identified: the installation of specialized stem laboratories – 70%, teacher training on stem implementation – 60%, training of teachers on the use of digital resources and tools for 125 https://doi.org/10.55056/etq.24 educational technology quarterly, vol. 2021, iss. 1, pp. 118-139 https://doi.org/10.55056/etq.24 figure 4: the results of the survey on the possibility of implementing stem in lessons. figure 5: the result of the survey on the reasons that hinder the implementation of stem education in schools. stem – 57% (figure 5). the parents’ role is very important in shaping the stem educational ecosystem as well. 31% of respondents identified the willingness of parents to assist in the implementation of stem. studies show that the family has one of the greatest influences on the interest and persistence of young people in stem education [17]. however, when it comes to involving family members in the success of young people in learning the basics of stem in informal institutions, the results of the survey indicate a gap from the practical implementation in practice of helping parents in this education. creating communities as an environment for sharing practices and communication is a 126 https://doi.org/10.55056/etq.24 educational technology quarterly, vol. 2021, iss. 1, pp. 118-139 https://doi.org/10.55056/etq.24 natural process for improving the functioning of the ecosystem. stem communities are no exception. their activities are based on the analysis and construction of curricula, coordination of instructions, promotion of professional development of teachers and participation in various decisions that are fundamental to the development of the educational ecosystem stem. in ukraine, teachers use the communities of facebook (department of stem education of the institute of education content modernization, “quality of education”), where you can read educational news, exchange experiences, useful materials, participate in discussions and more. the business community in the stem education ecosystem also plays an important role: businessmen provide their own experience, help with real-life challenges, charitable support, access to stem at the local industry level, participate in evaluating and supporting innovative projects and startups. the business community can involve students in real production processes, use digital tools to organize project activities, and so on. in particular, various events are organized in ukraine to support innovative ideas. so, every year since 2017, there is a get business festival, which brings together more than 3,000 entrepreneurs and professionals to share ideas, partnerships and improve the business climate in ukraine, where those interested can share their own strategies. students are actively involved in such communities. one of the important steps for the successful implementation of stem education with the involvement of all components of the ecosystem is the development of science education, which is based on the ability and skills of students to conduct research and form stem competencies in students. this is confirmed by the result of a survey on the importance of innovative methods and pedagogical technologies that should be used in stem lessons. in particular, the coefficient of importance is the highest for research and cognitive learning and the method of projects that are the basis of science education (figure 6). figure 6: survey results on the importance of innovative methods and pedagogical technologies in stem education. inquiry-based learning requires research, which involves the development of important skills, which are divided into two groups: skills of organizing scientific processes and manipulative skills. manipulative skills include moving or using an object to achieve a goal or accomplish a task. these in the context of the stem approach include [15]: 127 https://doi.org/10.55056/etq.24 https://www.facebook.com/groups/805895179541236 https://www.facebook.com/groups/805895179541236 https://www.facebook.com/yakistosvity https://delo.ua/special/get-business-fest/ https://delo.ua/special/get-business-fest/ educational technology quarterly, vol. 2021, iss. 1, pp. 118-139 https://doi.org/10.55056/etq.24 • use of research equipment; • correct and safe maintenance of research equipment; • proper cleaning of research equipment; correct and thorough processing of the sample. science process skills contribute to the formation of the habit of analyzing materials and phenomena whose properties need to be investigated and used safely. their formation can lead to an understanding of new scientific ideas and concepts, they are common to research in many scientific disciplines and reflect the behaviour of scientists and researchers. skills in organizing scientific processes are skills that scientists use to study and explore the world. they are a means of creating content and a means of defining concepts [52]. according to the materials of the aaas project “science: a process approach”, the skills of organizing scientific processes are grouped into two types (figure 7) – basic (table 2) and integrated (table 3). basic (simpler) provides a basis for learning integrated (more complex) skills [45]. figure 7: skills in organizing scientific processes. the described approach in the implementation of the ecosystem of stem education involves the use of digital environments and tools. digital technologies can provide access to information that is often unobvious: the reflection “inside” of seed germination processes, the study of storms around the globe, the ability to conduct experiments on other planets, and so on. they can also provide children and adults with models on how to ask questions about the world we live in, and they can give adults instructions on how to help children experiment, ask questions and formulate assumptions that can be tested, and explain phenomena. based on data they collect through their own experiments and the observations of others [47]. stem teaching and learning can be improved by using digital technologies to: • providing models of real interaction for teachers, parents and children; • connecting teachers to the educational community (for example, providing access to professional development opportunities that support the content and skills of stem used for initial learning); 128 https://doi.org/10.55056/etq.24 https://www.aaas.org/archives/finding-aid-aaas-science-process-approach-records educational technology quarterly, vol. 2021, iss. 1, pp. 118-139 https://doi.org/10.55056/etq.24 table 2 basic skills in organizing scientific processes. skill description example observing using the senses to gather information about an object or event what is the trajectory of the fall of a leaf from a tree? description of the structure of the parachute inferring creating a “reasonable guess” about an object or event based on previously collected data or information. the process of thinking, as a result of which from one or more judgments a new judgment is derived, which contains new knowledge assumptions that falling objects are affected by certain forces measuring use standard and non-standard measurements or estimates to describe the size of an object or event what material is used to make parachutes? is the shape of the parachute important? measure materials to create a prototype communicating use words or graphics to describe an action, object, or event description of the change in the time of parachute landing depending on its structure in writing or using a schedule classifying group or organize objects or events into categories based on properties or criteria placement of all models of paper parachutes with a certain size of the dome of the main parachute, the length of the slings, in one group predicting presentation of the outcome of a future event based on visible / obvious arguments or previous observations prediction of parachute landing time depending on the structure of the parachute based on the schedule • providing rapid access to teacher training resources, such as textbooks and adapted student activities, using a variety of methods; • demonstration to children and adults of phenomena and visual and auditory information to which they would not have access; • involve children in tasks using technologies that encourage sharing, collaboration and discussion, such as playing digital games in pairs; • providing individual learning opportunities that reflect the level of previous knowledge or experience [46]. properly selected digital tools to support the educational ecosystem allow you to make the stem learning process as motivated and effective as possible, while ignoring them leads to irritation and waste of extra resources (energy, energy and time) of all participants in the educational process. when choosing digital tools, teachers should adhere to certain criteria (table 4) and determine the reason for using the appropriate digital tool [47]. the choice of digital tool depends on the teacher, the content of education on the curriculum and classroom infrastructure [51]. digital tools and services that help teachers solve learning problems in the context of the 129 https://doi.org/10.55056/etq.24 educational technology quarterly, vol. 2021, iss. 1, pp. 118-139 https://doi.org/10.55056/etq.24 table 3 integrated skills in organization of scientific processes. skill description example controlling variables identification of variables that may affect the outcome of the experiment; keeping the basic factors unchanged and replacing only the independent variable awareness from previous experience of the fact that the parachute launch height and the weight of the parachutist must be controlled and left unchanged during the experiment to see exactly how the structure of the parachute will affect the landing time defining operationally define how to measure a variable, an object, or its properties, such as size, volume, duration, number, expansion in space, and so on note that the landing time will be measured in seconds formulating a hypothesis making a probable assumption of the result of the experiment. guess a position that is temporarily considered possibly true until the truth is established. the correct hypothesis should be based on specific data, include independent and dependent variables, can be tested by experiment the larger the area of the dome of the main parachute, the longer the parachute will land. if we make (. . . ), then we get (. . . ), or (. . . ) data interpretation organization of data and conclusions based on them record the landing experiment data in a table and formulate a conclusion that establishes the relationship between the data obtained according to the variables experimenting ability to conduct an experiment, including asking a question or identifying a problem, hypothesizing, identifying and controlling variables, operationally identifying those variables, conducting a “pure” experiment, and interpreting its results the whole process of organizing an experiment on the influence of the structure of the parachute on the time of landing formulating models creating a mental or physical model of a process or event the parachute model lands according to the aerodynamic properties of a design implementation of blended and distance learning, including the educational ecosystem stem, include: • tools for creating electronic content – longreads – creating and editing images – visualization – creating presentations – creating interactive content – screen capture – video creation – creating collages 130 https://doi.org/10.55056/etq.24 educational technology quarterly, vol. 2021, iss. 1, pp. 118-139 https://doi.org/10.55056/etq.24 table 4 criteria for selecting digital tools. criteria explanation relevance the material has a strong connection to the curriculum or topics for which teachers use it navigation easy to use when students use a new tool settings full flexibility to change content and settings helps teachers meet students’ needs interactivity deeply engaged students “come to life” and become more motivated accessibility many materials can help teachers reach students with special learning needs. – creating comics – creating cartoons – creating word clouds – interactive books and interactive worksheets • tools for various purposes – organization of webinars – organization of communication through messengers – management of educational group work – organization of joint work with documents – creating mind maps – virtual digital boards – organization of research and cognitive training • learning management systems for inquiry-based learning, which has the highest importance according to the teacher survey, there are many tools that support inquiry-based learning that teachers can use effectively to engage all students in interaction [19]. the use of selected tools (figure 8) will allow students to participate in a wide range of learning tasks that are guided by queries and questions. the selection of tools is based on the stages of the inquiry approach used in the go-lab environment [24]. the results of the survey show that teachers are most interested in using stem lessons in the use of virtual, mixed and augmented reality, virtual laboratories, 3d printers, robotic kits and tools for modeling objects and processes and creating animation (figure 9). according to the results of the survey, virtual, mixed and augmented reality and virtual laboratories received the greatest interest from teachers. virtual reality is a world created by technical means, which is transmitted to a person through his sensations: sight, hearing, touch and others. virtual reality mimics both influences and reactions to influences. to create a convincing set of sensations of reality, a computer synthesis of properties and reactions of virtual reality is carried out in real time. the fundamental difference between virtual reality (vr) and augmented reality (ar) is that virtual constructs a new artificial world, and augmented reality only adds some artificial elements to the perception 131 https://doi.org/10.55056/etq.24 educational technology quarterly, vol. 2021, iss. 1, pp. 118-139 https://doi.org/10.55056/etq.24 figure 8: tools for research and cognitive learning. figure 9: the result of a survey on the use of teaching aids in conducting stem lessons. of the real world. the peculiarity of mixed reality is that here virtual content is not just added to the real environment, as in the case of ar, and the user has a direct interaction with it. the basis of learning with the use of virtual reality are immersive technologies – virtual augmentation of reality, which allows better perception and understanding of the surrounding reality, i.e. they immerse a person in the created event environment. the use of such technologies is not so common in education, although there are already examples of stem centers with specialized equipment for such activities [38]. the following virtual reality headsets (helmets) can be distinguished among computer vrs: htc vive, oculus quest 2. mobile vrs include: 132 https://doi.org/10.55056/etq.24 educational technology quarterly, vol. 2021, iss. 1, pp. 118-139 https://doi.org/10.55056/etq.24 gear vr, google cardboard. educational content using virtual reality is divided into three types: video 360°, platforms and platforms (rumii, engagevr, anyland, neosvr, high fidelity or bigscreen), interactive programs (apollo 11 vr, the vr museum of fine art, inmind-2, minecraft education, 3d organon anatomy) [61]. ar applications that can be used in stem lessons include: encyclopedia with augmented reality iexplore, “organic compounds. atlas guide”, “lico.stem”, “animals 4d”, “anatomy 4d”, “planets 4d”, “elements 4d”, spacecraft 3d, star walk 2, amazing space journey, atom visualizer, electricity ar, da vinci machines ar, landscapar, cleverbooks geography, cleverbooks geometry, skyscrapers ar, bridges ar, quiver – 3dcoloring app, ar flashcards – animal alphabet, my cardiac coach, etc. virtual laboratories, in which teachers have shown interest, are modern tools for conducting educational experiments, which is an important component of science education. practical and laboratory classes are an integral part of any science curriculum, as they provide practical application of theories studied by students, as well as opportunities for the development of practical skills. although most studies have shown that laboratory activities have a positive effect on students [50], teachers continue to find innovative ways to provide laboratory activities to students. examples of resources for conducting experiments in virtual laboratories: • yenka for demonstration of simulations in mathematics, science, technology, ict and computing; • phet interactive simulations for science and math; • a resource with multidisciplinary content and open source technology tools to help teachers provide learning using ck-12 simulations; • wolfram demonstrations project; • gizmos – library of math & science virtual labs and simulations; • stellarium web, an online planetarium running in web browser based on the open source stellarium web engine project; • ptable – interactive periodic table showing names, electrons and oxidation states. it visualizes trends, three-dimensional orbitals, isotopes and mixed compounds. let’s focus in more detail on the tool that contains a database of virtual laboratories and allows you to implement an inquiry approach. in addition to a unique and wide range of remote and virtual laboratories, the go-lab educational portal offers applications that help create a learning and research environment (ils). the go-lab project offers access to scientific databases, tools and resources that support students’ exploratory learning activities. teachers can make full use of the educational portal, share experiences, participate in discussions and create a quality educational product. for this category support online are presented: user manuals, video tutorials, tutorials and tips, community forum, online course, forum. there are only three steps you need to take to create a query-based learning space: 1. find online labs to support query-based learning with the go-lab repository (http://www. golabz.eu). 2. create a unique environment just for your students with a variety of files, links and applications (http://www.graasp.eu). 3. share resources with students (link created by graasp). 133 https://doi.org/10.55056/etq.24 https://www.yenka.com/ https://phet.colorado.edu/ https://interactives.ck12.org/simulations/physics.html https://demonstrations.wolfram.com/ https://gizmos.explorelearning.com/ https://stellarium-web.org/ https://ptable.com/ https://www.golabz.eu/ http://www.golabz.eu http://www.golabz.eu http://www.graasp.eu educational technology quarterly, vol. 2021, iss. 1, pp. 118-139 https://doi.org/10.55056/etq.24 6. conclusions today, attention is being paid around the world to providing students with a thorough education in science, technology, engineering and mathematics as modern society becomes digital and technology is rapidly changing. the need to form an ecosystem of stem education in the face of changing labor markets, the risks posed by the world’s fourth industrial revolution, and determining its impact on the educational process in today’s realities is an important task facing education. in these conditions, synergy, joint efforts of public and private educational institutions (formal and non-formal), business and communities, which can take place in particular in the design and development of educational ecosystems, are important for ensuring the new state standard of education in ukraine, successful implementation of integrated learning technologies. state, regional and local levels. to solve this problem, an ecosystem must be created, the participants of which can contribute to education by solving key educational problems. the stem education ecosystem consists of “living” and “inanimate” parts, each of which needs analysis and development. in the context of limited funding for education, first of all it is necessary to work on improving the “living” component – ie to train educators, teachers, parents and students; to demonstrate to each of the stakeholders the importance of this direction for the future not only of education but also of each member of the community. it is very important to intensify business in order to more actively involve and assist not only in the development of “inanimate” components of the ecosystem, but also in connecting to the process of demonstrating best practices, successful individual and collective projects of innovation processes. modern conditions of society development, analysis of the labor market and developed sources demonstrate the need to use modern digital tools, select and create online environments that will help develop the necessary competencies not only to achieve educational goals but also improve learning overall. the use of digital tools in stem education enables students to experiment or explore phenomena beyond physical limitations. virtual labs and simulations allow students to manipulate data, study variables, and observe their 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https://doi.org/10.46328/ijtes.v4i1.22 https://doi.org/10.1007/s11422-014-9578-z 1 introduction 2 literature review 3 theoretical foundations of research 4 research methodology 5 research results 6 conclusions using web technologies in the process of development of students' critical thinking educational technology quarterly, vol. 2021, iss. 2, pp. 310-330 https://doi.org/10.55056/etq.28 using web technologies in the process of development of students’ critical thinking svitlana o. shekhavtsova, tetiana a. koknova and mykhailo o. shekhavtsov luhansk taras shevchenko national university, 2 gogol sq., starobilsk, 92703, ukraine abstract. the article deals with the issues of development of critical thinking of students by means of web technologies. it presents the analysis of different scientific approaches to the organization of critical thinking training of students. the authors state that among the means of the above mentioned critical thinking development scientists distinguish information and communication technologies, particularly web technologies, as having a significant didactic and critical thinking potential. the experience of using web resources to verify information and data in the process of students’ critical thinking development is explained. the article gives examples of the using remote special course on the basis of web resources implementation into real learning process. the application of web resources provides an opportunity to intensify critical thinking motivation of students, involves them in solving the discussed problems, and develops critical thinking skills, the ability to independently create and develop new knowledge based on the information received. comparison of the results of ascertaining and forming sections allows to ascertain the effectiveness of the proposed pedagogical condition for the development of students’ critical thinking by means of web technologies and the effectiveness of the developed remote special course for developing students’ critical thinking by means of modern web technologies. keywords: critical thinking, hei students, web technologies 1. introduction the current period of development of high education is characterized by the process of informatization [17]. the process of informatization is much influence on all social spheres, because it is a social product, which provides scientific and technological progress. the priority of informatization in society is high educational branch, as it involves web technologies for the implementation of new teaching methods and approaches. modern scholars insist on transformation of the ways to develop competitive and competent personality on the background of critical thinking development (cottrell [12], davies [14], ennis [16], hitchcock [18], oner and gunal aggul [27], schafersman [36], williams [43]). prominent scholars believe that modern specialists should be very mobile immediately after graduation of the university, and have the skills to think creatively which is closely connected with their ability to think critically, to solve problems and non-standard professional issues creatively and productively. nowadays the global trend is to widely use digital technologies that optimize and intensify the efficiency of both the educational process in general and the impact on the " shekhavtsova1@gmail.com (s. o. shekhavtsova); koknovatanya@gmail.com (t. a. koknova); shekhavtsov1976@gmail.com (m. o. shekhavtsov) � 0000-0001-8196-8977 (s. o. shekhavtsova); 0000-0003-0232-0756 (t. a. koknova); 0000-0001-7691-9564 (m. o. shekhavtsov) © 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. 310 https://doi.org/10.55056/etq.28 mailto:shekhavtsova1@gmail.com mailto:koknovatanya@gmail.com mailto:shekhavtsov1976@gmail.com https://orcid.org/0000-0001-8196-8977 https://orcid.org/0000-0003-0232-0756 https://orcid.org/0000-0001-7691-9564 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2021, iss. 2, pp. 310-330 https://doi.org/10.55056/etq.28 development of critical thinking in particular (barab, makinster and scheckler [5], brookfield [8], kogut and metiu [22], oner [26], pylypenko [31], savchenko, shekhavtsova and zaselskiy [33], schafersman and stafford [35], yang and wu [45], zair-bek, belikov and plekhanov [46]). the trend of pedagogical education with a focus on the use of web technologies in the process of professional training has made us to turn to the experience of their use in order to implement scientific achievements, taking into account our scientific ideas. alim, umam and rohim [1], arofah, purwanto and tsurayya [3], pant and muddgal [29], rumpagaporn and darmawan [32], tania, jumadi and astuti [38] emphasize the problem of using technologies in development of critical thinking of students, because the students more frequently lack necessary skills to think creatively, to develop mental competence for effective solution of social, scientific and practical problems. during their training, the following tasks are typically put forward: first, to acquire knowledge about the laws and the methods of logical and critical thinking; second, to master the hypothetical-deductive logic of thinking with the elements of criticality; third, to learn and understand logical procedures, such as explaining and predicting, proving and refuting, arguing, evaluating, and self-assessing. it should be noted that for the purpose of our research we have implemented web technologies into the educational process to develop critical thinking in students and it proved its efficiency during the pandemic of 2019–2021. 2. discussion different scholars, such as hitchcock [18], oner and gunal aggul [27], williams [43] offer various approaches and views on the technology of developing critical thinking. oner and gunal aggul [27] states, that educational institution should revise technologies that help to develop critical thinking, turning to modern trends and effective resources. to find such technologies, it must be taken into account that they should be planned for three stages. in our opinion, yahodnikova [44] has suggested specific to the national system of professional training stages of critical thinking development, which are taken into account and adapted considering the specifics of our field of study. thus, the researcher offers a three-level technology for the formation of critical thinking: the first stage is provocation; the second is awareness; the third is reflection [44]. in the first stage, the cognitive processes are updated, which imply skills such as the ability to rely on knowledge and experience; the second stage is awareness, that is, assimilation of content. the main task of the second stage is to support the students’ interest in the first stage of information and to stimulate students to track the learning of students. it should be noted that it is at this stage that the student is directly acquainted with new information through listening to lectures, editing text, watching a movie, performing an experiment, etc. the main task of the teacher is to intensify the activities of students, to use such tools as analysis, synthesis and comparison. the last, third stage is reflection. at the last stage, students are thinking about new material, adapting new concepts in their own system of knowledge, that is, changing the already learned idea and restructuring the formed connections which help to create new information for students. a similar method of critical thinking development has been suggested by briushinkin and markin [7]. the researchers also identified stages, or levels of critical thinking enjoyment in 311 https://doi.org/10.55056/etq.28 educational technology quarterly, vol. 2021, iss. 2, pp. 310-330 https://doi.org/10.55056/etq.28 students [7], highlighting: 1 level – the emergence of criticality (the subject notes that there are some mistakes in the image of the object of knowledge, but he is not able to understand and explain them); 2 level – ascertaining criticality (students find mistakes made in the object of cognition, but they do not seek to reveal the source of their occurrence); 3 level – corrective criticality (students do not only distinguish between parts, details of the object of cognition in interconnectedness, interdependence and detect mistakes made in them, but also they reveal the causes of their occurrence, and also indicate ways and means of their elimination). thus, the analysis of the scientific literature allows us to understand that the process of students’ critical thinking development (with the help of web technologies) should take three stages. the first stage is a challenge (activates students’ interest and motivation, stimulates to active individual or group work/problem solving). the second stage is comprehension (keeps interest in the given problem field by providing new data/information, etc.). the third one is reflection (stimulates to self-analysis, self-development and motivation for further selfdevelopment and self-improvement). it is recommended to implement the proposed stages of critical thinking development using various technological and methodological tools [8, 13, 15, 26, 27]. summarizing the results of the analysis of this literature, we have noticed that the scholars propose certain possible techniques for developing students’ critical thinking, such as: 1) self-analysis and self-assessment of their level of readiness for critical assimilation of material and analysis of the critical potential of the problem; 2) the combination of reproductive and partially search methods of teaching in the performance of educational tasks and different types of criticism (criticism-analogy, criticism-praise, criticism-concern, etc.); 3) search methods of teaching, which are used while performing creative works; 4) transformation of methods and techniques of critical analysis to new situations; 5) the application of mental competence in the performance of independent work (reviewing, solving critical situations, analysis of data from internet sources, books, public speaking, etc.). the methods for determining the level can be divided into three groups: a) a set of tools, techniques and techniques for assessing the mental competence of criticality of mind in applying to a wide range of problems, situations, values and attitudes to criticality; b) private methods and techniques for assessing critical thinking skills and abilities in certain situations, specific subject areas; c) evaluation of certain aspects of critical thinking, expressed in the form of specific skills to see and comprehend problems, to compare their own and others’ evidence in solving the problem. in our opinion, accumulated scientific experience, including the above-mentioned methods and technologies, should be taken into account in the process of choosing web technologies 312 https://doi.org/10.55056/etq.28 educational technology quarterly, vol. 2021, iss. 2, pp. 310-330 https://doi.org/10.55056/etq.28 intended to influence and develop high level of critical thinking in students. in our opinion, the essence of the leading pedagogical condition that contributes to the development of critical thinking, is to optimize the development of students’ critical thinking through the use of modern web technologies. there are certain types of the use of information and communication tools in the educational context, such as [41]: 1) personal messaging: free correspondence (the structure of telecommunication activities can exchange information freely between groups via e-mail); global class (emailing two or more classes); electronic “meetings” (synchronous, real communication between students and their “guest”; 2) role-playing games (participants communicate with each other, playing a role); 3) information support (the construction of telecommunication projects on the basis of collection, processing and comparison of various types of information of interest); 4) information exchange (thematic exchange of information between students all over the world, who, together with teachers, collects folk games, jargon, utterances, jokes, proverbs, fairy tales, information on health protection, folklore material on local and national holidays, aphorisms, tourist information. during this activity, both creators and users of the information they exchange become the communication entities); 5) joint data analysis (comparative and numerical analysis of information collected in different places; preparation of reviews, analysis of results, reports on what has been found); 6) joint problem solving (can take place both on the principles of competition and in cooperation). following the logic of presentation of the material, we consistently reveal the key component of the pedagogical condition. first, let’s turn to the definition of “web technology” and describe the main purpose of their use in the process of forming students’ critical thinking. it is stated in scientific literature that information technology is materialized on the basis of information infrastructure knowledge in the field of creation, accumulation, storage, processing, transmission and use of information data. information technology is a set of methods, tools, techniques that provide the process of finding, collecting, storing, processing, submitting and transmitting information with the help of using computer hardware and communication [6]. there are some widespread modern information technologies such as technologies of information-analytical and decision support systems; web technologies; case-technologies of computer-aided design, etc. the concept of “web technology” is interpreted as information technologies, the use of which enables the processing of web resources hosted in the web space of computer networks (local or global) [6]. today, there are several modern web technologies that can be used by educators to solve a variety of educational challenges. one of these technologies is web 2.0 technology, the second generation of internet network services that has recently become the basis for the development of the internet. web 2.0 technologies are a network context that contains user activity products. they allow to work with large amount of publications, share information, comment and annotate texts (blog, wiki-wiki, livejournal) create presentations, slides, slideshows, videos, audio clips, 313 https://doi.org/10.55056/etq.28 educational technology quarterly, vol. 2021, iss. 2, pp. 310-330 https://doi.org/10.55056/etq.28 self-complete sites with specific content, exchange messages (rss pages, wiki, chat, skype, email, forums, messengers, and more), visualize the connections of online community members, interact, and collaborate [41, 42]. the use of web 2.0 technologies is urgent at the present stage of development of the internet and social networks are their prominent representatives. they have quickly become popular as they provide new opportunities for self-realization and free communication; moreover, social networks are a flexible tool for creating a learning and information environment that can be developed independently. self-development and voluntary filling of social networking information with users are the basic foundations of web 2.0 technology, which considers the communication of participants in the process of transmitting and receiving information, not as the developer and user (web 1.0 technology), but the user as a co-developer, the reader as a co-author, the team of authors as a society [20, 21]. web 2.0 is the most important component of the learning process, as the technology allows to realize new possibilities of the internet space, in the context of which the emphasis is on socialization, getting closer to users, interaction of the curator and students, development of online services, simplifying the process of obtaining information and working with it. web 2.0 in learning, there are many benefits that make it worthwhile to tackle such challenges. among these advantages are the following: • permanence of evidence. these tools allow students to create a sort of learning evidence portfolio. for example, the use of blogs as a periodical portfolio of learning reflections. • communities’ creation. this sort of tools is conducive to community creation, as students go on identifying for example, through the profile or trough certain types of content, similar interests. • multiple resources. such tools provide access to a variety of information resources: presentations, documents, videos, images, etc. these resources often provide some learning activities. • massive and rapid scope. students often access them several times a day, which is not usually the case with traditional learning platforms (lms) or with the use of email address use for academic affairs. • creating and sharing knowledge. these tools help to foster the desire to create and share their knowledge with peers. by using these tools all peers see what each student does is important, because in the process the students feel more involved in their own learning, while contributing to the generation of knowledge in the course and sharing it with their colleagues. • playful environment. for students, a tool such as youtube or facebook makes them feel in their own environment, or at least in a neutral space, and not in an institutional one, a place where besides connecting with colleagues and friends for any given social event, you can also find out about other official activities. web 2.0 technology is the technology of a new stage of evolution on the web that was not implemented suddenly, replacing the websites; on the contrary, it was a result. the current version of the network refers to the so-called web 3.0, which represents the network as a stage of “reading performance record” [21, 34]. 314 https://doi.org/10.55056/etq.28 educational technology quarterly, vol. 2021, iss. 2, pp. 310-330 https://doi.org/10.55056/etq.28 web 2.0 technologies are called social services on the internet, as their use is usually shared within an appropriate group of users. user groups can form entire online communities that work together to achieve that goal. an example of such a group could be the creation of an online community of students to share an educational web resource to generate students’ critical thinking. obviously, web 2.0 technology can act as a means of using an educational web resource for students. the simplicity and convenience of use of social services web 2.0 allows to save time and not to waste it on long explanations of technology of functioning of web systems. features of functioning of web technologies are: technical basis – local and global networks (e.g. internet); the organization of web resources in the network is carried out using hypertext technology; web resources are viewed using a web browser; use of systems of search of web resources; unlimited number of users who can download and view web resources and more. 3. methodology of research the implementation of a pedagogical condition for optimizing the formation of students’ critical thinking through the use of modern web technologies was carried out in order to exercise purposeful tutoring of the above mentioned process and to optimize the process of forming students’ critical thinking through the use of modern web technologies. this condition was aimed at developing students’ critical thinking and providing students with advisory assistance in the process of raising students’ awareness of searching, retrieving and critically analyzing certain information. in order to fulfill this condition, a special method on developing the critical thinking of students was implemented into the regular educational process which was carried out on the moodle platform during two semesters (http://do.luguniv.edu.ua/). the experiment has been conducted at luhansk taras shevchenko national university and volodymyr dahl east ukrainian national university. the experimental training has been provided in two stages: stage 1 – 2019-2020 academic year; stage 2 – 2020-2021 academic year. the participants of the experimental study are the students of the faculty of foreign languages (luhansk taras shevchenko national university) and the faculty of philology (volodymyr dahl east ukrainian national university) majoring in the following specialities: 014.02 secondary education. language and literature (english); 014.02 secondary education. language and literature (german); 014.02 secondary education (language and literature (french)); 014.02 secondary education (language and literature (spanish)); 014.02 secondary education (language and literature (chinese)); the educational and scientific institute of physical education and sports (luhansk taras shevchenko national university) majoring in the following specialities: 014 secondary education (physical culture); 017 physical culture and sports (sport); 227 physical therapy, occupational therapy. a total number of students which have taken part in the experimental training is 274 (consisting of 136 and 138 students in control and experimental groups respectively). it should be admitted that the proposed method, although it has been tested on the above-mentioned specialities, can be adapted and implemented in the educational process at any field of education. while forming the experimental and control groups, we have considered the following: approximately the same number of students in the control and experimental groups; students 315 https://doi.org/10.55056/etq.28 http://do.luguniv.edu.ua/ educational technology quarterly, vol. 2021, iss. 2, pp. 310-330 https://doi.org/10.55056/etq.28 in both groups are approximately of the same age (17–19 years); the content and essence of the curricula are approximately the same in the control and experimental groups. consequently, the students from control and experimental groups and 7 teachers from profession-oriented departments helped to conduct the experimental research. a traditional “knowledge-based” approach has been applied to the students from control groups. the process of training was mostly focused on the traditional curriculum, the students attended lectures, made reports, completed various practical tasks and exercises. in the experimental groups, the emphasis in professional training was placed on the use of web technologies that encourage the students’ critical thinking development. that is, the method of work in experimental groups has been focused on the improvement and upgrading of the disciplines of the professional cycle via the method of developing critical thinking using web technologies. the list of the subjects, which content, in our opinion, should be upgraded and improved in order to meet the purpose of the given study, included “practice of oral and written speech”, “practical grammar”, “practical phonetics”, “linguistics”, the 4th year practical training, “theoretical foundations of paralympic and professional sports”, “theory and methods of olympic and professional sports”, “coaching (practical training)”. the curricula in these subjects have not been changed, our influence has been directed only at the method of presenting information, and web technologies have been actively used in the educational process aimed at developing critical thinking in students. in the first stage of the project on creation of students’ critical thinking by means of web technologies a courses on moodle platform were provided with information-cognitive web resources, which would help to develop students’ critical analysis skills and media literacy; secondly, it was necessary to engage and motivate students to participate in an experimental project for developing critical thinking; thirdly, it was necessary to develop criteria and indicators for experimental verification of the pedagogical condition for optimizing the formation of students’ critical thinking by means of using modern web technologies. in the second stage, the content of the special course was filled with web resources that were used in the experimental study. web resources are presented below in order to select tasks for the development of critical thinking. that is, information for critical thinking development should be planned in such a way as to stimulate students’ interest in their chosen field of study, to motivate and stimulate them to active individual or group work to solve tasks related to practical or seminar courses. these web resources provide an opportunity to comprehend the information obtained, identify its key problems and generate creative ideas to solve the tasks and objectives. the given web technologies provide an opportunity for reflection, which will undoubtedly stimulate students to self-analysis and motivation for further self-development and self-improvement. web resources for verifying information and data to develop critical thinking: • bbc news (https://www.bbc.co.uk/news); • ted talks (https://www.ted.com/talks); • british council (https://www.britishcouncil.org/); • goethe-institut (https://www.goethe.de/en/index.html); • french institute alliance française (fiaf) (https://fiaf.org/frenchclasses/); • confucius institute (https://www.cief.org.cn/kzxy/); • planetware (https://www.planetware.com); 316 https://doi.org/10.55056/etq.28 https://www.bbc.co.uk/news https://www.ted.com/talks https://www.britishcouncil.org/ https://www.goethe.de/en/index.html https://fiaf.org/frenchclasses/ https://www.cief.org.cn/kzxy/ https://www.planetware.com educational technology quarterly, vol. 2021, iss. 2, pp. 310-330 https://doi.org/10.55056/etq.28 • committee on physical education and sports of the ministry of education and science of ukraine (http://sportmon.org/); • international olympic committee (https://olympics.com/en/); • association of national olympic committees (https://www.anocolympic.org/); • serhiy bubka’s personal website (http://www.sergeybubka.com/); • website of the xxxii olympic games 2020 in tokyo (https://olympics.com/en/olympicgames/tokyo-2020); • legal information (founders, signatories, date of registration, contact address and telephone number) (https://usr.minjust.gov.ua/content/free-search) • how to find out about a website owner? a lot of information about digital security by vitaliy moroz (https://techtoday.in.ua/tips) leading media organizations in social networks that can be used to develop critical thinking: • learn english (https://www.facebook.com/learnenglishwithabcaustralia) • english grammar (https://www.facebook.com/grammarupdates) • learn english online (https://www.facebook.com/learnenglishonline2) • ukrainian sport and olympics (https://www.facebook.com/summersportsukraine) • ukrainian sport (https://www.facebook.com/sportofukraine) • @learn_english_.speaking (https://www.instagram.com/learn_english_.speaking) • #learnlanguages (https://www.instagram.com/explore/tags/learnlanguages/) • # (https://www.instagram.com/explore/tags/%d1%81%d0%bf%d0%be%d1% 80%d1%82%d1%83%d0%ba%d1%80%d0%b0%d1%97%d0%bd%d0%b0/) • sport.ua (https://twitter.com/sportua_news) • languagelearninglib (https://twitter.com/langlearnlib) • linguistic (https://twitter.com/linguisticapp) • nst languages trips (https://twitter.com/nstlanguages) critical information analysis projects, guides, and films: • beyond the news (https://www.facebook.com/behindtheukrainenews) • media literacy lab (https://www.facebook.com/groups/medialiteracylab) • film english (https://film-english.com) • movies in english (https://mubi.com/lists/movies-in-english) • best movies to learn english with (https://www.ef.com/wwen/blog/language/10-moviesto-learn-english-with/) • the foundation for critical thinking (https://www.criticalthinking.org/pages/criticalthinking-where-to-begin/796) • corporate training materials (https://corporatetrainingmaterials.com/products/criticalthinking) • 10 great critical thinking activities that engage your students (https://blog.futurefocusedlearning.net/10-great-critical-thinking-activities-that-engageyour-students) 317 https://doi.org/10.55056/etq.28 http://sportmon.org/ https://olympics.com/en/ https://www.anocolympic.org/ http://www.sergeybubka.com/ https://usr.minjust.gov.ua/content/free-search https://techtoday.in.ua/tips https://www.facebook.com/learnenglishwithabcaustralia https://www.facebook.com/grammarupdates https://www.facebook.com/learnenglishonline2 https://www.facebook.com/summersportsukraine https://www.facebook.com/sportofukraine https://www.instagram.com/learn_english_.speaking https://www.instagram.com/explore/tags/learnlanguages/ https://www.instagram.com/explore/tags/%d1%81%d0%bf%d0%be%d1%80%d1%82%d1%83%d0%ba%d1%80%d0%b0%d1%97%d0%bd%d0%b0/ https://www.instagram.com/explore/tags/%d1%81%d0%bf%d0%be%d1%80%d1%82%d1%83%d0%ba%d1%80%d0%b0%d1%97%d0%bd%d0%b0/ https://twitter.com/sportua_news https://twitter.com/langlearnlib https://twitter.com/linguisticapp https://twitter.com/nstlanguages https://www.facebook.com/behindtheukrainenews https://www.facebook.com/groups/medialiteracylab https://film-english.com https://mubi.com/lists/movies-in-english educational technology quarterly, vol. 2021, iss. 2, pp. 310-330 https://doi.org/10.55056/etq.28 • critical thinking (https://www.playmeo.com/theme/critical-thinking/) • 10 fun web apps, games, for teaching critical thinking skills (https://www.emergingedtech.com/2016/06/10-technology-tools-resources-teach-criticalthinking-skills/) • free critical thinking games (https://www.freethinkinggames.com/free_critical_thinking_ games.html) • 81 fresh & fun critical-thinking activities (http://videa.ca/wp-content/uploads/2015/07/ 81-fun-critical-thinking-activities.pdf ) now we shall describe the process of implementing the method of using these web resources for the development of critical thinking in students. within the framework of the abovementioned academic subjects, various thematic tasks have been planned. the tasks include five compulsory blocks, specifically: 1) development of prognostic and analytical abilities; 2) activation of mental activity through knowledge application; 3) development of analytical skills and the ability to compare and contrast information; 4) development of system-analytical abilities and holistic perception of the text in the process of reading and studying information; 5) development of skills for solving problem situations. within the first block, we have proposed to introduce the following techniques and technologies that contributed to the development of prognostic and analytical abilities of students: • technique “do you believe?” is aimed at testing the validity of hypotheses, the development of abilities to predict and analyze concepts and involves processing textual information by finding answers to questions; • “tree of prediction” technique, which helped the students to make assumptions about the development of the story line of the articles on various topics, which involves defining a topic in the form of a tree trunk, where branches mean assumptions and tree leaves symbolize their explanation; • “logbook” technique contributes to the development of students’ mental activity and involves generalization and comparison, which require to record students’ thoughts at the stage of challenge, and then to record textual information – at the stage of reflection. in the context of the second block, the techniques to activate the mental activity of the participants of the experiment by applying their previously acquired knowledge have been introduced. the participants were asked to give answers to the following questions: • the technique is called “thick” and “thin” questions. it activates mental activity while actively fixing questions in the process of obtaining or searching for information by means of reading, listening, reflecting. here are some examples of such questions: “thick” questions: explain the facts or why? what’s the difference? what if. . . ?; and “thin” questions: who? what? when? what’s your name? it involves the work with textual information of the mass media relevant to the topic of the training 318 https://doi.org/10.55056/etq.28 https://www.playmeo.com/theme/critical-thinking/ https://www.freethinkinggames.com/free_critical_thinking_games.html https://www.freethinkinggames.com/free_critical_thinking_games.html http://videa.ca/wp-content/uploads/2015/07/81-fun-critical-thinking-activities.pdf http://videa.ca/wp-content/uploads/2015/07/81-fun-critical-thinking-activities.pdf educational technology quarterly, vol. 2021, iss. 2, pp. 310-330 https://doi.org/10.55056/etq.28 • cluster technique (smart strategy by vaughan and estes [40]) is used to select semantic units of the text or make a detailed plan to develop analytical skills of the participants, who graphically draw semantic units of text in a certain order in the form of a bunch; • insert is a technique of developing critical thinking through reading and writing, which is used in the process of working with new textual information from mass media sources. it involves content analysis of the text, i.e. marking the text in the course of its reading, which requires updating the existing knowledge of students. within the third block, the students from experimental groups have been offered techniques that contributed to the development of analytical skills and the ability to compare and contrast information. we have implemented such techniques as: • summary table, which has been offered to the participants to compare three or more aspects of the problems: horizontally – what is to be compared, and vertically – the features and properties by which it should be compared. • the table-synthesis technique is aimed at developing the analytical skills of the participants, which led to the completion of the table, which involves the synthesis of information at all stages of the given technique. it gives the participants an opportunity to closely connect the content of information with their personal experience. table-synthesis technique is based on bloom’s taxonomy of educational objectives [2]. this technique is aimed at developing such skills as designing, discussing, analyzing, and understanding textual information. it also develops system-analytical, prognostic abilities and holistic perception of the text. the technique involves three stages: 1) challenge (the participants are offered to create an information text with the help of key words, then the participants discuss the headlines, predict the content and problem field); 2) comprehension (the participants read the text in excerpts and discuss at each stop what will happen next and why); 3) reflection (involves final consideration of the text as a whole). when introducing this technique, the peculiarities of journalistic texts and possible ways of working with them should be taken into account, i.e. there should be a careful selection of the texts from the media. now we shall detail the web 2.0 technologies that we have used to develop critical thinking in students from the experimental groups. first of all, it is recommended to include services to create a wiki. we have used the recommended materials offered by brox [9], medero and albaladejo [25], zinger, tate and warschauer [48]. according to the recommendations of the scholars, we suggest to use wikis to annotate, visualize and detail information, comment on the information provided by the link, etc.; to create virtual excursions, creative works (fairy tales, poems, essays, articles, theses), thematic glossaries in cooperation with the students. to create wikis, we suggest using such resources as blogger; edublogs; wordpress, wikispaces, pbworks, mediawiki, dokuwiki, zoho and others. 319 https://doi.org/10.55056/etq.28 educational technology quarterly, vol. 2021, iss. 2, pp. 310-330 https://doi.org/10.55056/etq.28 the next resource is blogging technology, which allows to take notes while solving a task or a problem. to select a platform for communication, one can contact the following sites: jifejournal, blogger, wordpress, twitter, friendfeed. according to methodical recommendations of arwani, masrur and khakim [4] while using blogs in the educational process, we have come to the conclusion that the proposed sites allow any user to join the discussion and solve problems or tasks; find like-minded people not only among the group mates but also on the world wide web; establish friendly and professional relations for further collaboration, etc. the third resource is the capabilities of social search engines which can adjust individual and collective search to perform tasks, taking into account the subject and so on. google.com features have become the most common among our students, but we can also recommend such resources as swicki.com and rollyo.com, which allow to put individual search criteria. the system quickly learns itself from the results of user search history and gives the results that are most relevant in the selected branch, etc. in addition, for effective teamwork during the search, we recommend using services for cooperative storage of bookmarks (delicious, symballoo, pocket, instapeper, evernote, pinterest, etc.). the fourth technology that must be involved in the development of critical thinking is geographic services (maps). students who have been involved in the experimental study were asked to use google maps to solve problems to find special places using gps coordinates. such tasks provided an opportunity to broaden their horizons, develop search skills and learn historical facts and events; to carry out literary and cultural walks. in addition to the usual geolocation maps, mind maps features are already quite common, and we always use them to develop critical thinking in students. according to the recommendations of buzan [10, p. 159] the use of maps makes it possible to create charts, diagrams, visually present ideas, problems, theses. all these can be unified with any idea with the help of graphic arrows. it makes possible to store a large amount of information in memory, to find connections between individual parts, to be able to reproduce information even later. during the experimental study, we have used the opportunities of mindmaps, coggle, xmind, freemind, bubblus, mindmeister, mindomo, simple mind viewer, etc. a separate, fifth source, is virtual boards (padlet, stormboard, trello, mirro, etc.). according to modern research, they offer a wide range of educational opportunities [11], among which we have identified the ability to encourage team activities in thematic fields; update previously received information; conduct brainstorming; cooperative collection of arguments/material/information; compile a compatible synopsis; give consultations; test students’ knowledge; store information; write reports. the sixth source is the services and resources for creating interactive textbooks and interactive presentations (canva, kotobee, venngage, designrr, ourboox, twinkl, etc). such technology makes it possible to intensify the educational process, making it more interactive and multimedia, paying attention to the individual capabilities of students and their educational goals. finally, we shall list web 2.0 resources that allow to create various kinds of interactive tasks to develop critical thinking in students. for such purposes, the most convenient for teachers involved in the study are the following: learningapps, google forms, wardwall, insertlearning, nearpod, peergrade, kahoot, flippity, smart builder, classtools, etc. the participants of the control and experimental groups during the pedagogical experiment 320 https://doi.org/10.55056/etq.28 educational technology quarterly, vol. 2021, iss. 2, pp. 310-330 https://doi.org/10.55056/etq.28 were students of two leading universities of ukraine (luhansk taras shevchenko national university and volodymyr dahl east ukrainian national university). at the beginning of the experimental study the students from both groups have been tested and showed approximately the same level of critical thinking development in both groups. to test this we have developed the criteria and indicators of students’ critical thinking: 1) motivational (motivation to search, retrieve and critically analyze certain information; constant motivations to achieve success, self-fulfillment in professional activity); 2) content-related (basic knowledge about information resources, information systems, information technologies, informatization of society; the ability to independently create and develop new knowledge based on the information received); 3) activity-based (the ability to operate following the sequence of actions and complete awareness of the actions for critical analysis of new information; information insight, the ability to plan and predict possible consequences based on the information received); 4) resultative (self-assessment and self-reflection concerning the critical analysis of the information received; the ability to predict the result through critical thinking due to the information received). according to the logic of our scientific research, we should describe in detail each level of critical thinking development, which has been developed with the help of web technologies. at high level, students are skillful in processing and working with information, show a high level of knowledge and skills in working with information sources, using information and communication technologies, which they not only know how to use in educational and professional activities, but also are able to apply creatively and independently to create and develop new knowledge, ideas, etc. on the basis of the received information. at this level of critical thinking, students show practical ability to information insight, the ability to plan and anticipate possible consequences based on the information received, as they demonstrate the ability to make all operations in compliance with their sequence and are able to critically analyze new information. a sufficient level of critical thinking is characterized by a strong motivation to a positive attitude to the system of professional values, views, interests and decisions in vital areas of social activity of students; conscious need for self-development and self-improvement; the desire to understand their own potential as prospective specialists in their field. this level is characterized by a sufficient level of skills for self-analysis; the received information is competently specified; the students are able to predict the end result due to the information obtained on the background of self-analysis; demonstrate values-based attitude to the information obtained through behavior and activities. the intermediate level is basic in the development of creative thinking of students, which is characterized by indirect motivation for success, self-realization in professional and social activities. at this level, students demonstrate the lack of value orientations for self-realization and self-improvement; passive attitude to self-education and self-development. at this level students demonstrate the lack of skills and abilities to use educational resources, information systems, information technology in professional and educational activities, when they create innovative ideas through critical thinking. that is, critical thinking of these students is not sufficiently developed to form new knowledge on the background of the information obtained. 321 https://doi.org/10.55056/etq.28 educational technology quarterly, vol. 2021, iss. 2, pp. 310-330 https://doi.org/10.55056/etq.28 at the intermediate level, students are able to use information and educational resources and information technology to search for and obtain new information, but they are not able to generate new knowledge based on the information obtained. at the critical level, students have basic theoretical knowledge about how to obtain information, but they are not able to adequately analyze the results of their own activities, compare it and independently adjust the strategy of rethinking and processing the information to develop their own opinions on various professional and educational problems. therefore, students with a critical level of critical thinking development process the received information according to a sample or according to a certain plan or template. instead, the analysis of any information requires an individual approach to its rethinking and reflection. at the low level of critical thinking development students demonstrate both low motivation to study in general and to develop critical thinking in particular; lack of understanding of the value of their active position; they are not eager for self-development and self-improvement, for understanding their potential; they lack skills of critical analysis of the information; lack strong motivation for success, self-realization in professional and social activities. such students completely lack the ability to independently create and develop new knowledge based on the information obtained. at this level students do not demonstrate the skills of critical thinking. in addition, such students are characterized by a lack of active position, mobility, adaptability in interaction; low ability to predict and to critical analysis of the received information; inability to resist information and psychological influence. such students do not have the skills of information insight and the ability to plan and predict possible consequences based on the information obtained. a number of traditional methods have been used as diagnostic tools for determining the level of critical thinking development in students. to assess the motivational criterion we have applied “the scale for assessing the need to achieve” [30]; content-related criterion was assessed by “the methods for assessing logical thinking” [24] and the methods of “comparison of concepts” [23]; activity-based criterion was diagnosed using the adapted “diagnostics of the structure of signaling systems: verbalization, abstraction” by zeer, pavlova and sadovnikova [47, p. 138–144] and the adapted method of “language labyrinths” [39]. to assess the resultative criterion an adapted questionnaire “psychological factors of business efficiency” has been used [19]. according to the results of the formative stage of the experiment for determining students’ level of critical thinking by the means of using modern web technologies by the motivational criterion, we have the following data, which are shown in the table 1. following the dynamics of the level of formation of students’ critical thinking on the motivational criterion at the beginning and at the end of the experiment, we noted significant positive changes in the formation of critical thinking by the mentioned criterion in the experimental group. thus, most of the students from the experimental group at the beginning of the experiment had average and sufficient levels, which were 31.1% and 29.6%, respectively. instead, at the end of the experiment, we recorded the best data at the average level of 28.8% in the control group, and the sufficient level of the experimental group increased to 40.9% by reducing the average level of only 11.3%. the dynamics of levels of formation of students’ critical thinking by the content-related criterion after the experimental work were distributed as follows, which is reflected in the 322 https://doi.org/10.55056/etq.28 educational technology quarterly, vol. 2021, iss. 2, pp. 310-330 https://doi.org/10.55056/etq.28 table 1 dynamics of levels of formation of students’ critical thinking by the motivational criterion at the beginning and at the end of the experiment. criterion motivational levels at the beginning of the experiment at the end of the experiment control group (%) experimental group (%) control group (%) experimental group (%) high 20.4 17.4 22.7 34.1 sufficient 25.9 29.6 25.7 40.9 average 29.5 31.1 28.8 11.3 critical 13.6 12.1 10.6 7.6 low 13.6 9.8 12.2 6.1 table 2 dynamics of levels of formation of students’ critical thinking by the content-related criterion at the beginning and at the end of the experiment. criterion content-related levels at the beginning of the experiment at the end of the experiment control group (%) experimental group (%) control group (%) experimental group (%) high 3.0 3.8 6.1 15.2 sufficient 8.3 7.6 11.4 21.2 average 25.0 27.3 32.6 31.0 critical 28.9 28.0 24.2 14.4 low 34.8 33.3 25.7 18.2 table 2. the data obtained indicate that students had a rather low level of critical thinking formation by the content-related criterion at the beginning of the experimental work, which was only 3.8% in the experimental group and 3.0% in the control group. it should be noted that after the experiment, the level of critical thinking by the content-related criterion improved significantly and is 15.2% in the experimental group, and in the control group the indicator is only 6.1%. thus, at the beginning of the experiment, most of the students had a low level of critical thinking by the content-related criterion, namely: 33.3%, after all at the end of the experiment the low level of students was only 18.2%. according to the results of experimental work, we must determine the positive dynamics of the formation of critical thinking by the content-related criterion. the level and dynamics of critical thinking by the activity-based criterion after experiment in the experimental group is shown in the table 3. the experimental data obtained indicate that the level of students’ critical thinking formation by the activity-based criterion at the beginning and at the end of the forming experiment in the experimental group has positive changes. thus, if at the beginning of the experiment the experimental group had a high level of 6.1%, then after the experiment it was 18.2%, that is, the high level of critical thinking by the activity323 https://doi.org/10.55056/etq.28 educational technology quarterly, vol. 2021, iss. 2, pp. 310-330 https://doi.org/10.55056/etq.28 table 3 dynamics of levels of formation of students’ critical thinking by the acyivity-based criterion at the beginning and at the end of the experiment. criterion activity-based levels at the beginning of the experiment at the end of the experiment control group (%) experimental group (%) control group (%) experimental group (%) high 4.6 6.1 6.1 18.2 sufficient 13.6 12.8 15.9 28.0 average 28.8 27.3 33.3 31.1 critical 34.8 28.8 28.8 10.6 low 18.2 25.0 15.9 12.1 table 4 dynamics of levels of formation of students’ critical thinking by the resultative criterion at the beginning and at the end of the experiment. criterion resultative levels at the beginning of the experiment at the end of the experiment control group (%) experimental group (%) control group (%) experimental group (%) high 6.8 9.1 14.4 20.5 sufficient 11.4 12.1 19.7 24.2 average 27.3 28.8 29.5 33.3 critical 33.3 30.3 21.2 15.9 low 21.2 19.7 15.2 6.1 based criterion increased three times, whereas in the experimental group the level almost did not change and is 6.1%. it should be noted that all indicators in the experimental group have changed in the positive direction, for example, the sufficient level at the end of the experiment was 28.0% while at the beginning it was only 12.8%. the level of formation of critical thinking by the resultative criterion we were determined in the course of experimental work is defined in the table 4. if, at the beginning of the experiment, the high level of critical thinking by the resultative criterion in the experimental group was only 9.1%, then at the end of the experiment the indicator changed significantly and is 20.5%. the data obtained indicate that students not only revealed self-assessment and self-reflection concerning the critical analysis of the information received, but the ability to predict the result through critical thinking due to the information received. with regard to the control group, during the period of the experimental testing the high level of critical thinking according to the effective criterion has hardly improved – 14.4%. at the end of the formative experiment, low scores in the eg are only 6.1% of students who are not able to critically analyze the phenomena occurring in the context of the information-hybrid war, to give their own assessment of events and so on. 324 https://doi.org/10.55056/etq.28 educational technology quarterly, vol. 2021, iss. 2, pp. 310-330 https://doi.org/10.55056/etq.28 4. the results of the research based on the data obtained during the experimental work, it should be noted that the use of modern web technologies promotes the development of students to critically perceive information, as well as emotional stability and the ability to make the right decision, while abandoning the previous goal, namely, make a critical decision without hesitation. we used pearson’s statistical criterion 𝜒2 to compare the levels of critical thinking of students in the control and experimental groups [28, 37]. pearson’s criterion 𝜒2 allows us to correlate two empirical distributions and to determine whether they agree. the reconciliation criterion is based on the use of different degrees of distance between the empirical distribution we are analyzing and the feature distribution feature in the population. the results of the calculations given in the tables (table 5) indicate a statistically insignificant difference between the control and the experimental group at the beginning of the experiment by all criteria of formation of critical thinking: motivational, content-related, activity-based and resultative(the empirical value of the pearson’s criterion is accordingly; 1.6520; 0.347; 2.551; 0.799, which is not exceeding the critical value). table 5 comparison of levels of students’ critical thinking at the experimental and control groups according to pearson’s criterion 𝜒2. criterion of students’ critical thinking the empirical value of the pearson’s criterion 𝜒2 experimental and control groups at the beginning of the experiment experimental group at the beginning and at the end of the experiment control group at the beginning and at the end of the experiment motivational 1.652 24.184 0.289 content-related 0.347 29.519 5.579 activity-based 2.551 32.707 1.917 resultative 0.779 26.989 11.532 the critical criterion value is 9.49 for the four degrees of freedom and the 0.05 significance level. thus, based on the above data, we confirm that the selected groups – control and experimental, at the beginning of the forming experiment had almost the same level of critical thinking, and had almost the same knowledge and skills by all criteria: motivational, content-related, activitybased and resultative. after the experimental phase, on the contrary, a statistically significant difference between the experimental group values at the beginning and the end of the experiment can be observed. the empirical value of the pearson’s criterion, respectively, for the level of formation for the level of motivation criterion – 24.184; for content-related criterion – 29.519; activity-based – 32.707; resultative – 26.989, which is much higher than the critical value of the criterion 9.49. the data obtained allow us to conclude on the statistical significance of the experiment and the difference between the control and experimental groups by all criteria, which confirm the value of our experimental research work. 325 https://doi.org/10.55056/etq.28 educational technology quarterly, vol. 2021, iss. 2, pp. 310-330 https://doi.org/10.55056/etq.28 as for the control group, we observe a statistically insignificant difference between the indicators at the beginning and at the end of the experiment the empirical value of the person’s criterion for the activity-based criterion – 1.917; for content-related criterion – 5.579; for motivational respectively – 0.289, which does not exceed the critical value of the criterion. as for the resultative, the empirical value of the criterion is 11.532, which is slightly higher than the critical value of the criterion 9.49. thus, the control group also experienced some changes, but they are statistically insignificant except for the resultative criterion. it should be noted that positive changes cannot happen, because both the control group and the experimental group of students in the process of studying in the institutions of higher education are forming the critical thinking. the results of formation of critical thinking as a whole are significant for our study. during the experimental work, oral and written surveys were used, questionnaires, which showed that the students of the experimental group had a higher level of critical thinking by the motivational criterion than the control groups, with the experimental group having a high level of critical thinking by the activity-based, content-related and motivational criterion. the results of the test suggest that the pedagogical condition that has been offered has a positive effect on the process of forming students’ critical thinking. 5. conclusion theoretical analysis of different points of view on the problem of technology of formation of critical thinking has made it possible to conclude that scientists do not have a single point of view regarding the universal technology of formation of critical thinking. summarizing the scientific experience on the essence of this concept, it was concluded that technology of critical thinking contains: self-analysis and self-assessment of the level of their own readiness for critical assimilation of material and analysis of the critical potential of the problem; basic knowledge about information resources, information systems, information technologies, informatization of society; the ability to independently create and develop new knowledge based on the information received; methods and techniques for assessing the ability to think critically in specific situations, specific subject areas; evaluation of certain aspects of critical thinking, expressed in the form of specific skills to see and comprehend problems, compare their own and others’ evidence in solving the problem. the study identified the concept of “web technology” as information technology that allows the processing of web resources hosted in the web space of computer local or global networks. we have developed the criteria and indicators of students’ critical thinking: 1) motivational (motivation to search, retrieve and critically analyze certain information; constant motivations to achieve success, self-fulfillment in professional activity); 2) content-related (basic knowledge about information resources, information systems, information technologies, informatization of society; the ability to independently create and develop new knowledge based on the information received); 3) activity-based (the ability to operate following the sequence of actions and complete awareness of the actions for critical analysis of new information; information insight, the ability to plan and predict possible consequences based on the information received); 4) resultative (self-assessment and self-reflection concerning the critical analysis of the information received; 326 https://doi.org/10.55056/etq.28 educational technology quarterly, vol. 2021, iss. 2, pp. 310-330 https://doi.org/10.55056/etq.28 the ability to predict the result through critical thinking due to the information received). these criteria provide an opportunity to determine the level of socio-cultural competence for future foreign language teachers (high, sufficient, average, critical, low). the results of the experimental study indicate the positive dynamics of the formation of critical thinking for the students of the experimental group compared to students of the control group. comparison of the results of ascertaining and forming sections allow concluding on the effectiveness of the proposed pedagogical condition for the formation of students’ critical thinking by the means of web technologies and the effectiveness of the developed remote special course for forming students’ critical thinking by the 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[48] zinger, d., tate, t. and warschauer, m., 2017. learning and teaching with technology: technological pedagogy and teacher practice. in: d.j. clandinin and j. husu, eds. the sage handbook of research on teacher education. sage, chap. 33, pp.577– 593. available from: https://escholarship.org/content/qt9vs813b6/qt9vs813b6_nosplash_ e6304dcab7ab80b773690f3d6810fa6b.pdf . 330 https://doi.org/10.55056/etq.28 https://doi.org/10.31812/educdim.4444 https://doi.org/10.33407/itlt.v70i2.2374 https://doi.org/10.1080/08878730509555359 https://doi.org/10.1080/08878730509555359 http://nbuv.gov.ua/ujrn/vpo_2009_11%281%29__26 https://doi.org/10.1016/j.compedu.2011.12.012 https://doi.org/10.1016/j.compedu.2011.12.012 https://doi.org/10.1080/10609393.2017.1392804 https://escholarship.org/content/qt9vs813b6/qt9vs813b6_nosplash_e6304dcab7ab80b773690f3d6810fa6b.pdf https://escholarship.org/content/qt9vs813b6/qt9vs813b6_nosplash_e6304dcab7ab80b773690f3d6810fa6b.pdf 1 introduction 2 discussion 3 methodology of research 4 the results of the research 5 conclusion features of responsibility of future specialists of the socionomic professions as an indicator of their digital competence educational technology quarterly, vol. 2022, iss. 1, pp. 35-55 https://doi.org/10.55056/etq.12 features of responsibility of future specialists of the socionomic professions as an indicator of their digital competence olena i. bondarchuk1, valentyna v. balakhtar2, olena o. gorova1, nina p. lytvynenko3, nataliia i. pinchuk1, oleh v. shmanko4, arnold e. kiv5 and vasyl p. oleksiuk6,7 1university of educational management, 52a sichovykh striltsiv str., kyiv, 04053, ukraine 2national aviation university, 1 liubomyra huzara ave., kyiv, 03058, ukraine 3o. o. bogomolets national medical university, 13 taras shevchenko blvd., kyiv, 01601, ukraine 4yuriy fedkovych chernivtsi national university, 2 kotsiubynskyi str., chernivtsi, ukraine, 58012 5ben-gurion university of the negev, p.o.b. 653, beer sheva, 8410501, israel 6ternopil volodymyr hnatiuk national pedagogical university, 2 m. kryvonosa str., ternopil, ukraine 7institute for digitalisation of education of the natіonal academy of educatіonal scіences of ukraіne, 9 m. berlynskoho str., kyiv, 04060, ukraine abstract. the article dwells on to the study of the responsibility of future specialists of socionomic professions as an important indicator of their digital competence. the role of responsibility as a vital indicator of digital competence of future specialists of socionomic professions was determined, which determines their conscious and responsible activities in the context of obtaining and disseminating information in the digital space, promoting both their own psychological safety alongside psychological safety of other members of the digital community. the results of an empirical study were highlighted, which revealed an insufficient level of both responsibility and cognitive-operational components of digital competence for a significant number of future specialists in socionomic professions. gender differences in the manifestations of responsibility of future specialists depending on the gender are characterized according to which the female respondents were slightly more responsible for the consequences of dissemination of information than male specialists. the expediency of promoting the development of responsibility of future specialists of socionomic professions as an indicator of their digital competence is stated, which can be provided in a specially organized psychological training. keywords: future specialists of socionomic professions, responsibility, information, digital competence, psychological safety, 35 https://doi.org/10.55056/etq.12 educational technology quarterly, vol. 2022, iss. 1, pp. 35-55 https://doi.org/10.55056/etq.12 1. introduction the development of the digital society in today’s complex conditions leads to the growing role of information and digital technologies, in general, and in professional activities, in particular. this, in turn, requires the development of digital competence, the creation of conditions conducive to effective work with a variety of information sources, the identification of factors that ensure these processes, and so on. the digital competence is recognised by the eu as one of the 8 key competencies for a full life condition and activity, which according to the updated digital competence framework (digcomp 2.0) contains 5 main blocks of competencies [71] (information literacy and data literacy; communication and interaction; digital content; security; problemsolving). digital competence is especially important for specialists in socionomic professions who work in the human-human system, and their activities support and develop the human capital and intellectual potential of the country. this imposes special requirements on the training of future specialists in socionomic professions, providing their ability to navigate independently in the digital space, strive for self-regulation, search for professionally vital information, and be able to analysing and systematising, use digital technologies as a set of professional solutions, be responsible for the consequences of information dissemination, help prevent cyberbullying, mobbing and other negative phenomena that accompany the formation of a digital society. digital competence combines knowledge, skills, motivation and responsibility. thus, taking into account these components, the following components should be distinguished: information and media literacy – knowledge, skills, motivation and responsibility due to the searching, organization, archiving of digital information and its critical thinking, as well as the creation of information objects using digital resources (text, graphics, audio and video); communicative competence – knowledge, skills, motivation and responsibility necessary for various forms of communication (e-mail, chats, blogs, forums, social networks, etc.); technical competence – knowledge, skills, motivation and responsibility which allow effectively and safely using the hardware and software to solve various problems; consumer competence – knowledge, skills, motivation and responsibility in making it possible to solve with the help of digital means and the internet various everyday tasks that involve meeting needs, solving specific life situations, etc. [92, p. 5]. envelope-open bei.07@ukr.net (o. i. bondarchuk); valentyna.balakhtar@npp.nau.edu.ua (v. v. balakhtar); gorovaya.111@gmail.com (o. o. gorova); nplytvynenko1@gmail.com (n. p. lytvynenko); tacya3@gmail.com (n. i. pinchuk); o.shmanko@chnu.edu.ua (o. v. shmanko); kiv.arnold20@gmail.com (a. e. kiv); oleksyuk@fizmat.tnpu.edu.ua (v. p. oleksiuk) globe http://umo.edu.ua/institutes/cippo/struktura/kafedra-psikhologhiji/sklad/bondarchuk--olena-ivanivna (o. i. bondarchuk); http://kpppo.nau.edu.ua/staff.php?show=23 (v. v. balakhtar); http://umo.edu.ua/institutes/cippo/struktura/kafedra-psikhologhiji/sklad/ghorova-olena-oleksandrivna (o. o. gorova); http://umo.edu.ua/institutes/cippo/struktura/kafedra-psikhologhiji/sklad/pinchuk--natalija-ivanivna (n. i. pinchuk); http://www.spedagogics.chnu.edu.ua/index.php?page=ua/02personnel&data[15341][caf_pers_id] =2014&commands[15341]=item (o. v. shmanko); https://ieeexplore.ieee.org/author/38339185000 (a. e. kiv); http://tnpu.edu.ua/faculty/fizmat/oleksyuk-vasil-petrovich.php (v. p. oleksiuk) orcid 0000-0003-3920-242x (o. i. bondarchuk); 0000-0001-6343-2888 (v. v. balakhtar); 0000-0001-9022-3432 (o. o. gorova); 0000-0002-6572-2392 (n. p. lytvynenko); 0000-0003-1904-804x (n. i. pinchuk); 0000-0001-9491-4564 (o. v. shmanko); 0000-0002-0991-2343 (a. e. kiv); 0000-0003-2206-8447 (v. p. oleksiuk) © 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. 36 https://doi.org/10.55056/etq.12 mailto:bei.07@ukr.net mailto:valentyna.balakhtar@npp.nau.edu.ua mailto:gorovaya.111@gmail.com mailto:nplytvynenko1@gmail.com mailto:tacya3@gmail.com mailto:o.shmanko@chnu.edu.ua mailto:kiv.arnold20@gmail.com mailto:oleksyuk@fizmat.tnpu.edu.ua http://umo.edu.ua/institutes/cippo/struktura/kafedra-psikhologhiji/sklad/bondarchuk--olena-ivanivna http://kpppo.nau.edu.ua/staff.php?show=23 http://umo.edu.ua/institutes/cippo/struktura/kafedra-psikhologhiji/sklad/ghorova-olena-oleksandrivna http://umo.edu.ua/institutes/cippo/struktura/kafedra-psikhologhiji/sklad/pinchuk--natalija-ivanivna http://www.spedagogics.chnu.edu.ua/index.php?page=ua/02personnel&data[15341][caf_pers_id]=2014&commands[15341]=item http://www.spedagogics.chnu.edu.ua/index.php?page=ua/02personnel&data[15341][caf_pers_id]=2014&commands[15341]=item https://ieeexplore.ieee.org/author/38339185000 http://tnpu.edu.ua/faculty/fizmat/oleksyuk-vasil-petrovich.php https://orcid.org/0000-0003-3920-242x https://orcid.org/0000-0001-6343-2888 https://orcid.org/0000-0001-9022-3432 https://orcid.org/0000-0002-6572-2392 https://orcid.org/0000-0003-1904-804x https://orcid.org/0000-0001-9491-4564 https://orcid.org/0000-0002-0991-2343 https://orcid.org/0000-0003-2206-8447 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2022, iss. 1, pp. 35-55 https://doi.org/10.55056/etq.12 2. literature review it should be noted that some aspects of the research problem have already been the subject of attention of researchers. thus, there were investigated the following: the psychological aspects of computer literacy those contribute to the effective use of digital technologies in both educational and professional activities (balakhtar, bondarchuk and ostapov [6], balakhtar [7], bondarchuk, balakhtar and balakhtar [14], bondarchuk et al. [15, 16], meshko et al. [44], osadchyi et al. [60, 62, 63], varina and shevchenko [101], varina et al. [102], zhuravlova et al. [114]); information personality culture of specialists (gendina et al. [21], vasina [103], voitovych et al. [108]); the problem of digital competence and its separate components (balyk et al. [8], bezverbnyi and shyshkina [13], burov, bykov and lytvynova [18], glazunova et al. [23], hodovaniuk et al. [25], iatsyshyn et al. [26], kartashova, bakhmat and plish [27], kartashova et al. [28, 29], kiv et al. [30, 31], klochko et al. [32], kohut and shyshkina [33], krylova-grek and shyshkina [37], kuzminska et al. [38], marienko et al. [41], marienko, nosenko and shyshkina [42], martyniuk, martyniuk and muzyka [43], midak et al. [46], moiseienko et al. [48], nosenko and sukhikh [52], nosenko, popel and shyshkina [53], osadchyi et al. [61], pinchuk et al. [67], popel and shyshkina [68, 69], prokhorov et al. [72, 73], rashevska et al. [76], semerikov and shyshkina [84], semerikov et al. [85], shokaliuk et al. [86], shyshkina and kohut [87], shyshkina, kohut and popel [88], shyshkina [89], shyshkina and marienko [90, 91], soldatova et al. [92], soroko [93], trubavina et al. [98], vlasenko et al. [106], yaroshenko, samborska and kiv [109], yevtuch et al. [111]), in general, and future specialists of various profiles: teachers (barna, hrytsak and henseruk [10], barna et al. [11], mintii et al. [47], oleksiuk and spirin [54], oleksiuk et al. [55], oleksiuk, oleksiuk and vakaliuk [56], osadcha et al. [57, 58], osadchyi et al. [59], spirin et al. [94], spirin and vakaliuk [95], vakaliuk et al. [99], zaika et al. [112], economists (hlushak et al. [24], pryidak et al. [75], specialists in agronomy (yevstratiev [110]). the investigations were conducted on the studies of the socio-psychological consequences of the development of digital technologies on the personality of a specialist or a user (babayeva and voiskunsky [4], vakulich [100], voiskunsky [107]). there are studies of csr (corporate social responsibility) which are focused on the macro and institutional levels [2, 3, 78, 83], and some studies are focused of how csr influences employees – micro level [22]. on the other hand, many works are devoted to the study of various aspects of psychological and pedagogical problems of professional and personality development of future specialists, including in the context of responsibility and professional ethics (bezrukova [12], komarova and kiv [34], meshko, habrusieva and kryskov [45], vinoslavskaya [104, 105]). the digital competence framework for citizens (digcomp 2.1), mentioned in the digital competence framework for citizens, highlights responsibility as an important indicator of digital competence, but the content of responsibility, in our opinion, is somewhat generalised as the ability to apply and adapt different communications in digital environments alongside the various forms of behaviour, know-how, aspects of cultural and age diversity, using digital technologies [19]. the specificity of the professional activity of specialists of socionomic professions determines the increased requirements for their professional competence, in general, and digital competence, in particular. this is a significant number of factors that are directly dependent on the more general problem of the relationship between science, morality and ethics. socionomists deal with 37 https://doi.org/10.55056/etq.12 educational technology quarterly, vol. 2022, iss. 1, pp. 35-55 https://doi.org/10.55056/etq.12 social relations at different levels of their implementation in accordance with legal documents (constitution of ukraine, law of ukraine “on information” (2011), norms, rules, etc.), which define the concepts of information, information relations, objects of these relations, rights and responsibilities of their participants, information ownership [39]. currently, many codes of ethics have been developed, which contain relevant rules, including on the responsible use of information, protection of information systems from viruses and artificially created errors in them. within the ethics of the media, a separate area of digital ethics is identified and designed to address a number of issues due to the needs of selection and evaluation of information, contextualisation of information, information control, information security and reliability of information [50, p. 222]. however, compliance with these rules is not enough. in particular, decision-making in the process of information retrieval requires an appropriate level of formation in the personality of the future specialist of socionomic disciplines of responsibility, which will allow ensuring the regulation of activities based on ethical norms and principles [65, p. 36]. higher educational institutions should provide the necessary skills and knowledge to determine the social, ethical and environmental impacts of entrepreneurship [9], moreover, integrate ethical and social responsibility aspects in curriculum design [51, 79, 96]. modern psychological science has accumulated considerable theoretical and practical material on various aspects of personal responsibility, in general (bezrukova [12], kosulya [35], kovalchuk [36], nazarenko [49]). 3. the aim of the study the study is aimed at theoretical and empirical research of psychological features of responsibility of future specialists of socionomic professions as an indicator of their digital competence. 4. theoretical substantiation of responsibility as an indicator of digital competence of future specialists of socionomic professions the ratio of freedom and responsibility, the ratio of social and personal responsibility, understanding of responsibility as a moral category, action and an important component of education are being significant in the study of responsibility in the context of digital competence of future specialists of socionomic professions [103]. scientists interpret the concept of responsibility in different ways, namely: the presence of freedom because only free beings can recognize a sense of responsibility [1]; the possibility of fulfilling an obligation or a duty; quality, which is an indicator of reliability and trust; an element of government, responsibility for something, certain obligations to others [77]; “the ability of the individual to understand the compliance of the results of his/her actions with the goals set, recognised in a society or the collective by the norms, as a result of which there is a feeling of complicity in a common cause, and in case of non-compliance, a feeling of unfulfilled duty; the individual’s readiness to admit that he or she himself/herself is the cause of the consequences of his/her behaviour and activities” [70, p. 34], etc. 38 https://doi.org/10.55056/etq.12 educational technology quarterly, vol. 2022, iss. 1, pp. 35-55 https://doi.org/10.55056/etq.12 henceforward, on the one hand, responsibility is inconceivable without freedom, but on the other hand, freedom without responsibility becomes arbitrariness. behind the solution of this dilemma is the freedom of choice, in general, for everyone in society. thus, a person always has a choice, however, only a person should be responsible for this choice [1, 35]. therefore, a person has the right to make decisions and act in accordance with his/her opinion, but he/she must also be personally responsible for the results of his/her actions, and not shift the blame for the negative results of his/her decisions and actions to others. this indicates the phenomenon of “personal responsibility”. in addition, in the framework of social responsibility, the latter is seen as a certain relationship between the individual and society, aimed at the benefit of society as a whole, making decisions that meet the goals and values of mankind. responsibility in the social context is a certain concept that integrates common human values, ethical norms of behaviour of the government agencies employees, public organisations, research institutions, different levels of business structures etc. worth noting the concept of responsibility is formed on the basis of the international standard of social responsibility iso 26000, developed in 2003 by the strategic advisory group on social responsibility from around the world [40]. ukraine was among these countries. this standard makes clear the relationship between the principles of social responsibility and organisational governance structures. a significant contribution to the study of aspects of social responsibility in the educational sphere in ukraine also was made by kovalchuk [36], vinoslavskaya [104, 105]. responsibility from the standpoint of action or not action, but conscious, is considered through a personal form of behaviour – an act (english act) [115]. investigating the act, rubinstein [82] considered it as a special kind of action. bakhtin [5] argued that the content of the act determines the moral behaviour of the individual, his/her value attitude not only to the results of his/her work but also to the information itself; has the following properties: axiological, responsibility, eventfulness. romenets created in modern ukrainian psychological science the so-called action paradigm, according to which “an action becomes … not only a subject but also a methodical basis for the study of the psyche” [97, p. 181]. an act is a “way of personal existence in the world” [81, p. 13]. the concept of action allows the assessment of actions performed by the subject in information retrieval activities, which requires the adoption of certain criteria according to which this assessment can be carried out and determine the degree of responsibility of future socionomic specialists in the implementation of information retrieval activities. in particular, such a criterion may be the result of the performed action (aftereffect), its impact on the well-being of the environment. this requires the definition of some motivation as a motive and the identification of the degree of its morality. after all, a moral act is a holistic act and is manifested in the unity of motive, action and result [80]. considering the above, it is worth noting that decision-making in action always testifies to freedom of choice, and this choice lies in the moral and ethical plane of the personality of a specialist of socionomic professions, forming a responsible attitude to information as a value based on predicting possible consequences for the use of this information and, however, be prepared to be held accountable for these consequences. with regard to digital competence, the concept of “competence” should be understood in the sense proposed by european educational experts. digital competence is “a set of knowledge, skills, values and attitudes, as well as strategies needed to use information and communication 39 https://doi.org/10.55056/etq.12 educational technology quarterly, vol. 2022, iss. 1, pp. 35-55 https://doi.org/10.55056/etq.12 technologies and digital media for effective, critical, creative, independent and ethically-oriented learning” [20]. digital competence involves the confidence and, at the same time, critical application of digital technologies for the creation, retrieval, processing, exchanging of information at work, in public space and in private communication respectively. at the same time, information and media literacy, basics of programming, algorithmic thinking, working with databases, acquiring internet and cybersecurity skills, understanding the ethics of working with information (copyright, intellectual property, etc.) are essential too [113]. thus, digital competence implies the continuous ability of future specialists of socionomic professions to master competencies (knowledge, skills, motivation, and responsibility), confidently, critically and safely choose and apply various information and communication technologies in professional activities. the activity and attitude to it should be based on a sense of responsibility, understanding of the rights and rules of behaviour and activity in the digital world [92]. at the same time, responsibility is correlated with the problem of the safety of modern technologies in the information world. 5. research methodology in order to study the characteristics of the responsibility of future specialists of socionomic professions, their attitude to information as a value and willingness to be responsible for its use alongside the impact on the formation of digital competence, we conducted an empirical study. accordingly, we used the methods of papakitsa [64] “responsibility for the use of information” and the authors modified questionnaire “information” [64], aimed at determining the level of awareness of future specialists of socionomic professions, content and properties of information, responsibility for its dissemination, and adapted methodology “index of digital competence” by soldatova et al. [92] – digital competence, blocks “knowledge” and “skills”, which determine the cognitive and operational components of digital competence of the individual. the study involves 748 people, including 412 students – future specialists in socionomic professions (future teachers, psychologists, managers) of the 1st, 3rd and 5th grades at the ascertaining stage of the study and 336 students at the stage of testing and modification of psychodiagnostic tools. the research was carried out during 2019–2020 on the basis of the sihe “university of educational management” and yuriy fedkovych chernivtsi national university. the respondents were distributed according to gender: 40.1% – male, 59.9% – female. statistical processing of the obtained data was performed using the spss 23.0. 6. analysis of the results of empirical research at the first stage of the empirical research, based on the results of the analysis of the data of the “information” questionnaire, an insufficient level of awareness by future specialists of socionomic professions of the content and properties of information, responsibility for its dissemination, and the like was found. thus, regarding the first question “information is…”, only 22.2% of respondents answered in the affirmative and agreed with the proposed interpretation of the concept of “information”. in particular, there were such answers as the following: facts understandable to a person; information about the world around us that is understandable to humans; information that 40 https://doi.org/10.55056/etq.12 educational technology quarterly, vol. 2022, iss. 1, pp. 35-55 https://doi.org/10.55056/etq.12 carries a semantic load; a set of symbols or drawings that are accessible to human perception; information presented in any form and understandable to a person, etc. at the same time, 77.8% of respondents gave answers that may be grouped into two groups. the first group (59.6%) consisted of such answers as, for example, the following: information – this is what you can receive something new, data, knowledge, skills, everything new that surrounds us, the properties of the world. as you can see from the above example, respondents take information for data or ready-made knowledge. the second group (24.4%) – such answers as the like: method of development, means, source of development, method of governing society, means of achieving the goal, and so forth. the answers obtained indicate that this group of respondents considers information as a tool of achieving goals. besides, there were 2.8% respondents who found it difficult to answer the first question. regarding the second question “the main sources of information for me are ...”, the answers of the respondents according to the semantic units of content analysis have the following distribution: internet – 91.4%, books – 64.0%, subject expert – 38.9%, mass media – 47.5%. at the same time, 8.2% of respondents gave such answers as, for example, the world around them, data, personal life conclusions, practice. this suggests that respondents understood the questions but were unable to classify their answers. furthermore, 0.5% of respondents found it difficult to answer in general. moreover, 6.8% of respondents understood the essence of the third question “digital competence is…”, giving complete, detailed answers such as the following: the degree of readiness to work in a digital environment, the ability to perceive and process information for their needs using digital tools, possession of digital technologies and their use for successful activity in the modern world, etc. at the same time, other respondents gave incomplete, fragmentary answers, primarily related to the level of knowledge of digital technologies (“know how to act on the internet, social networks”), mastering modern innovations in the digital world (43.8%) or skills use the internet, the ability to find certain information, etc. (42.1%). besides, 7.3% of respondents found it difficult to answer the third question. the answers to the fourth question “information has the following properties ...” according to the semantic units of content analysis have the following distribution: adequacy – 4.4%, relevance – 8.2%, reliability – 6.4%, accessibility – 6.7 %, objectivity – 3.8% and completeness of information – 2.5%. furthermore, 11.1% of respondents found it difficult to answer. nevertheless, the respondents answered not only according to the semantic units of content analysis but also to several additional answers. we grouped these additional answers into two groups. the first group (64.1%) includes such answers as, for example: cognitive, developmental, usefulness, harmfulness, variability, instability, influence. the second group (35.9%) includes the following answers, e.g.: by content, by volume, by place, by quality, technical and professional. although these examples of properties cannot be attributed to the group of semantic units that are compiled for this study based on accepted properties of information in the scientific and educational literature, they reflect different aspects of the category of property as a whole in the philosophical plane, and the accepted answer within the framework of this study does not fully express the meaning determined by the semantic units of content analysis. only 22.5% of respondents gave the correct answers to the fifth question “digital technologies are ...”. these are, for instance, the following: information processing technology, where the tool is a computer and various digital tools; technologies that allow receiving, processing, 41 https://doi.org/10.55056/etq.12 educational technology quarterly, vol. 2022, iss. 1, pp. 35-55 https://doi.org/10.55056/etq.12 transmitting and storing information using a computer; computer technologies that allow the user to effectively search and further process information. at the same time, 76.5% of respondents gave incorrect answers, which can be grouped into two groups. the first group (38.7%) includes the following answers, for instance, as the like: computer, internet, technical base, technology that creates information, digital technology. as can be seen from the given example, it can be assumed that this group of respondents believes that information and computer technologies are generally a technique, or a separate device or a network itself, while not indicating which particular technique and the subject of processing, without focusing on key words – technology, information – and work will be carried out based on some technical device (computer). from the dictionary of philosophy of science and technology [66], the term technology – is a set of various devices, mechanisms and devices that do not exist in nature and are made by human to meet socio-cultural needs. thus, the answers of the respondents indicate either a misunderstanding of the term “technology” or a misunderstanding that technology can be tools that do not belong to the so-called new information technologies. the second group (29.8% of the respondents) includes the following answers, for instance, as the like: type of activity aimed at developing technical means; a set of knowledge that is used to create and use computer technology; the ability to correctly find and use information in their activities. as can be seen from the given examples of answers, the respondents believe that information and computer technologies are a certain amount of knowledge or the abilities and skills of a person to perform any actions. besides, 9.7% of the respondents found it difficult to answer. exclusively 11.3% were able to justify their choice a search engine, answering on the sixth question “i used a search engine to find information. i argue my choice by the fact that ...”, e.g.: a user-friendly interface, no advertising, and the ability to search on english-language sites, access speed, and ease of search. worth noting, the name of the search engines corresponded to the given arguments of the respondents, like the following: the search engine google is the speed of indexing pages, the absence of advertising. moreover, 88.7% of respondents could not argue their choice and answered very superficially, for instance: the most popular, convenient, well-known, familiar, used by my friends, and the like. besides, 0.5% of the respondents found it difficult to answer. thus, the analysis of the given as examples answers showed that there is a certain dissonance between the high level of development of digital technology in general and the low level of knowledge of the content of the information concept, the patterns of its existence, understanding of the variability of information sources, including methods of searching for information in the network, using search engines and the responsible attitude to its distribution. the latter conclusion was confirmed by the analysis of the data of the “responsibility” questionnaire, aimed at studying the attitude to information as a value and the willingness to bear responsibility for the consequences of its use. the results obtained indicate that only 17.0% of the respondents have a high level of responsibility in the context of receiving and disseminating information (table 1). other respondents do not fully (56.7%) or do not understand at all (27.3%) that the possession of information is already valuable. this indicates that information that satisfies the need for personal development, learning new things to prepare for a future profession, and is not of value for the respondents. they also do not realise the possible negative consequences of using the information in their 42 https://doi.org/10.55056/etq.12 educational technology quarterly, vol. 2022, iss. 1, pp. 35-55 https://doi.org/10.55056/etq.12 activities and, as a result, do not fully realise their responsibility for the consequences of using this information, in general. in addition, these respondents often underestimate the negative consequences of spreading unnecessary information about themselves, which can negatively affect their psychological and even, sometimes, physical safety. table 1 distribution of researched future specialists of socionomic professions by levels of responsibility. levels of responsibility development indicators (number of respondents, in %) low 27.3 average 56.7 high 17.0 at the same time, according to the criterion 𝜒2, the peculiarities of the responsibility of future specialists of socionomic professions of different genders are stated (table 2). table 2 features of responsibility of future specialists of socionomic professions depending on gender. gender of the respondents levels of responsibility (number of respondents, in%) low average high female 19.9 56.9 25.2 male 34.7 56.5 8.8 as follows from table 1, a high level of responsibility was found in 25.2%, future female specialists against 8.8% of future male socionomic professions, while a low level of competence was found in 34.7% of male, and among female – only in 19.9 % (p <0.05). thus, the future specialists of socionomic professions of the female gender have a slightly higher rate of development of digital competence than males. differences in the development of responsibility of the respondents depending on gender are consistent with the position of the gender approach, which states that women strive for social activity, are more responsible for their actions, seek to control their behaviour in accordance with social expectations [17]. the obtained data also correlate with those obtained by [74]. he highlights that “in the implementation of responsible cases in female students to a greater extent than in male students, the desire to adhere to ethical norms prevails. more often than students, they prioritize the public over the personal”. thus, when analysing the benefits of meaningful signs of responsibility by young people, the scientist received the following data according to the following components: “the desire to comply with ethical standards” (female students – 78%, male students – 68%), “guidance of duty” (female students – 69%, male students – 62%), “priority of publicity over personal” (female students – 62%, male students – 51%) [74, p. 171]. thus, according to the results of empirical research, responsibility needs special development for a significant number of future specialists in socionomic professions. 43 https://doi.org/10.55056/etq.12 educational technology quarterly, vol. 2022, iss. 1, pp. 35-55 https://doi.org/10.55056/etq.12 on the other hand, in accordance with the purpose of our study, the levels of development of cognitive and operational components of digital competence were established by the relevant blocks “knowledge” and “skills” of the methodology “index of digital competence” by soldatova et al. [92]. hence, 9.3% of respondents have a high level of development of the cognitive component of digital competence, are able to use the internet for education, install their own software update settings on the device used to work on the internet. at the same time, 30.5% of the respondents are characterised by an average and 60.2% – a low level of development of the cognitive component of information readiness. the results showed that the respondents are not awareness enough about the various mobile applications and the possibilities of its usage; the internet is used only to maintain relationships with friends, make purchases, payments and more (table 3). table 3 distribution of researched future specialists of socionomic professions by levels of development of cognitive component of digital competence. levels of development of the cognitive component digital competence number of respondents, in% low 60.2 average 30.5 high 9.3 examining the operational component of digital competence of future specialists of socionomic professions, difficulties in understanding the content and analysis of the semantic structure of the text, in constructing questions about missing information, finding a piece of information from another text. thus, only 9.8% of respondents are able to use special search engine settings (operators) to find specific information; make payments using electronic payment systems and internet banking, use cloud technologies to store and work with own content (for example, google docs, etherpad, microsoft office live), check the reliability of software sources, etc. 52.6% of respondents are able to browse the network in order to search people with whom they would like to communicate, find inaccurate information, mark (“checking”) in those places where they have been (e.g., in a social network or through special services), etc. moreover, 37.6% of respondents can only post their photos, posts, statuses on social networks and special services (twitter, tumbrl, instagram), find the most profitable offers of goods and services on the internet, interact with members of various internet communities (via twitter, forums, wikis, etc.), create and post videos on a special service (e.g. youtube), etc. regarding the second question of the questionnaire “give your name to the text”, 52.7% of respondents formulated the title of the text according to its content and gave the following answers: information inequality in the world, opportunities for social networks to study and work, setting up antivirus programs, cookies files, to protect personal information. there was not found the respondents who would hesitate to answer. however, 47.3% of respondents could not create and post videos on a special service (e.g., youtube), create multiple user accounts for a particular computer, change their passwords, settings for accessing their information on 44 https://doi.org/10.55056/etq.12 educational technology quarterly, vol. 2022, iss. 1, pp. 35-55 https://doi.org/10.55056/etq.12 social networks for different user groups etc. 47.3% of respondents coped with the task and in accordance with the content of the text formulated queries on the third question “please formulate a query for the search engine for the missing, in your opinion, information in the text”, for example the following: methods of combating information inequality, with information crime in ukraine, information terrorism in the world, problems of access to information in ukraine, digital gap and measures to eliminate it. from the given answers to this question of the questionnaire it should be noted that future specialists of socionomic professions are interested only in the question concerning information processes in the world, and ukraine respectively. 11.6% of the respondents hesitated with the answer. at the same time, 41.1% of respondents formulated queries that do not relate to the content of the text. accordingly, it can be assumed that the respondents either did not understand the instructions or did not understand the content of the proposed text, for instance: earnings on the internet, globalization (not understanding the term – author’s note) in ukraine, whether these problems can be solved (what problems – author’s note) and in what ways. to the fourth question “did you notice information that is not related to the topic of the text? if so, indicate the number of the sentence or paragraph”, only 26.1% of respondents were able to find and indicate this fragment, 8.2% found it difficult to answer. at the same time, 65.7% of respondents could not find and accordingly indicated that they did not have such information, or pointed to an incorrect fragment of the text. according to the generalization of the obtained results, the levels of development of the operational component of digital competence are determined (table 4). table 4 distribution of researched future specialists of socionomic professions by levels of development of operational component of digital competence. levels of operating room development component of digital competence number of respondents, in% low 37.6 average 52.6 high 9.8 as it follows from the data given in table 4, a small number of respondents have (9.8%) a high level of development of the operational component of digital competence hence, 52.6% and 37.6% of the respondents characterise, respectively, the average and low levels of development of the operational component of digital competence of future specialists in socionomic professions. thus, we can conclude that future specialists of socionomic professions are insufficiently prepared to develop “normal” information literacy and skills of semantic analysis of information as the basis of their digital competence in professional activities and responsibility for its use and dissemination, which in our opinion may be explained by gaps in the modern education system. 45 https://doi.org/10.55056/etq.12 educational technology quarterly, vol. 2022, iss. 1, pp. 35-55 https://doi.org/10.55056/etq.12 7. conclusions responsibility is an important indicator of the digital competence of future specialists in socionomic professions, which determines their conscious and responsible activities in the context of obtaining and disseminating information in the digital space, contributes to their own psychological safety and psychological safety of other members of digital community. the results of the empirical study revealed an insufficient level of both responsibility and cognitive-operational components of digital competence for a significant number of future specialists in socionomic professions. furthermore, statistically significant differences in the manifestations of responsibility of future specialists depending on gender were found: female respondents were slightly more responsible for the consequences of information dissemination than male (p < 0.05). such differences appear to be gender in nature, as women live in a more controlled and rigidly structured world than men. therefore, women are more focused on complying with regulations on their activities, in this case, educational and professional. there were no statistically significant differences in both responsibility and digital competence, depending on the profession of the representative of the socionomic profession. men are more likely to be characterised with concepts of independence and initiative, and reinforced with the norms of “anti-emotionality” [17] which determines their greater autonomy and self-control. in the perspectives, it is state the expediency of promoting the development of responsibility of future specialists of socionomic professions as an indicator of their digital competence, which can be provided in a specially organized psychological training. references [1] agazzi, e., 2009. why has science also moral dimensions? 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[115] zinchenko, v.p. and meshcheryakova, b., eds, 2003. large psychological dictionary. moscow: olma media group. 55 https://doi.org/10.55056/etq.12 https://doi.org/10.32843/2663-6085.2019.12-1.15 1 introduction 2 literature review 3 the aim of the study 4 theoretical substantiation of responsibility as an indicator of digital competence of future specialists of socionomic professions 5 research methodology 6 analysis of the results of empirical research 7 conclusions from the experience of organizing artistic and productive activities of older preschool children by means of distance education in the conditions of quarantine measures for the spread of covid-19 educational technology quarterly, vol. 2021, iss. 1, pp. 51-72 https://doi.org/10.55056/etq.56 from the experience of organizing artistic and productive activities of older preschool children by means of distance education in the conditions of quarantine measures for the spread of covid-19 iryna m. trubavina1, victoria v. vorozhbit-gorbatyuk2, maryna v. shtefan2, kateryna ye. kalina3 and oksana v. dzhus4 1ternopil regional municipal institute of postgraduate education, 1 v. hromnytskogo st., ternopil, 46027, ukraine 2h. s. skovoroda kharkiv national pedagogical university, 2 valentynivska str, kharkiv, 61168, ukraine 3kharkiv national medical university, 4 nauky ave., kharkiv, 61022, ukraine 4vasyl stefanyk precarpathian national university, 57 shevchenka str., ivano-frankivsk, 76018, ukraine abstract. the relevance of the article relates to the need for continuing preschool education under quarantine conditions to prevent the spread of covid-19 by means of distance technologies and preparation of children for steam education. artistic and productive activities are considered to be the resource of steam education. the aim of the article is to substantiate educational opportunities of distance education programs for undertaking artistic and productive activities of older preschool children on quarantine. research methods: theoretical analysis, surveys, generalization of experience, analysis of children’s products, parental feedback. the scientific basis of the study is a set of approaches of different levels. scientific novelty of the research is two-fold. the possibility of organizing artistic and productive activities of older preschool children by means of remote technologies in terms of preparing parents to interact with educators and organizational, technical, informational assistance to children. the features of the organization of such education in ukraine under conditions of introducing quarantine measures are revealed. practical significance is viewed through development and approbation of the content of classes on artistic and productive activities, integrated with the fundamentals of mathematics. there have been developed the questionnaires on digital competence for educators and digital literacy for parents. keywords: artistic and productive activities, older preschool children, distance education, covid-19 " trubavina@gmail.com (i. m. trubavina); gorbatykvv@ukr.net (v. v. vorozhbit-gorbatyuk); shtefan.maris@gmail.com (m. v. shtefan); kalinahnpu@gmail.com (k. ye. kalina); dzhus1.oksana@gmail.com (o. v. dzhus) ~ http://irbis-nbuv.gov.ua/asua/0012280 (i. m. trubavina); https://www.kaf-pedagogy-hnpu.com/vorozhbit-gorbatyuk (v. v. vorozhbit-gorbatyuk); http://dialog2020.tilda.ws/en (m. v. shtefan); https://knmu.edu.ua/departments/kafedra-ukrayinskoyi-movy-osnov-psyhologiyi-ta-pedagogiky/ (k. ye. kalina); https://ciot.pnu.edu.ua/en/dzus_o_v_eng/ (o. v. dzhus) � 0000-0003-1258-7251 (i. m. trubavina); 0000-0002-5138-9226 (v. v. vorozhbit-gorbatyuk); 0000-0002-0304-1567 (m. v. shtefan); 0000-0002-4252-7690 (k. ye. kalina); 0000-0001-6337-0429 (o. v. dzhus) © 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. 51 https://doi.org/10.55056/etq.56 mailto:trubavina@gmail.com mailto:gorbatykvv@ukr.net mailto:shtefan.maris@gmail.com mailto:kalinahnpu@gmail.com mailto:dzhus1.oksana@gmail.com http://irbis-nbuv.gov.ua/asua/0012280 https://www.kaf-pedagogy-hnpu.com/vorozhbit-gorbatyuk http://dialog2020.tilda.ws/en https://knmu.edu.ua/departments/kafedra-ukrayinskoyi-movy-osnov-psyhologiyi-ta-pedagogiky/ https://ciot.pnu.edu.ua/en/dzus_o_v_eng/ https://orcid.org/0000-0003-1258-7251 https://orcid.org/0000-0002-5138-9226 https://orcid.org/0000-0002-0304-1567 https://orcid.org/0000-0002-4252-7690 https://orcid.org/0000-0001-6337-0429 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2021, iss. 1, pp. 51-72 https://doi.org/10.55056/etq.56 1. introduction artistic and productive activities of older preschool children are important in terms of the development of figurative, spatial thinking, speech, visual memory. its developmental potential is the key to quality education in primary school, the basis of the transition to logical thinking, the formation of random attention, imagination, memory, the formation of basic labor, technological and artistic skills, the development of soft skills (reflection, analysis of feelings), socialization in a team, self-expression through decoration and creation of an artistic product, independence, consumer culture, occupational safety), as well as logical and mathematical competencies (classification of geometric shapes, objects and sets by quality and quantity, ordering objects by one or more features, calculation and measurement of quantity, distance, size, length, width, height, volume, time, etc.) [31]. according to the basic component of preschool education in ukraine (new edition) [25], mathematical skills are an important element of a holistic perception of life. programs for preschool children in preschool institutions of ukraine correspond to the ideas of stem education and promote the development of creative abilities through artistic and productive activities for the further formation of scientific thinking. of course, the process of teaching a preschooler should take place through a play, independent work and be accompanied by positive emotions, which is the key to successful learning. children are characterized by sensory exploration of the world, which corresponds to such types of intelligence as visual, kinesthetic and musical [19]. over the years, the type of intelligence may change and others may develop, but the foundation is quality preschool education which is organized based on integration and opens new opportunities for child development in the education system [15]. therefore, it is possible and appropriate to develop logical and mathematical competence of preschool children through artistic and productive activities. due to the introduction of quarantine measures to prevent the spread of coronavirus, there is a question of continuity of all levels of education, including preschool. distance education has become a way to do this. our analysis of the state of implementation of the idea of online kindergarten in ukraine shows the dispersion and oversaturation of options for classes and topics, the misreading of the concept of distance learning. there are many questions about the content of the organization, forms and methods of teaching, the requirements for digital competence of an educator, digital literacy of parents to participate in distance preschool education. the first attempts to conduct distance learning with older preschool children revealed many problematic issues. thus, it is impossible to formally transfer the development programs of older preschool children (target and content components) from the real educational practice into the program of online interaction of children’s parents, children and educators of preschool institutions. before the quarantine was introduced it was a preschool institution that took care of a child in the absence of parents and provided educational services within the content of the basic component of preschool education [25], it was a responsibility of an institution to develop a well-rounded personality. in quarantine the care function was lost, educational services came to the fore, which had to be provided by means of distance education [26]. during the quarantine, the staff of preschool education were tasked to help parents organize the environment for the development of basic competencies of older preschool children in the real material living conditions of families, taking into consideration different levels of education of the child’s parents. thus, on the website of the ministry of education and science of ukraine in the letter no. 1/9-219 52 https://doi.org/10.55056/etq.56 educational technology quarterly, vol. 2021, iss. 1, pp. 51-72 https://doi.org/10.55056/etq.56 dated 23.04.2020 “on the organization of preschool education during quarantine” [24] preschool headmasters received recommendations: “at the time of quarantine the interaction of educators and children’s parents is important. yes, it is recommended to hold consultations on the children’s daily routine, nutrition and activities, as well as online classes. the latter can be run in real time or sent as records. such communication can be organized through online conferences, social networks, mobile applications, websites, etc.” [26]. these recommendations of the ministry of education and science of ukraine by means of distance education in preschool institutions define: online and offline classes, counseling children’s parents in synchronous and asynchronous mode through video conferencing, social networks, mobile applications, official websites. however, on the official website of the ministry of education and science, the tab of the list of resources is not detailed and refers the site visitor to the explanatory article. to help preschool children’s parents and educators a resource has been developed with unicef ukraine support. it is a global #learningathome 15 day challenge: eat, play, love – to build your child’s brain to teach and develop preschool children at home during covid-19 lockdown. this resource contains information about the addresses and platforms on which exercises and tasks for preschool children are posted, some advice for parents, recommendations on conducting classes and other useful information [45]. these measures recommended and allowed, practically and methodically helped carry out mass distance education under circumstances of continuous learning and development of preschool children. examples of implementation, a detailed description of exercises with the use of such education for preschool children are designed to help parents organize a suitable educational environment at home. but the proposed materials require a certain level of digital competence of preschool educators, digital literacy of children’s parents, determining the appropriate and possible scope of such work, justification of the proposed tasks (taking into account the degree of independence and general competencies), selection of such training, appropriate and productive forms and methods, etc. overwhelmed with information children’s parents were forced to work remotely, they often wasted their time and efforts being dependent on the quality of technical resources. there was dispersion of content and technological aspects of counseling preschool children’s parents. the discrepancy of material and technological conditions with the realities of life of many ukrainian families, the inconsistency of the latest achievements of modern technologies and the possibilities of average ukrainian families have led to didactic and methodological misreadings, promptly noted by diachenko [10], podlasyi [33]. these misinterpretations were all about understanding the essence of the concepts of educational interaction, pedagogical interaction, pedagogical communication, educational communication, forms of learning, forms of educational interaction, forms of pedagogical communication. at present, research on the application of distance technologies, digital knowledge, new technologies and social media in the organization of all levels of education has been updated [9, 46]. the study of these materials encourages us, scholars, to substantiate and develop online resources for participants of the educational process in preschool institutions of ukraine, including preschool children’s parents and teachers who seek to implement a program of education and training of preschool children, in particular, in terms of artistic and productive activities, logical and mathematical competence. in the context of the analysis of the problem of distance education for preschool children in the theory and practice of education, we note that prerequisite for distance learning in the world existed long before covid-19 pandemic was along. an example of the work of stanford university 53 https://doi.org/10.55056/etq.56 educational technology quarterly, vol. 2021, iss. 1, pp. 51-72 https://doi.org/10.55056/etq.56 professor andrew ng, who in 2011 posted a video course of coursera lectures on youtube, has already become a historical reference. this example is considered the beginning of distance education in the world. overall, edtechx global and global market insights estimate that the growth rate of the distance education services market in various industries ranges from 5% to 30% annually [21], indicating an overall increase in the readiness of teachers for distance education for such innovations. this also applies to preschool education. thus, in the field of preschool and general secondary education, the most famous example of online educational services is considered to be k-12 program (usa), which combines the work in this direction of public and private educational establishments of different levels. this program allows each child to choose a basic course, master it and then deepen the knowledge gained through the content of other disciplines. the experience of teaching preschool children in a distance learning mode is well presented and structured by the private enterprise “age of learning” program “abcmouse.com early learning academy” which is designed for children aged 2 to 8 years [2]. it is worth noting that their activities are aimed at satisfying the segment of the market of online educational services. we analyzed the materials that are presented in the public domain on abc.mouse site. they certify that the process of distance education is structured systematically and takes into account all the organizational aspects of learning. ukraine has just now started its way to introducing such education. learning focuses on the following subjects: reading and literature, mathematics, the surrounding world, art and color. there is an application for parents to track the child’s progress. the concept of the brisbane school of distance education (brisbanesde), which includes preschool education, also speaks of the need to prepare educators and children’s parents for distance preschool education. however, children have to be at least 4 years old to be enrolled in kindergarten under the ekindy program. all materials (paper) used in educational activities, namely: handouts, textbooks for parents and children are provided to parents at the beginning of the school year [41]. this practice testifies to the need for theoretical and methodological support of distance education of preschool children, preparation of children’s parents for such a learning format. in ukraine, before the introduction of quarantine measures in 2020, distance education services were provided by distance schools 977 [14], “dzherelo”, “alternativa” [30], sec (scientifically educational establishment) “erudit” [28], lyceum “professional” etc. [21]. today the project all-ukrainian online school for secondary education is being implemented. many educational establishments on different platforms create and design their own educational and developmental content. it should be borne in mind that distance education does not take place in a group of peers, but at home and individually. kalogiannakis and touvlatzis [18] is right to admit that the emotional state of children during distance learning is important for mastering disciplines and needs careful treatment and support by tutor-counseller [18]. he believes that in the process of distance learning children experience both positive and negative emotions, and they require communication and support from a teacher. the modern educational process should be centered around the pedagogy of partnership, which is based on successful positively emotional interaction between teachers, parents and students [35]. thus, through distance education as well as in artistic and productive activities children should receive positive emotionally colored communication and there has to be interaction between all the participants. consequently, teachers have to be trained on how to provide all this, as well as they have to acquire digital competencies for distance education of preschool children. it is a responsibility of the country’s 54 https://doi.org/10.55056/etq.56 educational technology quarterly, vol. 2021, iss. 1, pp. 51-72 https://doi.org/10.55056/etq.56 authorities to create conditions for mastering the digital competencies of future kindergarten teachers. it is important to admit greece’s positive experience in successfully training teachers on digital skills, namely, the use of programming language scratchjr for distance education of preschool children. this makes it possible with their financial and methodological support [32]. other studies by veličković and stošić [47] also acknowledge the need to use information and communication technologies in preschool institutions. their research proves that teachers positively react to the need to teach remotely, but they also admit the lack of appropriate digital pedagogical competencies. however, scientists, as well as governments, are making a few developments in this direction. the government of australia, for instance, has initiated the development of an information site, designed to support parents, teachers and children by providing various videos, electronic materials on the organization and support of distance education [3]. so, there is some foreign experience that shows the possibility of distance education preschool children. attempts to provide digital education to preschool children are indirectly covered in chernyshova et al. [7], dychkivska et al. [13]. the materials presented in these works are mainly on a combination of public, professional education (blended learning), but not full-fledged education of older preschool children at home supported by parents in promoting not only mental, but also emotional development of a child. the focus of the works by grygorenko [16], ivershin [17], polovina [34], yatsenko [51], zhytnik [53] is studying the peculiarities of artistic and productive activities of preschool children in ukraine. these works enable us to talk about the following important points in the selection of materials for children of this age in accordance with the educational principles of the basic component “child in the world of culture”: 1) artistic and productive activities include art, music, theater, literature. 2) in the choice of means, forms of organization of artistic and productive activities should take into account the need to create a general atmosphere of friendliness, freedom of creativity, the possibility of success for each child. note here that productive activities are typical of preschool age (children enjoy drawing, sculpting, cutting, building). these activities have a specific beneficent impact on the mental development of children. 3) productive activities have a modeling nature. modeling objects of the environment, the child approaches the creation of a real product, in which his idea of the object, phenomenon, situation becomes materially embodied in the picture, design, three-dimensional image. this allows us to talk about the connection between stem education and artistic and productive activities, because “stem is an educational practice that combines science, mathematics, engineering and technology in a formal and informal context, and it provides the child with practical opportunities for holistic understanding. of the world” [11]. however, all these works did not cover the specifics of the use of distance education for older preschool children in artistic and productive activities, which has a significant resource for extending steam education [39] and developing a well-rounded person. all these problematic issues required theoretical substantiation and experimental testing of ideas, which determined the topic of our study. our study aimed at substantiating the possibilities and features of using distance education tools for the organization of artistic and productive activities among older preschool children in ukraine’s public preschool institutions at the time of lockdown. the objectives of the research that specified the purpose of our study were: 1) to analyze theoretically the problem of distance education and digital interaction of parents and educators in preschool education institutions for the sake of children’s interests, to 55 https://doi.org/10.55056/etq.56 educational technology quarterly, vol. 2021, iss. 1, pp. 51-72 https://doi.org/10.55056/etq.56 examine the impact of lockdown on the content of artistic activities of older preschool children; 2) to study the state of acquiring digital competence by teachers who provide the educational process in preschool education institutions in ukraine by means of questionnaires, as well as to study parents’ possibilities to organize artistic and productive activities of children using distance education; 3) to characterize the possibilities of creating a suitably safe developmental environment for children with the help of distance education, modern digital gadgets and communication technologies; 4) to identify features of organization – by means of distance education – of artistic and productive activity of older preschool children for gaining logical and mathematical competence. 2. methodology research methods selected for conducting this research are the following. theoretical analysis of scientific and pedagogical sources on the problem was done. the surveys (an original questionnaire was developed and a real questionnaire using google form was carried out) among parents and educators of preschool education institutions were conducted. conversations with parents and educators in order to study their opinions on the results of the survey were held. the methods of synthesis, modeling, generalization of experience for selecting the content of author’s video lessons, analysis of products of children’s activity were used. to do the research, the appropriate scientific approaches were chosen. we identified necessary tools for distance learning mode under conditions of lockdown in accordance with recent research and current legal framework for education [20, 29, 42, 43, 49, 52]. these approaches include, but not limited to: 1. philosophical: child-centeredness approach. the center of interaction between educators and parents are children, their needs, interests, development, rights; theory of human development and the theory of human rights, which ensures the development of a child on the basis of the realization of his/her rights to education, health and upbringing in the family; subject-subject approach to education where all the participants are equal subjects, the needs and problems of each must be taken into account and met with priority on the interests and rights of a child; 2. general scientific approaches: activity method. personality qualities and skills are formed through an independent activity. comparative approach has been used to study the experience of distance education in different regions of ukraine as well as abroad; 3. specific scientific approaches: psychological (facilitation, which requires not managing a child, but interaction with him/her through activation and strengthening of their activities, reinforcement of success, constructive thoughts; task-based learning) information (gartner methodology, which is an indicator of effectiveness is reduction in number of documents and the growing number of life situations that appear online, telepathic education systems, when the signs of the pedagogical process come to the fore: interactivity of the educational process, learning as a dialogue, adaptability of educational topics, problems, tasks to life realities, flexibility of educational material, ease of reproduction, repeatability of material in distance education, reliance on the natural activity of the subject of the educational process); 56 https://doi.org/10.55056/etq.56 educational technology quarterly, vol. 2021, iss. 1, pp. 51-72 https://doi.org/10.55056/etq.56 4. pedagogical approaches: competence approach. it is major constituent in education of all levels and ranges under current ukrainian legislation. it requires digital competence of parents and educators. androgynous approach is determined through lifelong learning for parents and caregivers. personality-oriented approach presupposes an individual trajectory of development and education that is required for each child. appropriate pedagogical support is provided with assistance when it is needed and this assistance should be in a form of appropriate brief counseling, which is in fact, learning through counseling. an integration approach is all about the content of classes: different areas of knowledge are arranged around the topic of child’s interests, ideas, tasks of productive activity. intensification of learning allows a child to show his/her activity and independence in learning. peer-to-peer approach aims at better assimilation of information provided by peers. health pedagogy implies health-preserving technologies that should be used in the educational process. an educational dialogue allows a dialogue between parents and children and the dialogue of the leaders of the class with one another to maintain the involuntary attention of children and interest in the class. task-based learning approach is oriented for productivity. family-centric approach views family as a special close-knit social system with its own connections, as a social institution with rights and responsibilities, as a special social group. interaction with the child presupposes, therefore, the obligatory interaction of teachers with parents in order to create conditions for the realization of the rights and interests of a child. to identify the digital competence of preschool teachers, we have developed a questionnaire based on the concept of digital competence of a teacher (digital competence framework for citizens, for teachers (digcompedu), for educational organizations (digcomporg) and for consumers [4, 8, 40]. there is also a list of competences necessary for the work of an educator of preschool education institution with reference to quarantine learning mode. tasks in the realm of formation of digital skills and competencies assigned by the ministry of education and science of ukraine at the legislative level (according to the digital economy and development concept of ukraine for 2018–2020 [1]) include the development of digital specialties in relevant curricula of specialized educational institutions; development of digital skills of citizens and modernization of preschool, general secondary, extra-curriculum and other levels of education. the issue of digital competence of pedagogical staff of preschool education institutions, their skills in distance teaching were not the subject of our study. this topic, though, was in the research interests of chekan [6], dyachenko [12], soroko [38], tymofieieva [44], whose works we analyzed while working on questionnaires. content development of questionnaires was our own scientific contribution, however. the questionnaire did not contain a scale of lies, as it did not aim at monitoring the identification of qualities and personality traits. the questionnaire for pedagogical staff of preschool education institutions included the following questions with answer options, presented in table 1. respondents could choose several answer options, so the total values often exceed 100%. for parents who have children aged 5–6, we offered a questionnaire especially developed for this research to study their attitude to preschool education by means of distance technology. our task was to outline their vision of distance learning with children, the level of children’s independence, the formation of children’s basic competencies, parents’ willingness to offer a 57 https://doi.org/10.55056/etq.56 educational technology quarterly, vol. 2021, iss. 1, pp. 51-72 https://doi.org/10.55056/etq.56 child support during online classes, opportunities to provide assistance as needed, to supply children with necessary material resources. it included the questions that we have developed taking into account the ideas of child-centeredness, the concept of digital literacy of the population, the interaction of educators and children’s parents for the sake of preschool children’s interests (table 2). accomplishment of the purpose and research tasks completion considered the following factors: children’s optimal workload in order to prevent fatigue, preservation of their physical health according to the requirements of sanitary regulations for preschool educational institutions approved by the order of the ministry of health of ukraine 24.03.2016 no. 234 [27]; ensuring the emotional well-being of each participant of educational interaction; setting a creative educational developmental environment based on interaction with the family to ensure a favorable emotional environment for children’s development, the formation of basic digital, logical and mathematical competencies, skills of artistic and productive activities. 3. results we have identified the features of the use of distance education of senior preschoolers in quarantine (on the example of artistic and productive activities): if previously distance education of preschoolers was considered only through blended learning, then in quarantine is only digital education by distance learning. that requires digital pedagogical competence of educators and digital literacy of parents, the availability of gadgets, the internet at home, online communication of educators, parents and children. other approaches to teaching methods and selection of lesson content are needed. traditionally, pedagogical workers are guided by thematic and calendar principles when developing work programs using elements of computer games, developing presentations or short video sessions. the idea of the digital world is to integrate knowledge into a holistic phenomenon as close as possible to the real life of the child (online classes should take into account the specifics of the family, the logic of quarantine measures, personal interests and preferences of the child and his parents, etc.). the topic of the lesson becomes a goal – you need to learn a certain piece of content needed to study the material. this approach to planning is matched by a focus on children’s success and productive learning. the child becomes an active subject of pedagogical action, more precisely, interacts on equal terms and carries out its part of the work. this is an important resource for creating a favorable emotional sphere of general development. parents are facilitators for the child and assistants in the use of funds. features of the introduction of distance education in the organization of artistic and productive activities with older preschool children should reflect the format and content aspects of relevant for this age cognitive activity, i.e., the predominance of figurative forms of cognition of reality, such as perception, thinking, imagination, active attitude to cognition and transformation of the world, interest in the content and the process of activity, the thirst for decoration [37]. accordingly, the mental education of the senior preschooler involves the stimulation and enrichment of figurative forms of cognitive activity. these aspects provide the benefits of multimedia (photo, video, anime) for the development of mental processes in older preschool age, the development potential of using the resources of digital gadgets, taking into account the requirements of security (digital and physical, emotional comfort, etc.). means of distance education in working 58 https://doi.org/10.55056/etq.56 educational technology quarterly, vol. 2021, iss. 1, pp. 51-72 https://doi.org/10.55056/etq.56 with preschool children contribute to a gradual transition to action without reliance on a particular object (sound, smell, shape, object), to action with a symbol, a sign that replaces it, which is actually – an arsenal of information and digital communications, progression of logical and mathematical representations. the use of distance education tools allows you to go beyond the learning environment, to make accessible, visible, simple what is impossible to see with the naked eye, to simulate any situation and process. these technologies help the child to create a product, ensure its comprehensive and harmonious development through activities, gain new experiences and personal qualities. especially important for a child of older preschool age is the opportunity to present and record their achievements. the content and level of independent activity depend on the experience of children in owning a particular activity, their life competence, the presence of developmental subject-game, natural, social environment, taking into account the own productive space of each child. this involves competent, dosed guidance from the adult, the formation of appropriate professional competencies that would implement the idea of changing the nature of the relationship of participants in the educational process contributes to the implementation of subject-subject approach in education. with the help of online classes, which have been developed by us, the teacher can become a facilitator for the child, the child’s parents in joint interaction. at the first stage of our study, a survey of pedagogical staff of preschool education in kharkiv was conducted using the google forms. the survey covered 374 applicants for 3 days of activation of the questionnaire. the results provided empirical material for the development of a series of online classes for older preschoolers in the second phase of the study. the summary of the answer to the question “what is your experience in preschool education?” testified to the relative uniformity of the staff of preschool education establishments in the city. among those interested in the problem of distance educational interaction in preschool education in kharkiv 17.1% of respondents had experience of up to 3 years, 3–10 years 24.9% – 10–20 years, 34% – more than 30 years of teaching experience. that is, young people who actively use modern information and digital communications in everyday life are less than half of the educators of kindergartens. the results of the survey are presented in table 1. as we aimed to identify opportunities for studying the digital competence of teachers who provide educational process for older preschoolers in preschool education institutions. the question was identified regarding the actual experience of classes aimed at developing competence of “computer literacy” which is highlighted in the basic component preschool education (new edition) as a variable component of a separate educational principle “computer literacy” which provides for the formation of informative competence of the preschooler [25] (table 1). as can be seen from table 1, the variable component has not been fully implemented in educational practice. difficulties, which have become a clear indicator of the low level of preparation and implementation of the idea of kindergarten online, due to the erroneous stereotypical phenomenon of the harm of using distance education for the overall development of preschool children. this explains the obvious alienation of teachers of preschool education from the problem of forming digital literacy of their own and students. we are convinced that isolated examples of the experience of using distance education tools in working with older preschoolers are due to the long-term refusal to involve children in this age group in the widespread use of distance education tools and digital e-resources. first of all, teachers and parents of preschool children 59 https://doi.org/10.55056/etq.56 educational technology quarterly, vol. 2021, iss. 1, pp. 51-72 https://doi.org/10.55056/etq.56 table 1 teachers survey results. question response option results 1. your work experience in a preschool education up to 3 years 17.1 3-10 years 23.5 10-20 years 24.9 more than 20 years 34.5 2. have you conducted computer literacy classes for preschool children? yes 18.3 no 81.7 3. where did you get knowledge of the methods of distance education for preschool children? while studying at a pedagogical education establishment 21.7 self-education 56.7 webinars 23.8 trainee 1.1 advanced training courses, trainings, seminars of various educational establishments and ngos 27.8 did not teach 13.4 4. would it be useful and interesting for you to attend distance learning courses for preschool children? yes 94.1 no 5.9 5. would it be useful and interesting for you to attend courses on creating developmental content using ict for preschool children? yes 94.3 no 5.7 6. are you a confident pc and smartphone user? yes 56.4 no 13.9 it is difficult to answer 29.7 7. would you like to work online with children during quarantine? yes 55.9 no 8 it is difficult to answer 36.1 8. do you know how to search, find, select information that can be used for digital education of children 5–6 years? yes 53.2 no 4.6 to some extent 42.2 9. do you have the skills to interact with children through digital technology? yes 25.9 no 20.8 to some extent 53.3 10. do you know how to develop integrate and process digital content for children 5–6 years old? yes 16.5 no 34.7 to some extent 48.8 11. do you know how to program? yes 5.8 no 65.1 to some extent 29.1 12. do you have the skills to protect gadgets, personal data, and privacy? yes 25.1 no 31.7 to some extent 43.2 13. do you know how to work with children 5–6 years old so as not to harm their health and psychological comfort? yes 73.3 no 32.7 to some extent 24 14. do you know how to solve technical problems of your gadgets? yes 19.7 no 18.7 to some extent 61.6 15. do you know how to use digital technologies creatively? yes 31.7 no 9.6 to some extent 58.7 60 https://doi.org/10.55056/etq.56 educational technology quarterly, vol. 2021, iss. 1, pp. 51-72 https://doi.org/10.55056/etq.56 were guided by the appropriate restriction of access due to the probable harm to the health and general development of the child. as a result, the issues of digital literacy and internet safety of older preschool children were neglected, the use of digital gadgets was limited to be only a resource for entertainment and recreation. digital gadgets were not used for activating artistic and productive activity, they died not become a resource for positive emotional development. it should be noted that such results are the consequence of misconceptions that children born in the era of digital and communication technologies do not realize the very possibility of the existence of the world and themselves in the world without gadgets. refusal or restriction will not give a positive dynamic of the general development and the desired security. everyone should learn to use appropriate technical innovations and capabilities of digital and communication technologies. careful elaboration of the research problem showed that the issue of opportunities to create a safe developmental environment for older preschool children with the help of modern digital gadgets and communication technologies is quite acute for the pedagogical community. however, during the development of the content of the questionnaire, we sought to identify the real situation of actual awareness of distance education of teachers. 13.4% were respondents who did not study and are not familiar with the sequence of creation and implementation of online classes with preschool children. this percentage is excessive for state establishments of children’s preschool education. it is necessary to draw the attention of the public and representatives of the management sphere to the revealed problem. however, these figures are less than the percentage of educators with 30 years of experience. thus, the digital competence of a kindergarten teacher can be formed regardless of the age of an educator. at the same time, self-education takes the first place in the forms of education according to the results of the questionnaire, which indicates the unevenness and inconsistency of its formation in educators. analysis of the curriculum of the faculty of preschool education of h. s. skovoroda kharkiv national pedagogical university leads to the conclusion that the digital competence of future educators is formed in the same way as in other faculties, the features of relevant education for preschool children are not taken into account. to the question “where did you get knowledge of the methods of organizing distance education for preschool children”, 81 (21.7%) respondents indicated “while studying at a pedagogical school”, “webinars” – 89 (23.8%), internships – 4 (1.1%),”self-education” – 212 (56.7%), “refresher courses” – 104 (27.8%), 50 (13.4%) respondents did get any knowledge. understanding the multifaceted nature of the problem of our study, the idea of developing and implementing distance learning courses for preschool children is singled out as a perspective. 94.1% of respondents were willing to support it (table 1). in the course of the research, we found that the issues of organizing distance educational interaction with the participation of older preschool children, their parents and educators are poorly represented in the market of educational services. although scientific and methodological developments abound on the official websites of the ministry of education and science of ukraine, establishments that provide educational services, preschools, numerous forums and social groups that are initiated by teachers. however, an important point is to study the specifics of such education in quarantine with older preschool children. in particular: the level of independence of the child and the ability of parents to accompany and, if necessary, support and assist the child in the use of media transmissions; temporal compliance with the norms of the child’s use of digital gadgets; the possibility of 61 https://doi.org/10.55056/etq.56 educational technology quarterly, vol. 2021, iss. 1, pp. 51-72 https://doi.org/10.55056/etq.56 organizing with the participation of “peer-to-peer”, when didactic instructions by children from children are perceived faster and more accurately. a similar trend persisted in the answers of teachers to the question “would it be useful and interesting for you to attend courses on creating developmental content using distance education for preschool children?” (table 1) 94.3% of respondents strongly agreed. we consider the understanding of teachers and parents of children in the educational environment as an open information system to be important indicators of the readiness of teachers to implement the practice of using distance education for older preschool children; system knowledge of information processes, modern information models and technologies; ability to use general-purpose software to receive, process, store and transmit didactic information, use digital technologies and specialized software products in educational activities by means of distance education. this will contribute to the implementation of programs for the formation of computer literacy, technical creativity and culture in the digital world. table 1 presents the results of the answer to the question about the level of digital literacy of educators. the amount of non-positive responses was 43.6%, which is also interpreted by us as a hidden problem of education, training through information education and the means of various disparate webinars. insufficient awareness of the technological and procedural aspects of the use of digital technologies as a result manifested itself in the interest of teachers to work online with older preschool children (a total of negative responses was 44.1% (table 1). also, the survey revealed insufficient awareness of teachers on the formation of the content component of online classes with older preschool children (46.8% of non-positive answers), which is confirmed by the results in table 1. in the process of survey, we tried to identify components of pedagogical experience in organizing educational interactions with older preschool children. experience in the use of digital technologies was indicated by 31.2% of respondents, skills of interaction with children using digital technologies were shown by 25.9% of respondents, ability to constructively form digital content, adapt it for children 5–6 years old was shown by only 16.5% of respondents (table 1). this indicates that most teachers use ready-made developments contrary to the author’s developments, where they could implement an individual approach and take into account the interests and requests of real students. only 5.8% of respondents showed programming skills (table 1). the percentage of positive answers to the question about the ability to solve technical problems of one’s own gadgets is also low (only 19.7%) (table 1). this means that without systematic technical support, teachers will not be able to implement the tasks of distance education in the field of preschool in the future. slightly higher rates of positive answers to questions about the possibilities of creative use of distance education, digital technologies – 31.7%. this is not enough for daily educational activities. only 25.1% of respondents indicated digital security skills in their answers. this serious problem requires compensatory training of a wide range of teachers as soon as possible. the survey of teachers also revealed the problem of honesty of answers to the question “do you know how to work with children 5–6 years, so as not to harm their health and psychological comfort?”. positive answers were given by 73.3%, 24% responded “to some extent”, and the answer “no” is for 2.7%, although awareness of digital security is almost three times lower. probably, among the interviewed teachers there is a rather vague and formal knowledge about the safe use of distance learning tools and digital gadgets. this, in our opinion, can negatively affect the creation of a favorable emotional sphere of pedagogical interaction. 62 https://doi.org/10.55056/etq.56 educational technology quarterly, vol. 2021, iss. 1, pp. 51-72 https://doi.org/10.55056/etq.56 we are approaching an intermediate conclusion based on the results of the first stage of a study on digital competence of teachers who provide the educational process for older preschoolers in preschool education. the real situation of actual awareness of the means and resources of distance education of teachers is actually not enough. self-education and webinars do not provide systematic knowledge and a high level of digital competencies for distance learning. we have revealed the perspective idea of development and implementation of courses on the organization of distance learning of educators and pedagogical workers of preschool education establishments. the insufficiency of pedagogical experience in the organization of educational interactions with parents and children of senior preschool age with the use of distance education has also been established. however, the vast majority of teachers who were respondents in our studies expressed a desire to develop relevant knowledge and competencies. the second stage of the study also included a survey of parents of older preschool children. the survey showed readiness and willingness of parents to support and promote the idea of online classes with children. this is eloquently evidenced by the results of surveys presented in table 2. (we analyzed only the responses of parents who have children aged 5–6). the level of providing the necessary resources of the parents of kharkiv is also fairly high (table 2): access to quality internet – 81.4, the availability of modern gadgets – 84.1%. it was interesting to discover that parents want to give more freedom and independence to the child in preparation for classes. on the one hand, parents admitted the fact of independence of their children in the following aspects: cutting with scissors according to safety rules – 73.4%, graphic skills – 87.2%, visual skills – 75.2%, modeling skills – 70.3%. on the other hand, there is a high degree of positive answers to questions about the possibility of helping and supporting the child as needed during online classes (84.1% are willing to provide assistance during classes) (table 2). parents were also asked to identify the degree of independence of a child, the formation of skills needed to develop a series of online classes (table 2): “yes” was the answer of 79% of respondents. the results of the survey conducted in the second stage of the study laid down the main requirements and content for the development of the third stage of the study. the third stage of the study involved the development of content and testing of a series of author’s online classes. participants in the survey on a voluntary basis received links to the resources that have been developed by us and posted on the internet series of classes with high school children using distance learning tools. this created opportunities for interaction between pedagogical staff of preschool institutions, parents in the interests of the older preschool child, the organizers of the study. if desired, children’s parents could send photo reports of online classes, their own feedback on the content and progress of classes. the children who took part in the online classes received virtual diplomas for their participation. according to the results of the questionnaire, we provided an example of pedagogical interaction of pedagogical staff of preschool education institutions, parents and older preschool children on the youtube channel [36]. development and testing of context and methodological content on the example of a series of 4 trial online classes on artistic and productive activities of older preschool children was aimed at implementing the author’s creative approach, the use of distance education on quarantine. at the third stage of the study it was determined that the common feature of a series of proposed classes is: semantic integration of artistic and productive activities of older preschool children and elements of mathematical literacy to provide a motivational component 63 https://doi.org/10.55056/etq.56 educational technology quarterly, vol. 2021, iss. 1, pp. 51-72 https://doi.org/10.55056/etq.56 table 2 parents survey results. question response option results 1. how old is your child? 5 years 43.2 6 years 56.8 2. what kind of artistic activity does your child like? sculpting 56.5 appliqué 41.8 creating a picture 76.5 creating a variety of three-dimensional paper objects (3d modeling) 20.7 3. what technical skills does your child have? cutting with scissors without the help of an adult. knows safety rules when using scissors 73.4 pencil. can draw lines, geometric shapes: circle, square, triangle, rectangle 87.2 with a brush. can draw lines, dots, strokes 75.2 is able to form from plastic material (modeling clay, salt dough) various volume figures: a layer, the cylinder 70.3 4. during the quarantine period, do you consider distance learning as an opportunity for your child to consolidate knowledge and gain new ones? yes 73.8 no 8.6 difficult to answer 17.6 5. would you like your child to complete tasks on their own during a distance lesson? yes 79 no 8.6 i’m not interested in distance learning 12.4 6. would you like your child to prepare for classes on their own? yes 39.3 no 6.2 to some extent 44.5 i’m not interested in distance learning 10 7. do you have the technical capacity for distance education? access the internet 81.4 gadget (smartphone, tablet, laptop, computer) 84.1 printer 17.6 i do not have technical appliances 2.4 i’m not interested in distance learning 11 8. what art materials do you have? paints, brushes, drawing album 90 modeling clay, stacks 71.7 colored paper, scissors, glue 85.2 colored pencils 89.3 a variety of materials for decoration: buttons, beads, ribbons, stickers 40.7 i’m not interested in distance learning 10.2 9. will you be able to help your child for the first time during classes? yes 84.1 no 6.2 i’m not interested in distance learning 9.7 64 https://doi.org/10.55056/etq.56 educational technology quarterly, vol. 2021, iss. 1, pp. 51-72 https://doi.org/10.55056/etq.56 of logical and mathematical competencies; tools in the context of the implementation of the semantic component of the formation of logical and mathematical competencies, the availability of materials for artistic and productive activities of children in quarantine measures given the features of providing an effective component of the formation of logical and mathematical competencies. the topics of classes were selected in accordance with the current planning of such classes in preschool education institutions, subject to adjustment of the specifics of distance education (lack of systematic psychological, pedagogical and methodological knowledge in children’s parents). seasonality and themes of calendar holidays, simplicity of didactic tasks, categories from the sphere of children’s interests are taken into account. based on the results of the parents’ questionnaire, the available materials (paints, colored pencils, paper, brushes, scissors) were chosen to prepare for online classes. a simple “get it done” algorithm has been developed to consolidate practical skills of cutting and constructing with paper, developing imagination and spatial thinking, mastering the concepts of geometric shapes, arranging objects in space, counting from 1 to 10 and realizing the child’s natural need to decorate things. the tasks of the organizers were: to demonstrate the possibilities of online classes in creating positive emotional background, which serves as a condition for the holistic development of a child, the formation of logical and mathematical competencies and skills of artistic and productive activities; to interest children to perform tasks independently, using video lessons (material presentation in a playful way, explanation of the parity concept “peer to peer”). topics for online classes: “making beach shoes for children”, “indian costume”, “flowers for mom”, “red cat” [36]. the organizers used the recommendations of krutii [22] on the feasibility of creating a comprehensive development environment based on the principle of unity of cognitive center, artistic and productive activities, communicative and emotional-reflexive centers, consistent with theoretical and methodological ideas of steam education [5]. the developed author’s online classes had the following features. they last for 10–14 minutes and require minimal preparation expenses. the tasks and algorithm of their performance were demonstrated by an 11-year-old girl under teacher’s guidance. this, in the opinion of the organizers of the study, helps to establish a favorable emotional background in online interaction. the tasks are simple, focused on the child’s ability to perform them without the help of adults. classes did not provide a classical structure; they were devoid of the requirements of the organization of the workplace. the developers focused on the child’s interest in video lessons and minimized adult interference. the algorithm is also simple and self-explanatory. it was allowed to use alternative modern materials (finger, edible paints, instead of paintbrushes and brushes, etc.). 4. results and discussion the conducted classes and responses [36] of older preschool children’s parents testified to their positive attitude towards such classes, the expediency of the created by the author’s content and the establishment of appropriate pedagogical interaction. the children showed interest in the proposed topics and tasks, parents noted that most of the stages of the algorithm each child implemented independently. a significant number of all survey participants who took part in the survey showed an understanding on the part of teachers and parents of children 65 https://doi.org/10.55056/etq.56 educational technology quarterly, vol. 2021, iss. 1, pp. 51-72 https://doi.org/10.55056/etq.56 of the value of such pedagogical interaction. the proposed content of classes on artistic and productive activities clearly illustrated the value of developing the independence of a child of older preschool age, the importance of the existing stable and broad base of practical, real, obtained through various senses own experience of artistic and productive activities. the study involved an arbitrary connection between the organizers and the parents of the children (at the initiative of the latter). according to the children’s parents, the information presented in the online classes through educational dialogue, peer-to-peer technology, activating children’s attention through the use of fantasy elements, fairy-tale characters, elements of children’s play with a soft toy – all this prompted the child to manifestation of independence under parents’ facilitation. the information in this way becomes more accessible to older preschool children. our research and tested video materials are consistent with the ideas of stem education [5]. we used the author’s experience of modeling and educational design of artistic and productive activities, which contributes to a positive emotional background of the child’s interaction with the support of parents and teachers [50]. it is important to note that the classes had an integrated content with the fundamentals of mathematics. this is our authorship innovation. the classes developed by us, having a common empirical basis, differ from the offers of video recordings of classes of the american program developed by “abcmouse.com early learning academy”. we also used the idea of simple instructions, which took place in projects initiated by learning a-z (additional instructions, videos for parents, teachers, free access to electronic educational materials) [23]. we focused on the positive experience and the idea of additional training of parents in the direction of the required appropriate assistance to children on quarantine. at the intersection of our study, the experience of brisbane school was updated. they developed methodological materials with a detailed description of the agenda, schedules, accompanying materials for classes with children at the time of lockdown. in the course of our research we were convinced of the expediency of laconic instructive preparation of parents to support children in artistic and productive activities by means of distance education. in our case the content and methodological support with the use of elements of distance education was developed for the needs of time in the conditions of forced transition to urgent remote teaching. our study is a pilot project carried out in accordance with the existing theoretical research, regulatory documentation, based on the concept of the national informatization program in ukraine [48]. our scientific novelty was to determine the possibility of implementing distance education in artistic and productive activities on the basis of a selected set of scientific approaches of different levels for the organization of artistic and productive activities of preschoolers, which can be supplemented by systematic, comparative, methodological and organizational approaches; identification of contradictions and insufficient level of digital competence of educators, recognition of the fact of uneven logistical support of pupils’ families. in ukraine, this should be taken into account when implementing the idea of blended learning or, if necessary, continuing distance education on lockdown. as scientific novelty, we would like to single out the peculiarities of the organization of artistic and productive activities of older preschoolers with elements of distance education under conditions of quarantine measures. the practical significance of the study is: developing and testing the content of classes on artistic and productive activities, integrated with the fundamentals of mathematics; development of questionnaires on digital competence for educators and digital literacy for parents, analysis of their results. 66 https://doi.org/10.55056/etq.56 educational technology quarterly, vol. 2021, iss. 1, pp. 51-72 https://doi.org/10.55056/etq.56 5. conclusions the study found that quarantine measures to prevent the spread of coronavirus, led to the recognition of the need for distance education in ukraine for its continuity, and also left an imprint on the use of distance education in the practice of preschool education. there was an urgent need to cover all children, their parents and educators of preschool education, there was a transition from blended learning to digital learning and online classes, creating content for interesting topics relevant to everyday life of children, organizing appropriate pedagogical interaction between teachers and parents children of senior preschool age, creation of various conditions in the field of education by the state to provide distance learning tools for all teachers, the need for advanced training of teachers of preschool establishments in the direction of digital pedagogical technologies. preschool education in the conditions of introduction of long-term quarantine measures should ensure the child’s right to education and satisfaction of his / her interests. the use of distance education for older preschoolers is a possible and appropriate, the only means of continuing education in quarantine. the means of distance education allow the child to independently select from the proposed information what is interesting to him, process information, put forward their options for its analysis, make independent decisions based on their own thoughts, their own vision of the proposed task. at the center of cognition in this case is a problem that requires the implementation of cognitive processes and independent activity. the actions of the educator are transformed into the format of the actions of the facilitator, his mission is to help the child to direct it to independent thoughts, activities, discoveries, new views on a particular phenomenon, subject, type of activity. thus, it is possible to reach a qualitatively higher level of formation of a favorable emotional environment for the overall development of the child. the theoretical foundations of the use of distance education in the organization of artistic and productive activities of older preschool children are a set of scientific approaches of different levels. the philosophical ones are focused on child-centeredness, human rights theory, human development theory, subject-subject approach to education. general scientific approaches embrace activity, comparative, complex methods. specific scientific approaches include psychological: facilitation, task-based training in psychology, peer-to-peer approach, information approaches (gartner methodology, telepathic systems). pedagogical approaches involve competence, androgynous, family-centered, intensification of learning, personality-oriented, health pedagogy, parity “peer-to-peer” approach, educational dialogue, family-centric, pedagogical support, integration. the interest of all pedagogical workers in the idea of using distance education for older preschool children was raised. but the condition for this should be a course to increase the level of digital competencies of teachers at preschool education institutions. such a program should take into account their practical experience, available material resources. it was found out that self-education and the system of webinars are not effective in the role of the main source of formation of digital competencies of pedagogical staff of preschool education establishments. thus, we can argue about the need for mandatory organization of classes for educators to improve the level of distance learning resources. a survey of parents of older preschool children showed a high degree of their interest in online preschool education. however, the study found a common problem among adults. the level of digital literacy of parents and digital 67 https://doi.org/10.55056/etq.56 educational technology quarterly, vol. 2021, iss. 1, pp. 51-72 https://doi.org/10.55056/etq.56 competence of educators has not yet become a priority in the list of competencies. this level is low. the organization of preschool education with the help of distance education depends on the possession of all subjects of the educational process of the necessary digital competencies. a resource of a series of video lessons was created by us taking into account the acquired skills in children. the common feature of the series of proposed classes was: semantic integration of artistic and productive activities of older preschool children and elements of mathematical literacy, the formation of children’s parents’ skills of independent use of materials and tools, availability of materials for artistic and productive activities of children in quarantine. the topics of classes were selected in accordance with the current planning of such classes in preschool education institutions, subject to adjustment of the specifics of distance education (children’s parents lack in systematic psychological, pedagogical and methodological knowledge). seasonality and themes of calendar holidays, simplicity of didactic tasks, categories from the sphere of interest of children are taken into account. the tasks and the algorithm of their performance are demonstrated through the “peer to peer” approach. the developer focused on the child’s interest in video lessons and minimizing adult interference. the algorithm is also simple, it did not require any clarification. it was allowed to use alternative modern materials (finger, edible paints, instead of paintbrushes, brushes, etc.). the expected result of our work was a new quality of artistic and productive activities of older preschoolers, in particular: avoidance of the strict sequence of thematic classes, the idea of integrating the proposed topics and content of such activities, the right of parents and children to use any element lessons in any order, to change the sequence of actions, or even take only some elements that attracted the attention of the child. in this new quality of classes, we see the feasibility of using art and productive activities with older 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[53] zhytnik, t.s., 2016. the artistic and creative activity development of senior preschool children by means of painting. dissertation for a scientific degree of phd in pedagogy; speciality 13.00.08 – preschool pedagogy. institute of problems on education of the national academy of pedagogical sciences of ukraine, kyiv. available from: https://nrat. ukrintei.ua/searchdoc/0416u004158. 72 https://doi.org/10.55056/etq.56 https://dspace.hnpu.edu.ua/handle/123456789/2244 http://timofeeva.in.ua/images/docs/bibliograf/comp_gram.pdf https://www.unicef.org/eap/learningathome https://sustainabledevelopment.un.org/content/documents/25212016_human_development_report.pdf https://sustainabledevelopment.un.org/content/documents/25212016_human_development_report.pdf https://doi.org/10.5937/ijcrsee1601023v https://zakon.rada.gov.ua/laws/show/75/98-%d0%b2%d1%80#text https://zakon.rada.gov.ua/laws/show/75/98-%d0%b2%d1%80#text https://zakon.rada.gov.ua/laws/show/2145-19 https://zakon.rada.gov.ua/laws/show/2145-19 https://doi.org/10.46489/tapoft https://nrat.ukrintei.ua/searchdoc/0416u001922 https://nrat.ukrintei.ua/searchdoc/0416u001922 https://doi.org/10.1109/itme.2018.00113 https://doi.org/10.1109/itme.2018.00113 https://nrat.ukrintei.ua/searchdoc/0416u004158 https://nrat.ukrintei.ua/searchdoc/0416u004158 1 introduction 2 methodology 3 results 4 results and discussion 5 conclusions using immersive reality technologies to increase a physical education teacher's health-preserving competency educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 using immersive reality technologies to increase a physical education teacher’s health-preserving competency oksana v. klochko1, vasyl m. fedorets2 1vinnytsia mykhailo kotsiubynskyi state pedagogical university, 32 ostrozhskogo str., vinnytsia, 21100, ukraine 2vinnytsia academy of continuing education, 13 hrushevskoho str., vinnytsia, 21050, ukraine abstract. the article discusses the findings of study targeted at enhancing the methodology of augmented reality use for the development of a physical education teacher’s competence in health preservation under post-graduate educational settings. according to umwelt phenomenology, augmented reality is distinguished by its cognitive, metaphorical, varied, interactive, and anthropomorphic characteristics. the article examines the potential applications of augmented reality in a physical education teacher’s line of work, notably in the area of health promotion. the software that could be implemented for this function has been described. the research determined that physical education teachers had a favorable attitude toward using immersive reality to protect students’ health and foster the growth of their motor skills, intelligence, and creativity. the survey’s findings indicate that the majority of teachers had a favorable response to the notion of using augmented reality in their professional work. however, in certain instances, there was a lack of a completely developed knowledge of this issue. the introduction of augmented technology techniques into the post-graduate education process, taking into account the anthropological, ethical, and cultural settings as well as instructor involvement in the mentioned process, could be one way to solve the problem as described. the software application “virtual model of identifying the risks for locomotor apparatus caused by ligament stretching” has been developed based on the usage of immersive reality technologies and comprises of 5 models. specifically, the anthropological-spatial systems that simulate joints and are utilized to help teachers grasp the dangers to the locomotor apparatus. the positive dynamics of physical education teachers’ educational outcomes are characterized as a consequence of study into the effectiveness of applying virtual models as a component of a technique for developing the health-preserving competence of physical education teachers.1 keywords: health-preserving competence, physical education teacher, post-graduate education, augmented reality, virtual reality, umwelt, pedagogy of health, preventive pedagogy, health risks, methodology, digital technologies 1. introduction the need to use immersive reality in education [21] and, first and foremost, in practices and technologies of physical education is caused by its “congruence” to the “human reality”, particularly 1this is an extended and revised version of the paper presented at the 1st symposium on advances in educational technology [20]. " klochkoob@gmail.com (o. v. klochko); bruney333@yahoo.com (v. m. fedorets) ~ https://sites.google.com/view/klochko-oksana-v (o. v. klochko); https://scholar.google.com/citations?user=sf jr5w0aaaaj (v. m. fedorets) � 0000-0002-6505-9455 (o. v. klochko); 0000-0001-9936-3458 (v. m. fedorets) © 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. 276 https://doi.org/10.55056/etq.431 mailto:klochkoob@gmail.com mailto:bruney333@yahoo.com https://sites.google.com/view/klochko-oksana-v https://scholar.google.com/citations?user=sfjr5w0aaaaj https://orcid.org/0000-0002-6505-9455 https://orcid.org/0000-0001-9936-3458 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 its correspondence to the peculiarities of a pupil’s motor activity and the multi-dimensional, adaptable and diverse spectrum of tools that can be used within it. the use of augmented reality in the educational process correlated with the disclosure of the value of human existence and the anthropological-value reflection of life-world (germ. lebenswelt) [15] of a person may form developing, intellectual and synergistic effects, which are the manifestation of digital transformation of education and its shift to a new quality level. at the same time, the issue of using augmented reality in the professional work of a physical education teacher, namely, for health preservation, is an actively developed topic [9, 14, 19, 21]. we view the problem of development of a methodology for using augmented reality for the development of a healthpreserving competence of a physical education teacher in conditions of post-graduate education and on the basis of anthropological [4, 10, 24], ontological [1] and value paradigms, which includes the need to consider the phenomenology of a person, his/her multidimensionality and the peculiarities of this field of education (of physical culture and sport), creativity and potential of a personality. considering the introduction of the augmented reality in an educational process, the necessity of use of ontology-oriented comprehension of a person and his/her motion activity is actualized. in the semantic framework of ontological understanding of a person, he/she is represented as a multidimensional and polyontological creature. experimental data received by nosov [31] and then used by him as the foundation for the development of the virtual psychology, prove the polyontological nature of a person, view the person as place for integration of many realities. therefore, it is necessary to examine the augmented reality not only traditionally from the “instrumental and technological” point of view but also from ontological positions. in such a case, the augmented reality is considered as a relevant component of person’s ontology. accordingly, the methodological perception of the possibilities of using augmented reality is carried out with the application of relevant from the point of biosemiotics umwelt (“the surrounding world”) concept [23, 39, 42]. this concept provides a holistically oriented reflection of a special world or a specific reality of a living organism. the stated reality (germ. umwelt), according to von uexküll [42] is manifested through integration of the world of perception (germ. merkwelt) and the world of action (germ. wirkwelt) [42]. thus, in the course of its existence, the body forms a “relevant zone”, which is that very fragment of reality, which seems to be vitally significant for its perception and activity. the application of umwelt conception for the improvement of the use of the augmented reality is a methodologically determined way of ontologization of homo educandus (a person who studies) and humanization of an educational process. accordingly, the use of an umwelt idea can extend methodological and technological possibilities of application of the augmented reality by the selection of the special “transitional reality” between a person’s reality and the world. therefore, we suggest to perfect the methodology of use of the augmented reality in professional activity of a physical education teacher in the ontology oriented direction, which considerably extends and anthropologizes traditional methodologies and technologies in particular. in addition, in order to broaden the possibilities of implementation of the existing potentials of the motor and mental spheres of a person, an integrated “external” reality is needed. in this respect, there occurs a need to integrate “corporal”, “motor” and “intellectual” realities and “ontologies” (in the sense of reality) of health through the use of an external integrating factor (a 277 https://doi.org/10.55056/etq.431 educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 “special” reality), which a priori must itself be intelligent. such an “external reality” within the framework of methodological comprehension presents itself as umwelt and as the augmented reality. accordingly, such an “external” reality must form an intellectualized, dialogic, activity based and intentional (in the sense of targeted) anthropo-technical medium, capable of selfdevelopment. a natural pre-condition of the indicated “corporal and intellectual” integration is the phenomenon of umwelt, and an artificial one is the augmented reality. nowadays, such a “new” and “integrating” reality may be formed using digital technologies [19, 21], namely, in the form of augmented reality. the example of the indicated “corporal and intellectual” integration is the use of the augmented reality for the development of emotional intellect of children with disorders of autism spectrum [7]. in the work of chen, lee and lin [7]. the augmented reality was used to teach to recognize mimic patterns. accordingly, in the indicated cases [7], while forming mimic characters there will be present integration of corporal, emotional, intellectual components and an “external” component as the augmented reality. thus, we determine the need to use augmented reality in the course of training a physical education teacher, particularly, for improving his health-preserving competence [10], as a naturecorresponding way of a person’s development, which correlates with a person’s transcendent and polyontological essence. augmented reality is a way of integrating the realities already existing in a person (mental, corporal, motor) as well as a way of their improvement. thus, the application of augmented reality is an end-to-end anthropological project [1, 21, 32], which corresponds to human nature and his/her motor being, and not a “local improvement”. accordingly, in this aspect, the concept of umwelt can be applied. despite a considerable number of studies dedicated to the use of digital technologies and, first of all, of augmented reality in the educational physical culture practices and technologies, the problem of using augmented reality for the development of the health-preserving competence of a physical education teacher in conditions of post-graduate education has not been sufficiently studied yet. particularly, the methodological, pedagogical, anthropological, prognostic and psychological aspects of the stated problem haven’t been thoroughly studied. in the methodology of use of the augmented reality, the presence of a “transitional zone” between a person and the world (umwelt) is not sufficiently taken into account. taking into consideration the digital trend of education development and perceiving the practical demand for raising the effectiveness of pupils’ health preservation during motor activity, as well as actualizing the issue of education professionalization, pedagogization, digitalization and technologization, the stated research is defined as relevant. from the point of applying the understanding of a person’s umwelt, an innovation-oriented and integrative use of an image of a person, as well as of specialized biological and medicalbiological knowledge, particularly, the comprehension of a locomotor apparatus, is a relevant vector of research. the stated integration may be implemented on the basis of application of the immersive reality technologies. the application of the stated digital technologies on a new innovative level would facilitate the disclosure of the representative, axiological, healthpreserving and intellectual potential of the special knowledge about a person. such an approach that includes the application of the immersive reality technologies is aimed at the development of the health-preserving competence of an educator through actualization of value, motivation and technology oriented aspects, linked to a certain system of problems that are of practical 278 https://doi.org/10.55056/etq.431 educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 significance. thus, according to the competence paradigm of education, is practically and technologically oriented. purpose of the research: the use if the immersive reality technologies to improve the healthpreserving competence of a physical education teacher in the course of post-graduate training, which is implemented on the basis of the umwelt concept, the anthropological paradigm and virtual models of the locomotor apparatus. 2. selection of methods and diagnostics for the purpose of methodological perception and conceptualization of the possibility and practices of introduction of ar/vr technologies for the improvement of a health-preserving competence of a physical education teacher using the umwelt concept and the anthropological paradigm, the following approaches and concepts, methods and technologies are used: ontological; hermeneutical; axiological; pathopedagogical [11]; health-preserving [19, 21]; phenomenological [15]; life-world (germ. lebenswelt) of husserl [15]; biosemiotic [30]; anthropological [4, 10, 24]; anthropological practices and “technologies of self” (foucault [13]); umwelt (von uexküll [42]) [23, 39, 42]; of contact boundary developed in gestalt psychology; of sense making (c. lorenz) [23]; autopoiesis (maturana romesín and varela [28]); of embodied mind (lakoff and johnson [25]); of cultural-historical theory of psychic development (vygotski [43]); of c. jung’s self (germ. selbst) [17]; virtual reality technologies, digital modeling, in particular, 3d modeling [5]; methods of mathematical statistics [40]. we also used visions and methodological approaches developed in the system of embodied cognitive science [35], enactivism [22] and virtual psychology & virtual science [31]. for the methodological perception, the following ancient greek concepts were used: “human nature” (ancient greek 𝜑𝜐𝜎𝜄𝜁 𝜏o𝜐 𝛼𝜈𝜃𝜌𝜔𝜋o𝜐) [16]; “harmony” or “mixing” (ancient greek 𝜅𝜌𝛼𝜎𝜄𝜁) [16]; “self-perception” (the delphian principle “perceive yourself” – gnothi sautou) and “care of self” (epimelēsthai sautou) described by foucault [13]. to develop the “methodology of development of the health-preserving competence of a physical education teacher based on the knowledge of the nature of the locomotor apparatus in the normal and pathological state” and, accordingly, the pedagogical problems and the above mentioned virtual model we used a complex of approaches: problematic with the help of which we formed the problematic-sensible field and determined the scope of the problem (we determined the area of the unknown as well as the relevant area of cognition) and outlined a system of practically significant problems, situations and phenomena; targeted – defines and specifies the problem and knowledge; competence is aimed at the development of corresponding competences and is reflected in the methodological system; knowledge transfer is used for a selective inclusion into the methodological system (and problems) of medical-biological, anthropological, psychological and other knowledge. hermeneutic is aimed at the formation of an ability of a teacher to interpret and understand the problematics of health. axiological approach facilitated the formation of the value component in the pedagogical problems (as well as in the methodology in general) and a relative development of the hierarchal value-conceptual system as a component of the personality-existential component of the health-preserving competence of a physical education teacher. the phenomenological [15] approach is aimed at the selection 279 https://doi.org/10.55056/etq.431 educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 and consideration of normative and pathological phenomena as well as at the development of a health-preserving intentionality of an educator’s consciousness. the ontological approach actualizes the consideration of the issue of health as a manifestation of existence, the corporal ontology manifested in motor activity and body comfort. the anthropological [4, 10, 24] approach is used with the purpose of anthopologization, which includes a holistic and value oriented understanding of a person as an anthropological-cultural as well as a biological phenomenon. the pathopedagogical approach [11] is formed on the basis of transfer of medical-biological knowledge aimed at concretization and practical orientation of knowledge through the disclosure of reasons, mechanisms and consequences of ligament and tendon stretching. the holistic approach is aimed at the formation of a complex understanding of a person, namely, in the virtual model we use the anthropic image and not only study concrete problems of joints and tendons. the psychological approach [17, 31] is used in order to psychologize and psychologically perceive the health of the locomotor apparatus and corporality. systemic, anthropological, pathopedagogical, hermeneutic and axiological approaches are the determining ones for forming the virtual model and problems. proceeding from the methodological understanding of peculiarities of the augmented reality as well as umwelt, we can point out that they are the phenomena that contribute to the formation of meanings, semantic contexts, values, patterns of action, images of health, and semantic images. therefore, for the expansion of the education-oriented understanding of the augmented reality, we determine the attitude of teachers to the necessity of using the augmented reality for preserving health, development of creativity, intelligence, etc. in order to determine the attitude of physical education teachers towards the idea of using augmented reality in the educational process with the purpose of preserving pupils’ health and development of their motor skills, intellect and creativity, we developed a questionnaire that consisted of 6 questions. the questions of the questionnaire were developed with the prevailing application of the anthropological [4, 10, 24] and psychological [17, 31] approaches. considering health as an ability to create and a precondition for the disclosure of the intellectual potential of the personality, the questionnaire actualizes the significance of the creative, intellectual, environmental, anticipatory (ability to form forecasts) and other aspects. the questions of the questionnaire cognition, which is presented as an important aspect of health, was viewed from the point of a system of “corporal-cognitive” oriented concepts: the mind-body problem; embodied mind of lakoff and johnson [25]; cultural-historical theory of psychic development of vygotski [43] and the methodological approaches developed within the system of the embodied cognitive science [35]. thus, in the questions of the questionnaire the motor activity was contextually represented as a component of cognition, which may be actualized at a qualitatively new level thanks to the use of ar/vr technologies. the respondents were asked to choose one of the three possible answers – “yes”, “no”, “cannot decide”. the survey contained 6 questions: 1. does the use of augmented reality facilitate the development of critical thinking and forecasting (anticipation) skills in pupils aimed at trauma prevention during lessons? (“yes”, “no”, “cannot decide”) 2. can the use of augmented reality facilitate the development of corporality, aesthetic and 280 https://doi.org/10.55056/etq.431 educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 ethic orientation of a pupil as well as of the competence of self-health preservation? (“yes”, “no”, “cannot decide”) 3. can the use of augmented reality facilitate the formation of ergonomic lessons and the creation of a comfortable, safe and health-preserving environment? (“yes”, “no”, “cannot decide”) 4. can the use of augmented reality facilitate the development of harmonious relations with the environment, eco-consciousness, implementation of the sustainable development concept and health preservation? (“yes”, “no”, “cannot decide”) 5. can the use of augmented reality facilitate the development of motor skills, creativity, existence and reflection in pupils? (“yes”, “no”, “cannot decide”) 6. can the use of augmented reality facilitate the development of digital and learning competences and intellect (motor intellect, in particular) in pupils? (“yes”, “no”, “cannot decide”) the study used ar/vr technologies to develop a software application “virtual model of identifying the risks for locomotor apparatus caused by ligament stretching” [12], which consists of 5 models. to develop and view ar/vr applications, specialized software cospaces edu [27] is used, which can also be used in the educational process. software application cospaces edu can be viewed both with the technical equipment for viewing ar/vr applications and in the browser [27]. to determine the efficiency of the “virtual model of identifying the risks for locomotor apparatus caused by ligament stretching”, which is an important component of the “methodology of development of the health-preserving competence of a physical education teacher based on the knowledge of the nature of the locomotor apparatus in the normal and pathological state”, we used tests consisting of two problems and four questions. in a somewhat extended form, the stated tasks and questions were also used in the educational process in order to consider the issue of ligament and tendon stretching and tear prevention. problems 1. on stretching the ligamentous apparatus. 2. on the significance of flexibility developing exercises. questions 1. about the stretching of the spine. 2. about the risks of deforming osteoarthritis development. 3. about mechanical energy accumulation in ligamentous and tendons. 4. about the structural organization of a joint. the size of the sample 𝑛 (1) is determined with the help of student’s t-test [40]. 𝑛 = 𝑡2𝜎2𝑁 ∆2𝑁 + 𝑡2𝜎2 , (1) where: 281 https://doi.org/10.55056/etq.431 educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 𝑁 is a size of general population; ∆ – the sampling margin of error (permissible deviation from the mean) ∆ = 𝑡𝑀; 𝑡 – the critical value of student’s t-test, taking into account the number of degrees of freedom 𝑑𝑓 = 𝑁 − 1; 𝑀 – the representation error: 𝑀 = 𝜎√︃ 3∑︀ 𝑖=1 𝑛𝑖 − 1 ; 𝑛𝑖 – the number of answers to the 𝑖-th question; 𝜎 – the standard deviation is calculated by the following formula 𝜎 = ⎯⎸⎸⎸⎸⎸⎸⎷ 3∑︀ 𝑖=1 (𝑥𝑖 − �̄�)2𝑛𝑖 3∑︀ 𝑖=1 𝑛𝑖 ; �̄� – the expected value (arithmetic mean): �̄� = 3∑︀ 𝑖=1 𝑥𝑖𝑛𝑖 3∑︀ 𝑖=1 𝑛𝑖 ; 𝑥𝑖 – the answer option, (𝑖 = 1, 2, 3) (𝑥1 = 1 (no), 𝑥2 = 2 (cannot decide), 𝑥3 = 3 (yes)). 3. results and discussion the methodological search was carried out based on the ideas and intentions of integrity, anthropologization [4, 10, 24] and humanization. thus, the peculiarities of using augmented reality with the aim of improving and implementing the health-preserving competence of the physical education teacher in conditions of post-graduate education were studied using the anthropological and biosemiotics approaches [30]. as of today, augmented reality has become an effective digital learning technology based on the achievements in the sphere of artificial intelligence [33]; a way of reflection and effective innovative methodology of actualizing emotional intelligence [7], intellect, storytelling activities and creativity [44], 21st century skills [19], inclusive education [2], interaction of parents with children [6] and potential of a personality. the issue of using augmented reality in physical culture and sports has been studied by many researchers [9, 14]. 282 https://doi.org/10.55056/etq.431 educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 while studying the use of augmented reality, we develop the methodological constructs based on the idea of unconditional value of intellect development, creativity and motor activity, which are being implemented due to physical culture. it is based on the fact that it helps the pupil to unveil his/her corporality as well as the mental sphere in the form of a special motor being, as well as through actualization of vitality, life-creativity and sense-creation. thus, physical culture is a particular motor reality, which corresponds with human nature. movement and motor being are interrelated with health, which is viewed as an authentic and anthropologically specific way of human existence. corporal and motion reality are also the basis of the psychic and mental spheres of a person. according to vygotski [43] (the cultural-historical psychic concept), consciousness is the result of interiorization (in the sense of shifting to the center, into the psychic reality) of the “history” of a person’s interaction with the environment. motor activity occupies the central role in this interaction. at the same time, motor activity lies at the basis of the intellect, both during its formation in ontogenesis (individual development) and during a person’s mental activity, as it is in fact a specific motor reality and existence of a human being. from methodological positions, following the ontological approach, accordingly, we present health, motion and corporealness of a person as special realities. therefore, they can be purposefully perfected by cooperation with the augmented reality. meaningful in this aspect is sense-forming and intellectual dimensions of such cooperation. the use of the augmented reality in health-preserving practices of physical culture is the way of opening of motion activity in the formats of intellectual existence. for the anthropological-value perception of the phenomenon of an intellect as an anthropologically specific reality and ontology (being) it is important to understand that its beginnings and currently relative components lie in the body, corporality and motor activity. this is described by lakoff and johnson [25] in their classical work “metaphors we live by”. in his embodied cognitive science, lakoff and johnson [25] points out that the notion and metaphors, as system-organizing “elements” of the intellect are primarily formed as corporal phenomena. currently, embodied cognitive science is developed on the basis of the idea about a close and interdependent connection between the mind, the body and the environment [39]. schematically, the stated above ideas can be depicted as a sequence of a mutually determined and mutually dependent phenomena, namely: body, motor activity and interaction with the environment – intellect – adaptation, creativity, development. thus, a person may be viewed as a human being that consists of various ontologies (beings) and realities [31]. and the “way” they are organized into a unity makes the very phenomenon of a person. the stated unity is first and foremost carried out “from within” as this is determined by human nature. according to jung [17], such unity is perceived by a person as self, which predominantly is perceived by a personality as the highest harmony of the “internal” god. the idea of a polyontological character of a person is the basis of virtual psychology worked out by nosov [31]. within the framework of the indicated approaches, as well as following the idea of integrity of an organism and the environment and their dynamic cooperation we actualize the question of the use of the conception of umwelt [23, 39, 42] for the improvement of the methodology of use of the augmented reality for the development of health-preserving competence of a physical culture teacher. umwelt is a special “perception and activity reality” of a living organism. thus, the reality is being “fragmented” and “channeled” into a countless number of “parallel” 283 https://doi.org/10.55056/etq.431 educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 umwelts “in” which certain biological species live and which they “carry around” with them. this means that the existing reality is multi-dimensional and multi-aspect due to the formation of specific individualized “perception-activity” worlds – umwelts. thus, every biological species generates, masters, sees and somehow understands and interprets the specific and significant for him/her personally spectrum of phenomena, which together form umwelts. according to husserl [15], we comprehend being through perception of relevant phenomena, which together reflect the reality in one’s consciousness. that’s why, in the context relevant to our problematics, we may speak about the peculiarities of the living world (germ. lebenswelt) [15], which is formed through a person’s unveiling, perceiving and using the significant for him/her phenomena. in comparison we should note that apart from human, other biological species have quite a limited number of phenomena that form their worlds and are presented and “narrowly” specific. these are the worlds of perception, action, being, which primarily define the mode of existence. quite strictly determined combinations of specific phenomena form the umwelts of biological species. thus, all the biological species except for humans are maximally adapted to “their” umwelts. limitation in space and time of animals’ umwelt is pointed out by stella and kleisner [39]. at the same time, when an animal is transferred to a different environment the stated adaptation possibilities drastically decrease and it is not always possible to for “new” umwelts, even when resources are available. in essence, living organisms form, support and “carry around” a certain fragment of the reality, which is desired and to a considerable extent set for them. thanks to the use of the umwelt concept, subjectivity and personalized differences are actualized alongside with the significance of species peculiarities [23]. every biological species, including man, has their own umwelt. analyzing the umwelt concept, knyazeva [23] singles out some aspects that are significant for our methodology: active influence on the environment; feedback between the environment and the creature; selectivity of perception and action; sense making; existence of a dynamic boundary between a creature and the environment; interactive unity of the environment and the organism. clarifying the importance of the formative specificity of the umwelt [23] as a manifestation of life that is related to the semantic potential of augmented reality. umwelt as well as augmented reality can thus be regarded as environments (or worlds) of forming meanings and ways of using them. concerning umwelt, this is analyzed by the ethologist conrad lorenz [23]. that is, through the mind-body, the living organism acquires meaning (living is sense making) [23], which can be modified and enhanced or weakened by the use of augmented reality. the semantic sphere of man, in turn, is connected with life, existence, images and symbolic reality. therefore, the umwelt is the living condition or “transient” fragment of reality that contextually integrates or correlates (according to the concept of autopoiesis by maturana romesín and varela [28]) life is represented as existence, as a given and semiotic-symbolic systems [22]. on the other hand, semiotic systems are formed and exist precisely because of the specific formation of the umwelt, which is a transition zone or a contact boundary between man and environment. these effects can to some extent be achieved through the use of augmented reality, which we consider as a component of the mind of the modern man or as a way to compensate for disturbed natural connections with the environment and by forming new ones. similar understandings of the 284 https://doi.org/10.55056/etq.431 educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 significance of boundary phenomena exist in gestalt psychology in a system that is considered by the psyche as the contact line between a person and a significant problem. therefore, one can say, metaphorically: whoever controls the umwelt shapes meaning and influences life. to a large extent, such an impact can be realized through the use of augmented reality. human umwelts are qualitatively different from other living beings. man, in the course of its development has created a special environment that at this stage of its existence and development becomes cognitive and cognitive-semantic. the umwelt created by man actively interacts with it, forming communicative-semantic and cognitive contexts and essentially “communicates” with it. no wonder some creative people point out that the environment “speaks” to them and they take ideas and forces from it. as a specific feature of a person, we distinguish his ability to form “cognitively oriented” umwelts. in this context it can be stated that by means of professionally made advertising it is possible to form a “digistic umwelt” through which it is possible to “easily” gain 10 kg of body weight. accordingly, through the use of physical culture and augmented reality, which will form the “umwelt of movement”, this process can be reversed. let us present the methodologically and technologically significant characteristics of the human umwelt: historicism; cognitive, that is, it is an environment in which data is partially processed and information and knowledge are contained; aesthetism (even the presence of anti-aesthetic tendencies is the antithesis of illuminating aesthetism); ethics (or anti-ethics); value character (in animals we can mostly talk about the hierarchy of needs and importance); dynamism; anthropomorphism; ergonomics; comfort; interpretability; speech characteristic; anticipation (predictive) nature and predictability; ecology (nowadays); promoting sustainable development (at this stage of humanity’s existence); harmony; educational; semiotic; digital (currently); health-saving; humorous (only human inherent humor); existential – as open, independent and self-sufficient being; multidimensionality; developmental and creative character; polyontological character; psychologically significant; technological and technical; characterization of relative autonomy. our understanding of the human umwelt is close to the concept of the life-world (germ. lebenswelt) by husserl [15]. that is, we do not reduce a human’s umwelt to a perceptual-activity phenomenon, but understand it a little more broadly – based on the allocation of relatively autonomous other components or spheres. for example, training, technology, creativity and more. this understanding of the human umwelt is also based on an understanding of the as yet undiscovered potential of using augmented reality and digital technologies in general. based on a methodologically and technologically oriented understanding of the phenomenology of the human umwelt, we interpret it as a significant multidimensional cognitive and meaningful human reality that has a degree of autonomy and significant contextual impact on humans. based on the selected characteristics of the human umwelt, a questionnaire was developed for physical education teachers. we consider it expedient to use purposefully or at least take into account the phenomenology of human umwelt when designing and implementing augmented reality technologies. that is, the construction of augmented reality can be carried out not only on the basis of effective target, needy, technological methodological installations, but also taking into account the “transition zone” between man and the world – umwelt. digital technologies and approaches that take into account the phenomenology of umwelt, we call umwelt oriented. accordingly, augmented reality can be shaped as umwelt-oriented. the peculiarity of such technologies will be pri285 https://doi.org/10.55056/etq.431 educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 marily the use of non-direct influences, cognitive, metaphorical, contextual, spatial, temporal, variability, interactivity, anthropomorphism, individual orientation and other characteristics that reflect the specificity of a person and his mind. this approach is contextually existent and is still being implemented mostly intuitively. in order to maintain health and improve motor activity, the importance of this umwelt oriented approach is relevant because movement and health are, in so far as they are, contextual values. movement and health are completely shifted to the actual area of consciousness when a person has certain problems, risks and threats. augmented reality allows you to “delicately” create “mental health”, “mental movement”, “mental health and comfort” and more. thanks to the use of the augmented reality, we can create “tactfully” the “umwelt of health”, “umwelt of motion”, “umwelt of safety and comfort”, etc. the indicated umwelts are a special-purpose transformation or one of possible variants of a person’s umwelt. the purposeful umwelt formation with desired qualities is a human specific that, first of all, can be exposed due to the use of the augmented reality. considering the “multichannel” of human perception, it can be noted that the actual component of “human umwelts” that can be formed on the basis of augmented reality is their “ability” to synthesize different sensory modalities, namely, sound, visual, tactile, motor. we represent this as a “cognitive-environment synthesis” that facilitates the discovery of humans as beings of “cognitive-motor”, intellectual, creative and polypotent. similar synthesis occurs in associative areas of the cerebral cortex. artists dreamed of such a synthesis, namely of union, music, light, visual images, movement, movements, odors, touches [18]. this is partly embodied in contemporary art. thus, augmented reality opens up new and special possibilities for a “new cognitive synthesis”. for physical culture, the use of augmented reality, considered in relation to the preservation of health, opens up innovative perspectives, which are first and foremost related to the intellectualization of motor activity and to the ergonomic and natural disclosure of the potentials of man, in particular motor, physical, cognitive, creative. the actual contemporary direction that gives the opportunity to consider augmented reality and umwelt as an “active” “cognitive-activity” reality is the concept of autopoiesis by maturana romesín and varela [28]. within the semantic sense of this concept, the phenomenon of life, including the interaction of the organism with the environment, is presented as an active autopoiesis and cognitive process. also significant is the trend of enactivism [22], in which the mind-body problem [22, 23]. the body and consciousness in this system of ideas are understood in a holistic way. defining in this aspect are also the ideas of embodied cognitive science [35]. in the system of this direction, cognitive is represented as a phenomenon that is formed by the interaction of consciousness, body and environment. the notion of cognition as a physical and environmental phenomenon is significant for the professional activity of a physical education teacher, because it works primarily with interdependent phenomena – movement, body, health, which exist in a particular reality and form it. the above ideas about umwelt and the concepts of autopoiesis, enactivism and embodied cognitivism are considered as aspects that contribute to the introduction of augmented reality, defining the latest understanding of physical culture and sports as “body-cognitive-environmental” and “health-protective” not only as a traditional development of strength, endurance, or other qualities. the key in these cognitively oriented interpretations of motor activity is the phenomenon of augmented reality as one of the “paths” of the autopoiesis of a person. similar notions of bodily, motor, and mental perfection existed 286 https://doi.org/10.55056/etq.431 educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 figure 1: organizing specialized online training using sgm sports [34]. in the system of the hellenistic tradition of the paidae (greek π𝛼𝜄𝛿𝜖𝜄𝛼) [16] and were realized through “taking care of themselves” [13] and “self-knowledge” [13]. thus, through the use of augmented reality, we actualize the development of physical culture as a “body-cognitive” and health-saving anthropopractic and promote intellectual activity of motor activity. here are some avenues of using augmented reality for the purpose of developing healthpreserving and professional competences for physical education teachers: 1. to watch sports on video or visit the stadium. for example, overlaying content with real-time commentary or recording of a given sport or team player, in particular using face recognition technology and more (figure 1). 2. view matches and training while recording. here, it is possible to overlay video comments, discussions, graphics, graphic analysis on video; such as displaying trajectories, etc. 3. for training and sports, rehabilitation, inclusion. for example, analysis of data on individual stages of training, displaying the strengths and weaknesses of students in this process, overlay training videos, graphics, comments, realistic 3d simulations, organizing discussions in real time, evaluation of the training session, etc. (figure 2). 4. development of training videos using augmented reality: commenting on individual stages of training, monitoring the functioning of individual body systems during appropriate physical activities, graphical analysis, discussions, displaying trajectories, etc. 5. educational marketing. for example, advertising an educational institution, developing links to your own training courses and training sessions, site pages, programs, and links to other pages of academics, coaches, athletes, clubs, and more. 287 https://doi.org/10.55056/etq.431 educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 figure 2: organization of individual training using sgm sports [26]. 6. techno sport. the combination of augmented reality and the physical movement of a player, such as competing with a virtual sport tool (this use is less traumatic than real competition). 7. simulation of sports competitions: conducting competitions and trainings, graphical analysis, discussions, help, comments, etc. the use of augmented reality increases the motivation of physical culture teachers to master the complex of professional knowledge, promotes the humanization of the educational process, develops intellectual, emotional and volitional spheres, improves critical thinking, promotes professional reflection of practical experience. it is also aimed at the development of professional subjectivity, the discovery of sports talents, the improvement of sports equipment, the regulation of the volume and intensity of physical activity according to the state of health, etc. considering all the advantages of this technology, it should be noted that it cannot completely replace the traditional technologies of organization of the educational process and will be the most effective in combination with them. consider software that implements augmented reality technologies that can be used in physical education. that software contributes to the formation of “human umwelt”. the specificity of “human umwelt” is the preservation of health, in particular, through physical activity. opportunities for augmented reality make it possible to build a trajectory of learning according to individual requirements and needs, and immersion in the audiovisual space makes the theoretical learning experience interesting, engaging and motivating students. sgm sports by sgm solutions & global media gmbh is designed to organize specialized online training [34] (figures 1, 2). the basic idea behind this product is learning to generate sports strategies through augmented reality experiences. one of the company’s products is a prototype arvolley volleyball strategy that can be downloaded for free and used on android and ios platforms. the program demonstrates and explains the attack numbering system. with 288 https://doi.org/10.55056/etq.431 educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 it, you can place a virtual interactive playground on the table. these tools are implemented using virtual and augmented environments experience from brainshuttle™.experience [26]. immersing students in the augmented reality environment of brainshuttle™.experience with realistic simulations, activates them in the learning process, exploring their own opportunities at an individual pace. depending on the actions, students’ situations and outcomes change dynamically, supporting the student to actively engage and achieve learning outcomes. with realistic simulation, the student perceives and performs the task at any level. playing situations of realistic simulations can teach students some maneuvers, understanding of complex games, which can also help prevent injury. brainshuttle™.experience augmented reality environments are created using 3d video, 360 degree video, combined 3d and 360 degree video, 3d animation, virtual environments, game environments, augmented environments (3d video, 360 degree video, combined 3d and 360 degree video, 3d animation, virtual environments, game environments, enhanced environments) [26]. dribbleup offers software based on augmented reality basketball (smart basketball), soccer (smart soccer ball), health gymnastics with a ball (smart medicine ball) [29, 36–38] (figures 3, 4, 5): dribbleup add-ons are designed for both phone and tablet. dribbleup products provide the ability to work with a virtual trainer, track the accuracy of the exercises performed, train muscle memory, track workouts over time. dribbleup smart ball allows you to combine different cardio-strength exercises. figure 3: dribbleup: smart basketball [36]. for techno sports (a new hado sport format that combines augmented reality with players’ physical movement) from japanese company meleap inc. developed hardware and software 289 https://doi.org/10.55056/etq.431 educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 figure 4: dribbleup: smart soccer ball [37]. based on augmented reality [29] (figure 6). to play the game, players must also wear a motion sensor and specially designed hmd to track virtual balls and other players. this integration of augmented reality into sports adds magical effects in a normal game, is health-friendly and prevents injury. in order to determine the attitude of physical culture teachers to the use of augmented reality in the educational process, a survey was conducted by 36 physical education teachers. the research was conducted in 2017–2018 at drohobych ivan franko pedagogical university, sumy institute of postgraduate pedagogical education, mykolayiv institute of postgraduate pedagogical education. the results obtained are presented in figure 7 and figure 8. having analyzed the results of the survey we can note that the majority of teachers (57%) have a positive attitude towards this issue, 18% of the teachers demonstrate negative perception of the idea and 25% were not able to provide a definite answer. such response distribution within the survey may be caused by the fact that the teachers are not sufficiently informed about the potential possibilities, opened by the use of augmented reality in the educational process. the analysis of the structure of the answers, provided by physical education teachers in the questionnaires shows that so far, the teachers do not fully understand the possibilities of augmented reality in forming ethical attitudes of the health-preserving environment, ecoconsciousness, comfort. this means that physical education teachers do not fully understand the sense-forming, contextual and environmental influences of augmented reality. the ways of solving the stated problem may include the inclusion of augmented reality technologies into the process of post-graduate education taking into consideration the anthro290 https://doi.org/10.55056/etq.431 educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 figure 5: dribbleup: smart strength ball [38]. figure 6: hado game using means by meleap inc. [29]. pological, ethical, cultural contexts and using the competence based and personally-oriented paradigms; the involvement of physical education teachers to the development of educational software applications using augmented reality technologies in the role of consultants, coaches, experts etc.; improving the knowledge and skills of physical education teachers on concrete issues and phenomena related to health preservation; involvement of physical education teachers 291 https://doi.org/10.55056/etq.431 educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 figure 7: percentage distribution of responses of physical education teachers by the criterion of their attitude to the use of augmented reality in the educational process to preserve the health of students and develop their motor skills, intelligence and creativity. figure 8: visualization of the structure of physical education teachers, responses to the questionnaire aimed at determining attitudes toward the use of augmented reality in the educational process to preserve students, health and develop their motor skills, intelligence and creativity (see questionnaire in “selection of methods and diagnostics”). into the project work on introduction of the software that includes augmented reality. let us consider the example of applying virtual reality in order to develop a physical education teacher’s practically oriented knowledge about the structure (morphology) and functioning (physiology) of the locomotor apparatus and the cognitive schemes, intentions (aspirations of consciousness) and technological values that are formed afterwards. when interiorized (in the sense of transferring to the inside), the stated knowledge, cognitive schemes and values facilitate the development of competence oriented “instrumental” intellectual capabilities of a physical 292 https://doi.org/10.55056/etq.431 educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 education teacher. we believe that such intellectual-value capabilities include conceptualization, understanding, interpretation, reflection and creative health oriented perception of certain pedagogical situations, motion activities and mobility modes based on specialized knowledge about human nature (in this case, an comprehension of syndesmology, the science of bone connections). together, the stated mental phenomena form a health-preserving way of thinking, which is a significant and system-organizing component of the intellectual-value (cognitive) component of the health-preserving competence of a physical education teacher. according to the global “ideology” of professionalization, in order to effectively preserve pupils’ health during motor activities, a teacher should understand the fine, “intimate” mechanisms of the locomotor apparatus functioning. first of all, it concerns the system of connections between the bones, which is represented by joints, semi-joints and other anatomical structures. the central professional-value orientation, aimed at helping an educator master the above mentioned knowledge and interpretation of the joints’ phenomenology, is the problem of preserving the health of the locomotor apparatus due to teacher’s understanding of the morphological and physiological risk factors and restrictions that need to be taken into consideration while planning motion activity. if the educator does not take into consideration the peculiarities of human morphology and physiology, which are represented as risk factors for pathology development, this may lead to pupil trauma and decrease of the efficiency of the training process. this pedagogical system studies and analyses in detail the peculiarities of the locomotor apparatus in the normal state as well as in the state of possible pathology, which may occur due to non-physiological (in the sense of being unnatural) functioning of the joints during motor activity. in this pedagogical system the developed “virtual model of identifying the risks for locomotor apparatus caused by ligament stretching” was used as a teaching method. this model is also a part of the set of tools of the “methodology of development of the health-preserving competence of a physical education teacher based on the knowledge of the nature of the locomotor apparatus in the normal and pathological state”. the basis of the stated methodology is the use of pedagogical problems and discussion of practically significant situations, issues and anthropological phenomena, which disclose the nature of the locomotor apparatus in the normal and pathological state as well as presents the possibilities for risk management in order to ensure the health of this system. the stated virtual model is applied while solving the problems for the analysis of the relevant issues and situations. according to the developed “virtual model of identifying the risks for locomotor apparatus caused by ligament stretching” software application, which in its turn consists of 5 models, which disclose the phenomenology of a joint in a normal as well as pathological state. the conceptual-methodological basis of this model were formed by the ideas of maturana romesín and varela [28], who believed that life is a cognitive autopoetic process, as well as theory about the functional systems by anokhin [3] [41], by syndesmology – is the science of ligaments, the pathopedagogical [11] and propedeutic approaches. within the framework of this model, a person is viewed simultaneously as semiotic-symbolic system as well as a complex image, which integratively form the corresponding field of senses. at the same time, we believe that the sense-forming potential of a complex human image is determining and primary. we know this from life experience, self-reflection – bight images of familiar people “live” in the consciousness of every person. 293 https://doi.org/10.55056/etq.431 educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 in order to increase the efficiency of health preservation in conditions of an educational process, primarily, in diagnostic and preventative aspects, we actualize the issue of using human images. it is through actualization of a human image that the cognitive nature of human umwelt is disclosed. the define umwelt as a multi-dimensional structure. one of the dimensions of umwelt is presented by a system of human images, which disclose human nature in its various aspects in a complex, emotionally full, informationally exhaustive and, what’s most important, quick way. observation over professionals indicate that in addition to the ability to use logic and cognitive schemes they are also able to identify and understand a certain problem “in a flash of a lightning”, demonstrating the correct result almost right away. in our opinion, this effect is achieved due to a formed ability to perceive and understand human images as an idea of “plato’s eidos” as well as a complex gestalt (in the sense of a fragment of reality). let us particularize that the concept of “eidos” (ancient greek 𝜖𝜄𝛿o𝜁 – view, image), which was understood as “visible”, as a primary image of a person, was primarily formed in the elin medical tradition. that means that a person in the professional intellectual tradition of elin medicine was perceived as a system of images or eidoses – normative ad pathological. such traditional concepts as “norma” and “patos” came to us from ancient greece. they respectively reflect the idealized human images. taking into consideration the professional health-preserving significance and sense-forming potential of human images, which we view as part of a person’s umwelt, we actualize the need of their systemic application in post-graduate education in the course of post-graduate training of a physical education teacher. projected onto the semantic reality, the images form an “unparalleled” and unique “umwelt of senses”. thus, we determine (as it was stated above) the presence of an image dimension in human umwelt. this dimension is formed by a system of images, more particularly, by a reality that consists of images. first and foremost, the images reflect the phenomenology of a complexity of human existence and psychic. that is why we view images as a part of the cognitive sphere as well as of value, emotional and existential spheres. to some extent, they are present in human consciousness and umwelt. that is why, the work with anthropomorphic images, created within the framework of virtual reality, are used in the educational process. let us study this on the example of forming practically oriented health-preserving knowledge, cognitive schemes, thinking, attitudes, intentions in a physical education teacher. the formation of the stated “competence toolkit” is based on the knowledge about the prevention of development of typical locomotor disorders. in this example, we view the disorders, which may occur due to “excessive” and non-physiological (in the sense of being unnatural) stretching of ligaments and, to a lesser extent, of tendons. the risk of occurrence of such ligament stretching is primarily linked with professional institutions and “fashion” (namely, doing yoga) that are focused on the development of excessive flexibility without proper consideration of morphofunctional and biomechanical basis of joints’ functioning, of individual peculiarities of a body as well as of the appropriateness and necessity of this activity. thus, taking into consideration the fact that vr/ar technologies are rapidly developing, as well as taking into consideration the epidemiological situation, we were given the task to prepare a report on the possibility of development of vr/ar applications online. let us start with a simpler system, which is available to the teachers as well as pupils (of elementary, secondary and specialized secondary schools). in the future, we are planning to conduct training sessions 294 https://doi.org/10.55056/etq.431 educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 using more complex vr/ar technologies. so, les us start. in this paper, to develop the “virtual model of identifying the risks for locomotor apparatus caused by ligament stretching” we used [27] by delightex [8] – a technological start-up, munich, germany, which was founded in 2012 by yevhen beliayev, the co-founder of jetbrains. cospaces edu have free plans, a free plan may have some limitation of user options (a set of objects and tools, physical properties of an object, the extended language of scripts, etc.). cospaces edu have also created libraries of readymade vr/ar applications to help the user, teacher, pupil. it has a wide range of options to be used in education, some of them are [8, 27]: construction of 3d objects with the help of the given toolkit, the creation of interaction elements with the help of either block coding or an extended language of scripts, study of objects in virtual and supplemented realities, use during classes, organization of cooperation between pupils and for viewing together in the real-time mode. the “virtual model of identifying the risks for locomotor apparatus caused by ligament stretching” software application is formed of five separate components, which contain the following 5 models [12]: model 1 – “virtual normative model of a joint”; model 2 – “anthropicspatial model of risks for a joint”; model 3 – “virtual model of the pathological mobility of a joint”; model 4 – “virtual model of a joint space narrowing”, model 5 – “anthropic-spatial model of risk distribution for the ligament system of joints”. using the “virtual normative model of a joint” (model 1) (figure 9) [12], we present a joint as a biomechanical system, in which the spatial dimension is important. in this system, the main structural factor, which puts the boned forming joint together, is the ligaments (or a ligament system, to be more exact). the model focuses the attention on ligaments and on the joint space, which in the normal condition is relatively insufficient in size thus ensuring the optimal contact of bones with one another. “virtual normative model of a joint” in “combination” with an image of a person transform into the “anthropic-spatial model of risks for a joint” (model 2) (figure 10) [12]. in this model, the image of a person is demonstrated, in which the joints are represented not as anatomic structures (joints), but as relevant and professionally significant “professional” spatial zones that are “put over” the anthropomorphic image of a person (figure 10). thus, by integrating the human image and specialized knowledge about the joints, we transform the stated knowledge into technological values, intentions, attitudes as well as develop their spatial and motion sense. the corresponding sum of human joints is represented as a spatially organized system of risks. at the same time, the stated system of risks is the sum of technological values that form the basis for organizing motion activity. like any other professional a teacher in his professional activity relies on technological values. quite often, they exist not in the actual, but rather in a “contextual-conceptual” format. such a contextual format of technological values, as well as of the related intentions and attitudes, does not always make it possible to apply them directly and formally in the educational practices and health preservation techniques. that is why, the methodological idea is to actualize certain knowledge by shifting it from the contextual to the actual form. this is done through representation of this knowledge using the complex image of a person. we call this methodological technique the “anthropological-graphic technological and value oriented transformation of specialized knowledge”. with time, the stated technique may be presented as a 295 https://doi.org/10.55056/etq.431 educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 figure 9: “virtual model of identifying the risks for locomotor apparatus caused by ligament stretching”: model 1 – “virtual normative model of a joint” [12]. specific “pedagogical-epistemological technique” aim at increasing the efficiency of forming competences related to the phenomenon of a person. in this particular methodological system, this methodological technique, when specialized knowledge gains an “anthropic image”, is first of all aimed at forming the health-preserving intentionality (vector) of an educator, at the development of corresponding visions and technological values. one of the central technological values in this case is a healthy joint in which the ligament system is “preserved” and not overstretched. the stated intentions and values, which determine professional strategies and peculiarities of application of health preserving technologies in the course of organizing motion activity, may compete with the currently fashionable idea of the more flexible the child is, the healthier and fit he or she is. in order to effectively include the specialized knowledge about the nature of joints in the normal and pathological state into the structure of the cognitive component of the healthpreserving competence, we use a comparative approach, which has a significant methodological and graphic potential. that is why, in order to compare with the norm, which is presented in (figure 9), we demonstrate the “virtual model of the pathological mobility of a joint” (model 3) (figure 11) [12]. in this case, the bones of a joint are at a considerable distance from one another, which is a precondition for development of pathologies and state preceding it. the model demonstrated a joint in a pathological condition with stretched and thinned (graphically depicted) ligaments can be formed very “simply”, by an inappropriate, excessive and most often determined stretching of ligaments and tendons in the course of workout sessions. while 296 https://doi.org/10.55056/etq.431 educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 figure 10: “virtual model of identifying the risks for locomotor apparatus caused by ligament stretching”: model 2 – “anthropic-spatial model of risks for a joint” [12]. analyzing this model we indicate that in conditions of significantly widened joint gap and of stretched ligaments, the normative biomechanics undergoes pathological changes. first of all, this is manifested in motor disorders, while doing the ballistic components of movements, under static load and in motor actions with objects. the reason for this is that in order to effectively perform movements that have a ballistic component, a relatively hard fixation in the joints is required. in addition, the increased mobility of the joints and the absence of sufficient fixation of joint bones is the artificially created “anatomic and physiological precondition” for development of such a pathology of joints as deforming osteoarthritis and other disorders at a relatively young age. we also demonstrate another extreme variant, which is opposite to model 3 – the “virtual model of a joint space narrowing” (model 4) (figure 12) [12]. in this model, the joint space is narrowed. under typical (normative) human development this variant does not occur. it 297 https://doi.org/10.55056/etq.431 educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 figure 11: “virtual model of identifying the risks for locomotor apparatus caused by ligament stretching”: model 3 – “virtual model of the pathological mobility of a joint” [12]. can develop, strange as it may seem, by stretching the ligaments (figure 11), as one of nonphysiological positions of a joint characterized by the absence of the physiologically acceptable and optimal fixation of joint bones. the next important knowledge aspect of the studied above models oriented at healthpreservation is the demonstration (with the help of these models) of ways of optimizing motion strategies on the basis of anokhin [3] studies about functional systems. one of the basic practically oriented conclusions of the study about functional systems is that the locomotor apparatus adapts and “tunes” to different motion activities and workout modes inertially. this determined the strategies for forming the recreational physical training systems not arbitrarily, but rather taking into consideration of inertiality of the locomotor apparatus. different motion activities functionally determine a different size of a joint space as well as different stretching of ligaments and tendons. metaphorically speaking, this looks like tuning the strings of a violin for different tunes. that is why, if the inertiality factor is not taken into consideration, other competing strategies may occur. the example may be playing the violin and lifting heavy objects. thus, a teacher needs to shape motion strategies with the consideration of the inertiality factor, which presupposes readjustment of the body from one motion mode and activity to another. in the “anthropic-spatial model of risk distribution for the ligament system of joints” (model 5) (figure 13) [12] two images of a person are presented, which visualize and broaden the understanding of risk zones for the locomotor apparatus. in this case the risk zones actualize the significance of not only true joints, as is the case in model 2 (figure 10). presenting the risks 298 https://doi.org/10.55056/etq.431 educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 figure 12: “virtual model of identifying the risks for locomotor apparatus caused by ligament stretching”: model 4 – “virtual model of a joint space narrowing” [12]. in an anthropomorphic, spatial and graphic way discloses the value and significance of the ligament system in relation to locomotor apparatus. the “virtual model of identifying the risks for locomotor apparatus caused by ligament stretching” is first of all conceptual, it’s application allows to disclose the essence of many normative and pathological phenomena. the clarity, visual presentation and meaning-forming potential make this model valuable. in conditions of limited time of advanced training courses it allows to relatively quickly disclose the essence of many practical problems and situations that a physical education teacher works with. this model is used in correlation with the idea of self-perception [13, 16] and were realized through “taking care of themselves” (foucault [13]), which is aimed at making a teacher comprehend the peculiarities of biomechanics of certain motion activities through their own motion experience. in order to do this, the bio-mechanic, and, in some cases, also the possible pathological processes and risks of motor activities, are disclosed o through a virtual model and illustrations and a teacher is offered a chance to self-test their influence. to disclose the stated problematics of preserving the health of a locomotor apparatus, tasks in the form of questions are used: 1. among the physical exercise known to you, find those which have a clear aspect of non-physiological joint functioning. 2. analyze the biomechanical peculiarities of the non-physiological physical exercises using the virtual model. 299 https://doi.org/10.55056/etq.431 educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 figure 13: “virtual model of identifying the risks for locomotor apparatus caused by ligament stretching”: model 5 – “anthropic-spatial model of risk distribution for the ligament system of joints” [12]. 3. present you pedagogical experience of using the stated exercises. in most cases, the issue is discussed at the class after physical education teachers have worked with it on their own. in order to determine the efficiency of the teaching in accordance with the “methodology of development of the health-preserving competence of a physical education teacher based on the knowledge of the nature of the locomotor apparatus in the normal and pathological state” we used a system of problems and questions. accordingly, within the framework of the analysis of the influence of the above mentioned methodology we also assess the efficiency of the “virtual model of identifying the risks for locomotor apparatus caused by ligament stretching”, which is a part of the stated methodology. experimental study. we studied the efficiency of the application the “virtual model of identifying the risks for locomotor apparatus caused by ligament stretching” as a component of the “methodology of development of the health-preserving competence of a physical education teacher based on the knowledge of the nature of the locomotor apparatus in the normal and pathological state”. the research was conducted in 2019 in public higher educational establishment «vinnytsia academy of continuing education». based on the results of studying these characteristics in a trial study (figure 8, figure 7), in which 36 physical education teachers took part, we determine the size of the sample. in 2019 it was planned to teach the “preserving the health of the locomotor apparatus” course to 62 300 https://doi.org/10.55056/etq.431 educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 physical education teachers. the size of the sample 𝑛 is determined with the help of student’s t-test by formula (1). 𝑁 = 62 is the size of general population. the value o student’st-test for the probability of 0, 95 (95%) 𝑡 ≈ 2 [40]. we calculate the size of the sampling using formula (1). 𝑛 ≈ 48. in the course of preparation to conducting a research on the use of the developed “virtual model of identifying the risks for locomotor apparatus caused by ligament stretching” software app, taking into consideration the theoretical knowledge on the given topic that the physical education teachers were supposed to study, we have outlined questions the risks for locomotor apparatus caused by ligament stretching, that have to be mastered. for example, “on stretching the ligamentous apparatus” etc (table 1). table 1 the data received before and after the implementation of the methodology with the use of the “virtual model of identifying the risks for locomotor apparatus caused by ligament stretching” software app. tasks before after deviation (+/-) problems 1. on stretching the ligamentous apparatus 35% 87% +52% 2. on the significance of flexibility developing exercises 41% 82% +41% questions 1. about the stretching of the spine 23% 67% +44% 2. about the risks of deforming osteoarthritis development 15% 71% +56% 3. about mechanical energy accumulation in ligamentous and tendons 9% 82% +73% 4. about the structural organization of a joint 57% 86% +29% the data received before and after the implementation of the methodology with the use of the “virtual model of identifying the risks for locomotor apparatus caused by ligament stretching” software app gave the results shown in table 1 (figure 14). as can be seen from table 1 and figure 14, the results of answers to problems and questions are increased significantly after the experiment than before of the application the “virtual model of identifying the risks for locomotor apparatus caused by ligament stretching” as a component of the “methodology of development of the health-preserving competence of a physical education teacher based on the knowledge of the nature of the locomotor apparatus in the normal and pathological state”. the most effective application of this methodology was for the problem “1. on stretching the ligamentous apparatus” (+52%) and the questions “2. about the risks of deforming osteoarthritis development” (+56%), “3. about mechanical energy accumulation in ligamentous and tendons” (+73%). because the implementation on the basis of the umwelt concept, the anthropological paradigm and virtual models of the locomotor apparatus, provides an opportunity to implement indirect and contextual influences, cognitive, interactive, anthropomorphic, image-based and personalized nature as well as others characteristics of umwelt oriented technologies of ar/vr. 301 https://doi.org/10.55056/etq.431 educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 figure 14: visualization of data received before and after the implementation of the methodology with the use of the “virtual model of identifying the risks for locomotor apparatus caused by ligament stretching” software app. 4. conclusion the use of ar/vr technologies is an effective innovative technologies of development of a health-preserving competence of a physical education teacher under conditions of post-graduate education. improving the methodology of use of the ar/vr technologies for the development of health-preserving competence of a physical education teacher under conditions of postgraduate education was carried out on the basis of the anthropological paradigm and the concept of umwelt. umwelt represents a “perceptive-acting” world of a person. a person’s umwelt has a sense-forming potential. such features as correspondence to nature, indirect and contextual influences, cognitive, metaphoric, diverse, interactive, anthropomorphic, imagebased and personalized nature as well as other characteristics, which take into consideration the anthropological and personalized peculiarities should be characteristic of umwelt oriented technologies of ar/vr. the relevant forms of ar/vr representation with the purpose of improving the healthpreserving competence of a physical education teacher include the combination of the content with real time or recorded comments, graphic images, graphic analysis; realistic 3d simulations, assessment of the training session, etc. the important vectors of using augmented reality with this purpose is the development of study videos, techno sport, simulation and watching sports competitions and workout sessions, educational marketing etc. as for a physical education teacher the application of ar/vr in the educational process facilitates professionalization, technologization, axiologization and humanization of his/her professional activity, including its health-preserving component, technologies into the educational process in order to conduct physical education lessons, workout sessions, sports competitions, rehabilitation activities etc. based on the analysis of the currently available areas of use of the ar/vr technologies, as well as through its methodological understanding, we point to the significant innovative, educational potential of this digital technology. from a methodological point of view, the use of the augmented reality correlates with the application of the concept of umwelt, contributes 302 https://doi.org/10.55056/etq.431 educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 to the formation of meanings, semantic contexts, values, patterns of action, images, semantic images, motor images, and images of health. this determines possibilities for extended and innovative use of the augmented reality for the development of a health-preserving competence of a physical education teacher in particular. a survey was conducted to reveal the understanding of a value potential of the augmented reality. the attitude of physical education teachers to the use of the augmented reality in an educational process to preserve their students’ health and develop their motion skills, intellect and creativity was determined. analysis of the results of the questionnaire was performed, the aim of which was to determine the attitude of physical education teachers to the use of the augmented reality in an educational process for preserving their students’ health and development of their motion skills, intellect and creativity. it is determined that most teachers (57%) treat positively this problem, 18% – negatively and 25% were not sure about this question. we can explain such a division of answers by not sufficient awareness of physical education teachers of an educational potential of the augmented reality. umwelt of a person is viewed as a multi-dimensional phenomenon. a system of images of a person is presented as a relevant dimension of a person’s umwelt, as they disclose the anthropic essence of a person in a value oriented, informationally exhaustive and emotionally filled way. the study uses the representation of special knowledge using a complete image of a person. the use of anthropomorphic images created with the help of the ar/vr technologies is actualized. in order to improve the health-preserving competence of a physical education teacher in the course of post-graduate training the “virtual model of identifying the risks for locomotor apparatus caused by ligament stretching” software application has been developed. the developed virtual model “virtual model of identifying the risks for locomotor apparatus caused by ligament stretching” in the system of tools “methodology of development of the health-preserving competence of a physical education teacher based on the knowledge of the nature of the locomotor apparatus in the normal and pathological state” was used for solving and analyzing pedagogical problems and questions, analysis of anthropological phenomena. as a result of the conducted experiment the positive dynamics of results of training of the physical education teachers on the basis of the given methodology with use of virtual model is defined. the “virtual model of identifying the risks for locomotor apparatus caused by ligament stretching” consists of 5 models: virtual normative model of a joint, anthropic-spatial model of risks for a joint, virtual model of the pathological mobility of a joint, virtual model of a joint space narrowing, anthropic-spatial model of risk distribution for the ligament system of joints. the stated model discloses the phenomenology of a joint both in the normal and pathological state in a representative and practically oriented way. thanks to this model, a teacher forms the understanding of risks for the locomotor apparatus as well as of the anthropicspatial system. on the basis of the innovative and practically-oriented disclosure of special knowledge about the locomotor apparatus, the virtual model facilitates the development of health oriented mental tools of an educator, i.e. of knowledge, thinking, visions, orientation, technological values, which, together with other components, form the health-preserving competence of a teacher. the ways of effective introduction of ar/vr technologies in health-preserving activity of a physical education teacher are more active bringing specialists to the development of software additions of the ar/vr technologies as well as its introduction into an educational 303 https://doi.org/10.55056/etq.431 educational technology quarterly, vol. 2022, iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431 process. important in this aspect is the use of the anthropology oriented approaches that assist humanization of an educational process and technological adaptation of the ar/vr technologies to the nature of a person. references [1] aleksandrova, l., 2014. opyt filosofskogo osmysleniya “dopolnennoy realnosti” v ontologicheskom kontinuume “virtualnost realnost” [the experience of philosophical understanding of 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[44] yilmaz, r.m. and goktas, y., 2017. using augmented reality technology in storytelling activities: examining elementary students’ narrative skill and creativity. virtual reality, 21(2), pp.75–89. available from: https://doi.org/10.1007/s10055-016-0300-1. 306 https://doi.org/10.55056/etq.431 https://meleap.com/en https://doi.org/10.31812/educdim.4717 https://doi.org/10.31812/educdim.4717 http://web.archive.org/web/20211016001109/https://sgm-berlin.com/training-applications-sports-2/ http://web.archive.org/web/20211016001109/https://sgm-berlin.com/training-applications-sports-2/ https://doi.org/10.1111/j.1747-9991.2007.00064.x https://dribbleup.com/products/smart-basketball/default https://dribbleup.com/products/smart-basketball/default https://dribbleup.com/products/smart-soccer-ball https://dribbleup.com/products/smart-medicine-ball/default https://dribbleup.com/products/smart-medicine-ball/default https://doi.org/10.1007/s12064-010-0081-0 http://www.jstor.org/stable/2331554 https://doi.org/10.1007/978-3-662-24819-5 https://doi.org/10.1007/978-3-662-24819-5 https://doi.org/10.1080/08856559.1929.10532201 https://doi.org/10.1007/s10055-016-0300-1 1 introduction 2 selection of methods and diagnostics 3 results and discussion 4 conclusion selection of ict tools for the development of high school students' research competencies in specialized chemistry training educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 selection of ict tools for the development of high school students’ research competencies in specialized chemistry training pavlo p. nechypurenko1, serhiy o. semerikov1,2,3, tetyana v. selivanova1 and tetyana o. shenayeva1 1kryvyi rih state pedagogical university, 54 gagarin ave., kryvyi rih, 50086, ukraine 2kryvyi rih national university, 11 vitalii matusevych str., kryvyi rih, 50027, ukraine 3institute for digitalisation of education of the naes of ukraine, 9 m. berlynskoho str., kyiv, 04060, ukraine abstract. the article analyzed the place of information and communication technologies and learning tools in specialized chemistry training. the development of research competencies of high school students as one of the important results of specialized training in chemistry is considered. the analysis and systematization of ict tools to ensure compliance with the principles of specialized chemistry training is made. the choice of ict tools for the implementation of specialized chemistry training and development of high school students’ research competencies in specialized chemistry training had substantiated. the results of research aimed at determining the feasibility of using certain ict tools to develop of high school students’ research competencies in specialized chemistry training are presented. keywords: research competencies, specialized chemistry training, information and communications technology, learning tools, principles of chemistry learning, electronic educational resources 1. introduction the main objectives of the national strategy for the development of education in ukraine for the period up to 2021 in general secondary education are to update the content, forms and methods of organizing the educational process; creation of conditions for strengthening of professional orientation, maintenance of specialized training, individual educational trajectory of development of high school students according to their personal needs, interests and abilities; increasing the efficiency of the educational process based on the implementation of the achievements of psychological and pedagogical science, pedagogical innovations, information and communication technologies (ict) [74]. the “concept of specialized education in high school” emphasizes the need to use innovative learning technologies, organization of research, project activities, specialized educational " acinonyxleo@gmail.com (p. p. nechypurenko); semerikov@gmail.com (s. o. semerikov); vitro090@gmail.com (t. v. selivanova); shenta26@gmail.com (t. o. shenayeva) ~ https://kdpu.edu.ua/personal/pnpavlo.html (p. p. nechypurenko); https://kdpu.edu.ua/semerikov (s. o. semerikov); https://kdpu.edu.ua/personal/vstania.html (t. v. selivanova); https://kdpu.edu.ua/pers-arc/toshenaieva.html (t. o. shenayeva) � 0000-0001-5397-6523 (p. p. nechypurenko); 0000-0003-0789-0272 (s. o. semerikov); 0000-0003-2635-1055 (t. v. selivanova); 0000-0002-2490-9513 (t. o. shenayeva) © 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. 617 https://doi.org/10.55056/etq.22 mailto:acinonyxleo@gmail.com mailto:semerikov@gmail.com mailto:vitro090@gmail.com mailto:shenta26@gmail.com https://kdpu.edu.ua/personal/pnpavlo.html https://kdpu.edu.ua/semerikov https://kdpu.edu.ua/personal/vstania.html https://kdpu.edu.ua/pers-arc/toshenaieva.html https://orcid.org/0000-0001-5397-6523 https://orcid.org/0000-0003-0789-0272 https://orcid.org/0000-0003-2635-1055 https://orcid.org/0000-0002-2490-9513 https://acnsci.org/journal https://creativecommons.org/licenses/by/4.0 https://acnsci.org educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 practice of students, etc. [51, p. 6]. the set tasks reflect the current trends in the development of secondary education, ict and teaching aids, determining the feasibility and necessity of modernization of science and mathematics education. the main tasks of specialized training include assistance in the development of creative independence, formation of a system of ideas, values, research skills and abilities – components of research competencies that will provide graduates with the opportunity to successfully self-realize [51, p. 4]. the main purpose of specialized chemistry training is the development of students’ competencies necessary for the creative realization of personality, and the acquisition of skills of independent scientific-practical and research activities. among them, a special place is occupied by research competencies – a complex personal construct, which can be characterized through knowledge and skills, necessary for carrying out the research activity, positive attitude to it and awareness of its importance regardless of whether it is carried out individually or jointly [63]. the research competencies formation is manifested in the acquisition of knowledge, skills and methods of activity for the effective implementation of educational and research activities and the ability to independently acquire new knowledge [50, p. 7], acting as a goal of specialized chemistry training. according to velychko and fitsailo [88], when organizing specialized chemistry training, due attention should be paid to supporting and developing students’ independence in learning, their participation in activities such as project and research, which should help students of specialized classes achieve of creative use of knowledge. the learning process in the specialized (profiled) school focuses mainly on the active use of research techniques, which involves problem statement, organization of research, design and defending of results, self-evaluation. in the specialized chemistry training the self-development and self-education of students acquires great importance. this is facilitated by an increase in the part of students’ independent work, including computer and other sources of information. realization of the purpose and objectives of specialized chemistry training is impossible without taking into account tendencies of informatization of a society as a whole, and system of education in particular. creating conditions for access to information, including educational information, by creating a nationwide network of information support for science and education is one of the tasks facing the informatization of society in ukraine [66]. satisfaction of human rights to equal access to information services and its needs, taking into account individual characteristics, abilities, aptitudes in specialized training can occur through distance learning, which occurs mainly through the mediated interaction of distant participants in the learning process in a specialized environment that functions on the basis of modern psychological and pedagogical and information and communication technologies [51, 52]. thus, there are contradictions between the need to use ict tools as one of the important means of forming students’ research competencies in specialized teaching of chemistry, and insufficient development of methods of using ict tools to form research competencies of students in specialized chemistry training. the interpretation of the research competence concept is given by burchak [11], garayargandona et al. [28], genkal [29], kryva [40], mindeeva [50], rakov, gorokh and osenkov [75], salmento, murtonen and kiley [79], tumasheva et al. [87]. the problems of research competencies formation of students in the conditions of specialized training were considered 618 https://doi.org/10.55056/etq.22 educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 by alibekian [2], de schrijver [22], verbytskyi [89]. the problem of using ict as a means of teaching chemistry has been widely covered by aksela [1], derkach [23], husaruk [34], lewis [43], sanger et al. [80], waight and gillmeister [91]. the problems of systematic use of ict as a means of forming students’ research competencies in specialized chemistry training remains insufficiently researched, which determined the research goal: theoretical substantiation of the choice of ict tools for chemistry specialized training, aimed at the development of students’ research competencies. 2. theoretical background state standard of basic and complete general secondary education of ukraine [18] defines competence as the integrated ability of a student acquired in the learning process, consisting of knowledge, skills, experience, values and attitudes that can be holistically implemented in practice. accordingly, research competence can be defined as a complex personal formation, which can be characterized by the knowledge and skills necessary to perform research activities, a positive attitude towards it and awareness of its importance, regardless of whether it is performed personally or jointly. the formation and development of research competence is inseparablylinked with the development of general (academic) competencies, can be considered as their component and is a necessary condition for professional development and personal self-improvement [58, 62, 63]. the highest level of research competence development is achieved in the process of independent creative research activity [58]. the most suitable for the research competencies development of high school students is the profile level of chemistry education (specialized chemistry training), which ensures the implementation of both external form of differentiation of chemistry education (through the creation of appropriate classes, groups, etc.), and partially internal (through the creation of dynamic groups to study elective courses, including distance learning forms of organization). one of the most effective means of individualization and differentiation of chemistry teaching, which contribute to independent and creative work of students and promote the development of research competencies, are ict tools, the use of which is closely connected with the main direction of society development in the late 20th – early 21st century – informatization as a set of interrelated organizational, legal, political, socio-economic, scientific, technical, production processes, aimed at creating conditions for meeting the information needs of citizens and society through the creation, development and use of information systems, networks, resources and information technology, which are built on the basis of modern computing and communication technology [66]. according to the “model law on informatization”, it is an organizational socio-economic and scientific-technical process, which is based on the widespread application of information systems and technologies in order to radically improve working conditions and quality of life, significantly increase the efficiency of all types of activities of individuals and legal entities [55]. informatization contributes to the formation and development of the information society, which consists of many different aspects of political, social, economic and humanitarian nature, which is characterized by high dynamics of development, and in which information, knowledge 619 https://doi.org/10.55056/etq.22 educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 and intellectual potential are paramount importance. the main characteristic features of the information society include [77]: • the increasing the role of information and knowledge in all spheres of society; • growth in the volume of information and communication products and services in gross domestic product; • the creation of a global information space to ensure effective information interaction of people, their access to global information resources and meet their needs for information products and services. rudenko [77] defines the purpose of the information society as the comprehensive and organic development of man, the creation of conditions for his spiritual and mental enrichment, the build-up of national human capital as the basis for the development of political, social, economic, humanitarian, cultural and other spheres of social life, primarily in the interests of improving the well-being of citizens, economic efficiency and strengthening statehood. since 1998, ukraine has been running a national informatization program, whose main goal is to create the necessary conditions for providing citizens and society with timely, reliable and complete information through the widespread use of information technology and information security of the state, and among its main tasks should be the creation of a nationwide network of information support for science and education, the formation and support of the market of information products and services, the integration of ukraine into the world of information space [66]. of all the fields of chemical science, analytical chemistry is one of the most technologically advanced, involving the use of numerous electronic devices. when creating instruments for chemical analysis, a large number of discoveries in the field of not only chemistry, but also physics and engineering were often tested. the emergence and development of chemistry informatics tools was no exception. trends in improving the structure and functionality of devices, first of all for chemical analysis, were associated with their automation, hybridization and miniaturization, which was directly due to the use of computers in their design and manufacture. the first digital computers that were used for chemical analysis appeared in the late 1950s. in the 1970s, with the advent of personal computers, most analytical instruments for physical and physicochemical methods of quantitative chemical analysis were already equipped with microprocessors. in addition, computers were used to perform complex mathematical calculations and process large arrays of numerical data. it was at this time that the first versions of software for this appeared – such programs as mathcad, maple, matlab. in the 1980s, programs for quantumchemical calculations such as hyperchem, mopac, gaussian, gamess, etc. were created. but calculations of this level of complexity are not found in school practice, so there is no special need to use such software products. at the end of the 20th century, it became common practice to connect the device to a personal computer both to record, process and visualize the experimental data, and to control the device and program its operation. the creation of laboratory complexes for schools, consisting of special computer measuring units and sensors, has begun. an example of such application of computer technology in chemistry teaching is a set of chemical equipment from l-micro company, which 620 https://doi.org/10.55056/etq.22 https://science.widener.edu/~svanbram/mathcad.html https://www.maplesoft.com/support/help/maple/view.aspx?path=quantumchemistry%2fgeneralchemistry https://www.mathworks.com/academia/courseware/teaching-chemistry-with-matlab.html http://www.hypercubeusa.com/ http://openmopac.net/ https://gaussian.com/ https://www.msg.chem.iastate.edu/gamess/ educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 includes sensors for measuring ph, optical density, temperature, conductivity, pressure, etc. the sensors are connected to a personal computer using a special computer measuring unit. such equipment allows to perform a large number of laboratory works, including quantitative chemical analysis, recording the results online. the learning of the basics of analytical chemistry in school is inextricably linked with the development of analytical chemistry as a science. computer technology can be considered both as a means of scientific knowledge within analytical chemistry as a field of science, and as a teaching tool within the study of the basics of analytical chemistry in specialized classes of the school. in the 1980s and 1990s, the term “computer based analytical chemistry” (cobac) appeared. it emphasizes the emergence of methods, techniques, certain areas of analytical chemistry, which could not have arisen without computers [68]. examples are computer modeling of chemical-analytical processes and methods of analysis, development of expert systems designed, in particular, to decipher the structure of organic compounds, the emergence of pattern recognition systems, including multisensory systems [94, pp. 227–235]. education is also undergoing significant changes due to informatization, as well as any other areas of human activity in modern society. as noted by pidkasistyi [73, p. 187], informatization of education is a set of measures to restructure pedagogical processes based on the introduction of information products, tools and technologies in training and education. bykov [13] interprets this concept as an ordered set of interconnected organizational and legal, socio-economic, educational and methodological, scientific and technical, production and management processes aimed at meeting the information, computing and telecommunications needs associated with the possibilities of methods and means of information and communication technologies of participants in the educational process, as well as those who manage and provide this process. informatization of education, acting as a determining information and communication basis for the education development, harmonious development of personality and socio-economic systems of society, is an integral part of informatization of society, which provides, in particular, the formation of cognitive, personnel and scientific-technical foundation and socio-economic phenomena. informatization of education significantly affects the content, organizational forms and methods of teaching, as it is associated with the introduction of ict methods and tools in the education system, creating a computer-based information and communication environment based on them, enabling subjects of educational process to use tools and services of this environment, to access its resources in solving various problems [13]. according to bykov [13, p. 144], the main purpose of informatization of education at the present stage of development of society and education is to prepare students for active and productive life in the information society, to improve the quality, accessibility and efficiency of education, to create educational conditions for the general population to implement lifelong learning based on the wide introduction of ict methods and tools and computer-based technologies to support human activities. the modern stage of informatization of the ukrainian education system involves the implementation of the principles of open education, subordinated to modern educational paradigms of human-centeredness and equal access to quality education, which leads to significant changes in the implementation of the educational process, in particular, the improvement of educational goals, methods of organization of the educational process, teaching content and pedagogical technologies, composition and structure of computer-based learning environment. all these 621 https://doi.org/10.55056/etq.22 educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 changes form the content of ict-based education, which provides a broad, comprehensive and effective use of icts for implementing the functions of the education system, which reflects global trends in the development of educational systems [16]. signs of informatization of education include, in particular, the emergence and development of components of learning technology [90, p. 13]: • new forms of information presentation (e.g., , multimedia, including text, graphics, animation, sound, and video); • access to electronic educational resources through the internet; • new forms of training organization (webinars, video lectures, virtual laboratories), etc. instructional technology is an integrative model of the educational process with clearly defined goals, diagnosis of current and final results, the division of the educational process into individual components, which provides clear and consistent implementation of certain educational activities in terms of operational feedback. since the main goal of any technological process is to obtain a product of a given sample, the development of learning technology requires the definition of the learning objectives, the projected result and the path from objectives to result – organized in a certain way teacher-student interaction [9]. the introduction of computers in the practice of learning has allowed a different interpretation of the concept of instructional technology. thus, the carnegie commission on higher education in 1972 defined instructional technology as follows: “the enrichment and improvement of the conditions in which human beings learn and teach achieved through the creative and systematic organization of resources, physical arrangements, media, and methods” [85, p. 89]. a report by the carnegie commission on higher education states that the work of educators and methodologists in developing learning materials using new information technologies has sparked new interest in learning theory and its application to course planning, curriculum development and equipment of educational institutions: “such novel media as computers and television a place in the ranks alongside the slide projector, the textbook, and the teacher as useful participants [of the educational process]. this integration of new media, long-familiar technology, planning of instructional space, learning theory, and the professor into a total effort is sometimes called the "systems approach" or the "learning environment approach" to instruction” [85, p. 10]. in this case, “instructional media must also be stored, maintained, and eventually replaced when they wear out or become obsolete” [85, p. 13]. in fact, any instructional technology is an information technology, because the basis of the technological learning process is data (reflected in the human mind as information) and their transformation. following zhaldak [92, p. 8], information and communication technologies in education is various means of informatization of education – a set of methods, tools and techniques used to collect, organize, store, process, transmit and transfer various messages and data for educational purposes. icts provide virtually unlimited opportunities for individualization and differentiation of the learning process, building one’s own educational trajectory. the use of icts in the learning process can be represented in a three-level structure. at the first level, icts of instruction are used as a supplement to traditional teaching tools to solve narrow subject tasks of the learning process, performing educational, control, training and, less frequently, game functions. at the 622 https://doi.org/10.55056/etq.22 educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 second level, ict-based learning is used to address both subject-specific and cross-curricular objectives of the learning process in the system of traditional tools, providing game, simulation, research, design and project activities. at the third level, icts are used to solve didactic tasks in an integrated learning process to develop students’ systemic thinking. at this level, ict is used as a key component of the system of learning tools [33]. as bykov [13, p. 149] notes, the effectiveness of the informatization of education depends largely on the activities of the national industry of computer-based learning tools (ict-based learning tools), including educational software. this industry should provide an increase in the efficiency of training and education, spread the access of citizens to icts, internet and information resources for education, organize cooperation with state and local authorities in education and science, promote the democratization of education and the integration of ukrainian education into the world educational space. zhuk [93] defines teaching aids as any means, devices, equipment and facilities used to transmit information in the learning process. since teaching aids are an integral part of the learning environment and part of many teaching aids, there are many synonyms of this term, like “learning tools”, “educational facilities”, “instructional media”, “audiovisual aids”, “sight materials”, “educational materials”, “instructional materials”, “educational technology” etc., used depending on the context of the pedagogical situation. on the one hand, teaching aids, influencing the subjects of training, create the conditions for the possibility of achieving specific, pre-determined learning objectives, and on the other – they are always inherent in the diversity of forms of implementation and methods of their use, which follows from the paradigm of education that has developed in society. thus, teaching aids can be understood as natural and / or artificial objects that form the learning environment and participate in learning activities, while performing educational, upbringing and developmental functions [93]. the following relationships can be distinguished between teaching aids and components of the learning process: • for teachers, teaching aids are a tool to optimize the learning process and manage learning activities; • for students, teaching aids are means of cognition and means of enriching the learning environment; • in relation to the content of education, teaching aids are ways of presenting the content of education and means of monitoring academic achievements; • in relation to the methods of the educational process and forms of teaching and learning organization, learning tools are the means of supporting learning communication. in the learning process, any learning tools performs one or more functions, among which we can highlight, in particular, the following: • epistemological (as a source of information about the objects or processes under study); • praxeological (as a tool for practical activities of students); • axiological (to increase students’ interest in the subject and stimulate their independent educational and cognitive activities); • communicative (as a tool of educational communication). 623 https://doi.org/10.55056/etq.22 educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 on the teacher’s side, teaching aids can also perform the functions of monitoring, controlling and managing students’ learning activities. consider how general didactic and partial methodological principles of chemistry teaching are implemented in the process of using teaching aids. 3. ict for implementation of the principles of specialized chemistry training 3.1. principle of unity of educational, developmental and upbringing functions of teaching the general didactic principle of unity of educational, developmental and upbringing functions of teaching in specialized chemistry training is realized first of all in the development of students’ research competencies as a basis for choosing a future profession, formation of value orientations, development of ecological components of worldview. to implement this principle, all teaching aids are used. 3.2. principle of scientificity of the content and teaching methods the principle of scientificity of the content and teaching methods in specialized chemistry training is implemented in three leading groups of teaching aids: 1) tools in which the scientificity of the content is provided – primarily textbooks, scientific and popular science publications on chemistry in traditional and electronic forms; 2) tools in which the scientificity of the teaching methods is provided – textbooks on the theory and methods of teaching chemistry, manuals for teachers, guidelines for conducting classes in traditional and electronic forms; 3) tools of computer modeling of chemical processes developed on the basis of corresponding scientific theory the implementation of the principle of scientificity in the specialized chemistry training involves the use of research methods and methods of problem-based learning, acting as a necessary basis for the development of students’ research competencies. in this regard, all means of supporting students’ learning and research activities can be referred to the means of implementation of the principle of scientificity. an important role in ensuring the scientific content and methods of specialized chemistry training belongs to the scientific internet resources. the chemistry teacher should be familiar with the modern state of chemical science, the latest scientific discoveries and events in this field of science, and apply the obtained information with appropriate methodical adaptation in the teaching process. the efficiency of using scientific resources of the internet is increased through the use of search engines (general purpose and specialized – chemspider, pubchem, chemical structure lookup service). chemical information resources are widely available on the internet, and therefore the effectiveness of search using genera -purpose search engines depends only on the user’s qualifications in building queries [78]. 624 https://doi.org/10.55056/etq.22 http://www.chemspider.com/ https://pubchem.ncbi.nlm.nih.gov/ https://cactus.nci.nih.gov/cgi-bin/lookup/search educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 the use of computer models allows to reveal the essential connections of the studied object, to reveal its regularities more deeply, which, as a result, leads to a better mastering of the material. the student can investigate the phenomenon by changing the parameters, compare the results, analyze them, and draw conclusions. for example, in the laboratory work “gravimetric analysis of chloride” in the virtual laboratory chemlab, the student can instead of the 5 g of the substance containing chloride ions listed in the instructions, take 3 g, or 6 g, or 10 g of it. but in each case, student will receive the corresponding mass of sediment argentum chloride, which, when performing calculations, will come to the same results and conclusions, and therefore better understand and memorize the corresponding pattern [59]. 3.3. principle of systematicity and consistency implementation of the principle of systematicity and consistency in the specialized chemistry training is possible in those teaching aids that provide step-by-step presentation of educational material, primarily – multimedia tools (electronic textbooks, presentations, etc.). when designing a lesson with the use of multimedia, it is necessary to clearly plan a sequence of steps both with and without the use of ict, to provide different ways of communicating with students, and to organize constant feedback with them. husaruk [34] points out that the proper use of multimedia in chemistry lessons saves about 30% of teaching time as compared to the work on an ordinary blackboard. multimedia presentation provides an opportunity to present educational material as a system of reference signals filled with structured information in algorithmic order [86]. the main advantages of presentation material include, but are not limited to: • information capacity – the ability to accommodate a large amount of graphic, textual, audio data; • mobility – the availability and simplicity of the necessary technical equipment allows you to use presentations in various conditions; • interactivity – the ability to directly influence the course of the presentation. the main advantages of using methodically correctly created multimedia presentations in the educational process include [10, p. 4]: • increased expressiveness, visibility and spectacularity of the material; • clear structuring of the material in accordance with the goal of the lesson; • concise and concentrated presentation of selected and prepared material; • creation of optimal conditions for the perception of the material, in particular through the design of individual slides and presentations as a whole. multimedia presentations can play different roles in the learning process, among which the following can be highlighted [10, pp. 13–14]: • organizational – creates conditions for active work of the audience through the creation of problem situations, the need for comparison, organization of self-examination and self-control; 625 https://doi.org/10.55056/etq.22 educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 • illustrative – provides visualization of those data that are difficult or impossible to hear or reproduce directly in the classroom; • reference – used to provide data that further discloses the content of individual elements of the topic, detailing it; • structuring – provides clarity of perception of the material, its logical sequence and emphasis on the main provisions, conclusions, etc. as a rule, it is more convenient for a person to perceive information presented in small, complete fragments. this way of presenting information is typical for multimedia presentations and is provided, on the one hand, by a small slide, which requires formulating data concisely, abstractly, in the form of marked text, and, on the other hand, by animation, which allows to display data step by step, in small fragments [10, p. 32]. according to bobrovskaia [7], the use of multimedia presentation in an interactive mode provides an opportunity to manage learning using different teaching methods (problem-based, heuristic, research-based). the capabilities of multimedia presentations as a teaching tool are reflected in the principles of their construction: • conciseness – placing only essential information objects in a concise form while maintaining maximum information content; • structure – the design of the structure of the information object in a clear form that reflects its nature and easy to remember; • autonomy – relatively separate information objects are placed on individual slides; • generalizations – graphic information objects should not contain elements denoting unimportant details; • unification – design of all information objects in a single style. ostroverkhova [67] identifies the following ways to implement the principle of systematicity and consistency: • logical consistency in the formation of knowledge, skills and abilities of students (each element of educational material is logically connected with others, the next is based on the previous, is the basis for learning new, provides consistency of thinking, cognitive strength and potential); • observance of logical connections between forms and methods of teaching, control of educational and cognitive activity of students and its effectiveness; • development of skills for rational planning of educational activity (construction of logically coherent answer plans, performance of laboratory works); • systematization and generalization of the ways of activity; • coordination of students’ activities in accordance with the requirements and actions of teachers of various subjects; • identification and implementation of interdisciplinary and intradisciplinary links in the learning process; • implementation of requirements for the acquisition of systematic knowledge of students about the object of study; 626 https://doi.org/10.55056/etq.22 educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 • implementation of systematic and consistent control of students’ learning achievements. thus, the implementation of the principle of systematicity and consistency of learning requires the use of tools for planning learning activities and systematic and consistent control of students’ learning achievements. control over the level of students’ academic achievements – obtaining and processing data on the success of learning and mastering educational material. monitoring of students’ learning achievements is an integral part of the educational process. its purpose is to identify the completeness, depth and quality of mastering the material of a particular topic, section or training course. it is a difficult task to control the mastering of the material in detail by each student of the class, so the test of knowledge and skills of students should be carried out using both computer-based and traditional forms of control, since each of them has its own advantages and disadvantages, which, when used together, can be eliminated. the use of computers as a means of control provides an opportunity to organize preliminary, current or final control clearly, objectively and efficiently, and appropriate computer programs – to plan individual work to address gaps in knowledge, skills and abilities of students [45], monitor feedback, diagnose errors and evaluate learning outcomes. many scientific researches and developments are devoted to the problem of standardized test control of knowledge and legitimacy of the received results. some aspects of this problem were covered in the works of avanesov [3], furnham [27]. this problem has become especially relevant with the introduction into the practice of assessing the knowledge of graduates of external independent assessment, which is carried out using pedagogical testing technologies or other pedagogical technologies to control the level of academic achievements [5]. at present, technologies and algorithms for compiling tests and test tasks of various types have been developed [3]. at independent development of tasks it is necessary to be guided by the following requirements of didactic value (compliance with standards of chemistry curriculum), validity (control and evaluation of that studied by high school students), trustworthiness (reproduction of results at repeated testing at this stage of training), representativeness (completeness of the material presentation), reliability (ease and simplicity of use, the presence of clear instructions for conducting and evaluating test results), standardization of the form (giving a certain form to tests and test tasks) and facetedness (multivariate presentation of information in tasks). test tasks developed in compliance with all requirements and rules, according to pak and toletova [70, p. 47], have a number of advantages: a) the objectivity of data on the quality of students’ learning achievements, associated with the absence of subjective factor in assessment; b) diagnostic value associated with the possibility of statistical processing of large amounts of data, the separation of patterns; c) saving time spent on creating tasks and checking a large number of students’ works; d) technologicity of the educational process associated with the automation of many operations of preparation and conducting knowledge control; e) semantic advantage, which consists in the brevity and accuracy of problem formulation. 627 https://doi.org/10.55056/etq.22 educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 integrated use of learning planning tools and tools for systematic and consistent monitoring of student achievement is possible in learning management system (lms), such as moodle. the characteristic features of moodle include: • presentation of training courses in the form of individual modules, which are interconnected not only logically but also functionally; • thematic and calendar planning of the educational process; • support for various forms of organization and teaching methods in the appropriate lms tools; • monitoring of students’ learning and cognitive activity of students and control of its effectiveness; • planning of students’ learning activities, in particular, while performing virtual laboratory work; • generalization and summarizing of acquired knowledge, skills and abilities; • coordination of students’ activities in accordance with the requirements and actions of teachers and among themselves with the help of lms communication tools; • storage and submission of samples of educational and research activities. 3.4. principle of strength of knowledge acquisition implementation of the principle of strength of knowledge acquisition requires the integrated use of all tools of activation learning and research activities of students, leading of which are visual aids, means of practicing skills and abilities (simulators), tools for monitoring and self-control of educational achievements and virtual laboratories. the latter are a means by which the highest level of activity of educational and research activity can be realized – independent educational and research activity, which is performed in extracurricular time and considered in the context of self-education, self-improvement, self-affirmation [47]. robinson [76] classifies virtual laboratories according to the source of information they contain. laboratories of the first type operate only with a limited set of facts entered by programmers during development. in such programs, it is impossible to change the conditions of the experiment and get results that will differ from each other. the course of the virtual experiment and its results are usually presented by means of computer animation and the user has very limited influence on the course of the virtual experiment, which is limited to following instructions and prompts programmed by the developer, manual control of tempo of educational information or necessity of its repetition. virtual laboratories of the second type operate on facts that are the result of a mathematical model of a certain process and are based on theoretical ideas about it. working with such programs allows to expand the range of possible user actions, including those that were not foreseen by programmers when creating a virtual laboratory [76]. repeated experiments in such virtual laboratories can yield many different results depending on changes in the conditions of the experiment, but they will all be related by mathematical regularity. the possibility of wrong sequence of performance or inaccuracy in performance of separate actions by the user in the virtual laboratory is also admitted, but in this case results of experiment will be incorrect, which was observed at carrying out of natural experiment [59]. 628 https://doi.org/10.55056/etq.22 educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 a essential advantage of virtual laboratories of the second type, such as model science chemlab [54], crocodile chemistry [20], virtual lab [19], is the possibility of active student’s intervention in the course of work: when performing a laboratory work student can repeat it many times, each time changing one or more parameters at own discretion. in most cases (if the student’s actions do not contradict the logic of the experiment and are possible to perform in a real laboratory) the student will get the right results that will only emphasize the patterns, the discovery of which was the purpose of work [59]. in specialized chemistry education, work with virtual objects should be accompanied by work with relevant real objects or detailed commentary both in the computer program itself and by the teacher. thus, when implementing the principle of strength of knowledge acquisition, it is advisable to use virtual laboratories at the stage of knowledge consolidation and in preparation for real laboratory work (as a simulator), as well as a means of ensuring visibility [34]. 3.5. principle of accessibility the implementation of the principle of accessibility in the specialized chemistry training is to take into account the individual characteristics of students, which requires solving the problem of adaptation – learning individualization while maintaining the quality of the learning process in a given area of its values. this indicator of quality, according to dovgiallo [24, pp. 68–69], there is a function of the knowledge quality assessment achieved by the student in the period between preand post-test, and learning time. the automatic adaptation of the learning system to changing external conditions and maintaining the ability to effectively achieve didactic goals when the characteristics of the learner change is called adaptability. adaptive systems are characterized, in particular, the program’s focus on achieving a certain goal, obtaining information about external conditions in the process and using it to change their own behavior [46]. an adaptive curriculum is an instructional program in which the sequence of presentation and the nature of the teaching material depend on the learning history (data on the time of tasks and mistakes made) and individual characteristics of the student, including psychological characteristics. the implementation of an adaptive curriculum is impossible without solving the tasks of diagnostics (knowledge level, psychological peculiarities of the student, etc.) and optimization (in particular, the choice of the subsequent instructional impact) [41]. the task of learning process adaptation is solved with the help of adaptive automated learning systems and expert learning systems that generate such regulatory influences (ways of presenting the material, examples, cues), whose perception by the student leads to stabilization or improvement of current evaluations of his/her success in mastering the content of the instructional content. using such systems, the teacher accumulates and processes the data necessary to determine the effective regulatory influence, after which the presentation of the educational material is adapted to the individual characteristics of the student [24, p. 69]. the theoretical basis for building adaptive automated learning systems is programmed learning, which ball [6, p. 420] defines as a type of learning carried out in accordance with the curriculum, which controls both the amount of knowledge, skills and abilities to be mastered by students and how to organize them educational activities. this is achieved by dividing the training material into separate portions and intensive exchange of information between 629 https://doi.org/10.55056/etq.22 educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 the student and the training software, which is carried out mainly in the form of “question – answer”. programmed learning uses linear training software with a fixed sequence of portions of educational material and branched training software in which the sequence of portions of educational material depends on the student’s answers to the task. it should be noted that programmed learning can be implemented not only with the help of software, but also with the help of programmed manuals in the traditional form – specially designed and compiled books [6]. examples of such manuals are “lehrprogramm chemie” [65], “basic concepts in organic chemistry: a programmed learning approach” [83] and others. ball [6, pp. 422–423] notes that the use of programmed learning in many cases did not live up to expectations of a sharp increase in the effectiveness of education, but the use of computers to implement programmed learning will make it possible to avoid many of its inherent limitations and shortcomings. expert systems are widely used in natural sciences and engineering as an intellectual equivalent of an appropriate expert to solve a problem in cases when a human expert is not available. an expert system must contain a knowledge base – a set of rules and information from a certain area of knowledge, a data interpreter – a mechanism for obtaining necessary information from the knowledge base and formulating a logical conclusion, and an interface – software necessary for a dialogue with the user [82]. expert systems are part of many chemical software: for example, chembio3d ultra includes an expert system for the prediction of synthesis products cameo (computer assisted mechanistic evaluation of organic reactions) [71]. some virtual laboratories and chemical calculators have properties of expert systems: for example, a virtual laboratory can act as an expert system, automatically selecting the necessary masses and volumes of reagents under incompletely defined reaction conditions. the main condition for implementing the principle of accessibility with expert systems is the function of explaining the way in which the answer has been obtained. such a function can be implemented in expert learning systems that implement the functions of learning management, diagnosis of student errors and problem solving in a particular subject area, based on expert knowledge and showing expert-level results. expert educational system is an adaptive automated educational system used to achieve a certain learning objective, expressed through a certain set of student’s characteristics – his/her competence. based on the current state of development of student competence and teaching methods, a task is generated – a certain set of information requiring the student’s response. the student’s answer is compared with the reference solution and the characteristics of the student’s model are adjusted based on the comparison. based on the new characteristics, a new task is formulated – this sequence of actions is repeated until the learning objective is achieved. the leading place in the structure of expert tutoring systems is occupied by knowledge bases: educational knowledge base in a particular subject area, knowledge base on possible student mistakes, knowledge base on the learning process, and the student model, which is formed by the initial testing of the student and contains information about the state of knowledge of the student and his/her process of learning. the purpose of learning is expressed in terms of the student model. in this regard, the training expert system can be represented as three expert systems that interact with each other: problem solving system, diagnosing student’s errors and planning the learning management process [72]. 630 https://doi.org/10.55056/etq.22 https://www.cambridgesoft.com/ensemble_for_chemistry/details/default.aspx?fid=13&pid=668 educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 game software provide the student with a computer-based environment, a set of certain opportunities and tools for their implementation. the use of means provided by game software to implement the opportunities associated with the study of the game world and activities in this world, leads to the development of the student, the formation of his/her cognitive skills, self-discovery of patterns, relationships of objects of reality are of general importance. the use of computers as a learning tool allows in the training game to implement individualization of learning, to promote the implementation of didactic potential inherent in the game, to organize an environment for free search for solutions to the educational task set by the teacher [35, p. 553]. chemistry educational games are represented by both local and online tools designed for use on personal computers, mobile devices, etc. most of these tools are focused on actualization, applying and testing knowledge: quests, puzzles, charades, etc. but there are also games, in which scenario provides the opportunity to acquire new knowledge: in the form of tips, access to built-in directories, encyclopedias and more. the target audience of computer educational games in chemistry is also diverse – there are relevant software, the content of which is aimed at children of both primary school age and university students. 3.6. principle of consciousness and activity of students implementation of the principle of consciousness and activity of students involves the use of tools aimed at enhancing educational activities, its organization and planning, increasing the personal significance of learning outcomes. the use of ict at the stage of students’ acquisition of new knowledge provides an opportunity to use additional stimuli to focus attention even during frontal work with the class, to make material that in traditional forms of learning quickly tires students, emotionally rich and attractive [45]. in order for ict tools to become a means of intensifying educational activities, it is necessary to form in students a stable cognitive motivation to solve educational and research problems, in particular, by means of computer modeling. the latter use both the multimedia capabilities of the computer and computational ones, which allows to monitor a certain process, influencing its progress by giving commands from input devices to change values of process parameters. consciousness of learning in the process of independent learning and research activities can be increased by using an intelligent interface – obtaining various references, explanations, recommendations, etc. [32] in the process of independent search and processing of educational information using intelligent search engines. further increase in the level of students’ consciousness in learning is associated with the transition to ict tools to support independent work. such an approach, when students can show their initiative in the performance of work, has a positive effect on academic achievement and students’ interest. but along with initiative, students can also engage their own imagination and try to perform such actions which were not provided by the scenario of the given work (for example, heat the solution to boiling, or cool it to freezing) just out of curiosity: it is safe to do so in computer simulation environment – so, in the virtual laboratory chemlab one can use equipment, the use of which was not provided by the scenario of the work. the results of such unplanned actions can be transferred by students 631 https://doi.org/10.55056/etq.22 educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 to the relevant objects and processes of the real world, and therefore virtual laboratories have always been strictly required to tightly comply with virtual objects and processes to real objects and processes. virtual chemical laboratories are expedient to use in cases when it is impossible to conduct real chemical experiments due to lack of necessary reagents and equipment, duration of work, possible danger for students’ health during work, etc., or in cases where working with a model of an object or phenomenon will allow to understand their essence and regularities of flow better. testing the use of virtual chemical laboratories in the learning process showed an increase in cognitive interest of students in the real experiment, the development of their research and experimental skills, in particular the ability to observe, to highlight the main thing, to focus attention on significant changes, to choose the best algorithms for the experiment, to comply with safety rules [57]. educational games in chemistry are also a means of enhancing students’ learning activities. this is also achieved by increasing interest in educational game activities through the introduction of elements of competition (with other students, with intelligent software, with a previous level achieved). of particular note are online learning games, which require the distribution of work between several participants to achieve the desired result. an example of an environment that enables specialized chemistry training, both in game form and traditionally, is open wonderland – a virtual environment designed to support collaborative business or educational activities of users represented by avatars, in real time with remote access. the open wonderland environment allows to host graphics and video files, animations, web browsers, voice telephony tools, java applets, various types of documents and other objects that the user can actively use to interact in a virtual environment. lancashire [42] points out that a variety of chemistry software tools can be integrated into the open wonderland: virtual labs, simulation tools such as jmol and jspecview. such a virtual environment not only provides the possibility of distance learning, but also organizes and activates the users in different modalities. the use of virtual learning environments provides an opportunity to simulate quasi-professional activities of both individual students and student groups, contributing to the conscious choice of future profession. given the opinion of maksymenko [48, p. 30] that the learning process in the profile school should promote conscious choice of life path – the main mental neoplasm in adolescence, and its value is subjectively evaluated by student only in the context of planning his/her own future, respectively, the success of the educational task high school students, primarily as a confirmation of the effectiveness of their own actions, the correctness of individual-specific learning strategy, and activity strategy in general. the learning outcomes are considered by the student through the prism of their own future, their importance for the implementation of personal inclinations, plans, ambitions. to effectively choose the future educational and professional trajectory, the student must receive sufficient information about possible options for their implementation in an accessible and emotionally attractive form. the most important means of obtaining such information are the media, in particular, popular science and career guidance resources on the internet. of particular importance is the possibility of using these tools to promote a certain field of science or field of professional activity for a large audience. implementation of informational, educational and cultural-educational functions of television and the internet allow students not only to obtain information about future professional activities, but also to make informed choices, corresponding to their own interests and inclinations, and increase personal motivation 632 https://doi.org/10.55056/etq.22 http://www.openwonderland.org/ http://jmol.sourceforge.net/ http://jspecview.sourceforge.net/ educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 to learn and achieve goals. an example of a multifaceted chemical internet resource is the website of the popular science journal “chemistry and chemists” (http://chemistry-chemists.com). the site is a set of several interrelated, but separate content sections: • actually popular science chemical journal, which exists only in electronic format and is freely distributed; • a forum for exchanging experiences, discussions and debates on various topics in chemistry and other natural sciences; • an archive of photographs from chemical laboratories, chemists’ workplaces, chemical companies, etc.; • a video archive of chemical experiments and its own youtube channel, which are powerful tools for visualization of learning and promotion of experimental and research activities; • a library of science books in electronic format and a collection of hyperlinks to library and chemistry resources; • collections of scientific and chemical folklore: legends, songs, stories, and anecdotes. the educational function is performed by the journal, the forum, and the electronic library; the function of popularizing science is implemented by almost all sections of the website; the career guidance function is primarily performed by the forum and the photo materials from chemical laboratories. the program for specialized chemistry training of students of secondary schools [36] states that in specialized chemistry training self-education and self-improvement of students are of great importance. this should be facilitated by increasing the part of students’ independent work, including work with computers and other sources of educational information. the effectiveness of independent work, like any other activity, increases due to careful planning and clear organization. modern ict tools allow students to plan their own activities as well as those of their groups. such tools include, first of all, time planning tools (electronic calendars, organizers, planners, etc.) that support the functions of creating records and reminders of planned events, and can be used both personally and in a certain group. google calendar and microsoft outlook calendar are among the best known such tools. a significant number of ict learning tools, such as moodle, are equipped with such tools as a calendar, notification window of upcoming important events, etc. official websites of educational institutions, personal websites of teachers and faculty usually use these tools. 3.7. principle of visualization the implementation of the principle of visualization (clarity) implies the use of various visual aids in the learning process, conditioned by the laws of physiology of higher nervous activity and psychological laws of perception and aperception. the classification of ict visual aids according by the data transmission channels allows dividing them into visual (moving and stationary models, diagrams, symbols, etc.), audial (synthesized or reproduced sound) and audiovisual (multimedia) [14, p. 397]. 633 https://doi.org/10.55056/etq.22 http://chemistry-chemists.com educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 according to fridman [26, pp. 21–22], clarity is not a property or quality of real objects or phenomena, but a property of mental images of these objects. it is an indicator of simplicity and comprehensibility of a mental image, which person creates as a result of the processes of perception, thinking, memorization and imagination, which depends on the characteristics of person, interests, inclinations, level of cognitive development and motivation. the formation of a visual image occurs only as a result of active work aimed at its creation. an important role in such work is played by modeling. moroz [56] defines model as the “objective, symbolic or mental (imaginary) system that reproduces, imitates or reflects some defining characteristics, ie the principles of internal organization or functioning, certain properties or attributes of the cognition object (original), straight, direct study of which for some reason is impossible, ineffective or impractical, and can replace this object in the process under study, in order to obtain knowledge about it”. models reproduce only the most significant features of a phenomenon or process, and the reproduction of these features must be adequate, ie the model must be isomorphic to the object under study. the relation between the original and the model is not natural, but epistemological, due to the process of cognition, and is established by the researcher [56]. the creation, selection and application of models has one or more goals [26, pp. 25–26]: • replacement of the object in a real or imagined process with a model, based on the considerations of convenience for carrying out activities in certain conditions (substitute model); • creation of an idea of a real or imaginary object using a model (model-representation); • model interpretation of the object (model-interpretation); • research or study of an object by studying a model (research model). when studying chemical concepts of macroand microcosm, which cannot be observed directly, the use of models as means of visualization, implementation of the above goals of creation and application of models acquires special importance. modeling of static objects such as molecules, crystal lattices, single apparatuses or technological schemes of chemical production has been used in chemistry teaching practice for a long time and is provided mainly by material or character-symbolic models. development of ict tools created conditions for modeling dynamic objects – chemical processes and phenomena – through their visualization in real or model time. according to boltianskii and savin [8, pp. 306–309], isomorphism and simplicity of perception are the main features of visualization. to create a means of visualization it is necessary to identify the main properties of the phenomenon under study (create its model), and adequately reflect these properties (make the model isomorphic to the phenomenon). regarding the learning process, fridman [26, pp. 76–77] points out that the requirement of isomorphism is “too strong, in most cases unrealizable and unnecessary, because having some similarity or analogy is quite sufficient”. according to fridman [26, pp. 77–78], the content of learning at school should include mastering the modeling method, one of the general and most important methods of scientific cognition. modeling is an important learning tool and action through which one can achieve a variety of learning goals and objectives that require the materialization of abstract concepts, highlighting the essential and generalization of educational material, reflection on their own learning 634 https://doi.org/10.55056/etq.22 educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 activities, memorization of the structure and establishment of connections and relationships of the learning material. it is also advisable to acquaint students with the model nature of the phenomena and actions they study. many models can be created to illustrate the same phenomenon or object, using different approaches. but no type of model is completely universal. for example, to implement the principle of visualization in chemistry teaching, a large number of varieties of models of organic molecules have been created over the last century and a half: ball-and-stick model, dreiding stereomodels, barton models, fieser models, stuart-briegleb models and more. each of the models reflected certain characteristics of the modeling object: while the dreiding models allowed to measure interatomic distances and calculate conformational energy, stuart-briegleb models provided an opportunity to visually estimate the spatial stress. therefore, different types of models can be considered as complementary, and the most adequate models are selected according to the content of the educational task [21, pp. 7–12]. computer models created by computer modeling tools also cannot be considered universal, but the absence of limitations inherent in most material models (fixed shape and size, destructiveness), make computer models a more flexible tool for implementing the principle of visualization. for example, a number of specialized computer programs, such as chembio3d, chemdraw, chemsite, rasmol, biovia draw, symyx draw, jchempaint, chemsketch, marvinsketch, chempaster, etc. allow to create, view, store and explore twoand three-dimensional models molecules of any complexity in the optimal color and geometric display, to view the created models at any angle. creation of models in such software enables to get necessary additional and reference information about the object or its separate components during viewing. similar advantages have computer models of macroobjects, such as complex laboratory facilities, industrial units, etc. by method of visualization one can distinguish virtual chemistry laboratories which use twodimensional, three-dimensional graphics and animation. by method of obtaining information from students, virtual chemistry laboratories are divided into those placed on electronic media and those placed on the websites of manufacturers or educational institutions on the internet [57]. fridman [26, p. 50] identifies as a teaching aid two types of modeling of educational material for better memorization by students: • logical organization of instructional material and its presentation in a visual form; • presentation of instructional material with the help of mnemonic means in the expection of the emergence of figurative associations. both types of modeling are implemented using specialized ict tools for building diagrams, chemical editors, etc. or general-purpose ict tools (text and graphic editors). visual aids are an important component of the system of teaching aids – the equipment of educational institutions, the use of which provides a direct impact on learning activities. according to bykov [14, p. 401], didactic objects that affect the relevant human receptors have a direct influence on the learning activity, and technical learning tools ensure the existence, storage, processing, transmitting and the possibility of using appropriate didactic objects in the educational process. 635 https://doi.org/10.55056/etq.22 https://www.cambridgesoft.com/ensemble_for_chemistry/details/default.aspx?fid=13&pid=668 https://perkinelmerinformatics.com/products/research/chemdraw http://www.norgwyn.com/chemsite.html http://www.openrasmol.org/ https://www.3ds.com/products-services/biovia/products/scientific-informatics/biovia-draw/ https://symyx-draw.en.softonic.com/ https://jchempaint.github.io/ https://www.acdlabs.com/resources/free-chemistry-software-apps/chemsketch-freeware/ https://chemaxon.com/products/marvin https://archive.org/details/tucows_332333_chempaster educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 among the visualization tools bykov [14, pp. 403–414] singles out such ict tools by the subject of didactic influence as subject-image (figurative, iconic and figurative-sign didactic objects realized in audio, visual and audiovisual form) and subject-information resources (teaching aids, which is a specially encoded, structured and ordered set of information objects described in the language of a particular computer or their class, and/or corresponds to the protocol of computer tools and technologies of computer networks). together, they refer to electronic educational resources, eer (e-learning resource, elr) – a type of teaching aids used for informational and procedural support of didactic tasks (or their fragments), aimed at implementing the educational function of the education system, existing in electronic form, placed and submitted to educational systems on electronic data storage devices are a set of electronic information objects (documents, documented information and instructions, information materials, procedural models, etc.) [17, p. 2]. their use allows for flexible and adaptive formation of static and dynamic didactic objects, interactive interaction of educational process participants, visual presentation of information objects (in audio, visual and audiovisual forms), control of external standard and special devices included in laboratory kits and complexes [14, pp. 414–415]. electronic didactic demonstration materials are electronic educational resources, used to demonstrate (visual representation, visualization, visual-sound representation) of individual phenomena, objects, processes being studied, in order to deepen their understanding by enabling them to observe the student [17, p. 4]. examples of such materials in the specialized chemistry training can be models of chemical utensils and models of devices in virtual laboratories or chemical editors (chemsketch), models of operating chemical plants (electronic visual libraries). for creating, storing, editing and reproducing didactic objects of visual elrs such as portraits of chemists, images of chemical equipment and processes, pictures, diagrams, animations, diagrams, drawings, text, formulas etc, are used programs of office packages, libraries of electronic presentations on chemistry, image and photo processing programs, editors of chemical formulas (chemsketch, chemdraw, marvin beans, biovia draw), software and educational complexes of chemistry (“chemistry, grade 9”, “organic chemistry, grades 10-11”), electronic periodic systems (pl table, “periodic table 2022: chemistry”), etc. to create, store, edit, and reproduce didactic objects of audio-visual elrs, such as animations, video recordings, movies, programs for audio and video processing and reproduction, tools for creating multimedia presentations, libraries of electronic visual aids, and software and methodological complexes of educational purposes in chemistry, etc. are used. table 1 shows the main types of elrs used to implement the principle of visualization in the specialized chemistry training. additional types of elr to ensure visualization are electronic educational data, electronic educational and methodological materials, electronic program and methodological materials, electronic additional scientific and educational materials [17, pp. 8–9]. at the present stage of ict development, the leading ones are networked elrs – a coded description of an ordered set of electronic objects that exist and are stored in computer networks, as well as electronic address, which is used together with a computer to solve a certain didactic task or its fragment [14, p. 415]. examples of networked elrs for specialized chemistry training are virtual laboratories (chemcollective virtual labs, livechem, electronic edition “chemistry. grades 8-11. virtual laboratory”), electronic textbooks and reference books, chemical websites etc. the following visualization tools are used in specialized chemistry education: computers, 636 https://doi.org/10.55056/etq.22 https://www.acdlabs.com/resources/free-chemistry-software-apps/chemsketch-freeware/ https://www.acdlabs.com/resources/free-chemistry-software-apps/chemsketch-freeware/ https://perkinelmerinformatics.com/products/research/chemdraw https://docs.chemaxon.com/display/docs/marvin-beans-for-java.md https://www.3ds.com/products-services/biovia/products/scientific-informatics/biovia-draw/ http://media.slav.gov.ua/300/ https://ukrprog.com/index.php?productid=438 https://pl-table.en.softonic.com/ https://play.google.com/store/apps/details?id=mendeleev.redlime https://chemcollective.org/vlabs https://vrchemistry.chem.ox.ac.uk/livechem/transitionmetals_content.html http://web.archive.org/web/20140807012700/http://files.school-collection.edu.ru/dlrstore/222a64f4-2e47-1568-b821-12dfdc4aa183/himiya_8_11_uei.zip http://web.archive.org/web/20140807012700/http://files.school-collection.edu.ru/dlrstore/222a64f4-2e47-1568-b821-12dfdc4aa183/himiya_8_11_uei.zip educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 table 1 elrs for implementing the principle of visualization in the specialized chemistry training. elr type implementation of the principle of visualization educational electronic editions handbook electronic editions demonstration electronic editions electronic educational and methodical complexes visual and audiovisual electronic didactic demonstration materials, simulation visual models computer-based training laboratories remotely controlled physical objects, simulation visual models simulating electronic editions simulation visual models projectors, multimedia boards, cameras (photo, video, web, document, etc.), etc. 3.8. principle of linking learning to practice the implementation of the principle of linking learning to practice in the specialized chemistry training involves the use of chemistry methods to solve problems with practical and industrial content, laboratory work and other educational research. the use of ict tools expands opportunities for students’ practical activities in class and in extracurricular activities, giving students the opportunity to use in practice the acquired theoretical knowledge, even in cases where the phenomenon or process being studied is not directly available. many types of elrs purposes are used to support the practical activities of students in the specialized chemistry training , the most important of which are listed in table 2. demonstration electronic publications include materials of electronic journals of the relevant subject area, popular science information sources in electronic form, educational and popular science films of industrial content and appropriate presentation materials. the functions of electronic workshops and simulators are performed by the following electronic publications: “chemistry. grades 8-11. virtual laboratory”, “virtual chemical laboratory. grade 11”, “chemistry. virtual laboratory. simulators”, program-methodical complex “interactive creative tasks. chemistry. grades 8-9”, open wonderland virtual environment, ir tutor, some game and test programs, etc. the functions of computer-based learning laboratories and simulation modeling editions are performed by the following software products: chemlab [54], crocodile chemistry [20], virtual lab [19], chemical section of phet interactive simulations, virtulab and wolfram demonstrations project. the functions of modeling editions are performed by the following software resources: cortona3d, labview, hyperchem, etc. as programs necessary for solving problems of a certain class, automation of calculations, processing the results of the experiment, etc., i.e. the subject package of applied programs can be considered: chemical calculators (chemix school, chemmaths and online chemistry calculator (https://allcalc.ru/taxonomy/term/1)), electronic laboratory journals (https://www. 637 https://doi.org/10.55056/etq.22 http://web.archive.org/web/20140807012700/http://files.school-collection.edu.ru/dlrstore/222a64f4-2e47-1568-b821-12dfdc4aa183/himiya_8_11_uei.zip https://www.znanius.com/4634.html https://www.znanius.com/4634.html http://www.mmlab.ru/products/order_chem.shtml http://school.nd.ru/products/show.php?product_id=110 http://school.nd.ru/products/show.php?product_id=110 http://www.openwonderland.org/ http://www.columbia.edu/itc/chemistry/chem-c1403/ir_tutor/irtutor.htm https://phet.colorado.edu/en/simulations/filter?subjects=chemistry&type=html,prototype http://virtulab.net/index.php?view=category&id=57 https://demonstrations.wolfram.com/topic.html?topic=chemistry https://demonstrations.wolfram.com/topic.html?topic=chemistry https://www.cortona3d.com/en/viewers https://www.ni.com/nl-nl/shop/labview.html http://www.hypercubeusa.com/ https://www.chemix-chemistry-software.com/chemistry-software.html https://chemmaths.en.uptodown.com/windows https://allcalc.ru/taxonomy/term/1 https://www.dotmatics.com/products/studies-notebook/ https://www.dotmatics.com/products/studies-notebook/ educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 table 2 elrs for implementing the principle of linking learning to practice in the specialized chemistry training. elr type implementation of the principle of linking learning to practice in the specialized chemistry training electronic workshop simulator software practical tasks and exercises for consolidation of competencies, practical skills and application of theoretical knowledge, self-training computer-based learning laboratory research with remotely controlled objects, mathematical, informational and simulation visual models simulation modeling editions computer modeling tools to change (control) individual structural and functional characteristics of the model modeling editions tools for building and researching models subject packages of application programs programs for solving problems of a certain class, automation of calculations and other similar operations demonstration electronic editions visual representation of ways of applying methods and means of chemistry to meet the mankind needs dotmatics.com/products/studies-notebook/) and specialized computer modeling tools. the most complete functions of all types of elr implementation of the principle of linking learning to practice in specialized chemistry training are implemented by virtual chemical laboratories, which provide the following opportunities: • safe research; • repeated performance of experiments, which might be labor-consuming or time-consuming in a real lab; • familiarization of students with the technique of performing experiments, chemical utensils and equipment. semerikov et al. [81], teplytskyi [84] has shown that computer modeling in the environment of spreadsheets is an effective means of developing the creative abilities of students, which allows a large number of different calculations using a powerful set of built-in functions and user-created formulas, obtaining data samples that meet certain criteria, visually presenting calculation results with graphs and charts, performing statistical analysis of data and examining the influence of different factors on them. the main advantage of spreadsheets over specialized modeling tools is the ease of use of data processing tools and the step-by-step (in rows and cells of the table) presentation of each stage of data processing. in addition, the use of spreadsheets usually does not require the user to have special training in programming. 3.9. principle of individualization the principle of individualization acts both as a general didactic and as a principle of specialized training and provides direction to take into account individual characteristics and creating 638 https://www.dotmatics.com/products/studies-notebook/ https://doi.org/10.55056/etq.22 https://www.dotmatics.com/products/studies-notebook/ educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 conditions for the development of each student, which is the basis for the implementation of personality-centered learning in specialized school. one of the disadvantages of using a computer in the learning process, according to some researchers, is the disruption of direct communication between students and the teacher. but often the teacher’s productive communication in the classroom is only with individual students, while others may be distracted by other activities. using a computer allows the teacher to transfer some teaching functions to it, which frees the teacher from some reproductive forms of organization of training and provides more attention to the individual approach to each student [4, p. 16]. komissarova et al. [38] define individualization of learning as such an organization of the educational process in which methods, techniques, the pace of learning are selected based on the level of development of learning abilities, preparedness and other individual differences of students. individualized learning is based on the student’s model and provides learning influences based on this model. individualized learning provides an opportunity to most effectively organize the learning process through the optimal distribution of learning time, organization of educational material in accordance with the characteristics of the student and the choice of adequate teaching methods and features of student learning management [38]. the availability of modern computing devices allows each student to work with them individually or in small groups at a comfortable pace and with the ability to choose the level of complexity of the material. individualized learning can be organized in three modes: • the choice of learning influences is entirely computer-driven; • the way of controlling the learning process is chosen by the students; • mixed management of the educational process. adequate selection of learning influences in the implementation of individualized computerassisted learning is based on a dynamic model of the student’s personality and activity, taking into account intellectual, emotional-personal and motivational-demand characteristics. komissarova et al. [38] identify four main groups of characteristics of the psychological portrait of students, which can have a significant impact on the learning process and require adaptation of the educational system: • personal factors (intelligence, extraversion / introversion, anxiety, creativity); • cognitive styles (field independence, suggestibility, critical thinking, imagery, rigidity, operational / conceptual learning); • learning strategies (heuristics / systematicity, serialism / holism); • subjective structure of knowledge (inference rules, schemes, semantic network). one of the essential features of individualized computer-based learning is the constant feedback between the computer and the user. students have a certain freedom of action, which creates the preconditions for the formation of personal cognitive style. being able to work with a computer individually also reduces the psychological burden of fearing the wrong answer, which 639 https://doi.org/10.55056/etq.22 educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 will be assessed by the teacher and other students: a certain confidentiality of intermediate results makes the learning process more comfortable. the learning process can be considered individualized if: 1) each student has his own automated workplace (stationary or mobile), equipped with an interactive terminal (usually with network access); 2) educational programs provide an opportunity to implement complex algorithms for multicriteria assessment of knowledge, skills and abilities, diagnosis of the state and behavior of the student and have a developed tools for decision-making on learning management; 3) communication tools provide an opportunity to provide a dialogue with the student in a particular subject area in natural language. individualized learning can be organized based on the use of automated and expert learning systems [38]. a representative of automated learning systems is the moodle system – a software package for creating and managing e-learning courses. the moodle system has a wide range of tools for organizing and supporting learning, including advanced tools for learning communication between course participants. voronkin [90, p. 120] notes that moodle provides an opportunity to implement active and group teaching methods, provided by available pedagogical tools with a variety of methodological equipment: reference, information, communication, control, management, collection, processing and storage of data on the course. such a wide set of tools provides the opportunity to flexibly plan and control the learning process, distribute, collect and test tasks, coordinate students’ activities by choosing individual learning strategies for each student. the theoretical basis for the creation and application of e-learning courses in moodle are the pedagogical principles of social constructivism [25]: 1. organization of learning through research. according to this idea, it is possible to qualitatively improve and quantitatively speed up the process of cognition, if you organize it as an interaction of students with specially designed objects and modeling environments. 2. designing learning and research communities. building communities is important for collaborative learning research. for this purpose, in addition to learning objects of different complexity and other material for research and experimentation, it is necessary to create communities of learning process participants by constructing such rules of its internal social interactions, which will provide new dimensions to the learning process and thereby enrich it. the study material should be designed in such a way that a special distribution of roles and research activities of the students is possible in relation to it. the distribution should reveal the essential characteristics of the reality to be taught and create opportunities for joint meaningful discussions to deepen the understanding of the object or process under study. 3. personality orientation. the modern approach to understanding the learning content defines it as an activity aimed at improving the system of personal constructs of students, so the learning content is personality-oriented and is formed by a teacher together with students in their personal movement along individual learning curves. 4. saturation of the educational space with knowledge carriers – the availability of a variety of literature (not only textbooks), possibility of work with experts (not necessarily with 640 https://doi.org/10.55056/etq.22 educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 professional teachers), with telecommunications networks (internet, local electronic resources), organization of visual and practical activities (work with laboratory equipment, with artifacts of culture, real productive activities), etc. the rich educational environment allows each student to acquire the experience of activity necessary for the development of personal construct system and to build his/her own educational trajectory. 5. cooperation – the teacher is not so much a “knowledge holder” as an equal partner in educational communication. an important component of the principle of cooperation is that each participant of the educational process (including the teacher) has a personal status, which is unequal and dynamically changing in different components of the educational process. it is customary to distinguish four levels of this status: visitor (guest), client, permanent member of the group for classes, expert (status is not assigned, but naturally determined by the educational community itself, so that the same person may have different statuses in different situations). another component of the principle of cooperation is the monitoring of personal educational achievements, and it is not about the assessment of the student by the teacher, but about the mutual evaluation of achievements by the educational community. the system, which implements the above principles, is open and aimed at forming a system of competencies. golenova and zhukova [30] emphasize that the use of moodle to manage the learning process provides: • multivariate presentation of educational information; • interactivity of learning; • creation of a constantly active reference system; • repeated repetition of training material; • automation of control of learning outcomes; • creating and maintaining of students’ portfolios; • regular monitoring of the activity and content of students’ work; • extensive opportunities for communication; • analysis of learners’ needs. the advantages of moodle are free distribution, multilingual interface, cross-platform, openness, the ability of users to participate in the development of new and improvement of previously created tools and applications of the system. due to the listed features, moodle contains not only general-purpose tools, but also tools specific to each academic discipline, and this set is constantly replenished by new developments of users [37]. in order to effectively support chemistry learning activities in moodle, support for specific components such as chemical language and chemical experiments is required. chemical language is a set of chemical nomenclature, terminology and symbols, the rules of their composition, transformation, interpretation and operation. if such components of chemical language as chemical nomenclature and terminology can be easily reproduced by standard means of presentation of text information, chemical symbolism usually requires the use of special software to reproduce its components such as chemical formulas (especially electronic, structural and display ones), symbols for writing chemical equations, etc. 641 https://doi.org/10.55056/etq.22 educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 since one of the most important functions of chemical language is the function of reality reflection, the chemical language ha found its continuation in modeling the structure of matter and its structural elements – it became possible to carry out transition from structural and display formula of substance to volumetric model of molecule or crystal lattice (3d visualization of formula). it is impossible to avoid using chemical symbols not only when creating a text or multimedia support for chemistry training material, but also when creating tests to check the level of knowledge of chemistry. to ensure the effectiveness of using chemical language in creating chemistry courses moodle provides a number of tools, of which it is possible to highlight the following [64]: • chemistry editor (https://moodle.org/plugins/atto_chemistry) – an add-on to the atto editor, which is a convenient tool for creating records of virtually all common types of chemical equations: molecular, ionic, thermochemical, nuclear reaction equations and reversible chemical processes; contains a built-in periodic table of chemical elements, as well as a set of functions to create specific components of chemical texts: ion charges, proton and nucleon numbers, arrows, etc., but does not provide the ability to create and edit electronic, structural and display chemical formulas; • easychem chemical structure and equation editor (https://moodle.org/plugins/atto_ easychem) – an add-on to the atto editor that provides the ability to create chemical formulas in html format; it contains a set of ready-made templates of chemical formulas and structures, which is sufficient to meet most needs of the user, who creates text using chemical symbols, but does not have the function of creating three-dimensional structures of molecules; • chemical structures and reactions editor (https://moodle.org/plugins/view/atto_structure) is an add-on to the atto editor that uses the chemaxon’s marvin js software package (https://chemaxon.com/products/marvin-js) and provides the ability to create electronic and structural formulas of substances (including their three-dimensional reflections), mainly organic molecules, as well as schemes and equations of reactions involving them; • chemrender filter (https://moodle.org/plugins/filter_chemrender) – a filter for embedding interactive 3d molecular structures that allows to upload ready-made files of 3d models of molecules or crystal structures and integrate them into the appropriate page of the training module; • java molecular editor (https://moodle.org/plugins/qtype_jme) – a question type that requires the student to draw a molecule in response to a question using a special editor; • easyochem (https://moodle.org/plugins/browse.php?list=set&id=59) – software for interactive learning and teaching chemistry, which includes some plug-ins include specially designed types of test tasks that involve working with chemical formulas: – newman projections (easyonewman) – test tasks for recognizing and interpreting newman projections for organic molecules, which supports different settings to create and view the conformations of molecules in different perspectives; – electron pushing / curved arrow (easyomech) – a task to test students’ knowledge of the mechanisms of chemical reactions, which is the need for interactive choice of the direction of transition of electron pairs, radicals, ions, etc.; 642 https://doi.org/10.55056/etq.22 https://moodle.org/plugins/atto_chemistry https://moodle.org/plugins/atto_easychem https://moodle.org/plugins/atto_easychem https://moodle.org/plugins/view/atto_structure https://chemaxon.com/products/marvin-js https://moodle.org/plugins/filter_chemrender https://moodle.org/plugins/qtype_jme https://moodle.org/plugins/browse.php?list=set&id=59 educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 – drag and drop organic chemistry nomenclature (easyoddname) – a question type designed to improve the understanding of iupac rules on the compilation of organic compound names; – 2d/3d structure display short answer (easyostructure) – a short answer question type that involves the interpretation and analysis of the structural formula of an organic molecule, provided in a special window in planar or three-dimensional display; – select atoms or molecules (easyoselect) – allows one to create questions using structural formulas of molecules or reaction schemes, the answer to which is the choice of individual atoms, chemical bonds and other structural elements of molecules according to the wording of the question; – fischer projections (easyofischer) – the student must create a fischer formula for an optically active organic compound, given in this type of question, by dragging atoms or groups of atoms into a specially prepared template; – lewis structures (easyolewis) – allows one to create tasks that requires the student to correctly place electron pairs and unpaired electrons in the formula according to the task; – name to structure or reaction (easyoname) – with chemaxon’s marvin applets one need to draw the structure of the molecule of the substance or a given reaction scheme; – spectra filter (chemdoodle) – a filter for moodle that converts links to jcamp-dx files into interactive images of the spectra of substances. in the moodle system we also introduced tools to support the most important component of chemistry learning and research activities – an experiment, in particular, a model chemistry experiment. such tools include a plugin (filter) vlabembed, which we developed in 2015 and which allows to embed the freely distributed chemcollective virtual lab into the pages of moodle course. virtual lab has the ability to model experiments in many areas of chemistry: analytical, physical, biochemistry, etc. the filter includes a localized version of virtual lab in ukrainian (both the interface and the repository of laboratory works are localized) [61]. 3.10. principles of differentiation and social balance complementary to the principle of individualization is another principle of specialized training – the principle of differentiation, which is to provide conditions for voluntary choice of students’ profile, based on their cognitive interests, abilities, achieved learning outcomes and professional intentions. in a broad sense, the differentiation of learning is understood as a form of taking into account the individual characteristics of students in the learning process based on their division into characteristic typological groups on various indicators (level of learning opportunities, performance, pace of learning, cognitive interest, etc.). the implementation of the principle of differentiation in the conditions of variability and diversity of chemical education raises the problem of providing specialized training for students of small groups and those students who have chosen a profile that is not available in the school. to solve this problem the principle of social balance provides coordination of three positions: 643 https://doi.org/10.55056/etq.22 educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 possibilities of educational services, demands of the labor market and social expectations of school graduates. ensuring the educational needs of students through the implementation of the last two principles is proposed through distance learning – individualized process of acquiring knowledge, skills, abilities and ways of cognitive activity, which occurs mainly through the mediated interaction of remote participants in a specialized environment, that operates on the basis of modern psychological and pedagogical and information and communication technologies. the purpose of distance learning is to provide educational services through the use of modern ict in education at certain educational qualification level in accordance with state educational standards, and the objectives are to provide citizens with the constitutional right to education and professional development regardless of gender, race, nationality, social and property status, type and nature of occupation, worldviews, religion, health, place of residence according to their abilities [52]. bykov [12], emphasizing the versatility and scope of distance learning, highlights among others the following characteristics: • distance learning is a form of education that creates conditions for students to freely choose the composition of academic disciplines, teaching staff in each of the disciplines and a particular educational institution; • distance learning is adaptive to the basic level of knowledge and specific learning objectives of students; • distance learning is focused on strengthening the active role of learners in their own education (setting educational goals, choosing dominant directions, forms and rates of learning), which makes it possible to solve specific problems related to the development of creative component of education and difficult to achieve according to traditional learning technologies; • distance learning technologies together with traditional ones (textbooks, other teaching aids) create a distributed learning environment accessible to a wide audience of users. a modern type of distance learning is e-distance learning (electronic distance learning, e-learning), which bykov [12] defines as “a type of distance learning in which participants in the educational process carry out mostly individualized educational interaction both asynchronously and synchronously using electronic transport systems for the delivery of teaching aids and other information objects”. melnychenko [49] notes that the distance form of learning changes the roles and content of activities of both teachers and students. in particular, the process of distance learning orients students to mostly independent, creative search, promotes the formation of skills to independently acquire knowledge and apply them in solving practical problems using ict tools. teachers must have a high level of proficiency in modern pedagogical and information and communication technologies, methods of creating and supporting a distance learning environment, be creatively active and motivated to constantly improve their skills. in general education institutions, the implementation of distance learning requires the availability of appropriate staffing and system support, which is not always available, especially in understaffed schools. according to bykov [15], it is effective to transfer the authority to provide 644 https://doi.org/10.55056/etq.22 educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 distance learning to external data processing centers (ict outsourcing). this enables schools to avoid regular updating and upgrading of their own ict infrastructure, reduce the number of their own ict services and the requirements for the professional competence of their staff, and, as a result, considerably reduce the overall cost of providing distance learning. in this context, it is advisable to widely use ict outsourcing in the process of education informatization based on cloud technologies, in the course of which the education system acquires new qualitative properties integrated through the creation of modern organizational and technological conditions for the activities of all participants in the educational process and improving the quality of educational services [15]. in order to organize distance learning, general education institutions may create classes (groups) with a distance form of training [53]. this creates conditions for the implementation of specialized training in distance learning, in particular, in rural areas, in the absence of students to form a class, etc. [39], as well as in single-profile schools to ensure the choice of another profile by individual students (or, at the student’s request, the opportunity to simultaneously receive education in two profiles). 3.11. principles of variability and flexibility the essence of the principle of variability, complementary to the principles of differentiation and social balance, in the multilevel curricula, educational programs, educational content, the use of various technologies, providing students with the opportunity to choose freely studied subjects (courses), changes in activities, using an integrative approach in the study of subjects. the further development of this principle is the principle of flexibility, which essence in providing opportunities and conditions for changing the learning profile, content and forms of organization of specialized training, including distance learning, a wide choice of curriculum content and opportunities for its correction. the implementation of these principles requires the use of ict tools that provide adaptive multilevel learning, support for various pedagogical technologies (including game-based, projectbased, etc.) and a variety of ways to deliver and present learning materials. 3.12. principle of continuity the principle of continuity implies the relationship between pre-profile training (secondary school), specialized training (high school) and vocational training. in the ict-based chemistry teaching, this principle can be implemented in two ways: 1) “bottom-up”, when the same ict tool is used at both the previous and next level of training (e.g., mastering general-purpose spreadsheets in pre-profile computer science training, in profile chemistry training are used as a tool for processing experimental results, and in professional chemical training also as a modeling tool); 2) “top-down”, when the ict tool used to provide a higher level of training is methodically adapted for use at a lower level (e.g., computer modeling tools used in vocational training to investigate molecular structure and dynamics can be used in specialized chemistry training to visualize and animate them as a means of visualization. 645 https://doi.org/10.55056/etq.22 educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 3.13. principle of diagnostic and prognostic feasibility the principle of diagnostic and prognostic feasibility is to identify the abilities of students for a sound orientation to the profile of study and further professional self-determination. in the “concept of profile education in high school”, career guidance diagnosis is one of the leading forms of psychological support of specialized training aimed to identify interests, aptitudes, abilities and professionally important personality traits in the context of students’ professional self-determination. career guidance diagnostic techniques help to assess the level of readiness for educational and professional prospects. interviews in career guidance offices are among the main forms of pre-profile training of students [51]. most often, psychological career guidance diagnosis consists of testing, interviewing, or surveying. based on the interpretation of the results of these activities, a conclusion is made about the student’s aptitude to a particular area of human activity, certain professions and so on. as the procedure of testing and interpretation of results can be easily automated, a large number of such diagnostic career guidance activities are carried out using ict (partially or fully), including network (the latter provide the opportunity to organize mass testing). among the resources aimed at the professional diagnosis of students and entrants, it should be noted: • “proforientator-ua” (https://proforientator.com.ua/ua/) is designed for students, graduates and entrants aged 13-18 years, which consists of: computer testing (in the computer class, duration about one hour), obtaining the results of the test in print and individual counseling (personally qualified psychologist in the presence of parents, lasting about one hour), which can be organized online; • “career guidance platform of state employment service” (http://profi.dcz.gov.ua/tests/) is designed to provide career guidance services remotely: the registered user has the opportunity to receive free career guidance services in an online format without visiting the employment center and to make his own career guidance in case of need: choosing (changing) a profession; choice of future direction for vocational training; determination of the aptitude for entrepreneurial activities evaluation of own abilities and skills (soft skills); self-development. • “proforientator.info” (http://proforientator.info/?page_id=100) propose a 3 groups of tests: 1) tests to determine in which profession you would want to work: differential diagnostic questionnaire; professional diagnostic questionnaire; j. holland’s test for determining professional personality types; method of studying motives for choosing a profession; method of determining the motives for choosing the field of labor activity; methodology “map of interests”; methodology for determining the type of profession (according to e. a. klimov); 2) tests to determine a capacity for certain professions: h. eysenck’s method of studying temperament; method of studying characterological traits of an individual; methodology for determining professionally important personality traits; 3) tests to determine which professions you have abilities for: method of determining a person’s general creative abilities; method of studying special human abilities; method of studying the individual’s volitional organization. 646 https://doi.org/10.55056/etq.22 https://proforientator.com.ua/ua/ http://profi.dcz.gov.ua/tests/ http://proforientator.info/?page_id=100 educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 3.14. principle of effectiveness according to pak [69, p. 59], the principles of learning also includes the principle of effectiveness, which implies the transition of knowledge into beliefs and actions in the process of productive interaction of learning participants. this principle reflects the competence approach to teaching chemistry. based on the essence of the principle, it is advisable to use ict tools to support collaborative learning and research activities for its implementation in specialized chemistry training: 1) tools for synchronous (text, audio, video chat, etc.) and asynchronous (e-mail, forums, voicemail, sms, etc.) educational communication; 2) lms tools for educational communication (in asynchronous and synchronous modes), conducting educational web conferences (webinars, virtual classes, etc.); 3) tools to support for collaborative learning and research activities, which provide the opportunity to create documents, provide access to them, edit, track the history of changes, save and synchronize them. at the current stage of ict development it is advisable to use tools to support collaborative learning and research activities using one of the cloud access models. models are most often used in specialized chemistry education: • saas (software as a service), in which the program runs on a remote server, and the results of its work are provided to the user through general-purpose client software (usually a web browser) or specialized software; • daas (desktop as a service), in which the client software provides the user with access to the source interface of a program (or several programs) running on the server. their use enables a certain group of users to work together and edit documents using browserbased, mobile, and other clients in both synchronous and asynchronous modes. multifunctional representatives of such tools include google drive, onedrive, which provide the ability to create, edit and save text documents, spreadsheets, presentations, survey forms and more. among cloud-based ict tools designed to support only one type of activity in the educational process are tools for creating diagrams, charts, mind maps (mindmeister, lucidchart), tools for creating presentations (prezi, canva), tools for creating posters (piktochart, stencil), tools for working with images (pixlr, pizap), etc. document-sharing tools include wiki and their analogues – websites or databases developed by the user community by enabling users to add and edit content [44], as well as systems that support simple and accessible way to create hypertext and encourage individual and collective creation [25, p. 29]. the use of wiki in the educational process provides an opportunity to organize individual or group work of teachers and students, organize a comprehensive study of individual theoretical issues and create an encyclopedic knowledge base in a particular field of science, the opportunity to discuss content formatting and design, tracking the activity of participants who jointly create content, involving students in working with ict, etc. [31]. among the ukrainian-language wiki, there are several educational projects – in addition to wikipedia, these are wikiversity, wikibooks, wikiquote, wikisource, etc. 647 https://doi.org/10.55056/etq.22 https://www.google.com/drive/ https://www.microsoft.com/en-ww/microsoft-365/onedrive/online-cloud-storage https://www.mindmeister.com/ https://www.lucidchart.com/pages/product https://prezi.com/ https://www.canva.com/free/ https://piktochart.com/ https://getstencil.com https://pixlr.com/ https://www.pizap.com/ https://www.wikipedia.org/ https://www.wikiversity.org/ https://www.wikibooks.org/ https://www.wikiquote.org/ https://www.wikisource.org/ educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 a representative of collaborative software tools is github, which we used to develop the vlabembed filter (https://github.com/ssemerikov/moodle-filter_vlabembed) for the moodle lms [61]. 4. method thus, to ensure the implementation of the principles of specialized chemistry training, ict tools are used, which can be divided into two groups: 1) general purpose ict tools: • virtual learning environments (open wonderland, opensim etc.) – internet resources to provide collaborative learning activities of users represented by avatars, in real time with remote access; • graphic editors (paint, paint.net, gimp, 3ds max, blender, photoshop, coreldraw, etc.) – software for creating and editing images, photo effects and artistic compositions; • expert systems (clips, expertise2go, etc.) – software for obtaining an expert opinion or assessment in a particular field of knowledge, based on certain source data; • electronic laboratory journals (electronic lab notebook, etc.) – software for entering, formatting and saving data obtained as a result of the experiment; • spreadsheets (microsoft excel, collabora online calc, google sheets, gnumeric, etc.) – software for organizing, storing and processing data in tabular form; • audio and video processing and playback tools (virtualdub, imovie, blender, audacity, obs studio, movie maker, mplayer, etc.) – software that allows you to edit, convert and play audio and video files in various formats; • tools for viewing e-books (coolreader, djvu viewer, fbreader, eboox, etc.) – software for viewing printed publications in electronic formats; • tools for building relationships diagrams (coggle, xmind, freemind, etc.) – software for creating and saving relationships diagrams; • authoring tools (adobe captivate, lectora, articulate storyline 360, sap litmos lms, cognitive tutor authoring tools, etc.) – tools for developing the content of e-learning courses: e-textbooks, e-lab workshops, tests, reference books, auxiliary learning materials based on internet technologies; • tools for synchronous and asynchronous educational communication (e-mail, forums, voicemail, sms, etc.; text, audio, video chats, etc.) – software for exchanging text, audio and video messages between users; • tools for career guidance diagnostics (“proforientator-ua”, “career guidance platform of state employment service”, “proforientator.info”, etc.) – software for determining personal inclinations and preferences of students regarding branches of knowledge and future areas of activity by testing; • tools for control and self-control of educational achievements (mytest, multitester, unitest system, hot potatoes, etc.) – software that contain a system of tasks and automate procedures for control, processing and analysis of its results; 648 https://doi.org/10.55056/etq.22 https://github.com https://github.com/ssemerikov/moodle-filter_vlabembed http://www.openwonderland.org/ https://simtk.org/projects/opensim https://jspaint.app/ https://www.getpaint.net/ https://www.gimp.org/ https://www.autodesk.com/products/3ds-max/free-trial https://www.blender.org/ https://www.adobe.com/products/photoshop/free-trial-download.html https://www.coreldraw.com/ https://clipsrules.net/ http://web.archive.org/web/20190102043126/https://expertise2go.com/ https://www.dotmatics.com/capabilities/electronic-lab-notebook https://office.live.com/start/excel.aspx https://www.collaboraoffice.com/ https://www.google.com/sheets/about/ http://www.gnumeric.org/ https://www.virtualdub.org/ https://www.apple.com/imovie/ https://www.blender.org/ https://www.audacityteam.org/ https://obsproject.com/ https://apps.microsoft.com/store/detail/movie-maker-video-editor-free/9mvfq4lmz6c9?hl=en-us&gl=us http://mplayerhq.hu/design7/news.html http://www.djvuviewer.com/ https://fbreader.org/en https://eboox.ru/en/ https://coggle.it/ https://www.xmind.app/ http://freemind.sourceforge.net/wiki/index.php/main_page https://www.adobe.com/products/captivate.html https://www.elblearning.com/create-learning/lectora https://articulate.com/360/storyline https://www.litmos.com/platform/authoring-tools http://ctat.pact.cs.cmu.edu/ https://proforientator.com.ua/ua/ http://profi.dcz.gov.ua/tests/ http://profi.dcz.gov.ua/tests/ http://proforientator.info/?page_id=100 http://matematica.inf.ua/files/program/program_all/mytest.html https://rowi.org.ua/8-programmy/4-multitester-system https://sight2k.com/unitest/ https://hotpot.uvic.ca/ educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 • tools for planning educational activities: electronic calendars, organizers, planners (google calendar, zoho calendar, leadertask, outlook, etc.) – software for planning and organizing personal and collaborative activities, efficient allocation of working time and coordination of deadlines for individual stages of research; • tools for conducting educational web conferences: webinars, virtual classes, etc. (wiziq, bigbluebutton, microsoft teams, google meet, etc.) – tools for distance learning by providing remote communication between participants of the educational process in real time; • multimedia presentation creation tools (apache openoffice impress, powerpoint, prezi, photopia, etc.) – software to create, edit and save multimedia presentations in the form of a sequence of slides; • general-purpose search engines (google, bing, petal search, meta, mojeek, gigablast, sogou, etc.) – tools for finding information in the world wide web; • learning management systems (moodle, dokeos, blackboard learn, etc.) – software for the development and dissemination via the internet of structured learning materials (courses) with the possibility, in particular, to support distance learning; • database management systems (mysql, microsoft access, libreoffice base etc.) – software that provides the ability to create, update and administer databases, to process queries to them, as well as collect and analyze user data; • text editors (microsoft word, libreoffice writer, lyx, etc.) – tools for creating, editing, formatting and printing texts; • cloud-based tools for support collaborative learning and research activities (google drive, dropbox, onedrive, etc.) – internet document repositories and web-based tools for their collective viewing and editing. 2) ict tools for specialized chemistry training: • adaptive automated chemistry learning systems (“lehrprogramm chemie” [65], “basic concepts in organic chemistry: a programmed learning approach” [83], etc.) – programmed chemistry learning tools that automatically adjust to the individual characteristics of the learner; • virtual chemical laboratories (model science chemlab, crocodile chemistry, virtual lab, livechem, “chemistry. grades 8-11. virtual laboratory”, chemical section of phet interactive simulations, virtulab, wolfram demonstrations project, chemist, etc.) – tools for visual simulation of the flow chemical experiments that allow the user to manipulate virtual chemical equipment [60]; • electronic periodic systems (pl table, ptable, the periodic table of the elements by webelements, periodic table, etc.) – electronic versions of the periodic table of elements with multimedia presentation of information about them in different modes ; • computer modeling tools for chemical processes (hyperchem, mopac, etc.) – software for quantum chemical modeling, molecular mechanics and dynamics, calculation of structure, spectra, etc.; • chemistry educational games (chemical section of phet interactive simulations, “balancing chemical equations”, “chemical elements”, chembridge, chemroul, etc.) – computer games that use knowledge of chemistry as a story basis; 649 https://doi.org/10.55056/etq.22 https://calendar.google.com/calendar/u/0/r https://www.zoho.com/calendar/ https://www.leadertask.com/ https://outlook.live.com/owa/ https://www.wiziq.com/ https://bigbluebutton.org/ https://www.microsoft.com/en/microsoft-teams/group-chat-software https://meet.google.com/ https://www.openoffice.org/product/impress.html https://office.live.com/start/powerpoint.aspx https://prezi.com/ http://photopia.nl/proshow/ https://www.google.com/ https://www.bing.com/ https://www.petalsearch.com/ https://meta.ua/ https://www.mojeek.com/ https://www.gigablast.com/ https://www.sogou.com/ https://moodle.org/ https://www.dokeos.com/ https://www.anthology.com/products/teaching-and-learning/learning-effectiveness/blackboard-learn https://www.mysql.com/ https://www.microsoft.com/en-us/microsoft-365/access https://www.libreoffice.org/discover/base/ https://office.live.com/start/word.aspx https://www.libreoffice.org/discover/writer/ https://www.lyx.org/ https://www.google.com/drive/ https://www.dropbox.com/ https://www.microsoft.com/en-us/microsoft-365/onedrive/online-cloud-storage https://modelscience.com/products.html https://archive.org/details/crocodile-chemistry-6.05-portable https://chemcollective.org/vlabs https://chemcollective.org/vlabs https://vrchemistry.chem.ox.ac.uk/livechem/transitionmetals_content.html http://web.archive.org/web/20140807012700/http://files.school-collection.edu.ru/dlrstore/222a64f4-2e47-1568-b821-12dfdc4aa183/himiya_8_11_uei.zip https://phet.colorado.edu/en/simulations/filter?subjects=chemistry&type=html,prototype https://phet.colorado.edu/en/simulations/filter?subjects=chemistry&type=html,prototype http://virtulab.net/index.php?view=category&id=57 https://demonstrations.wolfram.com/topic.html?topic=chemistry http://thix.co/chemist https://pl-table.en.softonic.com/ https://ptable.com/?lang=en#properties https://www.webelements.com/ https://www.webelements.com/ https://www.rsc.org/periodic-table http://www.hypercubeusa.com/ http://openmopac.net/ https://phet.colorado.edu/en/simulations/filter?subjects=chemistry&type=html,prototype https://www.wartgames.com/themes/science/balancingchemicalequations.html https://www.wartgames.com/themes/science/balancingchemicalequations.html https://onlinetestpad.com/ru/test/120384-khimicheskie-elementy http://www.alhimik.ru/fun/chembridge.exe http://www.alhimik.ru/fun/chemroul.exe educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 • popular science and career guidance chemical internet resources (online versions of chemical journals, “chemistry and chemists”, specialized youtube channels, websites of scientific and educational institutions, chemical sites (acs education, xumuk.ru, chemie.de, chem4kids.com chemistry stack exchange, chemical book, etc.) – online versions of chemical journals, specialized youtube channels, sites of scientific and educational institutions, chemical sites, etc., which promote chemistry and professions related to it; • program-methodical complexes for chemistry education (“chemistry, grades 8-9”, “chemistry, grade 9”, “organic chemistry, grades 10-11”, “periodic table 2022: chemistry”, etc.) – complex of educational software to support chemistry teaching; • simulators and electronic workshops (“chemistry. grades 8-11. virtual laboratory”, “virtual chemical laboratory. grade 11”, “chemistry. virtual laboratory. simulators”, “interactive creative tasks. chemistry. grades 8-9”, ir tutor, etc.) – software designed to develop skills and abilities, application of theoretical knowledge, self-training; • chemical calculators (chemicalaid, chemical equations online!, chemix school, chemmaths, chemical engineering appsuite hd, etc.) – software designed to automate calculations when solving problems with chemical content; • chemical search engines (chemsrc, chemspider, pubchem, chemical structure lookup service, etc.) – databases containing information about the properties of substances and tools to optimize the search for this information; • chemical editors (chembio3d, chemdraw, chemsite, rasmol, biovia draw, symyx draw, jchempaint, chemsketch, marvinsketch, chempaster, molprime+, etc.) – software tools for creating, editing and processing graphic objects with chemical content (formulas, structures, devices, etc.). in order to determine the ict tools for specialized training chemistry which should be used in the process of the development of high school students’ research competencies, an expert evaluation was organized using an electronic questionnaire of specialists: chemistry researchers, and teachers of chemistry, science, and computer science. the questionnaire was posted at https://goo.gl/siscwg, the processing of the results of which made it possible to select the ict tools, the use of which in the development of students’ research competencies in the specialized chemistry training is pedagogically balanced. 5. results 42 respondents took part in the survey, of which 22% were teachers of schools, lyceums, gymnasiums, and 78% were university teachers and researchers of educational research institutes. the largest group consisted of university teachers with the title of associate professor – 43,9% of the total number of respondents. chemistry is taught by 31.7% of respondents, 22% teach other natural sciences, and 29.3% teach other courses (mostly mathematics and computer science). in terms of pedagogical or scientific-pedagogical work experience, the group with 11 to 20 years of work experience accounted for the greatest number of participants – 39%. years of experience less than 5 years were 7.3% of the respondents, from 5 to 10 years – 31.7%, from 21 to 30 years – 14.6%, from 40 to 50 years – 7.3%. 650 https://doi.org/10.55056/etq.22 http://chemistry-chemists.com https://www.acs.org/content/acs/en/education.html http://xumuk.ru/ https://www.chemie.de/ http://www.chem4kids.com/ https://chemistry.stackexchange.com/ https://www.chemicalbook.com/ http://media.slav.gov.ua/299/ http://media.slav.gov.ua/300/ http://media.slav.gov.ua/300/ https://ukrprog.com/index.php?productid=438 https://play.google.com/store/apps/details?id=mendeleev.redlime http://web.archive.org/web/20140807012700/http://files.school-collection.edu.ru/dlrstore/222a64f4-2e47-1568-b821-12dfdc4aa183/himiya_8_11_uei.zip https://www.znanius.com/4634.html http://www.mmlab.ru/products/order_chem.shtml http://school.nd.ru/products/show.php?product_id=110 http://www.columbia.edu/itc/chemistry/chem-c1403/ir_tutor/irtutor.htm https://www.chemicalaid.com/ https://chemequations.com/en/ https://www.chemix-chemistry-software.com/chemistry-software.html https://chemmaths.en.uptodown.com/windows https://chemmaths.en.uptodown.com/windows https://apps.apple.com/us/app/chemical-engineering-appsuite/id526158171 https://www.chemsrc.com/en/ http://www.chemspider.com/ https://pubchem.ncbi.nlm.nih.gov/ https://cactus.nci.nih.gov/cgi-bin/lookup/search https://cactus.nci.nih.gov/cgi-bin/lookup/search https://www.cambridgesoft.com/ensemble_for_chemistry/details/default.aspx?fid=13&pid=668 https://perkinelmerinformatics.com/products/research/chemdraw http://www.norgwyn.com/chemsite.html http://www.openrasmol.org/ https://www.3ds.com/products-services/biovia/products/scientific-informatics/biovia-draw/ https://symyx-draw.en.softonic.com/ https://symyx-draw.en.softonic.com/ https://jchempaint.github.io/ https://www.acdlabs.com/resources/free-chemistry-software-apps/chemsketch-freeware/ https://chemaxon.com/products/marvin https://archive.org/details/tucows_332333_chempaster https://apps.apple.com/us/app/molprime/id497295446 https://goo.gl/siscwg educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 respondents were asked to evaluate the feasibility of using each of the 31 ict tools for the development of students’ research competencies in specialized chemistry training according to the following scale: “it is difficult to determine the answer”, “it is inexpedient to use the tool”, “it is rather advisable to use the tool than inexpedient” and “it is advisable to use the tool”. the evaluation results are given in table 3. all expert assessments were divided into two categories – “confident” when one of the options was chosen, which clearly indicated the assessment of the feasibility of using ict, and “unconfident” when the expert could not determine the feasibility of using this ict to develop students’ research competencies in specialized chemistry training, choosing “it is difficult to determine the answer”. the experts’ confidence rating in assessing the feasibility of using ict tools to develop students’ research competencies in specialized chemistry training 𝑥𝑐𝑜𝑛 is the ratio of the total number of “confident” answers 𝑛𝑐𝑜𝑛 to the total number of answers 𝑛𝑡𝑜𝑡: 𝑥𝑐𝑜𝑛 = 𝑛𝑐𝑜𝑛 𝑛𝑡𝑜𝑡 . assessment of the feasibility of using ict tools for the development of students’ research competencies in specialized chemistry training 𝑥𝑓𝑠𝑏 was calculated as the ratio of the difference between the number of “feasible” 𝑛𝑎𝑑𝑣 and “not feasible” 𝑛𝑖𝑛𝑥 evaluations to the number of “confident” expert evaluations 𝑛𝑐𝑜𝑛: 𝑥𝑓𝑠𝑏 = 𝑛𝑎𝑑𝑣 − 𝑛𝑖𝑛𝑥 𝑛𝑐𝑜𝑛 . the boundary value of the feasibility of using a particular ict tool (𝑥𝑓𝑠𝑏=0.65) was defined as the arithmetic mean of the estimates of feasibility 𝑛𝑎𝑑𝑣 of all tools 𝑛𝑎𝑙𝑚=31: 𝑥𝑓𝑠𝑏 = 1 𝑛𝑎𝑙𝑚 𝑛𝑎𝑙𝑚∑︁ 𝑖=1 𝑥𝑓𝑠𝑏 𝑖. thus, according to the experts’ opinion, 17 ict tools were the most feasible to develop students’ research competencies in specialized chemistry training (in table 3 their feasibility and confidence assessments are highlighted in bold): • spreadsheets (𝑥𝑓𝑠𝑏=0.80); • tools of control and self-control of educational achievements (𝑥𝑓𝑠𝑏=0.76); • multimedia presentation creation tools (𝑥𝑓𝑠𝑏=0.76); • general-purpose search engines (𝑥𝑓𝑠𝑏=0.85); • learning management systems (𝑥𝑓𝑠𝑏=0.72); • text editors (𝑥𝑓𝑠𝑏=0.76); • cloud-based tools to support collaborative learning and research activities (𝑥𝑓𝑠𝑏=0.72); • adaptive automated chemistry learning systems (𝑥𝑓𝑠𝑏=0.76); • virtual chemical laboratories (𝑥𝑓𝑠𝑏=0.92); • electronic periodic systems (𝑥𝑓𝑠𝑏=0.71); • computer modeling tools for chemical processes (𝑥𝑓𝑠𝑏=0.75); • chemistry educational games (𝑥𝑓𝑠𝑏=0.74); 651 https://doi.org/10.55056/etq.22 educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 table 3 the results of expert evaluation of the using feasibility of ict tools for the development of students’ research competencies in specialized chemistry training. ict tool answer evaluation it is di ffi cu lt to de te rm in e th e an sw er it is in ex pe di en t to us e th e to ol it is ra th er ad vi sa bl e to us e th e to ol th an in ex pe di en t it is ad vi sa bl e to us e th e to ol fe as ib il it y c on fi de n ce virtual learning environments 6 2 15 18 0.46 0.85 graphic editors 1 5 13 22 0.43 0.98 expert systems 15 3 13 10 0.27 0.63 electronic laboratory journals 3 1 12 25 0.63 0.93 spreadsheets 0 1 6 34 0.80 1.00 audio and video processing and playback tools 2 1 16 22 0.54 0.95 tools for viewing e-books 1 0 17 23 0.58 0.98 tools for building relationship diagrams 1 2 12 26 0.60 0.98 authoring tools 2 3 13 23 0.51 0.95 tools for synchronous and asynchronous educational communication 2 1 12 26 0.64 0.95 tools for career guidance diagnostics 10 3 9 19 0.52 0.76 tools for control and self-control of educational achievements 0 1 8 32 0.76 1.00 tools for planning educational activities: electronic calendars, organizers, planners 0 3 14 24 0.51 1.00 tools for conducting educational web conferences: webinars, virtual classes, etc. 3 1 17 20 0.50 0.93 multimedia presentation creation tools 0 1 8 32 0.76 1.00 general-purpose search engines 0 0 6 35 0.85 1.00 learning management systems 2 1 9 29 0.72 0.95 database management systems 7 4 18 12 0.24 0.83 text editors 0 0 10 31 0.76 1.00 cloud-based tools for support collaborative learning and research activities 2 1 9 29 0.72 0.95 adaptive automated chemistry learning systems 7 1 6 27 0.76 0.83 virtual chemical laboratories 3 0 3 35 0.92 0.93 electronic periodic systems 3 0 11 27 0.71 0.93 computer modeling tools for chemical processes 1 0 10 30 0.75 0.98 chemistry educational games 2 0 10 29 0.74 0.95 popular science and career guidance chemical internet resources 1 0 9 31 0.78 0.98 program-methodical complexes for chemistry education 1 0 9 31 0.78 0.98 simulators and electronic workshops 1 0 6 34 0.85 0.98 chemical calculators 1 1 12 27 0.65 0.98 chemical search engines 2 0 10 29 0.74 0.95 chemical editors 3 0 7 31 0.82 0.93 mean 2.65 1.16 10.65 26.55 0.65 0.94 • popular science and career guidance chemical internet resources (𝑥𝑓𝑠𝑏=0.78); • program-methodical complexes for chemistry education (𝑥𝑓𝑠𝑏=0,78); • simulators and electronic workshops (𝑥𝑓𝑠𝑏=0.85); 652 https://doi.org/10.55056/etq.22 educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 • chemical search engines (𝑥𝑓𝑠𝑏=0.74); • chemical editors (𝑥𝑓𝑠𝑏=0.82). thus, out of 20 general-purpose ict tools, 7 were considered the most expedient, and out of 11 specilezed ict tools for chemistry profile teaching – 10. 6. discussion and conclusion the arithmetic mean of the confidence of experts in assessing the feasibility of using ict tools for the development of students’ research competencies in specialized chemistry training is 0.94, which indicates high awareness of experts with the proposed ict tools and high confidence in assessing the feasibility of using these tools to develop students’ research competencies. at the same time, we can identify several ict tools for which the confidence score was significantly lower than the arithmetic mean: • virtual learning environments; • expert systems; • tools for career guidance diagnostics; • database management systems; • adaptive automated chemistry learning systems. such low confidence ratings mean that a significant number of experts cannot determine the feasibility of using a particular ict tool for the development of students’ research competencies, which in most cases is caused by by lack of awareness of the tool’s capabilities, methods of its use in specialized chemistry training, low availability of the tool due to high cost or lack of localization in ukrainian, etc. the tools that received a low confidence rating are used sporadically in the practice of teaching chemistry or are not in the professional interests of chemistry teachers, and the methodology of using such ict tools in specialized chemistry training is undeveloped. however, despite the low confidence rating, a tool such as “adaptive automated chemistry learning systems” was identified by experts as one of the most appropriate for the formation of research competencies of students in specialized teaching of chemistry. at the same time, despite the low confidence rating, such a tool as adaptive automated chemistry learning systems was identified by the experts as one of the most appropriate for the development of high school students’ research competencies in specialized chemistry training. approximately half of the proposed ict tools were assessed by experts as appropriate for the development of students’ research competencies in specialized chemistry training, and the largest number of them are tools that are ict tools for specialized chemistry training. this state of affairs on the one hand means the need for continuous development and improvement of ict teaching aids in chemistry, expanding their range and methodological justification for their use, and on the other hand – the lack of adaptability of general purpose ict teaching aids to develop research competencies in chemistry teaching. among the ict tools with the highest feasibility ratings are: virtual chemical laboratories; general purpose search engines; simulators and electronic workshops. 653 https://doi.org/10.55056/etq.22 educational technology quarterly, vol. 2021, iss. 4, pp. 617-661 https://doi.org/10.55056/etq.22 according to the survey results, the least feasible for the development of students’ research competencies in specialized chemistry training is the use of expert systems and database management systems. the results of the research allow to substantiate the choice of the most appropriate ict tools for the development of students’ research competencies in the specialized chemistry training. taking into account the results of previous research aimed at creating a system of students’ research competencies in specialized chemistry training [58, 62], the next stage of the research is to determine the role of ict tools in shaping the particular components of the system of students’ research competencies in specialized chemistry training. the next research question will be to determine the most appropriate ict tools for the development of each specific research competence. the solution of this problem will make it possible to create a model for the development of high school students’ research competencies in computer-based specialized chemistry training. references [1] 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[94] zolotov, i.a. and vershinin, v.i., 2008. istoriia i metodologiia analiticheskoi khimii [history and methodology of analytical chemistry]. 2nd ed. moscow: akademiia. 661 https://doi.org/10.55056/etq.22 https://doi.org/10.1088/1742-6596/1691/1/012225 https://doi.org/10.1088/1742-6596/1691/1/012225 https://lib.iitta.gov.ua/4453/ http://tdo.at.ua/voronkin/ikt.pdf http://tdo.at.ua/voronkin/ikt.pdf https://doi.org/10.1007/s11165-013-9385-7 https://doi.org/10.1007/s11165-013-9385-7 https://ktoi.fi.npu.edu.ua/images/files/problemy_informatuzazii_navchalnogo_procesu.pdf https://ktoi.fi.npu.edu.ua/images/files/problemy_informatuzazii_navchalnogo_procesu.pdf https://lib.iitta.gov.ua/731245/ 1 introduction 2 theoretical background 3 ict for implementation of the principles of specialized chemistry training 3.1 principle of unity of educational, developmental and upbringing functions of teaching 3.2 principle of scientificity of the content and teaching methods 3.3 principle of systematicity and consistency 3.4 principle of strength of knowledge acquisition 3.5 principle of accessibility 3.6 principle of consciousness and activity of students 3.7 principle of visualization 3.8 principle of linking learning to practice 3.9 principle of individualization 3.10 principles of differentiation and social balance 3.11 principles of variability and flexibility 3.12 principle of continuity 3.13 principle of diagnostic and prognostic feasibility 3.14 principle of effectiveness 4 method 5 results 6 discussion and conclusion