Study of digital approach in education and psychology among selected users in Ukraine

Mykhailo Zhylin; Anel Tormanova; Yeva Poplavska; Mykola M. Chernov; Oleh Druz

doi:10.31893/multirev.2023spe007

Keywords:

Abstract

The purpose of the article is to study the digital approach in pedagogy and psychology of the future, to characterise the main trends and globalisation challenges that will accompany this process in the future. The scientific research methods used for the study are survey (with a coverage of 300 people), analysis, synthesis. Descriptive statistics, correlation and thematic analysis were used to summarise the quantitative results. The results of the study indicate that significant transformations are observed at the level of interaction between mentors and students, in the process of shaping the content of education and using tools for knowledge transfer. Until now, the focus of digital technologies has been on the interaction between teachers and students, but in the modern context, this approach has evolved into comprehensive horizontal communication within the educational community. The results of the study confirm that the use of digital tools is a productive and useful measure, which is recognised by most respondents. At the same time, a significant number of respondents use digital tools on a regular basis, even daily or several times a week. This indicates a high level of integration of digital technologies into the work of teachers and psychologists in general. It is important to note that, unlike European and American colleagues who actively introduce elements of artificial intelligence into the educational process and activities of psychologists, Ukrainian respondents mainly focus on the use of online platforms such as Zoom, Microsoft Teams, Google Meet, Moodle, Google Classroom, etc. This is in line with current trends in assessing the impact of digitalisation on the professional activities of teachers and psychologists. The conclusions indicate that it is equally important to further develop research in the direction of using foreign experience that actively implements the capabilities of artificial intelligence.
References
1. Ali, S. (2022). The effectiveness of immersive technologies for future professional education. Futurity Education, 2(2), 13–21. https://doi.org/10.57125/FED/2022.10.11.25
2. Amor, A. M., Hagiwara, M., Shogren, K. A., Thompson, J. R., Verdugo, M. Á., Burke, K. M., & Aguayo, V. (2018). International perspectives and trends in research on inclusive education: A systematic review. International Journal of Inclusive Education, 23(12), 1277–1295. https://doi.org/10.1080/13603116.2018.1445304
3. Anggraini, R., & Handayani, Y. (2022). Digitalization in education. Journal of Digital Education, Communication, and Arts (Deca), 5(01), 1–12. https://doi.org/10.30871/deca.v5i01.2942
4. Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID19. Journal of Education and E-Learning Research, 7(3), 285–292. https://doi.org/10.20448/journal.509.2020.73.285.292
5. Bakhmat, N. (2023). Features of using the opportunities of the digital environment of the higher educational institution for the development of future economists’ professional competence. Economics Affairs (Calcutta), 68(1s). https://doi.org/10.46852/0424-2513.1s.2023.6
6. Demiray, U. (2017). Is digital age “A Tsunami” for distance education?: Functional roles of scaffolding and meta-communication in digital learning environment. In Advances in Educational Technologies and Instructional Design (pp. 179–194). IGI Global. https://doi.org/10.4018/978-1-5225-1692-7.ch009.
7. Devadze, A., Gechbaia , B., & Gvarishvili, N. (2022). Education of the future: an analysis of definitions (literary review). Futurity Education, 2(1), 4–12. https://doi.org/10.57125/FED/2022.10.11.19
8. Hart-Davis, G. (2018). Using Google Classroom. In Deploying Chromebooks in the Classroom (p. 485–560). Berkeley, CA: Apress. doi:10.1007/978-1-4842-3766-3_8
9. Humeniuk, T., & Romaniuk, P. (2023). On the development of information and communication technologies in education of the future: the possibilities of cloud computing technology. Futurity Education, 3(1), 32–41. https://doi.org/10.57125/FED.2023.25.03.03
10. Jena, B. M., Gupta, S. L., & Mishra, N. (2021). Effectiveness of online learning and face-to-face teaching pedagogy. In Transforming Higher Education Through Digitalization (pp. 21–43). CRC Press.doi:10.1201/9781003132097-2.
11. Khan, F., & Vuopala, E. (2019). Digital competence assessment across generations. International Journal of Digital Literacy and Digital Competence, 10(2), 15–28. https://doi.org/10.4018/ijdldc.2019040102
12. Krymets, L. (2022). What must the education of the future be like to be really future? (Attempts of philosophical reflection). Futurity Philosophy, 1(4), 28–41. https://doi.org/10.57125/FP.2022.12.30.03
13. Lund, A., & Aagaard, T. (2020). Digitalization of teacher education. Nordic Journal of Comparative and International Education (NJCIE), 4(3-4), 56–71. doi:10.7577/njcie.3751. URL: https://jurnal.polibatam.ac.id/index.php/DECA/article/view/2942
14. Mahanta, B. (2022). Students attitude towards inclusive education. International Journal for Multidisciplinary Research, 04(04), 205–215. https://doi.org/10.36948/ijfmr.2022.v04i04.023
15. Maryanko, Y., & Ohrenich, M. (2023). Distance education features in the war conditions. Academic Notes Series Pedagogical Science, 1(208). doi:10.36550/2415-7988-2023-1-208-171-176
16. O’Leary, E. S., Shapiro, C., Toma, S., Sayson, H. W., Levis-Fitzgerald, M., Johnson, T., & Sork, V. L. (2020). Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-020-00230-7
17. Pereira, S., & Pereira, L. (2013). Digital Media in Primary Schools. Educational Policy, 29(2), 316–341. doi:10.1177/0895904813492378.
18. Poperechna, G. (2022). The analysis of the philosophical reflection on education of the future peculiarities. Futurity Philosophy, 1(3), 40–51. https://doi.org/10.57125/FP.2022.09.30.03
19. Rajab, K. D. (2018). The effectiveness and potential of E-learning in war zones: An empirical comparison of face-to-face and online education in Saudi Arabia. IEEE Access, 6, 6783-6794. doi:10.1109/access.2018.2800164. URL: https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8276222
20. Ritter, M. (2022). Digital Games in Primary School English Language Education. Anglistik, 33(1), 29–41. doi:10.33675/angl/2022/1/6 URL: https://angl.winter-verlag.de/article/angl/2022/1/6
21. Romanova, I., Kudin, S., Rybak, O., Zavalevskyi, Y., & Pushkarova, T. (2022). Influence of digital technologies of distance education on the mental health of a child in the conditions of wartime realities. Revista Amazonia Investiga, 11(56), 224-231. doi:10.34069/ai/2022.56.08.22
22. Safonov, Y., Usyk, V., & Bazhenkov, I. (2022). Digital transformations of education policy. Baltic Journal of Economic Studies, 8(2), 127–136. doi:10.30525/2256-0742/2022-8-2-127-136.
23. Santoveña-Casal, S., & Fernández Pérez, M. D. (2020). Sustainable Distance Education: Comparison of Digital Pedagogical Models. Sustainability, 12(21), 9067. https://doi.org/10.3390/su12219067
24. Semenets-Orlova, I., Klochko, A., Shkoda, T., Marusina, O., & Tepliuk, M. (2021a). Emotional intelligence as the basis for the development of organizational leadership during the covid period (educational institution case). Estudios De Economia Aplicada, 39(5) doi:10.25115/eea.v39i5.5074
25. Semenets-Orlova, I., Klochko, A., Tolubyak, V., Sebalo, L., & Rudina, M. (2020). Functional and role-playing positions in modern management teams: An educational institution case study. Problems and Perspectives in Management, 18(3), 129-140. doi:10.21511/ppm.18(3).2020.11
26. Semenets-Orlova, I., Teslenko, V., Dakal, A., Zadorozhnyi, V., Marusina, O., & Klochko, A. (2021b). Distance Learning Technologies and Innovations in Education for Sustainable Development. Studies of Applied Economics, 39(5). doi:10.25115/eea.v39i5.5065
27. SenthilVinayagam, S., Murthy, G. R. K., Akhila, K., & Yashavanth, B. S. (2020). Comparative analysis of learning models in distance education. The International Journal of E-Learning and Educational Technologies in the Digital Media, 6(1), 9–21. https://doi.org/10.17781/p002645
28. Tight, M. (2022). Research into leadership in higher education: A systematic review. In International perspectives on higher education research (p. 5–22). Emerald Publishing Limited. https://doi.org/10.1108/s1479-362820220000015001
29. Volkova, N., Poyasok, T., Symonenko, S., Yermak, Y., Varina, H., & Rackovych, A. (2022). Psychological and pedagogical features: The use of digital technology in a blended learning environment. Revista Tempos e Espaços em Educação, 15(34), e17232. doi:10.20952/revtee.v15i34.17232
30. White, J. R., Yang, T., Muñoz, A. S., & Gao, M. (2023). Digital competence and teaching practices of language teachers in Sweden in a COVID-19 world. In Digital education and learning (pp. 125–146). Springer International Publishing. https://doi.org/10.1007/978-3-031-12070-1_7
31. Williams, T. L., Walker, E., Ludlum, M., Edwards, M., & Gregory, K. (2023). Online Learning During the Covid Crisis: Student Views. Journal of Higher Education Theory and Practice, 23(2). https://doi.org/10.33423/jhetp.v23i2.5818

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Zhylin, M., Tormanova , A., Poplavska, Y., Chernov , M. M., & Druz , O. (2024). Study of digital approach in education and psychology among selected users in Ukraine. Multidisciplinary Reviews, 6, 2023spe007. https://doi.org/10.31893/multirev.2023spe007

[1] Ali, S. (2022). The effectiveness of immersive technologies for future professional education. Futurity Education, 2(2), 13–21. https://doi.org/10.57125/FED/2022.10.11.25

[2] Amor, A. M., Hagiwara, M., Shogren, K. A., Thompson, J. R., Verdugo, M. Á., Burke, K. M., & Aguayo, V. (2018). International perspectives and trends in research on inclusive education: A systematic review. International Journal of Inclusive Education, 23(12), 1277–1295. https://doi.org/10.1080/13603116.2018.1445304

[3] Anggraini, R., & Handayani, Y. (2022). Digitalization in education. Journal of Digital Education, Communication, and Arts (Deca), 5(01), 1–12. https://doi.org/10.30871/deca.v5i01.2942

[4] Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID19. Journal of Education and E-Learning Research, 7(3), 285–292. https://doi.org/10.20448/journal.509.2020.73.285.292

[5] Bakhmat, N. (2023). Features of using the opportunities of the digital environment of the higher educational institution for the development of future economists’ professional competence. Economics Affairs (Calcutta), 68(1s). https://doi.org/10.46852/0424-2513.1s.2023.6

[6] Demiray, U. (2017). Is digital age “A Tsunami” for distance education?: Functional roles of scaffolding and meta-communication in digital learning environment. In Advances in Educational Technologies and Instructional Design (pp. 179–194). IGI Global. https://doi.org/10.4018/978-1-5225-1692-7.ch009.

[7] Devadze, A., Gechbaia , B., & Gvarishvili, N. (2022). Education of the future: an analysis of definitions (literary review). Futurity Education, 2(1), 4–12. https://doi.org/10.57125/FED/2022.10.11.19

[8] Hart-Davis, G. (2018). Using Google Classroom. In Deploying Chromebooks in the Classroom (p. 485–560). Berkeley, CA: Apress. doi:10.1007/978-1-4842-3766-3_8

[9] Humeniuk, T., & Romaniuk, P. (2023). On the development of information and communication technologies in education of the future: the possibilities of cloud computing technology. Futurity Education, 3(1), 32–41. https://doi.org/10.57125/FED.2023.25.03.03

[10] Jena, B. M., Gupta, S. L., & Mishra, N. (2021). Effectiveness of online learning and face-to-face teaching pedagogy. In Transforming Higher Education Through Digitalization (pp. 21–43). CRC Press.doi:10.1201/9781003132097-2.

[11] Khan, F., & Vuopala, E. (2019). Digital competence assessment across generations. International Journal of Digital Literacy and Digital Competence, 10(2), 15–28. https://doi.org/10.4018/ijdldc.2019040102

[12] Krymets, L. (2022). What must the education of the future be like to be really future? (Attempts of philosophical reflection). Futurity Philosophy, 1(4), 28–41. https://doi.org/10.57125/FP.2022.12.30.03

[13] Lund, A., & Aagaard, T. (2020). Digitalization of teacher education. Nordic Journal of Comparative and International Education (NJCIE), 4(3-4), 56–71. doi:10.7577/njcie.3751. URL: https://jurnal.polibatam.ac.id/index.php/DECA/article/view/2942

[14] Mahanta, B. (2022). Students attitude towards inclusive education. International Journal for Multidisciplinary Research, 04(04), 205–215. https://doi.org/10.36948/ijfmr.2022.v04i04.023

[15] Maryanko, Y., & Ohrenich, M. (2023). Distance education features in the war conditions. Academic Notes Series Pedagogical Science, 1(208). doi:10.36550/2415-7988-2023-1-208-171-176

[16] O’Leary, E. S., Shapiro, C., Toma, S., Sayson, H. W., Levis-Fitzgerald, M., Johnson, T., & Sork, V. L. (2020). Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-020-00230-7

[17] Pereira, S., & Pereira, L. (2013). Digital Media in Primary Schools. Educational Policy, 29(2), 316–341. doi:10.1177/0895904813492378.

[18] Poperechna, G. (2022). The analysis of the philosophical reflection on education of the future peculiarities. Futurity Philosophy, 1(3), 40–51. https://doi.org/10.57125/FP.2022.09.30.03

[19] Rajab, K. D. (2018). The effectiveness and potential of E-learning in war zones: An empirical comparison of face-to-face and online education in Saudi Arabia. IEEE Access, 6, 6783-6794. doi:10.1109/access.2018.2800164. URL: https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8276222

[20] Ritter, M. (2022). Digital Games in Primary School English Language Education. Anglistik, 33(1), 29–41. doi:10.33675/angl/2022/1/6 URL: https://angl.winter-verlag.de/article/angl/2022/1/6

[21] Romanova, I., Kudin, S., Rybak, O., Zavalevskyi, Y., & Pushkarova, T. (2022). Influence of digital technologies of distance education on the mental health of a child in the conditions of wartime realities. Revista Amazonia Investiga, 11(56), 224-231. doi:10.34069/ai/2022.56.08.22

[22] Safonov, Y., Usyk, V., & Bazhenkov, I. (2022). Digital transformations of education policy. Baltic Journal of Economic Studies, 8(2), 127–136. doi:10.30525/2256-0742/2022-8-2-127-136.

[23] Santoveña-Casal, S., & Fernández Pérez, M. D. (2020). Sustainable Distance Education: Comparison of Digital Pedagogical Models. Sustainability, 12(21), 9067. https://doi.org/10.3390/su12219067

[24] Semenets-Orlova, I., Klochko, A., Shkoda, T., Marusina, O., & Tepliuk, M. (2021a). Emotional intelligence as the basis for the development of organizational leadership during the covid period (educational institution case). Estudios De Economia Aplicada, 39(5) doi:10.25115/eea.v39i5.5074

[25] Semenets-Orlova, I., Klochko, A., Tolubyak, V., Sebalo, L., & Rudina, M. (2020). Functional and role-playing positions in modern management teams: An educational institution case study. Problems and Perspectives in Management, 18(3), 129-140. doi:10.21511/ppm.18(3).2020.11

[26] Semenets-Orlova, I., Teslenko, V., Dakal, A., Zadorozhnyi, V., Marusina, O., & Klochko, A. (2021b). Distance Learning Technologies and Innovations in Education for Sustainable Development. Studies of Applied Economics, 39(5). doi:10.25115/eea.v39i5.5065

[27] SenthilVinayagam, S., Murthy, G. R. K., Akhila, K., & Yashavanth, B. S. (2020). Comparative analysis of learning models in distance education. The International Journal of E-Learning and Educational Technologies in the Digital Media, 6(1), 9–21. https://doi.org/10.17781/p002645

[28] Tight, M. (2022). Research into leadership in higher education: A systematic review. In International perspectives on higher education research (p. 5–22). Emerald Publishing Limited. https://doi.org/10.1108/s1479-362820220000015001

[29] Volkova, N., Poyasok, T., Symonenko, S., Yermak, Y., Varina, H., & Rackovych, A. (2022). Psychological and pedagogical features: The use of digital technology in a blended learning environment. Revista Tempos e Espaços em Educação, 15(34), e17232. doi:10.20952/revtee.v15i34.17232

[30] White, J. R., Yang, T., Muñoz, A. S., & Gao, M. (2023). Digital competence and teaching practices of language teachers in Sweden in a COVID-19 world. In Digital education and learning (pp. 125–146). Springer International Publishing. https://doi.org/10.1007/978-3-031-12070-1_7

[31] Williams, T. L., Walker, E., Ludlum, M., Edwards, M., & Gregory, K. (2023). Online Learning During the Covid Crisis: Student Views. Journal of Higher Education Theory and Practice, 23(2). https://doi.org/10.33423/jhetp.v23i2.5818

Abstract

References

How to cite