Adapting Curricula to the Needs of the Modern Digital Society in Ukraine
DOI:
https://doi.org/10.57125/FED.2024.09.25.14Keywords:
pedagogical innovations, digital technologies, transformation of the educational system, integration of information and communication technologies, primary activitiesAbstract
Digital technologies are a complete social fact, covering all aspects of human activity, including economic, administrative, social and political contexts. The education system is no exception. However, questions remain about the optimal implementation of digital technologies in school and higher education. The purpose of this study is to analyse the potential for adapting curricula to the requirements of the modern digital society in Ukraine. The study used the Web of Science, Google Scholar and Scopus databases to search for relevant literature. The criteria for selecting literature included publications that were published in periodicals over the past 5 years and contained keywords related to the chosen research topic. The search algorithm involved entering keywords into the search bar of each database, filtering the results according to the specified criteria, and analysing the titles and abstracts to further select relevant studies. To analyse the data, SPSS (Statistical Package for the Social Sciences) software was used for statistical analysis of the survey results. Correlation and regression analysis methods were also used to establish relationships between various factors. Reliability and validity of the methods were verified by testing the instruments on a small pilot group before the large-scale study. The results of the study showed that the real value of digital technologies is gradually becoming a subject of debate, but remains little known and difficult to generalise. Questions about the presence of digital technologies in education cause concern and sometimes opposition both among the educational community and in public discourse. In addition, defining the future competences expected of teachers is a complex task. It is likely that they will increasingly focus on collaboration, communication, critical thinking and creativity. Thus, developing adaptability and adapting curricula to digital trends remains the main preparation for future challenges.
Despite the growing prevalence of digital tools, there are significant differences in equipment, network access and digital skills among the population. Consequently, there is a significant gap between personal use of digital tools and their school, university and professional use.
References
Abdur Rehman, M., Soroya, S. H., Abbas, Z., Mirza, F., & Mahmood, K. (2021). Understanding the challenges of e-learning during the global pandemic emergency: the students' perspective. Quality Assurance in Education, 29(2/3), 259-276. https://www.emerald.com/insight/content/doi/10.1108/QAE-02-2021-0025/full/html.
Adem, H., & Berkessa, M. (2022). A case study of EFL teachers' practice of teaching speaking skills vis-à-vis the principles of Communicative Language Teaching (CLT). Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2087458
Alhasani, M. (2022). Measuring graduate students' perceptions of an academic English reading and writing course during turbulent times-a case study from Albania. In International Perspectives on Teaching and Learning Academic English in Turbulent Times (pp. 113-129). Routledge. https://doi.org/10.4324/9781003283409-13
Alotumi, M. (2022). Factors influencing graduate students' behavioural intention to use Google Classroom: A case study-mixed methods research. Education and Information Technologies, 27(7), 10035-10063. https://link.springer.com/article/10.1007/s10639-022-11051-2
Alqahtani, A. Y., & Rajkhan, A. A. (2020). E-learning critical success factors during the covid-19 pandemic: A comprehensive analysis of e-learning managerial perspectives. Education sciences, 10(9), 216. https://doi.org/10.3390/educsci10090216
Barron, L. (2023). AI and Literature. In AI and Popular Culture (pp. 47-87). Emerald Publishing Limited. https://doi.org/10.1108/978-1-80382-327-020231003
Borowczyk, M., Stalmach-Przygoda, A., Doroszewska, A., Libura, M., Chojnacka-Kuraś, M., Małecki, L., ... & Jankowska, A. K. (2023). Developing an effective and comprehensive communication curriculum for undergraduate medical education in Poland-the review and recommendations. BMC Medical Education, 23(1), 645. https://link.springer.com/article/10.1186/s12909-023-04533-5
Brinkman, D., & Grudin, J. (2023). Learning from a generative AI predecessor--the many motivations for interacting with conversational agents. arXiv. https://doi.org/10.48550/arXiv.2401.02978
Bustamante, J. C., Segura-Berges, M., Lizalde-Gil, M., & Peñarrubia-Lozano, C. (2022). Qualitative analyses of e-learning implementation and hybrid teaching during the COVID-19 pandemic at Spanish universities. Sustainability, 14(19), 12003. https://doi.org/10.3390/su141912003
Caron, P. A. (2021). La mise en place de l'enseignement à distance au temps de la pandémie. Revue internationale des technologies en pédagogie universitaire, 18(1), 102-113. https://doi.org/10.18162/ritpu-2021-v18n1-10
Chiu, T. K. F., Xia, Q., Zhou, X., Chai, C. S., & Cheng, M. (2023). Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Computers and Education: Artificial Intelligence, 4, 100118. https://doi.org/10.1016/j.caeai.2022.100118
Cofini, V., Perilli, E., Moretti, A., Bianchini, V., Perazzini, M., Muselli, M., ... & Necozione, S. (2022). E-learning satisfaction, stress, quality of life, and coping: a cross-sectional study in Italian university students a year after the COVID-19 pandemic began. International journal of environmental research and public health, 19(13), 8214. https://doi.org/10.3390/ijerph19138214
Da, N. Z. (2019). The computational case against computational literary studies. Critical inquiry, 45(3), 601-639. https://www.journals.uchicago.edu/doi/abs/10.1086/702594?journalCode=ci
de Oliveira, M. A. C., Miles, A., & Asbridge, J. E. (2023). Modern medical school curricula: Necessary innovations and priorities for change. Journal of Evaluation in Clinical Practice. https://doi.org/10.1111/jep.13916
Deja, M., Rak, D., & Bell, B. (2021). Digital transformation readiness: perspectives on academia and library outcomes in information literacy. The Journal of Academic Librarianship, 47(5), 102403. https://doi.org/10.1016/j.acalib.2021.102403
Durmishi, L., & Durmishi, A. (2022). A philosophical assessment of social networks impact on adolescents' development in conditions of unlimited access to information. Future Philosophy, 1(2), 27-41. https://doi.org/10.57125/FP.2022.06.30.03
Favale, T., Soro, F., Trevisan, M., Drago, I., & Mellia, M. (2020). Campus traffic and e-Learning during COVID-19 pandemic. Computer Networks, 176(107290), 107290. https://doi.org/10.1016/j.comnet.2020.107290
Fenves, P. (2019). “Einstein’s brain” in three parts. The Yearbook of Comparative Literature, 62, 174–188. https://doi.org/10.3138/ycl.62.005
Gervais, D. J. (2021). AI Derivatives: The Application to the Derivative Work Right to Literary and Artistic Productions of AI Machines. Seton Hall L. Rev., 52, 1111. https://heinonline.org/HOL/LandingPage?handle=hein.journals/shlr52&div=37&id=&page=
Glikson, E., & Woolley, A. W. (2020). Human trust in artificial intelligence: A review of empirical research. Academy of Management Annals, 14(2), 627-660. https://doi.org/10.5465/annals.2018.0057
Grassini, S. (2023). Shaping the future of education: exploring the potential and consequences of AI and ChatGPT in educational settings. Education Sciences, 13(7), 692. https://doi.org/10.3390/educsci13070692
Hamouche, S. (2023). Human resource management and the COVID-19 crisis: Implications, challenges, opportunities, and future organisational directions. Journal of Management & Organisation, 29(5), 799-814. https://doi.org/10.1017/jmo.2021.15
Harris, P., Nambiar, R., Rajasekharan, A., & Gupta, B. (2020). AI Powered Analytics App for Visualising Accident-Prone Areas. In EAI International Conference on Big Data Innovation for Sustainable Cognitive Computing: BDCC 2018 (pp. 361-367). Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-030-19562-5_36
Heflin, J. J. A. (2020). AI-generated literature and the vectorised Word (Doctoral dissertation, Massachusetts Institute of Technology). Massachusetts Institute of Technology. https://dspace.mit.edu/handle/1721.1/127563
Holomb, L., Rogachevskyi, O., Karbovanets, O., Senkevych, O., & Vivsyannuk, V. (2022). Modernisation of theoretical and practical aspects of the development of higher medical education in Ukraine. Amazonia Investiga, 11(55), 163-171. https://doi.org/10.34069/AI/2022.55.07.17
Jacques, S., Ouahabi, A., & Lequeu, T. (2021, April). Synchronous E-learning in Higher Education during the COVID-19 Pandemic. In 2021 IEEE Global Engineering Education Conference (EDUCON) (pp. 1102-1109). IEEE. https://ieeexplore.ieee.org/abstract/document/9453887.
Kaliuta, K. (2023). Integration of AI for Routine Tasks Using Salesforce. Asian Journal of Research in Computer Science, 16(3), 119-127. https://doi.org/10.9734/ajrcos/2023/v16i3350
Kampen, K., Romanchuk, S., & Palij, D. (2022). Confessional Style of the Ukrainian Language. Occasional Papers on Religion in Eastern Europe, 42(2), 11. https://digitalcommons.georgefox.edu/ree/vol42/iss2/11.
Kim, J., & Maloney, E. J. (2020). Learning innovation and the future of higher education. JHU Press. https://www.press.jhu.edu/books/title/12072/learning-innovation-and-future-higher-education.
Kleinert, C., Zoch, G., Vicari, B., & Ehlert, M. (2021). Work-related online learning during the COVID-19 pandemic in Germany. Zeitschrift für Weiterbildungsforschung, 44(3), 197-214. https://link.springer.com/article/10.1007/s40955-021-00192-5
Kozak, N., Rudynskyi, O., & Kozak, D. (2021). Pilot study applying distance learning during continuous professional development of military doctors in Ukrainian Military Medical Academy. Current Aspects of Military Medicine, 28(1), 10-23. https://doi.org/10.32751/2310-4910-2021-28-1-01
Kuzminska, O., Mazorchuk, M., Morze, N., & Kobylin, O. (2020). Digital learning environment of Ukrainian universities: The main components to influence the competence of students and teachers. In Information and Communication Technologies in Education, Research, and Industrial Applications (pp. 210–230). Springer International Publishing. https://doi.org/10.1007/978-3-030-39459-2_10
Latifi, F., & Kasumi, H. (2022). Teachers’ perspectives on innovative and interactive teaching methods: Perspective of mobile learning. International Journal of Interactive Mobile Technologies (iJIM), 16(23), 73–83. https://doi.org/10.3991/ijim.v16i23.36217
Maraieva, U. (2022). On the formation of a new information worldview of the future (literature review). Futurity Philosophy, 1(1), 18–29. https://doi.org/10.57125/FP.2022.03.30.02
Moliner, L., Lorenzo-Valentin, G., & Alegre, F. (2021). E-Learning during the COVID-19 Pandemic in Spain: A Case Study with High School Mathematics Students. Journal of Education and E-Learning Research, 8(2), 179-184. https://eric.ed.gov/?id=EJ1300084.
Morze, N., Kuzminska, O., & Mazorchuk, M. (2019). Attitude to the digital learning environment in Ukrainian universities. In ICT in Education, Research, and Industrial Applications. Proc. 15th Int. Conf. ICTERI 2019. Volume II: Workshops. (Vol. 2393, pp. 53-67). Zaporizhzhia National University Department of Computer Science. https://elibrary.kubg.edu.ua/id/eprint/30028/.
Nikolenko, K. (2022). Artificial Intelligence and Society: Pros and Cons of the Present, Future Prospects. Futurity Philosophy, 1(2), 54–67. https://doi.org/10.57125/FP.2022.06.30.05
Oliveira, W., Hamari, J., Shi, L., Toda, A. M., Rodrigues, L., Palomino, P. T., & Isotani, S. (2023). Tailored gamification in education: A literature review and future agenda. Education and Information Technologies, 28(1), 373-406. https://link.springer.com/article/10.1007/s10639-022-11122-4
Onishchuk, I., Ikonnikova, M., Antonenko, T., Kharchenko, I., Shestakova, S., Kuzmenko, N., & Maksymchuk, B. (2020). Characteristics of foreign language education in foreign countries and ways of applying foreign experience in pedagogical universities of Ukraine. Revista Romaneasca Pentru Educatie Multidimensionala, 12(3), 44-65. https://doi.org/10.18662/rrem/12.3/308
Ovcharuk, O. V., Gurzhii, A. M., Ivaniuk, I. V., Kartashova, L. A., Hrytsenchuk, O. O., Vakaliuk, T. A., & Shyshkina, M. P. (2022, March). The use of digital tools by secondary school teachers for the implementation of distance learning in the context of digital transformation in Ukraine. In CTE Workshop Proceedings (Vol. 9, pp. 16-27). https://acnsci.org/journal/index.php/cte/article/view/96.
Paragae, I. P. N. S. (2023). Innovative teaching strategies in teaching English as a foreign language. English Teaching and Linguistics Journal (ETLiJ), 4(1), 1-9. https://jurnal.umsu.ac.id/index.php/ETLiJ/article/view/12990.
Pera, A. (2021). The right to education during the Italian pandemic. E-learning and inequality before the law. Antonio Lavieri, 29. https://mucchieditore.it/images/Extra/PandemiainTranslation.pdf#page=28.
Polianovskyi, H., Zatonatska, T., Dluhopolskyi, O., & Liutyi, I. (2021). Digital and technological support of distance learning at universities under COVID-19 (case of Ukraine). Revista Romaneasca pentru Educatie Multidimensionala, 13(4), 595-613. https://lumenpublishing.com/journals/index.php/rrem/article/view/3698
Rose, S. (2020). Medical student education in the time of COVID-19. Jama, 323(21), 2131-2132. https://doi.org/10.1001/jama.2020.5227
Rossikhin, V., Rossikhina, H., Radchenko, L., Marenych, V., & Bilenko, L. (2020). Digitalisation of education as a driver of digital transformation of Ukraine. ScienceRise, (3 (68)), 66-70. https://doi.org/10.21303/2313-8416.2020.001348
Sapiński, A., & Ciupka, S. (2021). Pedagogical Discourse in Higher Professional Education of the Future. Futurity Education, 1(1), 4–14. https://doi.org/10.57125/FED.2022.10.10.1
Skakun, I. (2021). Digital Competencies of the Teacher of the Future. Futurity Education, 1(2), 46–56. https://doi.org/10.57125/FED/2022.10.11.18
Soroya, S. H., Iqbal, M. M. Y., Soroya, M. S., & Mahmood, K. (2020). Predictors of information literacy self-efficacy among medical students: PLS-SEM analysis. Library Hi Tech, 39(2), 670-689. https://doi.org/10.1108/lht-07-2020-0172
Stanczak, A., Darnon, C., Robert, A., Demolliens, M., Sanrey, C., Bressoux, P., ... & Butera, F. (2022). Do jigsaw classrooms improve learning outcomes? Five experiments and an internal meta-analysis. Journal of Educational Psychology, 114(6), 1461. https://doi.org/10.1037/edu0000730
Terepyshchyi, S. (2021). In Search of Peacebuilding Strategies for the Global Civilisation: from "Education for War" to "Education for Peace". Philosophy and Cosmology, 27(27), 153-162. https://doi.org/10.29202/phil-cosm/27/12
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
