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Zatsepina, N., Borin, K., Korostel, P., Fonariuk, O., & Doronina, T. (2023). The role and impact of information technology on the

Abstract

Digital technologies have influenced various spheres of social relations, transcending national borders and

legal system peculiarities. As a result, the determinants of social relations have been transformed, impacting

the educational process. This study aims to examine the current state of the educational process in Ukraine

concerning the application of information and telecommunication technologies. During the research,

general methods of scientific inquiry were employed, including dialectical, formal-logical, and structural-

functional methods, as well as several empirical methods. The conclusion was drawn regarding the

necessity of restructuring elements of the educational process, primarily to enable distance learning. Also,

the authors of this research identified the absence of a single correct strategy for adapting entrepreneurial

process participants, provision.

Resumen

funcionales, así como varios métodos empíricos. Se llegó a la conclusión de la necesidad de reestructurar

elementos del proceso educativo, principalmente para posibilitar la enseñanza a distancia. Asimismo, los

autores de esta investigación identificaron la ausencia de una única estrategia correcta para la adaptación

de las entidades emprendedoras a las tecnologías digitales. Por lo tanto, se propuso un enfoque para

estructurar el proceso educativo, destacando las medidas que deben modificarse cuando se utilizan

tecnologías digitales. Los hallazgos de la investigación son relevantes y útiles para que las autoridades

implementen herramientas para influir en la digitalización de la educación en Ucrania.

Palabras clave: tecnologías de la información, proceso educativo, educación a distancia, digitalización,

participantes del proceso educativo, provisión.

of the teacher in the educational process, emphasizing the importance of continuous dialogue and

facilitating the transformation of information into knowledge and understanding.

The relevance of utilizing digital technologies is mediated by the need to respond to emerging destructive

socio-legal phenomena, such as the COVID-19 pandemic or the legal regime of martial law in Ukraine.

Quality learning mechanisms must be proposed when face-to-face education is impossible. In turn, digital

technologies serve as a means to simplify and provide effective learning methods. Therefore, the urgent

need for the informatization of education in the context of Ukrainian realities should be purposefully and

systematically carried out through the methodology, technology, and doctrinal analysis of utilizing scientific-

pedagogical, educational-methodical, and software-technological developments aimed at realizing the

technologies in the educational process; features of information technology support for distance

education.

Special attention in shaping the educational process based on digital technologies is given to works that

analyze the process of individualizing learning. In addition, the importance of information technology

support for the educational process is substantiated in many studies by foreign and national researchers.

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to the learner, content navigation, and interactive mode of working with the content, are implemented

using the software of the distance learning system.

The problems of organizing the learning process based on the electronic educational resource implemented

using distance learning technologies in higher education institutions have also been repeatedly investigated

(Korsunska, 2000; Kukharenko, 1999).

The basis of this research is formed from works related to distance learning. On the one hand, such learning

is an updated pedagogical technology that differs from traditional face-to-face technology without direct

contact between the educator and the student (Kose & Kose, 2014). On the other hand, it is a self-contained

agreed that the distance form of education would be understood as a form that utilizes global computer

communications such as the Internet. It is based on the individual work of students with well-structured

learning materials and active communication with educators and other students (Bykov, 2001).

Conceptually, distance learning involves receiving educational services remotely through the use of

computer and communication technologies through purposeful and controlled independent activities of a

higher education student. Such a student can study at a convenient location, according to an individual

schedule, utilizing a set of specialized distance learning tools and coordinated opportunities for interaction

with the teacher (Bilous-Osin & Panfilov, 2020).

Theoretically, there is no universally established approach to interpreting this concept: starting from its

The U.S. National Center for Education Statistics (NCES) has identified four generations of distance learning

tools when analyzing technological progress (Negash, Whitman Michael & Woszczynski, 2008). The main

criteria that differentiate the characteristics of each generation are:

multi-user interaction);

The provisions of the special legislation regarding the use of digital technologies in the educational process

have been analyzed. Primarily, these provisions are outlined in the Resolution of the Cabinet of Ministers

scientific information system;

institutions and higher education establishments in terms of their scientific activities;

In general, the prioritized directions for transforming education include the following:

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process in Ukraine. The method of comparative analysis was employed to investigate international practices

of using digital technologies in education. The modeling method was utilized to delineate the structure and

ensure the elements of the educational process in the digital era. Meaningful blocks were identified to

systematically address the problem, characterizing homogeneous groups of social relations using the

structural-functional method.

In Ukraine, the right to education is enshrined at the constitutional level and expressed through the

following powers: the right to unimpeded access to education, free education, and, if necessary, the right

To fulfill these tasks, the state, through authorized bodies, should take all necessary measures, including

ensuring access to higher education under any circumstances. It includes the functioning of social relations

in education during quarantine measures (Decree of the Cabinet of Ministers of Ukraine No. 211, 2020)

use of distance learning instead of full-time and part-time forms has become a way to ensure the right to

education.

The priority of the aforementioned direction was indicated in the National Strategy for the Development of

Education in Ukraine until 2021. This document identifies the implementation of information and

communication technologies as a priority for educational development, aiming to improve the educational

education, socialization, internal control over the implementation of academic standards, etc.);

Conceptually, distance learning involves receiving educational services remotely, primarily without

physically attending a higher education institution, using new computer and communication technologies.

distinctive features applied in the learning process. The basis of distance learning is purposeful and

controlled intensive independent work of higher education students. They can study at a convenient

the teacher through telecommunication.

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achieving the aforementioned characteristics is a necessary but insufficient condition for forming interactive

learning. The final element that needs to be considered in this process is the application of technologies

that can implement the principle of interactivity, namely interactive didactic technologies (Kivalov &

Bila-Tiunova, 2020).

Based on the conducted analysis, two levels of distance education in Ukraine can be distinguished:

Table 2.

The structure of the educational process in the context of digital technologies

The main determinant of implementing digital technologies in the educational process is their perception

and mastery by the participants: educators and students at all levels of education. The issue of using

information and communication technologies in higher education remains relevant. In this regard, let us

focus on the conclusions of Kivalov, S., & Bila-Tiunova, L. R. regarding the feasibility of implementing online

seminar (webinar) technologies, which involve comparative tables, presentations, videos, and so on.

Through the use of internet technologies, an online seminar retains the main characteristic of a workshop

- interactivity. It provides for modeling the functions of the presenter and the audience, who work

interactively. That requires significant consolidated efforts from departments, information centers,

If educators are motivated to use information and communication technologies, traditional teaching

materials can be replaced by virtual manipulatives. Thus, the use of information and communication

studies involving 929 participants. The findings showed a more positive effect regarding interactive distance

learning programs that combine individualized approaches with traditional classroom instruction. In a study

by Altinay, F., Altinay, M, Dagli, G., & Altinay, Z. (2019), the authors concluded that distance education

contributes to equal opportunities. Individuals need to recognize their role in the accessibility process,

institutional support, technological infrastructure, student support, learning environment, and equality-

based distance learning programs that promote lifelong learning.

The issue of studying participants' perceptions in the educational process regarding the use of digital

technologies still needs to be solved. In this regard, there are studies available on reducing student anxiety

and methods for addressing this condition (Schönfeld, Brailovskaia, Zhang & Margraf, 2019; Rith-Najarian,

digital technologies in education and science, holds significant importance in the activities of the Ministry

several established working principles that serve as a practical basis for further research on the chosen

development through the search for alternative solutions to existing problems is highlighted. Projects and

technologies, which is a positive practice (for example, the launch of the Telegram bot "Info Science Bot,"

The authors of this study have concluded that during destructive social phenomena, the way to ensure the

right to education is through distance learning instead of face-to-face and correspondence forms, effectively

enabled by digital capabilities. It has also been established that to facilitate distance learning based on

digital technologies, the formation of corresponding strategic components is necessary: management style,

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Altinay, F., Altinay, M, Dagli, G., & Altinay, Z. (2019). A study of knowledge management systems processes

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affect academic performance. International Conference on Health and Health Psychology, 30,

Bilous-Osin, T. I. (2022). Digital concept of public administration transformation within scientific activity.

Administrative science in the context of digitalization: theory, legal regulation, practice: a

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Bykov, V. Yu. (2001). The status and prospects of creating a single corporate automated information system

of the NPC of Ukraine. Pedagogical newspaper, 5, 25–37. (In Ukranian)

Cavanaugh, C. S. (2001). The effectiveness of interactive distance education technologies in K-12 learning:

а meta-analysis. International Jl. of Educational Telecommunications, 7 (1), pp. 73–88.

Decree No. 466. On Distance Learning: Decree of the Ministry of Education and Science of Ukraine. Official

Gazette of Ukraine of April 25, 2013, No 36, Art. 202 (in Ukrainian).

Decree of the Cabinet of Ministers of Ukraine No. 211. On Preventing the Spread of the Acute Respiratory

Disease COVID-19 Caused by the Coronavirus SARS-CoV-2 in Ukraine. Verzhovna Rada of Ukraine

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