Evaluating an ICT-Mediated active learning framework: A quasi-experimental study in ukrainian higher education
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.04.15Keywords:
active learning, blended learning, flipped classroom, Higher Education, ICT, Online Learning, UkraineAbstract
This research fills a significant gap in empirical research on pedagogically driven digital transformation in Ukrainian higher education. It evaluates a structured ICT-mediated active learning model that integrates flipped classroom principles and collaborative digital tools through Moodle. A 16-week quasi-experimental study involving sociology students (N=92) compared this model to traditional lecture-based instruction. The results revealed that the experimental group achieved significantly higher academic performance (p < .001), digital competence (p < .001), and engagement, as measured by LMS analytics and surveys. The scientific novelty lies in conducting the first comprehensive quasi-experimental testing of an ICT-based active learning framework simultaneously assessing performance, digital competence, and engagement within Ukrainian universities. Practical recommendations include implementing structured faculty training on active learning design, establishing centralized digital learning support units, and adopting phased pilot programs to ensure sustainable transformation. The research thus provides both empirical validation and an applied roadmap for integrating ICT into higher education reform in Ukraine.
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Copyright (c) 2025 Lesia Honcharenko, Yurii Shevchuk, Oksana Fedotova, Olena Samborska, Vasyl Vasiuta
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