Certification of pedagogical staff in Ukraine: An empirical analysis of determinants and international cooperation perspectives
DOI:
https://doi.org/10.46502/issn.1856-7576/2026.20.01.21Keywords:
certification, digital competency, educators, international cooperation, Latin America, UkraineAbstract
This study examined collaboration in the certification and evaluation of educators’ preparedness. It assesses attitudes of teachers and the influence of certification standards acceptance in comparison with international standards. A cross-sectional survey of 300 educators as respondents across colleges, schools, and higher education institutions (HEIs) in Ukraine was initiated. The key variables (competence in digital use, preparedness for certification, attitudes in order to obtain certification, and perceived barriers) were analysed. The analysis tools used in the study were descriptive statistics, correlation, t-tests, and multiple regression. The outcomes of the investigation revealed a notable relation among numerical competence as well preparedness for certification, while barriers had a negative correlation with preparedness. Educators who had international experience notably signified a higher level of preparedness. The importance of frameworks on international certification, especially those with Latin American origin are identified with emphasis on contemporary standards of teaching. It is suggested that international cooperation through UNESCO, EU, and OECD will improve the system of certification in Ukraine.
References
Abdullayeva, T. (2025). Achieving access to inclusive education in a post-Soviet country, Azerbaijan: A Decolonial Disability study. International Journal of Inclusive Education, 1-16. https://doi.org/10.1080/13603116.2025.2567428
Almerich G., Gargallo-Jaquotot P., & Suárez-Rodríguez J. (2024). ICT integration by teachers: A basic model of ICT use, pedagogical beliefs, and personal and contextual factors. Teaching and Teacher Education, 145, https://doi.org/10.1016/j.tate.2024.104617
Arias-Ortiz, E., Castro Vergara, N., Forero Pabón, T., Della Nina Gambi, G., Giambruno, C., Pérez-Alfaro, M., & Rodríguez-Segura, D. (2025). AI and education: Building the future through digital transformation. Washington, DC, Estados Unidos: IDB Publications. https://doi.org/10.18235/0013500
Ávalos, B. (2022). Teacher professionalism and performance appraisal: A critical discussion. In J. Manzi, Y. Sun, y M. R. García (Eds.), Teacher evaluation around the world (Teacher education, learning innovation and accountability). Cham, Suiza: Springer. https://doi.org/10.1007/978-3-031-13639-9_5
Bashkirova, L. M., Lovas, P. S., & Yakymenko, V. V. (2023). European strategies for the development of medical education: Experience for Ukraine. Akademichni Viziyi, 20. https://doi.org/10.5281/zenodo.8068250
Basilotta-Gómez-Pablos, V., Matarranz, M., Casado-Aranda, L. A., & Otto, A. (2021). Teachers’ digital competencies in higher education: A systematic review. International Journal of Educational Technology in Higher Education, 18(1), 1–25. https://doi.org/10.1186/s41239-021-00312-8
Bohomaz, O., Koreneva, I., Lihus, V., Kambalova, Y., Shevchuk, V., & Tolchieva, H. (2023). Regarding the development of educational and scientific potential in the 21st century: Technological challenges. Conhecimento & Diversidade, 15(38), 479–495. https://doi.org/10.18316/rcd.v15i38.11100
Cabero-Almenara, J., Gutiérrez-Castillo, J. J., Barroso-Osuna, J., & Antonio, R. (2023). Digital teaching competence according to the DigCompEdu framework: Comparative study in different Latin American universities. Journal of New Approaches in Educational Research, 12, 276–291. https://doi.org/10.7821/naer.2023.7.1452
Chavarría-Mora, E. (2025). (Lack of) Patterns in Commitment: Data Protection in the Latin America and Caribbean Personal Data Protection Laws. Social Media+ Society, 11(2). https://doi.org/10.1177/20563051251337206
Clarke, A., & Juanjo Mena, J. (2020). An international comparative study of practicum mentors: Learning about ourselves by learning about others. Teaching and Teacher Education, 90. https://doi.org/10.1016/j.tate.2020.103026
Cruz-Aguayo, Y., Hincapié, D., & Rodríguez, C. (2020). Teacher evaluation systems in Latin America. Inter-American Development Bank. https://doi.org/10.18235/0002149
De Souza Cruz Ravaglio, A., Gerson, M., da Silva Benites, C., Santana, C., Eliseo M.A., Silveira, I. F., Martins, V.F., & De la Higuera Amato, C. A. (2023). The Idiosyncrasies of Digital Divide in Brazil: A Literature Review on Initiatives of Digital Inclusion. In: Tomczyk, Ł., Guillén-Gámez, F.D., y Ruiz-Palmero, J., Habibi, A. (eds) From Digital Divide to Digital Inclusion. Lecture Notes in Educational Technology. Singapore: Springer. https://doi.org/10.1007/978-981-99-7645-4_4
Fernández, M.P., & Martínez, J.F. (2022). Evaluating Teacher Performance and Teaching Effectiveness: Conceptual and Methodological Considerations. In: Manzi, J., Sun, Y., y García, M.R. (eds) Teacher Evaluation Around the World. Teacher Education, Learning Innovation and Accountability. Cham: Springer. https://doi.org/10.1007/978-3-031-13639-9_3
García-Ruiz, R., Buenestado-Fernández, M., & Ramírez- Montoya, M.S. (2023). Assessment of Digital Teaching Competence: instruments, results and proposals. Systematic literature review. Educación XX1, 26(1), 273-301. https://doi.org/10.5944/educxx1.33520
Hrusa, N.A., Moch Islas, P., Schneider, J.A., & Vega, I.J. (2020). Policies for Teacher Professionalization in Mexico’s Education Reform. In Reimers, F. (eds) Empowering Teachers to Build a Better World. Springer Briefs in Education. Singapore: Springer. https://doi.org/10.1007/978-981-15-2137-9_4
Israel-Fishelson R., & Hershkovitz A. (2022). Studying interrelations of computational thinking and creativity: A scoping review (2011–2020). Computers & Education, 176. https://doi.org/10.1016/j.compedu.2021.104353
Ivanov, A., Radonjić, A., Stošić, L., Krčadinac, O., Đokić, D. B., & Đokić, V. (2025). Teachers’ digital competencies before, during, and after the COVID-19 pandemic. Sustainability, 17(5), 2309. https://doi.org/10.3390/su17052309
Khryk, V., Ponomarenko, S., Koval, L., Verhun, A., Morhulets, O., Nikonenko, T., & Koval, L. (2021). Digitization of education as a key characteristic of modernity. International Journal of Computer Science and Network Security, 21(10), 191–195. https://doi.org/10.22937/IJCSNS.2021.21.10.26
Kulichenko, A. K., Sotnik, T. V., & Stadnychenko, K. V. (2018). Electronic portfolio as a technique of developing creativity of a foreign language teacher. Information Technologies and Learning Tools, 66(4), 286–304. https://doi.org/10.33407/itlt.v66i4.2178
Leoni, S. (2025). A historical review of the role of education: From human capital to human capabilities. Review of Political Economy, 37(1), 227-244. https://doi.org/10.1080/09538259.2023.2245233
Luchenko, O., & Doronina, O. (2023). Application of the positive Japanese experience for teacher induction in Slovakia. Studia Orientalia Slovaca, 22(1), 21-48. https://fphil.uniba.sk/fileadmin/fif/katedry_pracoviska/kvas/SOS_22_1/SOS_22_1.pdf
Martínez, J.F., & Fernández, M.P. (2021). Teacher Evaluation with Multiple Indicators: Conceptual and Methodological Considerations Regarding Validity. In: Manzi, J., García, M.R., y Taut, S. (eds) Validity of Educational Assessments in Chile and Latin America. Cham: Springer. https://doi.org/10.1007/978-3-030-78390-7_16
Maturana Castillo, D., Castillo Barrientos, E., Saba Henry, F., Cisternas Vejar, O., & Matus León, J. (2025). Teacher Training: The Implementation of the National Diagnostic Assessment in the Chilean System: A Balance on Its Use. Profesorado. Journal of Curriculum and Teacher Training, 29(2), 1–23. https://doi.org/10.30827/profesorado.v29i2.30837
Mieres-Chacaltana, M., Salvo-Garrido, S., & Dominguez-Lara, S. (2025). Modeling the Effects of Teacher Resilience and Self-Efficacy on Prosocialness: Implications for Sustainable Education. Sustainability, 17(9), 3874. https://doi.org/10.3390/su17093874
OECD (2022). Education at a Glance 2022: OECD Indicators. Paris: OECD Publishing. https://doi.org/10.1787/3197152b-en
OECD (2023). Education at a Glance 2023: OECD Indicators. Paris: OECD Publishing. https://doi.org/10.1787/e13bef63-en
OECD (2025). Education at a Glance 2025: OECD Indicators. Paris: OECD Publishing. https://doi.org/10.1787/1c0d9c79-en
Polatcan, M. (2024). An exploration of the relationship between distributed leadership, teacher agency, and professional learning in Turkey. Professional Development in Education, 50(4), 789–803. https://doi.org/10.1080/19415257.2021.1905050
Radziievska, I., Trepet, G., Radzikhovska, N., Sukhostavets, N., Yuryk, O., & Saienko, V. (2022). Modern achievements and prospects for the development of higher medical education: Ukrainian realities. Amazonia Investiga, 11(55), 114–123. https://doi.org/10.34069/AI/2022.55.07.12
Resnik, J. (2026). Internationalising national schools: the incorporation of International Baccalaureate in Argentina, Costa Rica and Ecuador. Globalisation, Societies and Education, 1-18. https://doi.org/10.1080/14767724.2025.2608682
Romero Gonzaga, R. (2022). The change of policies in the continuous training and professional development of teachers in Mexico: Transitions, postponements and challenges. Education Policy Analysis Archives, 30(113). https://doi.org/10.14507/epaa.30.7181
Schmelkes, S. (2022). Teacher Evaluation in Mexico. In Manzi, J., Sun, Y., y García, M.R. (eds) Teacher Evaluation Around the World. Teacher Education, Learning Innovation and Accountability. Cham: Springer. https://doi.org/10.1007/978-3-031-13639-9_9
Silva-Quiroz, J., & Morales-Morgado, E.M. (2022). Assessing digital competence and its relationship with the socioeconomic level of Chilean university students. International Journal of Educational Technology in Higher Education, 19(1), https://link.springer.com/article/10.1186/s41239-022-00346-6
Turchyn, I., Zaitseva, S., Rudenko, N., Saienko, V., Kuzemko, N., & Denefil, O. (2023). Using distance learning models as opportunities for blended learning for foreigners. Revista Romaneasca Pentru Educatie Multidimensionala, 15(4), 178–191. https://doi.org/10.18662/rrem/15.4/787
UNESCO. (2023). Global education monitoring report: technology in education: a tool on whose terms? París, Francia: UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000385723
Velandia-Rodríguez, C. A., Mena-Guacas, A. F., Tobón, S., & López-Meneses, E. (2022). Digital Teacher Competence Frameworks Evolution and Their Use in Ibero-America up to the Year the COVID-19 Pandemic Began: A Systematic Review. International Journal of Environmental Research and Public Health, 19(24), 16828. https://doi.org/10.3390/ijerph192416828
Wodon, Q. (2024). What can British Catholic schools learn about leadership from OECD data? Part 1: Teachers and school leaders as lifelong learners. In S. Whittle y Q. Wodon (Eds.), Leadership matters in Catholic education (Catholic education globally: Challenges and opportunities, Vol. 2). Singapore: Springer. https://doi.org/10.1007/978-981-97-1231-1_14
Xin, X., & Qi, Z. (2026). Exploring effective teacher certificate requirements to benefit student achievement: Evidence from a global perspective. International Journal of Educational Development, 120, 103476. https://doi.org/10.1016/j.ijedudev.2025.103476
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Alevtyna Opolska, Iryna Makarenko, Iryna Lutsenko, Oksana Bunchuk, Olena Lytvyn
This work is licensed under a Creative Commons Attribution 4.0 International License.
