Scientific Journal of the Dragomanov Ukrainian State University Series 2 Computer-Oriented Learning Systems
The collection examines the issues of using information and communication technologies for education (ICT) in the practical activities of secondary and higher educational institutions; analyzes individual educational software tools, discusses the problems of developing computer-oriented methodological systems for teaching computer science, mathematics, physics, and other disciplines in educational institutions. Scientific periodical Scientific Journal of the Mykhailo Dragomanov Ukrainian State University. Series 2. Computer-Oriented Learning Systems is included in the list of scientific professional publications of Ukraine of category “B”. Field of science: pedagogical. Name of specialty: 011, 014, 015 – (Order of the Ministry of Education and Science No. 920 dated 06/26/2024. Appendix 6). ISSN 2411-8869 Publisher: Drahomanov Ukrainian State University (EDRPOU code 44807628) Media ID: R30-01412 Publisher DOI prefix: 10.31392 Journal DOI prefix: 10.31392/UDU-nc.series2 Periodicity: 1 time per year Languages ​​of publication: Ukrainian, English The editorial board of the publication practices a policy of transparent and open access to published materials. The website presents issues of the Scientific Journal in PDF format, access to which is provided without any restrictions. Databases and indexes that include publications: 1. Journal website: https://sj.udu.edu.ua/index.php/kosn 2. Link to the journal in Google scholar. 3. Link to the journal in Copernicus. 4. References "Scientific Periodicals of Ukraine" in the V. I. Vernadsky National Library of Ukraine (2008, 2009, 2010, 2011, 2012, 2014, 2015, 2016, 2017, 2018, 2019, 2020, 2024, 2025). 5. Each scientific publication in the "Scientific Journal of the Dragomanov Ukrainian State University Series 2 Computer-Oriented Learning Systems" is assigned a digital object identifier (DOI). 6. Scientific articles of the collection are placed on the platform in the National Repository of Academic Texts and in the electronic scientific library of the Mykhailo Dragomanov Ukrainian State University.
Український державний університет імені Михайла Драгоманова
COMPUTER AIDED TEACHING OF THE SCHOOL GEOMETRY COURSE IN THE STUDY OF GEOMETRIC TRANSFORMATIONS
Geometric plane transformations play a fundamental role in geometric architecture. They serve as the basis of the method of geometric transformations, a method of solving mathematical problems and studying geometric objects. The school mathematics program traditionally teaches motions and similarity transformations. Among the motions, the most attention is paid to a point and a line symmetry, and parallel transformation. Computer-based mathematics teaching systems significantly expand the possibilities of using purely scientific mathematical facts and allow refuting false algorithms (methods) for solving problems. In the modern educational environment, innovative technologies are becoming key components of effective learning. It is especially important to consider this in the context of learning geometry, where visualization and dynamism can significantly enrich the educational process. The use of various software tools in the classroom, in particular when studying geometric transformations or the method of geometric transformations, allows you to quantitatively enrich the task material, which contributes to a better understanding of geometry. When studying the topic Geometric Constructions in a school geometry course, we consider it expedient to use various software tools, such as Desmos, Wolfram Alpha, Maple, in particular GeoGebra, to demonstrate accurate drawings and check the correctness of constructions, in particular the shape and prototype of points in the transformation of space. This paper deals with the methodology of studying geometric transformations of the plane by pupils of secondary schools and their application to solving mathematical problems. It is devoted to the means of computer support of the educational process, the expediency of using pedagogical software tools in geometry lessons. The paper considers geometric problems for construction and research, which are solved by the method of geometric transformations of the plane with the effective use of the GeoGebra software, provides a detailed analysis of this pedagogical and information tool, and gives arguments for the expediency of its use.
METHODOLOGICAL FEATURES OF USING CLOUD TECHNOLOGIES IN THE TRAINING OF IT SPECIALISTS
The article analyses and systematizes methodological features of integrating cloud technologies into the educational process of training specialists in the field of information technologies. The development of the information society and the globalization of the labor market require a review of existing approaches to training IT specialists in the context of the development of cloud technologies. The integration of cloud services into the educational process provides future specialists with competencies that meet the current requirements of the labor market, namely specialists with practical experience in working with various platforms, tools for containerization and automation of deployment. The contradiction is related to the high demands of employers on IT specialists and the limited capabilities of the traditional material and technical base of educational institutions. This contradiction proves the relevance of our research. The purpose of the article is to provide a theoretical justification and systematization of the methodological features of using cloud technologies, as well as to highlight their advantages in the professional training of future IT specialists. The key aspects of using cloud services in the training of future IT specialists are described, the didactic potential of cloud services is revealed, their integration using various models (IaaS, PaaS, SaaS, IaaS) and their functions in the formation of professional competencies are described. The feasibility of applying project-oriented, problem-oriented and practice-oriented approaches based on cloud platforms is justified. Key methodological advantages are formulated, such as providing access to modern tools, creating conditions for collaborative activities and bringing training as close as possible to the real conditions of the IT industry. Systematic integration of cloud technologies allows moving from a theoretical model to a practice-oriented, competency-based one, provides equal access to tools and helps to develop the skills needed in the modern labor market. However, high-quality implementation requires solving problems related to improving the qualifications of teachers and developing methodological support.
EFFECTIVENESS OF THE DIGITAL COMPETENCE DEVELOPMENT METHODOLOGY FOR RESEARCHERS AND ACADEMIC STAFF USING OPEN EDUCATIONAL AND SCIENTIFIC INFORMATION SYSTEMS: FORMATIVE EXPERIMENT RESULTS
The relevance of the study is determined by the intensive digital transformation of the scientific and educational space, which imposes new requirements on the professional competence of researchers and academic staff regarding the effective use of open educational-scientific information systems, scientometric databases and other digital tools in research, methodological, educational and organizational-communicative activities. The aim of the article is to present the results of a formative experiment evaluating the effectiveness of the developed methodological approach to developing digital competence of researchers and academic staff using open educational-scientific information systems. The research employs formative experiment methods and statistical analysis using Pearson's χ² criterion. The study content includes conducting an experiment involving 94 researchers and academic staff divided into experimental (49 people) and control (45 people) groups. A complex of methodologies was developed for using Canva web service, artificial intelligence systems (DeepThink, ScholarGPT), scientometric databases (Dimensions, ERIH PLUS, Scilit), cloud office solutions, social and academic networks, open journal systems (OJS) and other digital tools, integrated into a distance learning course on Google Classroom platform. The results demonstrate statistically significant differences between groups across all five components of digital competence: educational (χ²=6.54), research (χ²=10.83), methodological (χ²=7.82), organizational-communicative (χ²=7.37) and cross-activity (χ²=8.02). The most pronounced positive changes are observed in the experimental group for research competence, where the percentage of participants with high level (28.6%) exceeds the control group (13.3%) by 2.1 times, confirming the particular effectiveness of working with scientometric platforms and specialized artificial intelligence systems. The practical significance lies in the possibility of implementing the developed methodology in the continuing education system for researchers and academic staff.
open educational and scientific information systems
THE USE OF ARTIFICIAL INTELLIGENCE IN THE PROCESS OF DEVELOPING DIGITAL COMPETENCE IN INFORMATION SECURITY OF FUTURE COMPUTER SCIENCE TEACHERS
The article examines the use of artificial intelligence to ensure information security by computer science teachers. The relevance of the article is due to the widespread use of artificial intelligence and the need to use relevant and innovative information security resources in the process of training future computer science teachers, which will allow them to increase their level of knowledge in this area, as well as more effectively counteract information security threats. The purpose of the article is to study the possibilities of using artificial intelligence in the process of developing digital competence in information security for future computer science teachers. The author explores the advantages and disadvantages of using AI in the process of developing digital competence in information security of future computer science teachers. Among the main advantages: using chatbots to obtain certain information or instructions, using AI to detect phishing and internet fraud, using specialized tools with AI to automate the process of scanning school network vulnerabilities. The author includes AI hallucination, a decrease in users’ critical thinking, and the collection of personal data as the main disadvantages. The article describes real examples of the use of artificial intelligence in the process of developing digital competence in information security of future computer science teachers. The author also analyzes the concept of “digital competence”, its components in the context of training future computer science teachers, as well as educational programs of the specialty A4.09 “Secondary Education (Informatics)” of Ukrainian higher education institutions regarding the presence of relevant competencies. We see the prospects for further research as an analysis of the capabilities of artificial intelligence in the process of studying social engineering methods, as well as the possibility of integrating AI tools in the process of developing digital competence in information security of future computer science teachers.
artificial intelligence in information security
DIGITAL COMPETENCE IS A DETERMINANT OF THE PROFESSIONAL SUCCESS OF A FUTURE PHYSICS TEACHER IN THE CONTEXT OF DIGITALIZATION
The article analyzes the impact of the development of digital competence of a future physics teacher on further professional growth. It is emphasized that modern physics today uses a considerable range of teaching aids, in particular: special models, virtual laboratories, simulation environments, digital devices, sensors, interactive demonstrations, as well as measurement automation tools. The purpose of the study is outlined, which involves theoretical substantiation and empirical confirmation of the significance of digital competence as a key factor in the professional success of a future physics teacher in the conditions of digitalization of the educational environment, to outline effective approaches to its formation within the framework of pedagogical education. The structure of the digital competence of a future physics teacher is illustrated, represented by informational-communicative, instrumental-technological, methodological, media-analytical, creative-productive, security-ethical-digital components. The end-to-end formation of digital competence of a future physics teacher is presented through the prism of formal and informal education, as well as pedagogical practice. The influence of digital competence on such components of the professional activity of a physics teacher as the learning environment, teaching methodology, assessment and interaction with students is revealed. The significance of the fact that the use of PhET, Algodoo, Tinkercad platforms, as well as online collaboration tools (Padlet, Miro) allows the teacher to develop individualized learning trajectories, differentiate tasks and embed formative assessment at all stages of the educational process is highlighted. It is generalized that digital competence is a key factor in the professional success of a future physics teacher in the context of the digitalization of education, since it is based on the development of creative thinking and activity in the applied implementation of innovations.
INTEGRATING WEB ACCESSIBILITY PRINCIPLES INTO THE TRAINING OF FUTURE SOFTWARE DEVELOPERS
Current software development requirements in the European Union (EU) and the United States (US) stipulate mandatory compliance with web accessibility standards. Software products that do not meet these requirements cannot be certified for use in government institutions, which effectively makes inclusiveness an integral condition for the quality and competitiveness of software systems. Ukraine, moving towards European integration and considering the growing number of people with disabilities as a result of the war, must actively integrate accessibility principles into the education and professional training of future software development specialists. The article analyses educational programs in specialization 'Software engineering' at leading Ukrainian universities. The study makes it possible to identify a number of academic disciplines that are most relevant for the integration of web accessibility topics. These include ‘Web Application Programming’, ‘Human-Computer Interaction’ and ‘UI/UX Design’, ‘Software Quality and Testing’, ‘Software Requirements Analysis’, as well as academic disciplines covering multimedia and hypertext technologies. These courses are directly related to the practice of designing and implementing user interfaces, testing and quality assurance, which creates the most favorable conditions for incorporating knowledge about web accessibility. Special attention is paid to reviewing open educational electronic resources that can serve as a basis for developing educational content. Among them are the ‘Web Accessibility’ course on the Diia.Education platform, the international ‘Digital Accessibility Foundations’ course from W3C, and educational programs from Deque University and Coursera. Their use makes it possible to integrate proven methodologies and practical approaches into the educational process, supplementing academic discipline with modern materials.
DEVELOPMENT OF DIGITAL COMPETENCES OF PEDAGOGICAL AND SCIENTIFIC-PEDAGOGICAL WORKERS USING ARTIFICIAL INTELLIGENCE SYSTEMS
The article considers the issue of developing digital competence among scientific and scientific-pedagogical professionals, considering the active integration of intellectual technologies into scientific and educational activities. It analyzes the use of artificial intelligence systems to increase the efficiency of professional activity, organize research processes, automate routine tasks, personalize learning, and integrate them into teachers' educational practice, with a particular focus on their impact on the content, forms, and effectiveness of the educational process. The focus is on the results of a questionnaire survey of teachers and pedagogical staff, which aimed to identify their level of awareness of, and attitude towards, using artificial intelligence tools. Most respondents recognize the potential of AI to optimize class preparation, personalize educational content, and increase student engagement. At the same time, a significant proportion of participants emphasize the risks, ranging from the loss of academic integrity to the reduction of students' cognitive independence. Inequalities in teachers' digital competence, a lack of methodological recommendations, and ethical dilemmas remain obstacles to the full implementation of AI in the educational process. Analyzing the responses enabled us to identify the main advantages and disadvantages of the digital transformation of educational activities, as well as the main areas in which artificial intelligence tools can be used to develop digital skills, particularly in data processing, scientific communication, digital security, and academic integrity. The article provides an overview of modern approaches to implementing artificial intelligence in education and science, outlining the prospects for further research in this area. The article emphasizes the need for a comprehensive institutional policy on the use of artificial intelligence.
SYNCHRONIZATION OF LEARNING OUTCOMES IN LEARNING MANAGEMENT SYSTEMS AND LEARNING CONTENT MANAGEMENT SYSTEMS
In the modern context of educational digitalization, the issue of effectively managing the learning process, particularly using electronic platforms, has become especially relevant. The rapid advancement of technology and the growing need for distance learning have led to the widespread adoption of Learning Management Systems (LMS) and Learning Content Management Systems (LCMS) in higher education institutions. These tools are designed to provide convenient access to learning materials, monitor students’ progress, and automate the recording of their performance. However, in practice, challenges often arise regarding terminology alignment, duplication of functions across different systems, and technical data integration, which becomes especially evident when multiple software solutions are used simultaneously within the same institution. This study aims to analyze the functional capabilities of LMS, LCMS, and CMS, to compare them, and to develop and implement a prototype system for synchronizing academic results, using the example of integrating the MOODLE system with the internal system "PS Academic Performance Journal" (developed by Politek-Soft LLC). The article describes the architecture of the proposed solution, implemented using Java, the Spring Boot framework, and MySQL and Firebird databases. Attention is paid to the technical aspects of building the integration module, working with multiple databases, implementing periodic update mechanisms, and storing data in an intermediate table for further processing. The proposed solution has undergone successful testing using real database dumps and has demonstrated stable operation. The results suggest the potential of this approach for automating the synchronization of assessments within blended learning systems. Future research may focus on integrating with other educational platforms, implementing two-way data exchange, and supporting a wide range of learning activity types.
FORMATION OF CYBER HYGIENE IN HIGHER EDUCATION INSTITUTIONS: ORGANIZATIONAL AND PEDAGOGICAL APPROACHES AND PRACTICAL STRATEGIES
The article is dedicated to analyzing the organizational and pedagogical foundations of forming cyber hygiene in higher education institutions (HEIs) amid the growing cyber threats. The relevance is driven by the intensive digitalization of education, accompanied by an increase in cyber incidents such as phishing, data leaks, and attacks on HEI information systems. The aim is to develop conceptual approaches to forming cyber hygiene, considering organizational and pedagogical factors to ensure a secure digital environment. The study is based on a mixed methodology, including qualitative and quantitative methods. It analyzes the theoretical foundations of cyber hygiene, particularly psychological and behavioral aspects. The current state of cyber hygiene implementation in Ukrainian HEIs is examined, where resource shortages, fragmented regulatory frameworks, and low motivation among educational process participants hinder a systematic approach. A comparison is made with international experiences, including post-Soviet countries like Estonia, where cyber hygiene is integrated through public-private partnerships, and EU and US countries. Practical strategies are proposed: organizational measures, pedagogical approaches, collaboration with IT companies. A phased model for cyber hygiene formation is developed: needs assessment, creation of tailored materials, training of students, faculty, staff, and effectiveness monitoring. The results can be used to develop training programs, methodological guidelines, and regulations to enhance cybersecurity in education. Future research prospects include empirical testing of the strategies in Ukrainian HEIs, evaluating their impact on educational process security, and scaling the model to other educational levels, such as secondary education. The article emphasizes the need for an interdisciplinary approach combining organizational, pedagogical, and technological aspects.
FEATURES OF USING INFORMATION TECHNOLOGY INFRASTRUCTURE MONITORING SYSTEMS IN THE TRAINING OF FUTURE INFORMATION TECHNOLOGY SPECIALISTS
The article examines the possibilities of applying information technology infrastructure monitoring systems in the training of future specialists in information technologies at higher education institutions. It is emphasized that in the context of the digital transformation of education, the development of distance and blended learning, as well as the increasing complexity of university IT infrastructures, the need for modern tools for controlling and managing technical resources is growing. It is substantiated that the use of IT infrastructure monitoring systems is not only a technological solution for ensuring the stable operation of servers, network equipment, or cloud services, but also an effective educational tool that enables learners to develop practical competencies necessary for professional activities in the field of information technologies. The article provides a comparative analysis of widely used monitoring systems – Nagios, Icinga, Prometheus, Grafana, and Zabbix – considering their technical capabilities, usability, potential for integration into the educational environment, and didactic effectiveness. It is shown that Zabbix is distinguished by its versatility, extensive set of agent-based and agentless data collection methods, advanced trigger and notification mechanisms, capabilities for dashboard creation, administration automation, and simulation of real-world operational scenarios. Attention is paid to the development of Zabbix-based learning environments for monitoring servers, containerized systems, virtualization platforms, data storage infrastructures, and network services. Examples of integrating Zabbix into educational disciplines such as “System Administration,” “Data Protection,” “Administration of Computer Systems and Networks,” and “Web-Oriented Educational Computer Systems” are presented, with an emphasis on fostering analytical thinking and practical skills in using industry-level tools. It is demonstrated that the implementation of Zabbix in the educational process contributes to improving the quality of professional training, develops learners’ ability to work with complex IT infrastructures, and ensures the integration of theoretical knowledge with practical activities in conditions closely resembling real industrial environments.
PROBLEMS OF STUDYING COMPUTER 3D GRAPHICS IN UKRAINE
The article considers the current state of the study of computer three-dimensional graphics in Ukraine and analyzes the main problems that hinder the effective implementation of this discipline in the educational process. Despite the existing difficulties, in Ukraine, you can still see several positive examples of integrating 3D graphics into the educational process. Some educational institutions, working with private companies, local circles, and mass educational online resources, create unpredictable opportunities for independent mastery of modern knowledge and skills. In general, the greatest potential for the development of this direction lies in systemic support from the state, which includes improving curricula, attracting experienced teachers, and modernizing the technical base, which, in fact, can open new horizons in education. Computer 3D graphics today occupies its place of honor in the world of technology, and therefore, those who know how to work with these tools are increasingly sought after. The demand for such specialists is growing because achieving success in graphic professions requires knowledge not only of programming or mathematics but also an understanding of the elements of art and design. In fact, each of these aspects is closely intertwined with working with three-dimensional images, and teaching such disciplines requires a combination of theoretical and practical approaches. Attention is focused on the imperfection of curricula, the lack of qualified personnel, a weak technical base, and limited access to modern software. The purpose of the article is to express the key obstacles in the study of three-dimensional graphics and outline possible ways to overcome them. In the process of research, the source sciences, the experience of foreign educational systems, and real cases from Ukrainian educational institutions were analyzed. The article also has ideas for updating the content of training, improving teachers' skills, and developing partnerships with businesses.
TECHNOLOGIES AND TRADITIONS: BARRIERS ON THE PATH TO DIGITALIZATION IN HIGHER EDUCATION
The article provides a comprehensive analysis of the digitalization processes in higher education, with a focus on preserving academic traditions. The main advantages of digital technologies in the educational process are considered: flexibility of educational trajectories, increased accessibility of knowledge, the possibility of personalized learning, automation of assessment, and support for inclusive education. At the same time, a few obstacles to the digital transformation of universities are identified: resistance to changes from teachers and administration, an insufficient level of digital literacy among teachers and students, psychological barriers, technical difficulties, financial constraints, and ethical challenges associated with maintaining academic integrity and reducing the quality of interpersonal interaction. Special attention is paid to the philosophical, socio-cultural, and pedagogical foundations of the traditional model of education. The value of the academic heritage, which has been formed over the centuries and plays a crucial role in shaping personality and preserving the identity of the university environment, is meaningfully considered. A comparative analysis of educational approaches in different regions of the world – in particular, European, American, and Asian models – was conducted to clarify the degree of influence of digital technologies on national educational traditions. Differences in the perception of education as a social institution in different cultures were revealed, as well as the role of digitalization in the transformation of classical pedagogical paradigms. The authors emphasize that the introduction of digital technologies should not only consider the cultural and historical features of the educational environment but also preserve the key principles of the humanistic approach to learning. The article also proposes the introduction of hybrid learning as an effective balance between traditional and innovative approaches, the development of digital competencies of participants in the educational process, and the formation of a state policy to support digital transformation.
DESIGNING THE INFORMATION EDUCATIONAL ENVIRONMENT OF A MODERN HIGHER EDUCATIONAL INSTITUTION
The main direction of informatization of the institution of higher education of Ukraine in the conditions of distance learning is the formation of its modern information educational environment (IEE) to ensure a high level of access to education for students of higher education. The article outlines the main characteristics of the information and educational environment of a modern higher educational institution, in particular objectivity, didactic component, personal orientation, unity, integration, high technology, multimedia, virtuality, openness, pedagogy, mobility. The main stages of designing an information educational environment are presented, including: creating and implementing a web application of an automated management system, providing corporate accounts; filling in content on the educational institution's website; forming the structure and filling in the MOODLE system; integrating the web application, Google Calendar, corporate mail, and the MOODLE system; testing and debugging the proposed IЕЕ. Important components of the IЕЕ structure include: educational process management tools; educational process automation tools; content of the MOODLE system, aimed at forming the necessary general and professional competencies of students. The development of the project is outlined step-by-step, in particular, the purpose, tasks, content, uniqueness, expected results, personnel of the executors, stages of the project and its weaknesses are defined. The features of the project implementation to improve the quality of distance learning are presented. Weaknesses of the project have been identified, including: quite a large number of project participants, possible lack of motivation of the team due to the financial component, and reluctance of changes on the part of some teachers. For the effective implementation of the project, a strategy for working with stakeholders and a schedule of informational support for its implementation have been developed. Separately, a detailed description of the specification of project goals is provided, a hierarchy of the work structure is proposed, a Gantt chart is constructed, and further development prospects are outlined.
CONCEPTUAL FOUNDATIONS OF TECHNICAL TRAINING FOR COMPUTER SCIENCE SPECIALISTS IN THE CONTEXT OF MODERN INFORMATION TECHNOLOGIES
The article examines the conceptual foundations of technical training for computer science specialists in the context of the rapid development of modern information technologies. The relevance of the topic is determined by the increasing demand for highly qualified IT professionals who can work with cutting-edge technologies – such as artificial intelligence (AI), machine learning, and cloud computing – as well as by the necessity to adapt educational programs to the dynamic needs of the labor market. The aim of the article is to develop recommendations for modernizing computer science curricula through the integration of AI and innovative teaching methods. The methodology for investigating the conceptual foundations of technical training for computer science specialists in the context of modern information technologies is based on a comprehensive approach. The paper analyzes current trends in education, including the use of online courses, virtual reality, and gamification, as well as challenges related to digital inequality and the ethical aspects of AI applications. A methodology for assessing the effectiveness of educational programs through AI analytics and collaboration with the IT industry is proposed. Special attention is given to the development of students’ practical skills through project-based activities and interactive teaching methods. The research findings indicate that integrating AI into education contributes to enhancing the competitiveness of graduates. Prospects for further research include studying the efficiency of adaptive learning systems, analyzing the impact of quantum computing on the preparation of specialists, and developing strategies to overcome digital inequality in education. The study emphasizes the importance of introducing the latest technologies into the educational process, adding new knowledge to the existing one in the field of training computer science specialists.
DIGITAL EDUCATIONAL RESOURCES FOR ECONOMIC AND MANAGERIAL TRAINING OF FUTURE MASTERS IN THE FIELD OF INFORMATION TECHNOLOGY: TERMINOLOGICAL APPARATUS OF THE STUDY
The digital transformation of education is a key area of research in modern pedagogical science due to profound technological changes in society and the need to modernize educational systems. The article is devoted to a comprehensive analysis of the terminological apparatus of the study of digital educational resources in the context of economic and managerial training of future masters in the field of information technology. The study reveals the essence of the basic concepts: digital technologies, digitalization of education, digital transformation of education, and digital educational resources. The scientific approaches of domestic and foreign researchers to understanding these categories are analyzed, and their comprehensive description is presented, taking into account current trends in the development of educational systems, particularly in the context of the requirements of Industry 4.0 and the digital economy. Particular attention is paid to the definition of digital educational resources for economic and managerial training for future masters in the IT industry. Their integrative nature is revealed, combining content from economics, management, project management, and information technology. It is substantiated that such resources, including multimedia courses, business process simulations, IT project management cases, and virtual decision-making simulators, are complex tools for forming professional competencies. The research methodology integrates theoretical methods, such as analysis, systematization, comparison, and synthesis of scientific sources. An interdisciplinary approach was applied, which allowed the integration of knowledge in pedagogy, economics, management and information technology. The study’s results expand the scientific understanding of digital educational resources and their role in the professional training of future IT specialists and outline the prospects for further research in the digitalization of education.
PEDAGOGICAL APPROACHES TO THE CREATION AND IMPLEMENTATION OF VIRTUAL LEARNING ENVIRONMENTS IN THE PROCESS OF SCHOOL EDUCATION
The article explores the methodological aspects of developing and integrating virtual learning environments (VLEs) into the school curriculum as an essential tool for the digital transformation of education. In modern society, the implementation of VLEs has become a necessary step to ensure a flexible, interactive, and personalized learning process. Special attention is given to the individualization of learning, the development of key student competencies such as self-regulation, critical thinking, and digital literacy, as well as improving the quality of education through access to innovative educational resources. The purpose of the study is to define pedagogical approaches and methodologies for the effective integration of VLEs into school education, analyze the challenges arising during the implementation process, and develop recommendations to overcome them. The article examines the role of digital platforms such as Moodle and Google Classroom in supporting blended and distance learning. A particular focus is placed on preparing educators for work in a digital environment and developing e-leadership as a key factor in the successful integration of VLEs. The study covers the theoretical foundations of VLE development, their adaptation to various school subjects and student age groups, and an analysis of tools for monitoring and evaluating learning outcomes. It highlights the potential of VLEs in promoting inclusive education, providing equal learning opportunities for students with diverse educational needs. The findings confirm that VLE integration enhances the effectiveness of the learning process, fosters the development of interactive learning formats, and increases student engagement. The prospects for further research involve improving methodological approaches to VLE use, developing flexible evaluation models, and adaptive learning programs. Further research should focus on advancing teachers' digital competence and establishing mechanisms for administrative support to ensure the implementation of VLEs at all levels of the education system.
WEB ACCESSIBILITY OF EDUCATIONAL MATERIALS: APPROACHES AND TOOLS OF THE MOODLE PLATFORM
The article is devoted to the current problem of ensuring web accessibility in the educational environment through the Moodle platform. The importance of accessibility as a tool for removing barriers for students with different needs is considered, and it meets modern international standards, such as WCAG 2.1. Special attention is paid to the role of teachers and administrators of the educational platform in implementing solutions that combine technical capabilities with pedagogical approaches, contributing to integrating the principles of universal learning design. The article analyzes the tools of the Moodle platform that support the creation of accessible content: text materials, multimedia, tables, and interactive elements. The functionality of the Accessibility Checker and Brickfield Accessibility Starter Toolkit plugins, which provide automatic verification of compliance with accessibility requirements, and the Video.js media player, which allows adapting video and audio for students with sensory impairments, is described in detail. The shortcomings and challenges are emphasized, as well as minimal mobile optimization and the need to add subtitles to videos manually. The study aims to develop recommendations for optimizing the use of the Moodle platform to create equal access to education, particularly for students with visual, hearing, or motor impairments. The emphasis is on the importance of combining the platform's technical capabilities and students' needs, which allows for creating an environment that not only meets accessibility requirements but also ensures the actual involvement of all participants in the educational process. Further research can be aimed at developing tools for automating the accessibility of web content, integrating Moodle platforms with external services to improve the quality of multimedia, and creating training programs for teachers and administrators of educational platforms on web accessibility issues.
DEVELOPMENT OF DIGITAL COMPETENCE OF ACADEMIC STAFF: FOREIGN EXPERIENCE
The article presents a literature review of international experience in developing the digital competence of academic staff. The concept of digital competence is revealed, one of the most common tools for its assessment is described – the Digital Competence of Educators (DigCompEdu) questionnaire, which includes 22 competencies grouped into six categories. The study draws attention to certain aspects of the problem, which allow us to take a fresh look at its importance and consequences, as well as what the digital competencies of academic staff in the field of education should be. Attention is focused on the importance of studying foreign experience for its adaptation in Ukraine, given the relevance of European integration processes. The growth of interest in new digital technologies and their implementation has affected all spheres of society, including education and science, where the demand for information and digital technologies has increased significantly. The readiness of academic staff to use digital technologies is one of the key challenges of our time. For the effective implementation of these technologies in the educational process, it is necessary to improve the digital skills and competencies of teachers. Based on the analysis of foreign experience, the current state and prospects for the development of digital competence of academic staff are studied. The key challenges faced by academic staff in the implementation of digital technologies in the educational process are considered, as well as effective practices used in foreign countries are analyzed. The importance of developing digital competence for improving the quality of education and competitiveness of the national education system is emphasized. Different expectations regarding the aspects that can be developed based on this topical topic are presented. The main challenges and prospects for the development of digital competence of academic staff in the international context are highlighted.
research and teaching staff: foreign experience
STUDYING ELEMENTS OF SET THEORY USING THE COMPUTER MATHEMATICS SYSTEM MATHEMATICA
One of the most popular and powerful computer mathematics systems is Mathematica. It is used both by professional researchers for their studies and by educators and students in the learning process. Being a universal tool, Mathematica can be applied across various fields. There are many general publications about using different computer mathematics systems, including Mathematica, to solve mathematical problems. However, less attention is given to specific methodologies for studying individual sections of mathematical analysis. This paper proposes a methodology for studying elements of set theory using Mathematica. It demonstrates that this system enables users to: 1) define sets of various types, including lists and regions in and ; 2) verify element membership in sets and set inclusions; 3) perform operations such as union, intersection, complement, and subtraction; 4) graphically represent sets and draw Euler circles; 5) verify the correctness of formulas involving set operations; and 6) check the validity of logical statements. The procedure for performing these actions is described, and illustrative examples are provided. In our view, a tool like Mathematica does not eliminate the need to understand the theory and solve problems independently. On the contrary, it stimulates more profound knowledge, experimentation, and exploration. It also enhances computer literacy, algorithmic thinking, and programming skills. The significance of these results lies in the following: 1) increased accuracy and reliability of problem-solving; 2) improved efficiency through rapid idea generation and verification of individual steps; 3) better comprehension of material through visualization; 4) development of algorithmic thinking and programming skills; and 5) greater engagement in studying the material.
METHODICAL APPROACHES TO MODELING 8-BIT MICROCONTROLLER DEVICES IN THE PROTEUS SOFTWARE ENVIRONMENT
Nowadays, microcontrollers are an integral part of modern life since their application has a wide range of devices and systems, from household appliances to complex industrial mechanisms. The constant need for microcontrollers requires practical approaches to their development and modeling. The article highlights the essence of methodological approaches to modeling 8-bit microcontroller devices in the Proteus software environment in the training of future IT specialists. The modeling stages are considered, including circuit development, program code writing and debugging, and system verification and testing. The results of the study confirm the high efficiency of the Proteus software environment for modeling 8-bit microcontroller systems, which contributes to improving the quality of education and development in the field of electronics and microprocessor technology. It is noted that microcontrollers continue to play a key role in the development of technology, improving the quality of life and promoting innovation in various fields. The relevance of this topic is due to the need to increase the efficiency of the development and testing of microcontroller systems, reduce prototyping costs, and improve the quality of final products. Using the Proteus software environment allows you to achieve these goals by providing developers with tools for accurately modeling and verifying electronic systems. Thus, this research aims to develop methodological approaches to modeling 8-bit devices, create accurate software and hardware models of microcontrollers, optimize algorithms for testing and verification of systems based on simulations, and increase the speed and quality of the design process. This will reduce the number of errors at the development stage, reduce the time for debugging prototypes, and ensure the high reliability of final electronic products.
DEVELOPMENT OF DIGITAL COMPETENCE OF RESEARCH AND PEDAGOGICAL STAFF USING THE GOOGLE ANALYTICS 4 INFORMATION SYSTEM
The article analyzes the digital competence development of scientific and scientific-pedagogical workers using the Google Analytics 4 information system. The concept of digital competence, its main components, and development methods are considered. Several key areas of solving the problem of developing digital competence of scientific and scientific-pedagogical workers using open educational and scientific information systems that provide the opportunity for analysis, visualization, and work with data in real time are identified. The concept of one of the open access services – the Google Analytics 4 information and analytical system – is considered, and several key aspects should be considered when using it. The use of one of the scientific web resources – the Institute for Digitalization of Education of the National Academy of Sciences of Ukraine – was monitored using Google Analytics 4 regarding the use and development of the website of the scientific institution and increasing the number of visitors to its users. The study aims to analyze some aspects and areas of digital competence development of scientific and scientific-pedagogical workers using the Google Analytics 4 information system. The subject of the study is the process of developing digital competence using information and analytical systems, particularly Google Analytics 4. The main objectives of the study were to identify the main components and methods of developing digital competence, to analyze the capabilities of Google Analytics 4 for monitoring and optimizing web resources, to monitor the use of the website of the Institute for Digitalization of Education of the National Academy of Sciences of Ukraine using Google Analytics 4; to develop recommendations for improving the digital competence of scientists and teachers through the implementation of VONIS. Several promising areas for further research were identified to improve the quality of scientific and pedagogical activities and the integration of Ukraine into the international scientific space.
CLOUD TECHNOLOGIES AS AN INNOVATIVE BASIS FOR THE DEVELOPMENT OF THE DIGITAL EDUCATIONAL ENVIRONMENT OF A HIGHER EDUCATION INSTITUTION
he article considers the role of cloud technologies as an innovative basis for developing the digital educational environment of higher education institutions (HEIs). Modern education is undergoing significant transformations caused by digitalizing all educational activities and the need to ensure flexibility, accessibility, and efficiency. The introduction of cloud technologies makes it possible to optimize the educational process and create conditions for high-quality management of higher education institution resources, ensuring continuous interaction between participants in the educational process and the development of digital competencies. The article analyses the main advantages of using cloud technologies in digital education. These include 24/7 availability of educational materials, the possibility of distance and blended learning, ensuring real-time collaboration of all participants, and optimization of administrative activities. Special attention is paid to the issues of information security and data privacy in implementing cloud solutions, which is one of the key challenges for educational institutions. A structural model for the introduction of cloud technologies into the digital environment of a university has been developed, which includes an analytical stage (infrastructure readiness audit), an organizational and planning stage (platform selection, staff training, development of a regulatory framework), an integration stage (integration of services into educational and administrative processes), and a stage of performance monitoring and optimization of use. The factors influencing the decrease in the level of integration of cloud technologies in higher education institutions are highlighted, cloud technologies and their key advantages are described, and the stages of implementation of cloud services in the digital educational environment of higher education institutions are identified. The use of cloud technologies improves the quality of educational services, increases communication efficiency between all participants in the educational process, and allows us to develop digital skills necessary for the modern labor market. The practical experience of implementing cloud solutions in higher education institutions confirms their effectiveness in creating a flexible, accessible, high-tech learning environment.
CRITERIA AND INDICATORS OF THE DEVELOPMENT OF DIGITAL COMPETENCE OF RESEARCH AND TEACHING STAFF
Currently, in pedagogy, the concept of digital competence of a teacher is considered under the conditions of education transformation. The relevance of this problem is related to the need of the modern education system for research and teaching staff who are able and ready to use digital technologies and develop digital pedagogy for further improvement and transformation of the educational process. This requires the definition of criteria, indicators, and levels of manifestation of their digital competence. The analysis and generalization of normative documents regulating the activities of research and teaching staff and scientific publications of domestic and foreign scientists regarding the state of the investigated problem were used, summarizing one's own experience of using open educational and scientific systems. Based on the analysis of scientific and pedagogical research, regulatory documents (Framework of digital competence for citizens of Ukraine, the project of the Framework of digital competence for research and teaching staff and DigComp 2.0, DigComp 2.1, DigComp 2.2), professional experience, the criteria for the development of digital competence of research and teaching staff, which reflect its components: educational-digital, methodical-digital, research-digital, organizational-digital and integral-digital. To clarify their content, relevant indicators in digital content creation have been singled out: communication and cooperation, security in the digital environment, information literacy, the ability to work with data, and the field of technological solutions to professional tasks using digital tools. Three levels of digital competence development are defined and substantiated: basic, sufficient, and high. A well-founded conclusion was made regarding the need for research and teaching staff to acquire a high level of digital competence.
SOME ASPECTS OF USING WEB-ORIENTED SERVER MANAGEMENT SYSTEMS DURING TRAINING OF FUTURE INFORMATION TECHNOLOGY SPECIALISTS
The article is devoted to analyzing the effectiveness of using web-oriented server management systems in training information technology specialists. The purpose of this study is to explore the effectiveness of using web-oriented server management systems in the process of training information technology specialists. Web-oriented server management systems are powerful tools that simplify servers and hosting administration. With the help of these systems, the user is provided with a graphical interface for managing various aspects of the server, including websites, databases, e-mail, etc. The rapid development of web technologies requires modern information technology specialists to have in-depth knowledge of web server administration. Using web-based server management systems, such as Ajenti, Webmin, Sentora, VestaCP, CentOS Web Panel, Kloxo-MR, Froxlor, ISPConfig, and others, provides powerful website management tools. Based on theoretical analysis and practical research, it was found that using such systems contributes to the formation of students' practical skills, increasing their motivation to study and a deeper understanding of the principles of operation of modern infrastructures of organizations using information technologies. Using web-based server management systems in the educational process makes it more effective and engaging for students. This contributes to the development of practical skills, increasing motivation, and better training of specialists who are ready to work in modern companies in the field of information technologies. Using web-based server management systems in the course "Web-based educational computer systems" has several advantages. They allow students to gain practical server administration skills, increase learning efficiency, and contribute to developing interest in information technologies. The results obtained can be used to optimize curricula and improve the quality of training of information technology specialists.
THEORY AND PRACTICE OF MONITORING THE DIGITAL EDUCATIONAL ENVIRONMENT: DOMESTIC AND FOREIGN EXPERIENCE
The digital transformation process in Ukrainian education takes place in the context of modern trends and the global needs of society. The article analyzes the theoretical and methodological principles of educational monitoring as a system, process, and tool for researching various aspects of the digital educational environment, the functioning of educational systems, educational policies, and learning outcomes. The best international and domestic monitoring research practices regarding various aspects of the digitalization of education are considered, including: International Computer and Information Literacy Study ICILST (International Computer and Information Literacy Study), which is implemented with the support of the International Association for the Measurement of Educational Achievements IEA (International Association for the Evaluation of Educational Achievement); Teaching and Learning International Survey TALIS (Teaching and Learning International Survey), conducted by the Organization for Economic Cooperation and Development (ODCE); national-level research "Monitoring digitalization of basic education MyRA" ("Monitor Digitalisering Funderend Onderwijs MyRA", the Netherlands), of the Ukrainian Center for the Assessment of the Quality of Education, monitoring the formation of information and digital competence of teachers of general secondary education institutions in In Kyiv (1st stage) with the support of the State Education Quality Service, a nationwide online survey of teachers regarding their use of digital tools and ICT, conducted by the Institute of Digitalization of Education of the National Academy of Sciences of Ukraine and the State Scientific Institution "Institute of Modernization of Education Content". Modern theories and approaches implemented at various stages in planning, development, organization, implementation, and interpretation of monitoring results are singled out. The main provisions of the Theory of planned behavior (The theory of planned behavior, Ajzen I.) and the modern theory of IRT testing (Item Response Theory), which is known as the modern theory of mental tests (Modern Mental Test Theory), are described. The role of the gender approach in education and its place in monitoring studies of the digital educational environment are considered. The research results are summarized, and recommendations are given.
monitoring the effectiveness of the digital environment
information and communication technologies (ICT)
OVERVIEW OF TEST DESIGN TECHNIQUES IN THE CONTEXT OF TEACHING STUDENTS IN THE INTEGRATED TECHNOLOGY OF SOFTWARE QUALITY ASSURANCE
The article provides a comprehensive review of test design techniques in the context of training students who specialize in integrated technologies for quality assurance of software products (Quality Assurance). The modern IT services market constantly puts forward new requirements for software quality, including increased reliability, security, functionality, and ease of use. In this regard, the role of QA specialists has increased significantly, hence the need to train highly qualified specialists. Today, many educational programs in the field of information technology focus on software development, but not enough attention is paid to methods of ensuring its quality. As a result, graduates do not always have the necessary skills to develop effective test scenarios and use modern testing techniques, which are critical for detecting and eliminating defects early in the software life cycle. The article details key test design techniques, including equivalent distribution, boundary value analysis, decision tables, paired testing, state transition testing, and scenario development techniques for exhaustive and exploratory testing. For each method, examples of its application in practical tasks are given, allowing you to better understand its effectiveness and advantages. Special attention is paid to the issue of adapting these techniques to training aimed at preparing students for actual working conditions in the IT industry. This will provide students with theoretical knowledge and practical skills critical for working in the dynamic environment of modern Agile and DevOps teams. The conclusions emphasize that introducing test design techniques into educational programs will contribute to the formation of students' system thinking, analytical abilities, and the ability to work with modern software quality assurance tools. Therefore, expanding educational programs through integrating modern test design techniques is necessary for training competitive specialists capable of responding to the challenges of the modern IT market.
APPLICATION OF EDUCATIONAL DESIGN MODELS IN THE PROFESSIONAL TRAINING OF COMPUTER SCIENCE TEACHERS
Modernization of teacher training is a strategic task of the state in the context of Ukraine's European integration. The growing role of information and communication technologies as a goal and means of learning in educational institutions, the need to adapt the forms of organization of the educational process to modern changing conditions poses the task for the modern teacher to harmoniously combine subject, psychological-pedagogical and technological competencies in his professional activities. The concept of technologies in modern education covers the information and digital aspects of the teacher's activity as well as the psychological-pedagogical aspect. Academic freedom allows the teacher to independently design educational materials and organize the educational process for a well-founded setting of learning goals and their effective achievement – to become an educational designer. A few educational design models (Instructional Design Models) have been developed in world educational practice. These are used at different levels of education in traditional forms of organization of the educational process and in developing and implementing digital educational technologies (EdTech). The article offers an overview of common models of educational design, analyzes their features, and investigates their applicability in the practice of computer science teacher activity in the context of current professional requirements. The feasibility of familiarizing future computer science teachers of educational institutions of different levels with the concepts of educational technologies, educational design, models and methods of designing educational content and relevant aspects of organizing the educational process is substantiated. The experience of implementing these concepts in the practice of teaching future computer science teachers at the T.H. Shevchenko National University «Chernihiv Collegium» is described. It is established that the possession of modern tools helps a practicing teacher in adaptive planning, implementation, and reflection of his professional activities to effectively organize the educational process in changing conditions.
RESEARCH COMPONENT OF DIGITAL COMPETENCE OF RESEARCHERS AND ACADEMIC STAFF: THE RESULTS OF A STATEMENT EXPERIMENT
The article examines the research component of the digital competence of researchers and academic staff. The study's relevance is determined by the processes of total digitalization and the need for continuous development of the digital competence of scientists for effective professional activity. As part of the research project «Development of digital competence of researchers and academic staff using open educational and scientific information systems», a statement experiment was conducted (August-October 2024), involving 344 participants. Different types of digital services were analyzed: scientometric and bibliographic databases, artificial intelligence services, social networks for scientific collaboration, conference systems, journal systems, plagiarism checkers, mobile applications for scientific activities, and reference list generation services. A high level of use was found for scientometric databases (Google Scholar – 89%, Scopus – 79%, Web of Science – 78%), artificial intelligence services (ChatGPT – 75%), and social networks for scientific communication (Facebook – 71%). A low level of use was identified for conference systems, journal systems, mobile applications, and reference list generation services. The dependence of digital service usage on the respondents' age, work experience, and workplace was determined. The most active users of digital services were scientists aged 36-45 years, with 11-20 years of work experience, working in higher education institutions. The research results indicate the need for further work on improving the digital competence of researchers and academic staff, especially in the context of using specialized services and automating research activities. Prospects for further research lie in analyzing other components of the digital competence of researchers and academic staff.
THE FORMATION OF UKRAINIAN-LANGUAGE INFORMATICS TERMINOLOGY AND THE CONTRIBUTION OF M. I. ZHALDAK TO THE FORMATION OF THE SYSTEM OF PROFESSIONAL COMPETENCIES OF INFORMATICS TEACHERS
The article presents and analyzes the problems of Ukrainian-language terminology in computer science. The issues of using terms in educational institutions and scientific publications are considered. Some terms are highlighted, and their use requires validity and pedagogical prudence. The views and position of Myroslav Ivanovych Zhaldak, Doctor of Pedagogical Sciences, full member of the National Academy of Pedagogical Sciences of Ukraine, on this topic are also highlighted. It is important to remember that creating Ukrainian-language computer science terminology is an important part of preserving Ukraine's cultural and linguistic heritage and contributes to increasing the accessibility and understanding of information technology among future computer science teachers. The study aims to analyze the formation of the concept of "information" and the views of Academician M. I. Zhaldak on the interpretation of the basic concepts of computer science, as well as on the problems of using Ukrainian-language terminology in scientific and pedagogical publications and educational literature on computer science, mathematics, and probability theory. The article describes Myroslav Ivanovych's significant contribution to the development of Ukrainian terminology in the field of computer science. The methodological basis of the study is the theoretical provisions of epistemology as a branch of philosophy where cognition is a process of reflecting reality that exists independently of consciousness and reality that can be recognized. Examples of incorrect statements and their corresponding Ukrainian literary language are given. The main aspects of the formation of Ukrainian-language computer terminology are outlined. The authors emphasized the need to present the content of scientific and pedagogical publications at the highest possible cultural and literary level to ensure a positive impact on students. This, in turn, will lead to the formation of their professional and general culture. Prospects for further research on this issue are also identified.
Ukrainian-language informatics terminology
professional training of informatics teachers
the culture of scientific and pedagogical publications
scientific approach to interpreting used terms
Development of a training environment for training the basics of programming for students of 6-7 grades of general secondary education institutions
The article considers an important section of the training course of computer science – programming. Programming training develops memory, logical thinking, creativity, self-organization, resilience and intellectual abilities. In this case, the number of hours provided by the curriculum in computer science to study the topic "Algorithms and programs", as well as "Fundamentals of object-oriented programming" can be considered more than sufficient (from 30% to 50% depending on the class). Therefore, with a systematic and balanced approach to training, after school-leaving, each student can have a basic knowledge of programming, he will be able to apply it to solve practical problems arising during various activities. At the same time, a variety of development training environments, as well as educational web resources and sites, can help teachers and students. For such modern and simple languages as Python, there are enough of them. However, unfortunately, the available services are not quite suitable for use in grades 6-7 when studying the topic "Algorithms and programs". That is why it is advisable to develop an easy-to-use but meaningful learning environment for training the basics of Python programming in high school. The PyLearn environment is designed to make it easier for students to adapt to the rules of writing code and testing it. Using this approach allow to be devoted to solving practical problems for the maximum part of study time, which in the future, of course, will allow students to deepen their knowledge and to start working on their own educational or research project on programming in the high school. The article is focused on a brief analysis of popular software tools for learning programming, as well as the principle of working with the developed learning environment PyLearn in described.