Distance Learning and the System of Self-Education Under Martial Law: Socio-Political Challenges

Abstract

The article considers the activation of distance learning and the system of self-education due to the need to support education in martial law.The problem is considered in its connection with contemporary socio-political challenges and methods of developing political education in modern Ukraine. The methodologies of the educational process based on distance learning technologies are analysed; these methodologies provide for the existence and development of an appropriate information and communication educational environment. The factors that determine the level of effectiveness of teachers’ activities and student learning through the use of distance education technologies are identified.

It is argued that contemporary educational problems have pronounced features of socio-political challenges. The advantages (individualisation of educational training; participation in several educational programmes; optimal combination of professional activity and education; encouragement of self-organisation, rational use of time, and mastery of new information technologies) and disadvantages (decline in the quality of education; lack of dialogue between students, teachers, and parents; insufficient distance learning methodology and an inadequate response from the government; the forced nature of use or, conversely, the neglect of distance learning tools; lack of prior experience; irregular working hours) of distance education are highlighted.

A number of patterns in the development and intensification of human self-education are identified, as well as their role for the democratic political life of society as a whole. It is emphasised that self-educational activity is an individual’s choice regarding the nature of knowledge acquisition and is determined by their needs for intellectual, professional, and spiritual growth. The activation of the self-education system involves changes in the methods and principles of its functioning, as well as the transformation of attitudes towards this form of education on the part of both individual citizens and state institutions.