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DOI: https://doi.org/10.34069/AI/2022.55.07.24
How to Cite:
Gumennykova, T., Ilchenko, P., Bazyl, O., Ilchenko, A., & Vydrych, O. (2022). Educational trends 2022: essence and innovation
potential. Amazonia Investiga, 11(55), 226-233. https://doi.org/10.34069/AI/2022.55.07.24
Educational trends 2022: essence and innovation potential
Tendencias educativas 2022: esencia y potencial de innovación
Received: May 30, 2022 Accepted: July 30, 2022
Written by:
Tamara Gumennykova102
https://orcid.org/0000-0002-6223-7711
Petro Ilchenko103
https://orcid.org/0000-0001-8617-4228
Olena Bazyl104
https://orcid.org/0000-0002-2644-5361
Alla Ilchenko105
https://orcid.org/0000-0003-1862-3639
Olena Vydrych106
https://orcid.org/0000-0003-1793-0856
Abstract
The paper aims to analyze the educational trends
of the year 2022 and determine whether they are
relevant in the future, whether they are a response
to the challenges of the present. Also, attention is
paid to the method of SWOT-analysis, with the
help of which the strengths and vulnerabilities of
distance learning are identified. The results
analyze the future of distance education, in
particular, special attention is paid to the
experience of implementing hybrid education as
a likely promising direction of further learning.
Another aspect is the introduction of STEM
education, media education (as a counteraction to
intentional propaganda), and Education for
Sustainable Development as important elements
of the modern learning process in the United
States and European countries. In conclusion, it
is concluded that these areas of educational
activities will be trends in the next decade in the
recurrence of the crisis. The scientific novelty of
the work consists in the fact that for the first time
at the synthetic level modern educational trends
were studied, their prospects and risks of use
were characterized.
102
Doctor of Pedagogical Sciences, Professor Department of Social Sciences Danube Branch of PJSC “IAPM University”
(Interregional Academy of Personnel Management), Ukraine.
103
Professor Kyiv National University of Culture and Arts, Faculty of Theater, Cinema and Variety Show Department of Directing
and Acting Skills, Ukraine.
104
Senior Teacher Ph.D. of Physical and Mathematical Sciences Department of Applied Mathematics and Complex System Sumy
State University, Faculty of Electronics and Information Technologies, Ukraine.
105
PhD (Pedagogics), Associate Professor of the Department of Humanitarian and Social Disciplines Faculty of Accounting and
Finance, Poltava State Agrarian University, Ukraine.
106
Assistant, Specialist, Kyiv National University of Culture and Arts, Faculty of Musical Arts Yevhena Konovaltsia 36,
Kyiv,Ukraine.
Gumennykova, T., Ilchenko, P., Bazyl, O., Ilchenko, A., Vydrych, O. / Volume 11 - Issue 55: 226-233 / July, 2022
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The abstract in English does not match the
abstract in Spanish.
Key words: educational trends, distance
education, innovations, media education.
Introduction
In the XXI century. the development of society
has reached new horizons. Modern requirements
for education must meet this process, as well as
the current globalization trend and the total
digitalization of all spheres of social life. At the
same time, new challenges (in particular the
COVID-19 pandemic and inciting military
conflicts) increase the requirements for the
organization of educational work, so for 2022,
there is a need to identify and analyze the main
trends that will determine the further evolution of
the educational sphere. The relevance of this
topic is also increased because among
researchers no unified point of view or system of
views on what the future, essence, and innovative
potential of many current trends is, that is,
whether they have future prospects for use, are
only a short-term answer to urgent problems.
The development of the educational industry in
relation to the latest global challenges remains a
pressing issue. The available research is usually
separate, i.e., it covers narrow, specific issues
that are not addressed in a synthetic context. A
comparative and detailed examination of
emerging trends in the future of the industry
remains an important element for subsequent
elaboration and formulation of the necessary
recommendations and conclusions for
implementation.
Therefore, the purpose of the article is to
determine the essence and prospects of modern
means, technology, and trends that are used in
2022. Consequently, the paper highlights such
research questions:
1. advantages and disadvantages of operating
an online distance education system
2. the importance of lifelong learning for the
self-development of individuals
3. the role of STEM-education and Education
for Sustainable Development
4. сharacteristics of media education as a future
educational trend.
The solution of these questions will make it
possible to reinterpret some of the statements
approved in the professional literature about the
prospects of certain techniques or systems of
education, as well as to offer our vision of future
trends in the development of the educational
sector.
Theoretical Framework or Literature Review
Currently, there are many works in which
modern educators have tried to characterize the
main pedagogical innovations and trends in the
development of education. In particular, Conte et
al. (2019) investigated the main ways of
development of higher education, the authors
characterized the possibility of using inclusive
digital spaces, where knowledge is available to
all regardless of social status. Abuhassna et al
(2020) investigated student satisfaction with
online learning environments. They note that in
order to understand, memorize, apply, and
analyze course material, the learning
environment should include certain factors. First,
students should be given autonomy. Second,
opportunities for collaboration are needed to
enhance learning. Third, educators should be
well-trained, knowledgeable, and supportive of
students in their academic endeavors. Finally,
students' experience with technology also plays a
significant role in regulating the online learning
environment system. Dhawan (2020) has
characterized the use of distance education and
explored its importance and role in today's
information society. This researcher notes that in
order for a digital learning system to be effective,
various socio-cultural aspects of education must
be included. De Souza et al (2020) investigated
the development of education against the
backdrop of modern technological change. At the
same time, Ehlers (2019) characterized the
qualitative changes in the education system of the
future. Aghion et al. (2021) examined
contemporary innovations in higher education.
At the same time, Andersone (2020)
characterized the main innovative methods of
teaching and described their possibilities and
prospects of use. Pinheiro & Santos (2022)
analyzed the pedagogical conditions for the
implementation of distance education, identified
the features of its use. Kaur & Batra (2018)
characterized the problem of the effectiveness of
training to improve the performance of
professionals in different industries. Instead, Bak
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et al. (2019) identified the problem of social
communication skills and their importance for
today's students. Cherng & Davis (2019)
investigated the problems of multiculturalism in
the education system and formed key
recommendations to reform multicultural
education. Liao & Thomas (2020) explored
contemporary ways to improve intercultural
competence. Ungerer (2019) identified
perspectives on using Storytelling to improve the
learning system. At the same time, Richards
(2019) analyzed the problem of cultural diversity
in higher education and characterized conceptual
pedagogy. Pérez et al. (2018) explored the
prospects and possibilities of using play
methodology as a major contemporary
educational trend.
Consequently, although today there are many
scientific works devoted to the main trends and
methods of development (improvement) of
education. However, the issue of efficiency of
using these or those trends in the education
system remains understudied. Also, little-studied
is the prediction of the likely development of
those or other trends that are now prevailing in
education.
Methodology
The main empirical materials are the official
ratings of modern educational methods,
regulations on educational programs, and
recommendations for the development of
standards of higher education in Ukraine.
The theoretical pedagogical methods of research
were used in the work: abstraction,
concretization, comparison, and others. In
particular, based on the method of comparison it
was possible to compare the main trends in the
development of education. With the help of
concretization, the problem of using distance
learning as a key trend in the world educational
system is reflected. As a result of using
abstraction, it was possible to move from general
statements (coverage of the role of modern
educational innovations and trends,
identification of the main trends in education) to
our own judgments on the effectiveness of using
certain trends. Based on the predictive method
the problem of using trends 2022 in the education
of the future was characterized. The empirical
methods include observation and experiment.
Separate attention is paid to the SWOT analysis
method, which has been actively used in various
fields of scientific knowledge since 1969. The
main content of the method consists in a detailed
analysis of the identified factors, which are
essential in decision making, it allows to
formulate and characterize the prospects of
development of a process, idea, or activity. It
should be noted that originally this method was
actively used in marketing studios, but nowadays
it has shown its effectiveness in the educational
system as well. So, since our study analyzes the
main trends and tendencies in the development of
education the requirement for an objective and
balanced analysis is relevant.
Results and Discussion
Is distance education a major trend?
This is a debatable question the authors of the
floor ask in order to determine the prospects of
using distance education in the times after the
COVID-19 pandemic is over. During the
pandemic, distance learning was the main way
out of the crisis situation in the education system
(Arruda et al., 2021). In addition, online
education is effective in crisis (military)
situations. For this reason, the experience of
Saudi Arabia, Palestine, and Ukraine, where
military operations took place (or are taking
place), is valuable. But will distance education be
used in countries that have overcome the
COVID-19 pandemic and are not suffering from
the war in the future?
Let us note the gradual evolution of the legal
framework for distance learning since 1996 when
the term was gradually introduced into the
legislation of European countries and America.
Distance learning was used to increase access to
education for the not-so-wealthy segments of the
population, as the problem of tuition fees became
very urgent (Abuhassna et al., 2020). It was
normal for universities to offer distance learning
courses as part of their bachelor's or master's
degree programs. Initially, the period of
expansion of distance learning since 1996 was
led by the government. However, beginning with
the start of the 21st century and the global
development of the Internet, universities began
working to expand their distance learning
offerings. The real development of the legal
framework occurred after 2017 when European
countries accredited an institution specializing in
distance learning (Arruda et al., 2021). Students
who studied on campus and in online programs
were declared equal. At the same time,
institutions of higher education created digital
libraries. The full transition to online learning
took place in 2020 when all on-campus learning
activities ceased and all classrooms moved to
virtual platforms. The trends presented in the
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data set are also confirmed by a study conducted
by de Souza et al. (2020). However, these
numbers do not reflect the equity or quality of
education, as private educational institutions are
mainly focused on increasing the number of
students. Distance learning methods have already
gained popularity in higher education institutions
in many countries because of the legislative
framework established decades ago. The
pandemic has expanded the reach of distance
learning when classroom instruction has moved
into the virtual world (de Souza et al., 2020).
To predict the likely development of distance
education, we will conduct a SWOT analysis of
the effectiveness of educational resources in this
type of training. The key criteria are chosen:
financial resources: investments, financing,
physical factors: space, equipment, location,
human resources: teachers, technical staff,
involvement of specialists, access to information
resources (copyright statement, corporate access,
licenses), analysis of different internal processes
(organization of webinars, lectures, trainings,
master classes, conferences), the possibility of
professional development, availability of loyalty
programs, etc. To identify the strengths of online
learning in comparison with the traditional
model, we use the SWOT analysis to determine
what exactly its advantages are obvious (in the
absence of a clear indicator, we interpret it as a
weak feature). Consequently, according to the
above criteria, we can determine the strengths
(Strengths) of the use of online learning in higher
education institutions.
Considering the factor “financial resources”, the
use of online learning makes it possible to obtain
grants from various organizations. By the factor
“physical resources” distance learning does not
require and does not depend on a significant
renovation of the material and technical
equipment of classrooms. For this reason, the
BYOD (bring your own device) approach, which
provides for the use of portable electronic
gadgets by all participants of training (Conte et
al., 2019), becomes especially important in
educational institutions. Considering the “human
resources” criterion, it is possible to significantly
expand the audience in case of attracting students
from other educational institutions, it is also
possible to invite “guest” lecturers or certain
specialists in a particular industry (Abuhassna et
al., 2020). According to the factor “access to
resources”, the strength of the distance learning
system in the structure of the educational process
organization is the expansion of Creative
Commons license opportunities. Analyzing the
criterion “internal processes” is a valuable
absolutely inseparable course of improvement of
mastery (competence) of teachers and students
on some procedural issues of blended learning
application (Dhawan, 2020).
Let us define Weaknesses using online learning.
Given the criterion “financial resources”, the use
of this type of learning in higher education
institutions is somewhat limited, primarily due to
inadequate state funding of modern educational
innovations. In the criterion “physical resources”
there is a limited use of online learning in the
absence of Internet access. Analyzing the
“human resources” criterion, the need for
systematic motivated self-education of both
students and teachers becomes apparent.
According to the criterion of “access to
resources” the weak side of the use of blended
learning can be the limitation of corporate access
to resources. Considering the criterion “internal
processes” the limitation of the teacher's
independence in the educational process may
become a weakness (Demiray, 2017).
In addition to the above-mentioned objective
internal criteria, which can potentially be
identified and controlled, uncontrollable external
factors that can affect the development of
innovation in different ways should also be taken
into account. The mentioned external factors are:
- variable trends and tendencies (integration of
new educational technologies into the
educational process, changes in methodological
foundations, the transformation of target
audience preferences; - relations between
educational actors; - economic aspects:
migration, competition; demographic aspects,
political, economic, environmental, limitations.
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Table 1.
SWOT-analysis matrix of the process of distance education implementation
Strengths
Weaknesses
Ability to obtain grants
Depending on Internet access
Lack of significant renovation of the material and
technical base
The requirement in systematic motivated self-education
of students and faculty
Expansion of the target audience
Becoming a limitation in the use of other online
resources
Expansion of the Creative Commons license;
A methodological limitation of teachers' freedom,
limitation of teachers' creativity
Improving the competence of distance learning
participants
Created based on the author's analysis
So, as we managed to establish in distance
education, there are more advantages than
disadvantages. However, the next stage of its
mass implementation should take into account
the above risks. We believe that the introduction
of new learning resources and the improvement
of existing ones will improve the distance
education process as a whole.
Hybrid classes as a promising trend in the
educational process
Some of the most recent advances in the
educational system include hybrid classes, which
are a mixture of online learning and conventional
teaching. In hybrid classrooms, much of the
learning takes place on campus or at school, and
students participate in both in-person and online
activities. Virtual analytics are used to assess
student performance by collecting data on their
interactions with instructional content (Dhawan,
2020). Pedagogical tools are developed based on
new learning technologies. It is about combining
game-based teaching methods with modern
technology, from creating avatars or online
characters to playing in fictional online worlds
(Arruda et al., 2021). Many digital learning
platforms are creating their own spaces to use
and shape their participants. An extension of this
is the creation of virtual reality, a digital gateway
to the social online world. Regardless of the
content of these advances, the digitalization of
learning has spread. This means that the
education system has moved to e-learning, and
digital platforms are likely to remain part of the
learning process. This method advances in ease
of access and high levels of student and learner
engagement (Ehlers, 2019). It also creates an
environment where students can choose
personalized educational tools and have more
access to information. Moreover, they will use
this access on their own, without coercion from
teachers.
STEM-education and Education for
Sustainable Development - the latest formulas
for organizing the educational process
For a long time, Education for Sustainable
Development has been a separate branch of
educational activity, characterizing the vectors of
its development, defining the tasks and
methodology of general and accessible learning
opportunities. Education for Sustainable
Development formed a tangible evolutionary
force because it redefined the approximate
development of the entire field. Meeting such
enormous challenges required the introduction of
an updated and redesigned framework for
teaching and education. In fact, it was not simply
a matter of supplementing an already existing
structure, but of thoroughly redesigning an
already existing system of educational
organization (Li & Lalani, 2022). Through this
development, education for sustainable
development has become an important and new
learning system, the results of which have been
repeatedly noted by experts.
We must agree with researchers who argue that
the main distinguishing feature of Education for
Sustainable Development is its proactive nature,
the emphasis on the gradual formation of critical
and systemic thinking in students and learners
during their studies, and the consideration of
local features of social development and
transformation (Ehlers, 2019). At the same time,
due to this specificity, even today there is no
approved model of learning in the framework of
Education for Sustainable Development.
Accordingly, each region and each country has
its own unique educational practices that take
into account economic, religious, cultural
specificities, etc. Such universality gives
Education for Sustainable Development an
additional bonus in today's multicultural society,
which requires consideration of many aspects of
the development of human communities (Pérez
et al., 2018).
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It is believed that education for sustainable
development is most successfully applied in the
pedagogical practices of a fairly limited number
of countries, primarily from North America and
Western Europe. For example, let us present a
short list as follows: Finland, Canada,
Netherlands, Sweden, Norway, etc. Overall, only
one in three countries in the European Union
takes full advantage of the new system.
Educational activities here are characterized by
the availability of national strategies, plans for
education for sustainable development, a fairly
extensive network of educational institutions,
etc. Qualitatively using the advantages received,
pupils and students formed their systemic values
and necessary transversal skills in later life -
manifested features of their personal
development and integrated into society without
a certain systematic range of knowledge and
norms of behavior, outlined by teachers
(Richards, 2019). At the same time, the teaching
and learning support is at the highest level, used
by the national language at all levels of
education, comprehensively covering academic
disciplines (Aghion et al., 2021).
Note that education for sustainable development
is spreading rather slowly in many other regions
of the world. For example, in countries of the
post-Soviet camp, the rate of its spread is low.
Local state budgets do not bear the burden of
development of this trend, so the financial burden
falls mainly on non-budgetary organizations,
charitable foundations, grant support, etc. The
post-Soviet space do not use common
institutional and interdisciplinary approaches to
the implementation of this sphere in educational
institutions, often resorting to manipulation. In
addition, the norms of this progressive
methodology of organizing an entire educational
sector are not supported by special training of
teachers, heads of educational institutions, which
is an urgent problem of educational sector reform
in this region. The number of educational and
methodological materials and scientific research,
which would accelerate the implementation of
Education for Sustainable Development in the
region, is also insufficient.
One of the elements of this process is the use,
implementation of ideas, and realization of the
modern trend of STEM-education. In general, the
definition of STEM is used to define an actual
pedagogical direction that combines several
elements in the world today: science, technology
education, technical creativity, and mathematics
(Andersone, 2020).
A key aspect of the application of this direction
in the pedagogical process is the integration of
the natural history component and the
comprehension of innovative technologies. Note
that such initiatives are often taken by
universities on their own. The innovative
potential of STEM thus develops in the field of
education, given the level of interest in its
implementation (Conte et al., 2019). However,
we note that financial constraints can be an
obstacle to such optimistic plans. So, we believe
that STEM education technology should be
widely implemented and applied in the future.
Obviously, this trend will spread further and far
beyond 2022, because the promise of this
direction has been noted by many researchers.
Media education - a future educational trend?
Most experts consider digitalization, online
learning, visualization, Education for Sustainable
Development, prioritization, STEM education,
and lifelong learning as modern educational
trends (Andersone, 2020). However, less
attention is given to media education, which is
the integration of the latest technology into the
educational process based on the application of
certain techniques, leading to the realization of
media literacy in students and even teachers
(Richards, 2019). In an information-driven
world, students need to possess critical thinking
skills, rigorously evaluate and verify
information, know about fake news, and ways to
protect themselves from dangerous
manipulations. The Russian-Ukrainian war
(2014-until now) has demonstrated to the world
the danger of information warfare because the
propaganda of the Russian Federation has
become widespread through global information
channels. Consequently, media education, which
contributes to the formation of media literacy, is
especially relevant now. Accordingly, modern
students should acquire skills related to working
with media products. We believe that the
principles of media education should be applied
even in the elementary school system. Integrated
media education will allow students to think
critically, learn how to find and verify the
information.
However, the appeal to media technologies in
learning requires new approaches in teaching and
perception of information, a restructuring of
teaching ethics, and additional parental attention.
The new educational goal of developing a
modern feature from childhood offers new
challenges for teaching staff and educators. We
believe that media education in the future should
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be one of the important educational trends to be
used in the education system at all levels.
Conclusions
So, now as of 2022, there are several educational
trends: distance education, STEM-education,
Education for Sustainable Development, etc.,
which are actively being implemented in the
European bachelor’s training system. Distance
education and digitalization of learning will be
actively used in the educational system. As it was
possible to establish although distance education
has certain disadvantages, however, the
development of the latest educational resources,
improvement of existing ones can solve some
problems.
A promising trend is the introduction of a system
of hybrid classes, which is a combination of
online learning and the traditional pedagogical
model. In hybrid classes, we recommend
implementing a combination of game and
project-based teaching methods with modern
technology. This means that the digitalization of
the learning process will increase, so distance
education will remain part of the educational
process in the future.
The newest forms of educational process
organization will be STEM-education and
education for sustainable development. These
trends are ahead of the curve, and the program
learning outcomes include the formation of
students' critical and systemic thinking. In
addition, Education for Sustainable
Development implies a lot of variabilities, which
allows taking into account the peculiarities of
national education systems.
We also predict that the future trend will be
media education because it meets the
requirements of the information society and
modern challenges (however, hybrid warfare and
the Covid-19 pandemic).
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