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DOI: https://doi.org/10.34069/AI/2024.76.04.16
How to Cite:
Hrechanyk, N., Eganov, A., Bandura, V., Aramyan, A., & Shijia, H. (2024). Digital educational environments: strategies and tools
for training competent professionals. Amazonia Investiga, 13(76), 202-216. https://doi.org/10.34069/AI/2024.76.04.16
Digital educational environments: strategies and tools for training
competent professionals
Цифрові освітні середовища: стратегії та інструменти підготовки компетентних фахівців
Received: February 28, 2024 Accepted: April 28, 2024
Written by:
Nataliia Hrechanyk1
https://orcid.org/0000-0003-3300-3198
Alexsandr Eganov2
https://orcid.org/0009-0009-4171-9429
Victor Bandura3
https://orcid.org/0009-0003-8642-3126
Armen Aramyan4
https://orcid.org/0009-0003-3497-6263
He Shijia5
https://orcid.org/0009-0007-9623-3878
Abstract
The article highlights digital educational
environments, describes strategies and tools for
training competent specialists. Ways of using
digital technologies in education and their didactic
possibilities are revealed, key characteristics are
listed. The purpose and tasks of the digital
educational environment of educational
institutions of modern society are specified. The
process of building a digital educational
environment of an educational institution is
shown. The most important software of the
information system of professional training, which
should be in the information and digital
educational environment of the educational
institution, is highlighted. The necessary
conditions and organizational principles of
creating an effective digital educational
environment of an educational institution are
substantiated. The main goals and recommended
tasks regarding the formation of a digital
Анотація
У статті висвітлюються цифрові освітні
середовища, описуються стратегії та
інструменти підготовки компетентних
фахівців. Розкрито шляхи використання в
освіті цифрових технологій та їх дидактичні
можливості, виписано ключові
характеристики. Зазначено мету та завдання
цифрового освітнього середовища закладів
освіти сучасного суспільства. Показано процес
побудови цифрового освітнього середовища
закладу освіти. Виділено найголовніше
програмне забезпечення інформаційної
системи професійної підготовки, що має бути
в інформаційно-цифровому освітньому
середовищі закладу освіти. Обґрунтовано
необхідні умови та організаційні принципи
створення ефективного цифрового освітнього
середовища закладу освіти. Запропоновано
основні цілі та рекомендовані завдання, щодо
формування цифрового освітнього середовища
1
Doctor of Pedagogical Sciences, Professor of Department of Management and Educational Technology, National University of Life
and Environmental Sciences of Ukraine, Ukraine. WoS Researcher ID: AGA-7595-2022
2
Ph.D., Professor, Pylyp Orlyk International Classical University, Ukraine. WoS Researcher ID: KJK-9695-2024
3
Doctor of Technical Sciences, Professor, Pylyp Orlyk International Classical University, Ukraine. WoS Researcher ID:
KIW-9014-2024
4
Candidate of Physical and Mathematical Scienses, Assistant Professor, Pylyp Orlyk International Classical University, Ukraine.
WoS Researcher ID: KIL-3786-2024
5
Graduate Student, South Ukrainian National Pedagogical University named after K. D. Ushynsky, Ukraine. WoS Researcher ID:
KHW-4102-2024
Hrechanyk, N., Eganov, A., Bandura, V., Aramyan, A., Shijia, H. / Volume 13 - Issue 76: 202-216 / April, 2024
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educational environment in an educational
institution are proposed. An experimental study
was conducted to find out the level of digital
competence of future specialists and the role of the
digital educational environment in the educational
institution.
Keywords: information and digital educational
environment, educational institutions, digital
competence, digital resources, information
technologies.
у закладі освіти. Проведено експериментальне
дослідження з метою з’ясування рівня
цифрової компетентності майбутніх фахівців
та роль в цьому цифрового освітнього
середовища у закладі освіти.
Ключові слова: інформаційно-цифрове
освітнє середовище, заклади освіти, цифрова
компетентність, цифрові ресурси,
інформаційні технології.
Introduction
Digital technologies serve as a potential for
stimulating more inclusive and sustainable
development and stimulating innovation,
contribute to increasing the efficiency of
educational services. Today, it is important to
take advantage of the digital transformation,
which contributes to the creation of jobs and
provides access to educational services, as well
as allows solving potential problems (Ovcharuk
et al., 2022).
Today's realities require not only a high level of
education of specialists, but also a new type of
intelligence, way of thinking, speed in
communication and professional mobility and
digital competence. This will ultimately change
their attitude to the rapidly changing economic,
technological, social and informational factors of
production and the surrounding world.
Conceptual changes in the system of professional
education are prompted by the wide spread of
new digital technologies, in particular: distance
learning, personalization of data, virtual classes,
cloud and Internet technologies, autonomous
learning and information consulting. Successful
modernization of educational systems with the
use of digital technologies is possible under the
conditions of the implementation of many
projects, one of which is the creation of a unified
information environment of the educational
institution, which will provide effective support
in the professional formation of specialists
(Shynkariova, 2022).
The introduction of digital technologies into the
educational process and its digitization allows
the implementation of a new format of education.
In the modern educational situation, there are a
number of contradictions between:
− the need to introduce innovations caused by
the processes of digitization and European
integration, a significant amount of
accumulated domestic and foreign
experience in the organization of the
institution's information environment, and
the degree of theoretical substantiation of the
scientific and methodological foundations of
its introduction into the practice of the
educational institution;
− requirements for the level of digital literacy
of teachers and students and the degree of
formation of the level of readiness of
subjects of the educational process in the
information environment of the educational
institution;
− the leading importance of information
activity in the provision of quality
educational services and the insufficient
development of theoretical and
methodological support for its organization
within the digital environment of the
educational institution (Tkachuk, 2015).
Considering the issue of digital technologies, in
the article we considered the main aspects of the
problem of digitalization in the training of
specialists, namely: ways of using information
technologies in education and their didactic
possibilities and key characteristics; the tasks of
the information and digital educational
environment of educational institutions of
modern society; the process of building an
information and digital educational environment
of an educational institution; necessary
conditions and organizational principles for
creating an effective information and digital
educational environment of an educational
institution; the main goals and recommended
tasks regarding the formation of the information
and digital educational environment in the
educational institution; experimental
investigation of the level of digital competence
of future specialists and the role of the
information and digital educational environment
in the educational institution.
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Literature Review
The system of designing the info and digital
educational environment of the establishment of
higher education in modern society was
considered by M. Topuzov (2018), the
conceptual approaches to the educational
institution, the construction of its SMART
model, the content and its structure of the
institution, the advantages of the introduction of
information management systems, software,
information technologies are shown. free social
tools for education (Tools for Learning).
The same problem is investigated by
O. Ovcharuk, O. Hrytsenchuk, I. Ivaniuk,
L. Kartashova, O. Kravchyna, M. Leshchenko,
and I. Malytska (2022). Scientists have analyzed
the theoretical and organizational modern
methods to the development and construction of
the information and digital educational
environment of the educational institution. The
components of such an educational atmosphere
are characterized by the conditions of global
education reform; a model of the information and
digital educational environment of general
secondary education institutions was developed,
organizational and pedagogical conditions were
identified.
Y. Zavalevskyi, N. Gushchyna, I. Vasylashko,
O. Korshunova, and O. Patrykeieva (2022)
determined the conditions for the implementation
of the research method of teaching using STEM
technologies and information technologies in
institutions of general secondary education: on
the basis of the research method of teaching, the
creation of modern educational content and
STEM approaches, improvement of the content
of educational support; creation, for the training
of teachers, of scientific and methodological
support and acquisition of practical experience
based on STEM and IT approaches for the
growth of research capability of education
seekers; participation of school teams in various
motivational activities of the research direction
and STEM.
V. Bykov, D. Mikulowski, O. Moravcik,
S. Svetsky, and M. Shyshkina, (2020) examine
and justify the importance of a computer-
oriented educational environment and divide it
into closed and open, the first of which at this
stage prevailed in educational institutions and
received significant development in universities.
N. Vodopian (2023) proposed means of creating
a cloud-oriented educational environment. The
educational programs developed by him for the
subjects of the technological and natural-
mathematical cycle of secondary schools have an
experimental component, which students
implement through practical and laboratory
work. The scientist proved that in the didactic
process of natural sciences, the use of an
educational independent experiment is a
psychologically and pedagogically confirmed
and substantiated educational practice.
The same problem is also investigated by S.
Lytvynova (2015), who developed the theoretical
and methodological foundations of designing a
cloud-oriented educational environment in a
general educational institution, outlined the
features of the communication-organizational
component of a cloud-oriented educational
environment, and revealed the functioning of the
spatial-semantic component, defined the
component model of the general educational
educational institution, in particular, a cloud-
oriented educational environment.
M. Sherman, Ya. Samchynska, Yu. Korniienko
(2021) grouped the development of the
information system and the main stages of
professional training of higher education students
and distinguished the ways of designing,
described the process of the web system
interface, architectural design, developed
prototypes of the main pages of the system,
developed a scheme of the website; provided the
structure of the database and provided its
description, substantiated the technologies used
in the process of developing the information
system of professional training. PHP was chosen
as the programming language, WordPress CMS
was used for development. The information
system for professional training of students
presented by the authors, a feature of which for
those seeking higher education is the
development of a parser for automated filling of
the database of educational resources, thereby
reducing the need for manual filling of the
information system by users, which allows
improving the process of updating materials for
students.
In order to improve the quality of training of
future teachers of preschool education
institutions, V. Shynkariova (2022) made an
analysis in a higher education institution of the
theoretical foundations of the formation of a
digital educational space; in order to improve the
quality of professional training of future teachers
of preschool education institutions, she carried
out a theoretical analysis of the conceptual
foundations of the formation of a digital
educational space, highlighted the impact of
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information and communication technologies on
the expansion of the content and opportunities of
the educational space, developed tasks that
improve the educational process and, through the
introduction of innovative information systems,
affect the quality training of future educators.
As a result of the analysis of scientific research
from a specific direction, we note that in modern
society, scientists are engaged in the systematic
design of the information and digital educational
environment of a higher education institution,
developed conceptual approaches to an
innovative educational institution, built its
SMART models; determined the conditions for
the implementation of the research method of
education using STEM technologies and
information technologies in institutions of
general secondary education; justified the
importance of a computer-oriented learning
environment; developed means of creating a
cloud-oriented educational environment;
grouped the development of the information
system and the main stages of professional
training of higher education applicants;
distinguished the ways of design, described the
process of the web system interface, architecture
design, developed prototypes of the main pages
of the system and the scheme of the website.
The purpose of the article: to characterize the
information and digital educational environment
of the educational institution and show its
necessity in the world space, to find out the level
of digital competence of future specialists and the
role of the information and digital educational
environment in the educational institution.
The methodological basis of the research is the
theory of scientific knowledge; complex of
principles, approaches, provisions, unity of
theory and practice; axiological, cultural, ethical,
activity, system, personal approaches; holistic
approach to the analysis of personality formation.
Methodology
The research is based on the use of a complex of
the following methods: historical method for
studying scientific and pedagogical literature;
logical method – to identify objective regularities
in the creation of a set of judgments and concepts
in the formation of their content; method of
induction and deduction – for gathering
theoretical and factual material; the method of
comparison and comparison – in order to
determine the differences and similarities of the
main research concepts; analysis and synthesis –
for specification, methods and forms, meaningful
content of the learned experience, as well as
empirical: observation, survey of respondents –
to find out the level of digital competence of
future specialists and the role of the information
and digital educational environment in the
educational institution.
An experimental study was conducted to find out
the level of digital competence of future
specialists and the role of the information and
digital educational environment in the
educational institution.
During the experimental work, we developed
questions for the determination of self-
assessment by future experts – students of higher
education, aimed at clarifying the level of their
digital competence and the role of the
information and digital educational environment
in the educational institution. Questions were
formed based on international approaches, in
particular on the basis of the document "Digital
Competence Framework for Citizens: Eight
Levels of Mastery with Examples of Use"
(DigComp 2.1: Digital Competence Framework
for Citizens). The digital competence framework
includes such levels: professional user,
independent user, basic user. The Digital
Competence Framework includes five areas of
this competence: digital literacy and information,
digital content creation, collaboration and
communication, problem solving, and safety.
The respondents' self-assessment was built on
these levels and areas during this study. 179
respondents took part in the survey.
The purpose of the review was to reveal the
defiance of those seeking education to the use of
the information and digital educational
environment of the educational institution, the
ability of the respondents to create multimedia
content in various formats, to reveal the opinion
about the most effective digital tools, to increase
the level of digital competence of future
specialists, to develop the facility to explain
difficulties when using digital technologies ,
which arise, etc.
The general changing aspects of increasing the
level of digital competence of future specialists
is not intensive enough, they do not actively
create their own digital resources and use the
information and digital educational environment
of the educational institution, they do not use a
wide enough range of ICT, they do not have the
skills to protect personal information and
devices, in most activities remain passive about
the safe use of digital resources.
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The respondents who answered the questions of
the online survey noted that the attitude of the
education seekers to the use of the information
and digital educational environment of the
educational institution, the ability of the
respondents to create multimedia content in
various formats, to express their opinion about
the most effective digital tools, to increase the
level of digital competence of future specialists,
to form the ability to use digital technologies to
solve problems that arise, etc. is not effective
enough. Respondents attribute the following to
the main problems: weak provision of high-speed
Internet connection, inadequate access by
educational institutions to digital devices and
inadequate management of access to IT
infrastructure.
Results and Discussion
The information and digital educational
environment of an educational institution
embodies in its concept "an ordered set of
components for the development and self-
development of spatially distributed subjects of
pedagogical communication and information
interaction mediated by means of information
and communication technologies" (Familiarska,
2016).
Characterizing the information and digital
educational environment of an educational
institution, scientists consider it as "an open or
closed ICT educational environment of
pedagogical systems, the main didactic functions
of which are the pedagogically expedient
coordinated and integrated use of computer-
oriented teaching aids, electronic educational
resources and open or closed services
information and communication networks
focused on the needs of participants in the
educational process". The information and digital
educational environment of an educational
institution is considered as "a systemically
organized set of information, technical,
educational and methodological support of
educational institutions aimed at organizing the
interaction of education seekers, teachers, school
leaders and the public, as well as at the
implementation of educational and educational
influences that are supported digital means of
data collection and transmission, hardware and
software, and educational and methodological
support. The information and digital
environment of an educational institution is part
of a single information space, which was formed
as a result of a certain evolution of various
resources, systems, structures, databases,
subjects of interaction and other factors in a
global context (Ovcharuk et al., 2022).
Solving the issue of designing a high-quality
information and digital educational environment
of an educational institution involves the
complex formation of a unified information
system in the educational institution, necessary
through the creation of a communicative
corporate infrastructure, a network of its
divisions, which involves the use of computer
and information technology, modern digital
equipment, high-quality software tools with the
integration of current information systems into
the educational complex of technical solutions,
design, software products involved in the
environment, the creation of a management
system for the development of education
(Kharchenko & Shyshenko, 2021).
Therefore, the information and digital
educational environment of an educational
establishment is an innovative open scheme with
means of information protection, where
interconnected subjects of educational activity
participate at the information level: students of
education, scientific and pedagogical workers,
administration, educational management bodies,
pedagogical the public, etc.
Practically all participants of educational
interaction create an information system with the
corresponding information flows among
themselves.
The updated political initiative of the European
Union is the „Digital Education Action Plan
(2021-2027)” (2020), presented by the European
Commission (2020) which sets out a shared
vision for accessible and high-quality digital
education in Europe, aimed at supporting
Member States' learning systems for the digital
age and adaptation of education.
In the political guidelines of the EU (2019-2024),
one of the priority directions is emphasized:
− compliance of Europe with the modern level
of digital technologies;
− on the use of mass open online courses;
− on the role of education in the
implementation of innovative plans, thanks
to which the skills of people of any age and
their capabilities are expanded;
− on modern approaches to learning using
educational materials, online resources;
− on the development and mastery of digital
literacy, digital skills of citizens of different
age categories.
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Research conducted recently by the European
Commission (2020) showed that: do not have
digital skills, do not own digital technologies –
43% of citizens of European countries. And
today, 90% of jobs require basic digital skills (at
least minimal).
Digital education of the world is becoming one
of the key directions of the development
strategies of all countries, one of the priority
directions of the development of the education
system.
In order to assess the state of digital education in
European countries and analyze it, the Eurydice
educational network conducted a study in 2019
entitled: Digital Education at School in Europe.
During the study, it was determined that, in
accordance with the quick step of the spread of
information technologies, digitalization of
society (43 education systems participated in the
study, of which 28 are member states of the
European Union), digital education strategies
were developed and are being implemented in
almost all countries. Mainly in the countries of
South-Eastern and Eastern Europe – digital
education is included in larger-scale state
strategies; mainly in Central, Western, Northern
Europe – 18 education systems have their own
digital education strategy (Ovcharuk et al.,
2022).
Ways of using information technologies in
education and their didactic possibilities and
key characteristics.
Ways of using information technologies in
education are:
− creation of information and digital
educational environments of educational
institutions;
− the use of IT in the management of an
educational institution;
− creation of pedagogical software products;
− development of distance courses;
− creation of websites of educational
institutions;
− creation of electronic libraries, media
libraries, etc.
At the same time, it is worth highlighting didactic
IT opportunities – positive and negative.
The positive ones include: consolidation of
educational information; differentiation and
individualization of education; ensuring the
connection of practice, theory and management
of cognitive activity; development and formation
of the information culture of the individual;
formation of the general culture of thinking and
creative qualities of the acquirers of the
educational space; creation of conditions for self-
realization of the individual; ability to solve
media education problems, etc. (López de Parra
et al., 2017).
The negative ones include – the feeling of
isolation on the part of the students of education;
when studying imprecise disciplines, help is
impossible, formal procedures and rules cannot
be applied (religion, philosophy, sociology, etc.),
etc. (Kademiia & Shahina, 2011).
Let us name the key characteristics of the
information and digital educational environment
of educational institutions of modern society:
− informational needs of a person;
− knowledge, knowledge economy,
− information space;
− information resources and networks;
− information products;
− information technologies;
− information processes, informatization
process;
− IT support of various processes, etc.
In the process of designing objects of the
information and digital educational environment
of educational establishments of modern society,
it is pedagogically appropriate and possible to
use the following teaching tools:
− gamification of the scientific, educational,
research process using methods that, taking
into account the specifics of game thinking,
are applied in the educational space, are
characteristic of computer games in the non-
game space. This approach makes it possible
to receive measurable feedback, provides a
step-by-step immersion of the learner in the
learning process, dynamically adjusts the
learner's behavior in the educational space;
− interactive and multimedia technologies for
forecasting studied phenomena and
processes, modeling and experiments;
− for the joint formation and use of collective
knowledge of social media (blogs, social
networks, tags, social multimedia, wiki-
projects, bookmark services, social search
systems, multiplayer network games, social
geo-information systems, virtual worlds,
etc.).
In the process of designing the information and
digital educational environment of educational
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institutions of modern society, it is important to
foresee the creation on the foundation of current
integrated solutions for the ground of education
– information model, information architecture,
management of information resources, concepts
of information, m-Learning and m-Science
approaches, effective information and
organizational – economic mechanisms,
principles of Social-Mobile-Access-Regulated-
Technology, programs for the introduction of
modern innovations and technologies,
informatization of educational institutions
(Ligarretto Feo, 2022).
The analysis of many years of experience and the
best foreign practices in the field of education
regarding the search for integrated solutions in it
in the conditions of a developed information
society makes it possible to form conceptual
approaches to the construction of SMART
educational institutions and environments for
their functioning, a smart university – a SMART
university based on the principles Socіal-Mobіle-
Access-Regulated-Technology (Topuzov, 2018).
The tasks of the information and digital
educational environment of educational
institutions of modern society.
The tasks of the information and digital
educational environment of educational
institutions in modern society are:
− support and provision of the organizational
conditions of the educational process of the
educational institution in modern society;
− providing access to distance learning
resources and tools for education seekers;
− storage and accumulation of teaching-
methodical and educational materials and
content in free access for education seekers,
psychologists, teachers, other pedagogical
workers;
− promoting the creation of digital ability in
subjects of the educational development;
− unification of educational activities and
digital tools;
− support of communication and social
interaction;
− providing access to web-oriented secure
tools of the educational process;
− support for self-education activities of
teachers and students;
− provision of learning conditions for those
seeking education and a health-preserving
environment for them;
− provision and support of feedback between
applicants for educational space, teachers,
institution administration;
− opportunities to build an individual
educational trajectory;
− support for access to educational online
resources, which is safe;
− support for monitoring the effectiveness of
the implementation of the educational
process and control of educational
achievements of education seekers, etc.
The process of building an information and
digital educational environment of an
educational institution.
Let's consider the steps of the process of building
an information and digital educational
environment of an educational institution, which
should provide that organizational and scientific-
methodical support will help to achieve the set
goal in accordance with the level of education,
will ensure the educational process in the
educational institution in accordance with the
educational and educational needs of the students
of the educational process and teachers, with the
aim of providing high-quality educational
services, means of distance learning, information
and communication (digital) technologies and
equal access of higher education seekers to
digital information resources.
1. The social and communicative component
of the informational and digital educational
environment of the educational institution.
The implementation of this very component
in an educational institution is important for:
establishing communication links and
feedback between the administration of the
institution, teachers and students of
education, as well as for ensuring a safe and
comfortable, health-preserving and
confidential stay of students of education in
this environment, which will attract them to
participate in educational activities,
motivate them to communicate and study,
participate in the life of the institution where
they study.
2. The technological component of the
information and digital educational
environment of the educational institution.
This component includes in its content:
cloud services, electronic educational
resources, etc.
3. The organizational and operational
component of the information and digital
educational environment of the educational
institution. this component is intended to
ensure the organization of the activities of
the subjects of the educational process in a
digital format; is an important component of
the environment; ensures a coordinated
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educational process using ICT; contributes
to the fulfillment of educational tasks.
Thus, in the information and digital educational
environment of the educational institution,
documents must be placed for the purpose of
high-quality and timely planning of the
educational process: educational and thematic
plans, educational programs, electronic
magazine, class schedules and other resources;
basic information about the educational
institution and information that ensures the
openness and transparency of the institution's
activities and its mode of operation are presented.
Of great importance in the information and
digital educational environment of an
educational institution are resources containing:
methodical recommendations using ICT
regarding the organization of methods and forms
of education; features of control and monitoring
of educational achievements of education
seekers; sequence of tasks, work in inclusive
groups, etc. (Manrique-Losada et al., 2020).
Also, educational simulators that can be used
independently during remote classes, virtual
classrooms, and virtual laboratories should be
organized in the educational institution's
information and digital educational environment.
These tools support business educational games
and facilitate extracurricular activities, classes,
and practical tasks. The information and digital
educational environment of the educational
institution must provide access to informational
messages and resources, such as video and audio
recordings of lectures that contain ready-made
student products in digital format (Ovcharuk et
al., 2022).
Let's highlight the most important software of the
information system of professional training,
which should be in the educational institution's
information and digital educational environment.
The following programming technologies were
used to develop the information and digital
educational environment of the educational
institution:
− code editor Visual Studio Code;
− PHP;
− assembly of the local XAMPP web server;
− CMSWordPress.
To use the created information system of the
information and digital educational environment
of the educational institution, it is enough to have
basic computer skills and it is not necessary to
have special knowledge (Sherman et al., 2021).
One of the tasks of ensuring the effective
functioning of the professional training
information system, and its key directions, was
the creation of a means of updating educational
materials and automatic filling. Such a tool for an
information system is a parser, a program that
selects information according to a certain
algorithm, performs syntactic analysis of
websites, and saves the results for further display
in a structured form. Special libraries and PHP
programming languages (cURL and
SimpleHTMLDOM) were used to develop the
parser. The ArticlesScrap parser, which can be
used on any website, was developed as a plugin
for the WordPress content management system
(Sherman et al., 2021).
The growth of an info scheme database is of great
importance in the information and digital
educational environment of an educational
institution. CMSWordPress uses MySQL for its
database management system.
The phpMyAdmin software is used for
convenient database management, providing the
student with access to the graphical web
interface.
The WordPress system creates a database and
structure on its own, which can be used
immediately and, if necessary, expanded.
Installed plugins also can create new tables,
which are important for efficient work, and
access to the database. The WordPress database
that is created contains the following tables:
− the table in which metadata is stored for all
comments that were not deleted on the site
and were left – wp_commentmeta;
− the table used in earlier versions of
WordPress to manage blogrolls or through
the LinkManager plugin – wp_links;
− the table in which all comments and their
data are stored, in particular, the record
identifier, the identifier of the comment to
which the comment was left –
wp_comments;
− the table that stores most of the site's settings
(URL address, date and time format, number
of entries on the page, administrator's e-mail
address, etc.) – wp_options. Some plugins
also use this table to store their settings;
− the table that stores all kinds of custom types
of records, pages – wp_posts;
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− the table stores metadata about pages,
records, and custom types of records –
wp_postmeta;
− the table in which metadata (tags, categories,
links) are stored for taxonomies –
wp_termmeta;
− the table that stores associative relationships
between tags, categories, and records –
wp_term_relationships;
− the table that stores the data of users
registered in the system (usernames, roles,
biography, etc.) – wp_usermeta;
− the table that stores the relationship between
categories and tags, the nesting of
categories, and their description –
wp_term_taxonomy;
− the table containing user data: password,
registration date, login, e-mail –wp_users;
− the custom table in which information about
the frequency of the parser launch is long-
term stored – wp_scrap_options;
− the table with information about articles
obtained by parsing, that is, a custom table.
The data of such a table is used to prevent
duplication of entries – wp_articles.
Almost all tables have relationships with other
tables, which are implemented using special
fields, and are within this database. However, the
wp_options table is just one table that has no
relationship with the others because it stores
information about WordPress and site settings
that are not related to users or records (Sherman
et al., 2021).
Necessary conditions and organizational
principles for creating an effective
information and digital educational
environment of an educational institution.
As evidenced by the research results, it is
necessary to observe several conditions to create
an effective information and digital educational
environment of an educational institution:
− provide open access to the global Internet
network, information channels of the
internal local network, to media library
resources;
− creation of opportunities for implementation
of communication and information
technologies in practice;
− to increase the quality level of the
submission of new material – active use of
digital technologies of the activity type and
methods of project-research activity (Kidd,
2019).
Let's consider the generalized organizational
principles of creating an effective information
and digital educational environment of an
educational institution to improve the quality of
training future specialists (Shamraliuk, 2017):
− uniformity – the coordinated implementation
in a technological, educational, unified logic
of a variety of digital technologies that solve
specialized problems in various spheres of
the educational environment;
− accessibility, as a principle of unlimited
functioning of non-commercial components
of the digital educational space and
commercial ones, through the use of the
global Internet network, in compliance with
license conditions, the requirements of
education standards for each specific student
of education;
− openness to interaction and replenishment of
the complex of educational innovative
technologies with actual digital ones;
− competitiveness – as a potential possibility
of partial or complete replacement of the
information and digital educational
environment of the educational institution
by competing systems, platforms, and
technologies;
− validity – the principle of compliance with
the capabilities and powers of the subject of
the educational process, the composition of
the information system to the goals, without
the introduction of redundant data structures
and the performance of redundant functions
that require unjustified costs for their
support;
− responsibility as a right, to participate in the
coordination of tasks, the opportunity and
obligation of each student of education to
solve the tasks of informatization, and
exchange of information with related
information systems;
− usefulness – as a basis for reducing the labor
costs of the user of the information and
digital educational environment of the
educational institution and, due to the
implementation of the digital educational
space, the formation of new opportunities.
The main goals and recommended tasks
regarding the formation of the information
and digital educational environment in the
educational institution.
In the context of creating an effective
information and digital educational environment
of an educational institution, and improving the
quality of professional training of future
specialists, we analyze the main goals of forming
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an information and digital educational
environment in a higher education institution:
1) for education seekers:
− access to the most modern educational
resources;
− expanding the possibilities of building an
educational trajectory;
− erasure, on a global scale, of the boundaries
of educational organizations;
2) for customers of educational services:
− increasing the transparency of the
educational process;
− expansion of educational opportunities;
− formation of new conditions for motivating
students when creating and completing
tasks;
− facilitation of communication with all
participants of the educational process;
− increasing the convenience of monitoring
the educational process;
− implementation of control over students'
success through automation;
− formation of new opportunities for the
organization of the educational process;
3) for the provider of educational services,
educational institution:
− due to the transfer of a part of the load to
digital technologies – increasing the
efficiency of resource use;
− due to automation – reducing the workload
on personnel;
− at the expense of the network organization of
the process – expanding the possibilities of
the educational offer.
For effective functioning of the information and
digital educational environment of the
educational institution, we recommend
performing several tasks (Morze, 2019):
− to develop new principles of data processing
and regulations in the conditions of the
transfer of document circulation to a digital
format, taking into account the principle of
moderation at all levels of process
management and taking into account the
requirements for the protection of personal
information;
− revise the regulatory framework for the
organization of the educational process and
document flow to eliminate conflicts
between modern electronic document flow
and previous norms;
− approve as an industry standard and develop
data exchange protocols;
− to develop the architecture of the
information and digital educational
environment in the educational institution,
which allows for expansion of the
composition and flexibly replaces the
systems in its composition;
− compile a list of data that is constantly used
in the field of education for exchange.
The formation of an information and digital
educational environment in an educational
institution allows educational institutions to
provide a smooth solution to the problems of
information transfer to the subjects of the
educational process, storage, and retrieval.
Educational institutions can now accumulate
essential information resources in electronic
form, the active digitization of which will have a
positive effect on the quality of training of future
specialists (Castro-Benavides et al., 2022).
Simplified access to the global Internet and the
spread of personalized digital services bring new
didactic and technical opportunities to the field
of education. In particular, this is access to
significant amounts of information,
simplification of dialog communication, and the
possibility of visualization, which allows the
growing generation to form digital literacy in a
complex (Shynkariova, 2022).
Experimental investigation of the level of
digital competence of future specialists and
the role of the information and digital
educational environment in the educational
institution.
During the experimental work, we developed
questions for self-assessment by future
specialists – students of higher education, aimed
at clarifying the level of their digital competence
and the role of the information and digital
educational environment in the educational
institution. Based on international approaches,
questions were formed, in particular based on the
document "Digital Competence Framework for
Citizens: Eight Levels of Mastery with Examples
of Use" (DigComp 2.1: Digital Competence
Framework for Citizens) (Bykov et al., 2020).
The digital competence framework includes such
levels: professional user, independent user, and
basic user. The Digital Competence Framework
includes five areas of this competence: digital
learning and information, digital content
formation, collaboration and communication,
problem-solving, and safety (Ovcharuk et al.,
2022).
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When determining the sample of subjects, the
general specificity of the subject of the study was
taken into account. The total sample size is 179
subjects. When forming the sample, the criteria
of meaningfulness, representativeness, and
equivalence were taken into account. The sample
was formed by random selection using the
technical procedure for calculating the selection
step.
The reliability and validity of the obtained
results, the objectivity of their assessment was
ensured by the methodological soundness of the
initial positions and the qualitative mechanism
for evaluating the quality under study, the use of
a complex of complementary research methods,
and the involvement of a group of respondents
from a higher educational institution in the
analysis of its results.
To assess the homogeneity of experimental and
control data, statistical processing was performed
using MS Excel and SPSS (Statistical Package
for Social Science).
Research relies heavily on the accuracy and
reliability of the data. In research work, the
quality of data collection and analysis not only
adds weight to the research, but also contributes
to the formation of sound conclusions, which is
the key to academic success.
The following digital data collection tools were
useful in the study:
• Google Forms - a simple tool for creating
surveys that allows you to collect data from
respondents, create different types of
questions and collect answers in
spreadsheets.
• SurveyMonkey - a modern survey tool that
offers a wide range of customization options
and analytical tools for analyzing the
collected data.
• JSTOR, Google Scholar, and other academic
search engines to provide access to scholarly
articles, books, and other academic
resources that may be useful for literature
review and theoretical data collection
• Zotero or Mendeley - bibliography
management programs that help organize
research materials, store references, and
format bibliographies and citations
according to different citation styles.
• Microsoft Excel or Google Sheets -
spreadsheets are useful for organizing and
analyzing collected data when working with
quantitative data.
• SPSS, R or Python for more advanced data
analysis, for statistical analysis and
processing of volumes of data.
The respondents' self-assessment was built on
these levels and areas during this study. 179
respondents appropriated fragment in the study.
The following questions were asked.
1. "Do you experience problems while
receiving information?" we heard the
following responses:
− 20% of experiment participants search for
information on the Internet using a search
engine - basic user level;
− 41% of research participants emphasized
that all of them can use different search
engines to search for information -
independent user level;
− 39% of students freely use advanced search
strategies to find information on the Internet
- professional user level.
2. "When searching for information, is it easy
for you to assess its reliability?":
− 30% of research participants used
information online and considered it not
entirely reliable - basic student level;
− 25% of the participants of the experiment
use filters when searching for information to
check the reliability of the information found
- the level of an independent respondent;
− 45% of survey participants freely assess the
reliability of information using certain
criteria - the level of a professional
researcher.
3. "Are you able to communicate
professionally using various means of
communication?":
− 22% of experiment participants, using basic
functions, can communicate with other users
using Skype or chat basic student level;
− 35% of experiment participants, using
advanced functions, can communicate with
other users by using file sharing and Skype
independent respondent level;
− 65% of survey participants use a wide range
of communication tools for online
communication professional user level.
4. "Are you able to create multimedia content
in various formats in the information and
digital educational environment of an
educational institution?":
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− 63% of students create simple digital content
basic level;
− 31% of students use complex digital content
in various formats - independent level;
− 6% of students in various formats can
produce complex multimedia content using
programming -professional level.
5. "Do you do programming?":
− 75% of survey participants can change
simple functions in the software - basic
level;
− 20% of participants know one programming
language - independent level;
− 5% of participants can create databases, use
several programming languages -
professional level.
6. "Can you solve problems using digital
technologies?":
− 55% of students are able to solve a technical
problem when using a new program - basic
level;
− 40% of respondents can solve almost all
problems using digital technologies -
independent level;
− 5% of students solve all problems when
using digital technologies - professional
level.
7. "Do you constantly update your skills in
using digital technologies?":
− 36% of students understand the need for
regular updating of skills - basic level;
− 40% of respondents use digital technology
skills - independent level;
− 24% of respondents systematically work in
the field of digital technologies to improve
their professional level -professional level.
The purpose of the survey was to reveal the
attitude of those seeking education to the use of
the information and digital educational
environment of the educational institution, the
ability of the respondents to create multimedia
content in various formats, to reveal the opinion
about the most effective digital tools, to increase
the level of digital competence of future
specialists, to develop the ability to solve
problems when using digital technologies, which
arise, etc.
The general dynamics of increasing the level of
digital competence of future specialists is not
intensive enough, they do not actively create
their own digital resources and use the
information and digital educational environment
of the educational institution, and they do not use
a wide enough range of ICT, they do not have the
skills to protect personal information and
devices, in most activities remain passive about
the safe use of digital resources.
The respondents who answered the questions of
the online survey noted that the attitude of the
education seekers to the use of the information
and digital educational environment of the
educational institution, the ability of the
respondents to create multimedia content in
various formats, to express their opinion about
the most effective digital tools, to increase the
level of digital competence of future specialists,
to form the ability to use digital technologies to
solve problems that arise, etc. is not effective
enough. Respondents attribute the following to
the main problems: weak provision of high-speed
Internet connection, inadequate access by
educational institutions to digital devices, and
inadequate management of access to IT
infrastructure.
The use of the information and digital
educational environment in the educational
process of preserving personnel potential,
continuous improvement of professional skills;
equalizes the conditions for everyone, ensuring
equal access to educational materials due to the
systematic use of the information and digital
educational environment for the formation of
information competence of future specialists in
universities.
It should be noted that the creation and
implementation of an information and digital
educational environment in the practice of higher
educational institutions is accompanied by
various aspects:
− creation of a single information space of the
educational institution as a system with full
computerization of all educational units,
libraries and their connection to all-
Ukrainian and international networks;
− development of automated integrated
management systems for structural
subdivisions of a higher educational
institution: educational department, dean's
office, department;
− development of an integrated system of
electronic educational and methodological
complexes, which would cover all
educational disciplines of each faculty and
institute of a higher educational institution;
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− development of effective methods of using
the educational information environment.
Solving these tasks requires, first of all, sufficient
material and technical support and financing. In
addition, the solution of these problems is
significantly hindered by the lack of a systematic,
centralized approach to the creation and
formation of an educational information
environment in higher educational institutions
and the insufficient readiness of the teaching staff
to use it in their professional teaching activities.
Barriers to implementation: Despite potential
benefits, effective implementation of digital
educational environments is hampered by
challenges such as limited access to high-speed
Internet, lack of digital devices in educational
institutions, and inadequate management of IT
infrastructure.
Recommendations for the future: To fully
exploit the potential of digital educational
environments, it is recommended to invest in
technological infrastructure, develop teacher
training strategies in digital skills, and promote
the creation of high-quality and relevant digital
educational content.
Conclusions
The information and digital educational
environment of the educational institution is
characterized and its necessity in the global
space is shown.
Ways of using information technologies in
education and their didactic possibilities are
revealed, and key characteristics are listed.
The purpose and tasks of the information and
digital educational environment of educational
institutions of modern society are specified.
The process of building an information and
digital educational environment of an
educational institution is shown. The most
important software of the information system
of professional training, which should be in the
information and digital educational
environment of the educational institution, is
highlighted.
The necessary conditions and organizational
principles of creating an effective information
and digital educational environment of an
educational institution are substantiated. The
main goals and recommended tasks regarding
the formation of the information and digital
educational environment in the educational
institution are proposed.
An experimental study was conducted to find
out the level of digital competence of future
specialists and the role of the information and
digital educational environment in the
educational institution.
During the experimental work, we developed
questions for self-assessment by future
specialists – students of higher education,
aimed at clarifying the level of their digital
competence and the role of the information and
digital educational environment in the
educational institution. Questions were formed
based on international approaches, in
particular, based on the document "Digital
Competence Framework for Citizens: Eight
Levels of Mastery with Examples of Use"
(DigComp 2.1: Digital Competence
Framework for Citizens). The digital
competence framework includes such levels:
professional user, independent user, and basic
user. The Digital Competence Framework
includes five areas of this competence: digital
literacy and information, digital content
creation, collaboration and communication,
problem-solving, and safety. The respondents'
self-assessment was built on these levels and
areas during this study.
The general dynamics of increasing the level
of digital competence of future professionals is
not intensive enough, they do not actively
create their own digital resources and use the
information and digital educational
environment of the educational institution, and
they do not use a wide enough range of ICT,
they do not have the skills to protect personal
information and devices, in most activities
remain passive about the safe use of digital
resources.
The respondents who answered the questions
of the online survey noted that the attitude of
the education seekers to the use of the
information and digital educational
environment of the educational institution, the
ability of the respondents to create multimedia
content in various formats, to express their
opinion about the most effective digital tools,
to increase the level of digital competence of
future specialists, to form the ability to use
digital technologies to solve problems that
arise, etc. is not effective enough. Respondents
attribute the following to the main problems:
weak provision of high-speed Internet
connection, inadequate access by educational
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institutions to digital devices, and inadequate
management of access to IT infrastructure.
Further research is needed to assess the long-
term impact of digital educational
environments on students' academic and
professional performance, as well as to explore
innovative strategies to overcome
implementation barriers and ensure equity in
access to these tools.
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