The Practical Experience of the Use of Digital Learning Resources by

Ukrainian Teachers to Ensure the Sustainable Development and

Democratization of Education Process

Oksana V. Ovcharuk

1 a

, Iryna V. Ivaniuk

1 b

, Oleksandr Yu. Burov

1 c

, Maiia V. Marienko

1 d

Nataliia V. Soroko

1 e

, Olena O. Gritsenchuk

1 f

and Oksana Y. Kravchyna

1 g

Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine, 9 M. Berlynskoho

Str., Kyiv, 04060, Ukraine

Keywords:

Digital Learning Resources, Sustainable Development, Education Process, Teachers, Democratization, Digital

Competence.

Abstract:

The article deals with the revealing and analysis of the practical experience of the Ukrainian teachers’ use of

the digital resources in the classroom activities with pupils. The online instruments and digital resources for

the realisation of STEM-education, Education for Democratic Citizenship, and Entrepreneurship Education

are presented in the article. The national online resources revealed in the article ensure the creation of the

sustainable, multicultural, and democratic environment for teachers and students including key competencies

areas: entrepreneurship, citizenship, civic education and STEM. The presented digital learning tools reveal the

results of the teachers’ works on the implementation of the key subject areas trough ICT and allow to creative

use of digital technologies, identify teachers’ and pupil’ needs and ﬁnding didactic approaches, solve technical

problems, identifying gaps in digital and civic competencies. Using the analysed resources teachers become

aware of the need to improve and update their own digital competence and pupils’ digital competence as well;

ability to support the creative and sustain digital environment in their schools; search for opportunities for self-

development and awareness of digital evolution that is proclaimed by the UN ‘2030 Agenda for Sustainable

Development’ adopted in 2015; the need to raise awareness how to organise distance learning in the conditions

caused by COVID-19 pandemic. The objective is to present the examples and the experience of the use of

digital educational resources by Ukrainian educators, which are aimed at building the digital environment,

developing the key competencies: digital civic and entrepreneurship according to the European tendencies.

The presented experience can be applied in the schools and improve the existing gaps in the teachers’ use of

digital learning tools.

1 INTRODUCTION

An urgent issue for educators all-over the world and

in particular in Ukraine is the implementation of train-

ing in the context of the COVID-19 pandemic, which

has led to a change of approaches to ﬁnding effective

ways on how to organize the educational process in

https://orcid.org/0000-0001-7634-7922

https://orcid.org/0000-0003-2381-785X

https://orcid.org/0000-0003-0733-1120

https://orcid.org/0000-0002-8087-962X

https://orcid.org/0000-0002-9189-6564

https://orcid.org/0000-0003-3173-7649

https://orcid.org/0000-0002-3903-0835

schools. Digital technologies that provide access to

educational resources and forms of distance learning

have come to the fore (Shokaliuk et al., 2020). Ensur-

ing the sustainable development of education in the

framework of modern educational reforms remains as

an important task of the Ukrainian state (Lavrentieva

et al., 2020). This task is of particular importance in

the context of the European integration processes tak-

ing place in education, as well as in the context of de-

mocratization of society, and revision of the methods

and content of education. A number of international

education organizations have issued the responses to

COVID-19, calling on governments and educators to

join forces to improve the distance learning process,

given the educational opportunities available in dif-

432

Ovcharuk, O., Ivaniuk, I., Burov, O., Marienko, M., Soroko, N., Gritsenchuk, O. and Kravchyna, O.

The Practical Experience of the Use of Digital Learning Resources by Ukrainian Teachers to Ensure the Sustainable Development and Democratization of Education Process.

DOI: 10.5220/0010925000003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 1, pages 432-444

ISBN: 978-989-758-558-6

ferent countries. The issues of digital literacy, digi-

tal competence of teachers and pupils have acquired a

special role in this process (Moiseienko et al., 2020).

These issues are important areas in which such inter-

national organizations as the Council of Europe, UN-

ESCO, OECD and others are engaged. Thus the ICTs

as a tool can be used by teacher, who plays an impor-

tant role in these processes. The modern teacher has

to follow the best European teaching practices, and in

the same time to keep up with the innovations that are

implemented not only in Europe but also in his own

country.

Sustainable Development Goals (SDGs) are out-

lined in the document ‘Transforming our world: the

2030 Agenda for Sustainable Development’ adopted

by the General Assembly of the United Nations stated

in 2015 (Park, 2016). This resolution identiﬁed 17

Sustainable Development Goals including education.

Goal 4 is to ensure inclusive and equitable quality ed-

ucation and promote lifelong learning opportunities

for all.

The purpose of the article is to present the cur-

rent experience of the use of digital learning resources

by Ukrainian teachers aimed at the promoting the de-

velopment of digital competencies of their pupils as

well as ensuring the democratization of learning pro-

cess in the schools from SDGs perspective, and to re-

veal the approaches to the development of the sustain-

able, democratic, multicultural digital environment in

the educational institutions. The research method in-

volved the analysis of the current research and prac-

tices including Ukrainian and European experience of

the use of digital resources and instruments in teach-

ers’ activities as well ﬁnding the ways of introducing

innovative technology and didactic into their practice.

2 PROBLEM STATEMENTS

At the beginning of 2020, educational community in

many countries was faced a challenge: the World

Health Organization (WHO) declared the pandemic

COVID-19 and forced quarantine, which caused the

restrictions: physical access of pupils and students

to educational institutions. International organiza-

tions have responded quickly to these challenges and

made a number of recommendations, calling on gov-

ernments to unite their efforts to harness the poten-

tial of digital technologies in school education and

teacher support. The Organization for Economic Co-

operation and Development (OECD) has published

the Framework Guidelines for Education’s Response

to the 2020 COVID-19 Pandemic (OECD, 2020).

Using the example of countries that were members

of PISA, international organizations determined that

most countries were not ready to organize distance

learning.

The SDGs (Goal 4) states that by 2030, substan-

tially increase the number of youth and adults who

have relevant skills, including technical and voca-

tional skills, for employment, decent jobs and en-

trepreneurship. Also by 2030, substantially expand

globally the number of scholarships for enrolment in

higher education, including vocational training and

information and communications technology, tech-

nical, engineering and scientiﬁc programmes (UN,

2015). The development of pupils’ digital compe-

tence is considered, today, as an integral part of ed-

ucational process as a whole. The main purpose is

to have an educated personality ready to live and to

act into the democratic, multicultural and informa-

tion society who has the necessary abilities, knowl-

edge, skills and information culture. Attention of the

teachers should be paid to the acquisition by pupils of

digital skills and digital competence. The main com-

ponents of digital competence include the following

components: technical problem solving – the ability

to identify technical problems in the operation of de-

vices and the use of digital environments, to be able

to solve them; identifying needs and ﬁnding techno-

logical answers based on needs analysis, the ability to

identify, evaluate, select, use digital tools; customize

digital environments and creative use of digital tech-

nologies: ability to use digital tools and technologies

to create knowledge, innovative processes and prod-

ucts; take part individually and collectively in cog-

nitive activities to understand and solve conceptual

problems; identifying gaps in digital competence: the

ability to recognize the need to improve or update

one’s digital competence; the ability to support others

in the development of their digital competence; look

for opportunities for self-development and be aware

of modern digital evolution (Bakka et al., 2016).

Modern challenges of the society requires from

teachers to act in the multicultural digital environ-

ment, be prepared to propose their pupils innovative

ways of learning, communication, and investigation

that will allow to form not only their digital skills but

also prepare them to the labour market, entrepreneur-

ship and citizenship.

The issues of development of digital literacy and

competence of pupils as well as the use of informa-

tion and communication technologies by teachers are

revealed in the works of Ukrainian researchers (Burov

et al., 2020; Bykov and Lapinsky, 2012; Morze et al.,

2013; Oleksiuk et al., 2020; Osadchyi et al., 2020;

Ovcharuk et al., 2020; Shyshkina, 2018; Soroko et al.,

2020; Spirin et al., 2019; Vakaliuk et al., 2021; Zhal-

The Practical Experience of the Use of Digital Learning Resources by Ukrainian Teachers to Ensure the Sustainable Development and

Democratization of Education Process

433

dak and Franchuk, 2021).

The article is aimed at the presentation of the di-

verse digital resources that Ukrainian teachers use to

ensure the development of the key competencies: dig-

ital, civic and entrepreneurial as well as to reveal on

how teachers support the sustainable and democratic

environment in their schools using ICTs. The study of

these tools by the authors led to the proposals for the

Ukrainian teachers on the improvement of the existing

digital educational environment regarding the chal-

lenges of the quarantine in 2020–2021 school years.

3 RESULTS

The Council of Europe is one of the international or-

ganizations that quickly responded to the COVID-

19 pandemic and to the situation with the quaran-

tine in schools in the European countries, and pro-

posed to support digital citizenship through the cre-

ation and the support of the digital environment in

schools and other educational institutions. As was

noted in the CoE Multi-Stakeholder Consultation Re-

port (Richardson and Milovidov, 2017), the educa-

tional professionals should determine the administra-

tive and legal responsibilities of school principals,

teachers, students and parents; make efforts to involve

parents in initiatives of pupils and schools on digi-

tal citizenship; develop and publish lesson plans and

illustrative opportunities for learning digital citizen-

ship and create a database of the most interesting on-

line resources; identify opportunities for the develop-

ment of this area, its teaching and instilling values,

views, skills, knowledge and critical understanding of

the digital and real world to their pupils (EC, 2021).

To ensure the development of the democratic dig-

ital environment in the classroom the teacher should

ﬁrst of all take into the account the multicultural com-

position of the pupils. This makes it possible to in-

clude in the curriculum different discourses on the in-

terpretation of history and geography according to a

speciﬁc cultural context, mutually enriches pupils by

exchanging knowledge, experiences, values belong-

ing to different cultures, allows to use the cognitive

preferences of bilingual children. The documents of

the Council of Europe, the EU, the UNESCO, the UN

recognize Multicultural Education as a fundamental

principle that guides teachers and schools of different

countries to conduct educational activities with the

mutual recognition and interaction of cultures (COE,

2019).

The Multicultural Education strategy emerged in

response to the exacerbation of ethnic, national, and

religious conﬂicts in modern society as a result of sig-

niﬁcant migration processes between countries in dif-

ferent regions of the world. Multicultural competence

and multicultural dimension in education with the use

of ICT play a special role in lifelong learning today.

The Ukrainian NGO Association of Teachers of

History and Social Studies “Nova Doba” invites

teachers to use electronic teaching materials on in-

tercultural interaction and multicultural education:

“Common history. Dialogue of Cultures”, “Together

on One Earth. History of Ukraine is multicultural”,

“New approaches to historical education in a multi-

cultural environment”, “Common stories for Europe

without borders”, “Multicultural history of Ukraine”,

“We are among others. Others among us. Forms and

methods of multicultural education”, “Religious di-

versity and intercultural education”, etc. (Nova Doba,

2020). The most of the indicated resources are de-

signed as manuals and guidelines for teachers ready

to be used for different school subjects. In other hand

the Multicultural Interdisciplinary Handbook created

as part of an international (EU) project with the ﬁ-

nancial support of the European Commission (Come-

nius program) proposes a digital modules of a learn-

ing course for training future teachers of history and

geography, and professional development of work-

ing teachers. The developed teaching materials help

teachers to immerse themselves in the culture of other

people through the study of geography and history,

to motivate them to learn the foreign languages. The

handbook presented online is written on six languages

and can be used by all history and geography teach-

ers interested in developing Multicultural Education

in schools (Garc

ıa-Pe

nalvo et al., 2011).

The Ukrainian experience of implementing mul-

ticultural education using ICT includes an integrated

e-learning course “European Studies” for pupils of the

grades 8–12 on a modular basis. Course modules mix

elements of multicultural education for use in lessons

of geography, history, and economics (Bytsiura et al.,

2004). The course is developed on the basis of the

Concept of the content of education for the European

dimension of Ukraine. Teacher’s manual “Media lit-

eracy in social studies lessons” provides the use of

critical thinking techniques, lesson plans-summaries

for teaching courses “History of Ukraine”, “World

History”, “Man and the World” using electronic ed-

ucational resources (Reimers and Schleicher, 2020).

The use of ICT helps to preserve pupils’ cul-

tural identity, improves intercultural dialogue be-

tween pupils and increases their overall level of aca-

demic achievements. A special place in the devel-

opment of multicultural education is given to on-

line games (multicultural role-playing online game),

that reproduce the multicultural model of the world.

AET 2020 - Symposium on Advances in Educational Technology

434

Distinctive features of these games are: the abil-

ity to play at the same time for a number of play-

ers from different parts of the world; a variety

of virtual worlds games are created using inter-

national English and national languages. One of

the Ukrainian examples is the game that is widely

used by Ukrainian teachers – “Civilization” (http:

//gamer-info.com/game/civilization-online/). In this

game the player acts as the leader of a certain civ-

ilization (nation). It allows the participants of the

game to develop science and culture, establish cities

and colonies, create ways and wonders of the world,

conduct wage wars and diplomatic negotiations. The

game presents seven religions and cultures: Bud-

dhism, Hinduism, Islam, Judaism, Confucianism,

Taoism, and Christianity. It exists in the different lan-

guages: English, Spanish, French, German, Italian,

Chinese, Russian, Japanese, Polish and Finnish.

Such games increase pupils’ language and com-

municative competence. It should be noted that on-

line games resources should be used wisely by the

teacher, focusing on the importance of the fact that

some pupils tend to overload their time in favor of

computer games. It should also be borne in mind

that certain online games can be a threat to students

in shaping their behavior in real life. When dis-

cussing online games with pupils, the teacher must

ﬁrst determine their attitude to how the game takes

place and ask for their assessment of game events, etc.

(Ivanyuk, 2016).

The multicultural experience of communicating

with representatives of other countries and cultures

is of great importance for the development of mul-

ticultural competence. Therefore, one of the most ef-

fective means of forming multicultural competence is

the “Culture Assimilator” method (Centre for Learn-

ing and Teaching, 2014). “Cultural Assimilators” is a

training tool that includes: a brief description of sit-

uations where there is a problem of cultural adapta-

tion or a problem related to cultural diversity between

two interacting representatives of different cultures.

Assimilator proposes four options for interpreting the

behavior of the acting characters and explanations for

each interpretation that involve discussing and deter-

mining the most appropriate answer. The methods’

goal is to teach a person to consider different situ-

ations from the perspective of members of another’s

cultural group, to understand their vision of the world.

The tasks of the cultural assimilator are the follow-

ing: the acquisition of isomorphic attributions as the

ways of interpretation of human behavior by repre-

sentatives of other cultures; the experience of their

emotional reactions in the circumstances of intereth-

nic interactions and their correction; the formation of

the tolerant behavior in a multicultural environment.

Another interesting experience is the practice of

implementing STEM education and creating a digi-

tal learning environment for pupils. The Concept for

the Development of STEM education adopted in 2017

proclaims the implementation of STEM at all levels of

education, in establishing partnerships with employ-

ers and research institutions and their involvement in

the development of this education. The training meth-

ods and training programs of STEM education are

aimed at the development of competencies relevant

to the labor market: critical, engineering and algo-

rithmic thinking, skills of information processing and

data analysis, digital literacy, creative qualities and

innovation, communication skills etc. (Kramarenko

et al., 2020)

Lozova et al. (Lozova et al., 2017) analyze the is-

sue of creating a STEM environment in schools. They

draw attention that electronic educational resources of

such an environment have to meet the requirements

of the intellectual and technological capacities of the

pupils and should provide them by the modern in-

tegrated knowledge; to promote self-development of

the individuality, to support the realization of his/her

creative potential.

Stroud and Baines (Stroud and Baines, 2019) be-

lieve that to create a STEAM-oriented educational en-

vironment of the school, the electronic platform has to

meet the requirements of all participants in the learn-

ing process, namely:

• the platform should provide tools for the teacher:

modeling of educational STEAM-projects, cre-

ation of joint with pupils and other participants of

educational process communication, support eval-

uation of pupils’ activities in the project, creation

of archive of educational projects and their results;

• the platform should provide for the pupil: feed-

back from teachers and other professionals in-

volved in the educational project, free access to

educational and scientiﬁc materials necessary for

the project, communication with other pupils and

teachers who are part of the group, tools, that can

help to obtain data and test designs, models, game

resources to motivate pupils to learn, virtual labo-

ratories, etc.;

• the unregistered user should be provided by the

access to open educational and scientiﬁc re-

sources, news and announcements of STEAM-

projects, instructions for using tools, including

ICT, for the implementation of STEAM-projects.

Among the electronic educational resources of

Ukraine that inﬂuence the active development of

STEAM education are the following: the Ukrainian

The Practical Experience of the Use of Digital Learning Resources by Ukrainian Teachers to Ensure the Sustainable Development and

Democratization of Education Process

435

project “Quality of education” with the “Web-STEM-

school-2020” created by Ukrainian teachers; Dis-

tance Academy (https://osnova.d-academy.com.ua/

?s=STEM), that proposes the distance courses and

webinars; web portal “Na urok” (https://naurok.com.

ua/), proposing the distance education by the differ-

ent school disciplines; virtual STEM Center of Ju-

nior Academy of Sciences of Ukraine (https://stemua.

science) that offers plans and guidelines for research

work for the STEM disciplines.

It should be noted that the Ukrainian teachers use

such international electronic educational resources

for the support and development of STEAM-oriented

educational environment of the school, as: Sim-

ulate the Natural World with Virtual Biology Lab

(http://virtualbiologylab.org/) which includes Ecol-

ogy Models, Evolution Models, Cell Biology Mod-

els; Experience a Virtual World of Science Educa-

tion (https://praxilabs.com/) which includes a num-

ber of interactive 3D virtual lab simulations in Bi-

ology, Chemistry and Physics; Phet (https://phet.

colorado.edu/) which includes 806 million simula-

tions in Physics, Chemistry, Biology, Mathematics,

Earth Science; workshop for teachers for their skills

development to discover and reﬂect on the learning

beneﬁts of playing with simulations through open

play and reﬂection time; Physics Simulations (https://

www.myphysicslab.com/), that provides open source

software under the Apache 2.0 License; there are

around 50 different simulations in the source code,

each of which has an example ﬁle which is mainly for

development and testing; Go-Lab Platform (https://

www.golabz.eu/), which consists of the Go-Lab Shar-

ing and Support platform (Golabz) and the Authoring

and Learning platform (Graasp); there are around 240

teacher training events, 1800 Classroom implementa-

tions, 19152 Teachers creating spaces (20 of them are

in Ukrainian language) (Dementievska, 2020).

It is important that these environments take into

account the following user requirements: providing

a virtual lab that allows project participants to con-

duct scientiﬁc experiments in the online environment;

remotely controlled laboratories (remote laboratories)

that allow experimenting with real equipment at a

distance; virtual laboratories that simulate scientiﬁc

equipment; data sets representing information from

already conducted laboratory experiments (Kiv et al.,

2019). The laboratories on the platforms can be com-

bined with special programs to create conditions for

other educational projects.

Regarding the actual requirements of STEM edu-

cation the Ukrainian practitioners propose the online

course for teachers “Creation and use the STEAM-

oriented learning environment for the teachers’ dig-

ital competence development” which includes three

modules: Module 1 “The STEAM-oriented learning

environment for the school”, which includes the fol-

lowing topics: theoretical principles of creation and

use the STEAM oriented learning environment for

the school; creation and use strategies STEAM ori-

ented learning environment for the school; Module 2

“Use of information and communication technolo-

gies to organize and support the STEAM approach

in school”, which includes the following topics: e-

Learning resources as the means of teacher’s digital

competency developing to support STEAM oriented

learning environment for school; electronic platform

for organizing STEAM oriented learning environment

for school; Module 3 “Electronic learning resources

on self-assessment and evaluation of teachers’ digi-

tal competence to support the STEAM oriented learn-

ing environment for the school”, which includes top-

ics such as requirements for assessing a teacher’s

(Dementievska, 2020). The overarching goal of this

course is to develop teachers’ information and digital

competence, in particular, to help them to learn new

information and communication technologies and to

improve the quality of their teaching activities.

One of the successful Ukrainian online projects

that allows to create a digital environment for pupils

is the “3D Democracy” Project supported by the non

governmental organization “Nova Doba”. There are

few educational environments that aim to build civic

competence of pupils and teachers. The NGO “Nova

Doba” is the All-Ukrainian Association of Teach-

ers of History and Social Sciences. This organisa-

tion proposes the “3D Democracy”, “Citizen’s Work-

shop” online environments https://citizen.in.ua/about.

php. The 3D Democracy online resource aims to sup-

port teachers who teach civic education or implement

its elements into the school subjects. It allows to in-

volve pupils into the online community where they

can master their civic competencies. In particular

“3D Democracy” contains the following resources:

“Teacher online” – is a community of civic education

teachers united in a virtual educational environment;

“School block” contains information about the insti-

tution that has joined the network, provides informa-

tion about the educational institution on the map of

Ukraine, posted on the site; “Journal of pupil achieve-

ments” that allows to provide activity of each reg-

istered pupil and to make records in the “electronic

class journal” (by topics and sections); “Current infor-

mation” that contains methodological materials, in-

formation about webinars, training seminars, confer-

ences for teachers, etc.

Among the opportunities for the pupils that this

resource proposes are: the online textbook / manual

AET 2020 - Symposium on Advances in Educational Technology

436

on civic education (texts, videos, life cases); online

community for participants from different regions of

Ukraine; simulations, games, polls, petitions, elec-

tions, ﬂash mobs (on civic topics); personal ofﬁces

of pupils’ portfolio of civic activities; joint blogs,

forums, discussions; the assessment through auto-

matic recording of pupils’ achievements (ﬁxing stu-

dent activity on each topic, a three-pronged com-

petency approach to ﬁnal the assessment of student

works in each section: online testing, situation anal-

ysis, practical tasks (essays), and student motivation

scale (through automatic scoring) for involvement in

the activities of the “Community”. Participants will

receive information about the beginning of each ac-

tivity and its results through: news on the site, e-mail

or SMS (Nova Doba, 2020).

The Citizen Workshop resource offers tools and

steps to engage with the online community. The steps

to access the Citizen Workshop resource (“Commu-

nity” block) are:

step 1: teacher’s registration; teacher is registered as

“pedagogue” at the website; teacher receives

a password to access the site, in particular

to the sections “Teacher’s” and “Journal of

Pupil’s Achievement”, etc. The site admin-

istrator creates a “School Block” on the site;

step 2: pupils’ registration; teacher invites pupils

from his / her class (s) to register. Each pupil

registers on the site; pupil receives the user’s

personal account, password to access it;

step 3: common activity; working with materials,

watching videos, life cases, simulations,

games, polls, petitions, elections, ﬂash mobs

and new friends for pupils. Methodical ma-

terials, webinars, forums, discussions, experi-

ences and new friends for teachers; For stu-

dents and teachers: additional information,

new friends, practical skills and ﬁrst positive

experiences in the ﬁeld of civic activity / civic

education.

The Ukrainian educational platform “Living in

Democracy” is supported by the international or-

ganizations and proposes the resources of the

Council of Europe teaching materials http://www.

living-democracy.com.ua. It is launched as a part of

the joint Swiss-Ukrainian project “Development of

Civic Competences in Ukraine - DOCCU” with the

assistance of the Government of the Swiss Confeder-

ation, and it offers the Council of Europe resources

for education for democratic citizenship, tools for the

lessons and activities on democracy, human rights and

civic participation.

The platform contains educational materials, le-

gal documents, videos, illustrated cards on children’s

rights, a number of textbooks of the Council of

Europe in Ukrainian language including: “Teach-

ing Democracy”, “Growing in Democracy”, “Living

in democracy”, “Taking part into democracy”, “Ex-

ploring children’s rights “and “Teaching democracy”.

Pupils, parents, teachers and school leaders can ﬁnd

useful information on NGO issues.They can learn, de-

velop and improve their knowledge and civic compe-

tencies.

The DOCCU online platform presents the Swiss-

Ukrainian project supported by the Government of the

Swiss Confederation. It envisages the implementation

of three main and cross-cutting components: Compo-

nent 1 “Civil Servants”. Introduction of EDC / HRE

at the national level in the system of training of civil

servants and representatives of local self-government

bodies of Ukraine; Component 2 “School Leaders”

(school principals). Introduction of Education for

Democratic Citizensip and Human Rights education

(EDC/HRE) in the system of postgraduate education

of school principals in Kyiv, Odesa, Kherson, Poltava,

Lviv, Luhansk, Ivano-Frankivsk and Dnipropetrovsk

regions; Component 3 “Teachers”. Introduction of

EDC / HRE in the system of postgraduate teacher

education in Kyiv, Odesa, Kherson, Poltava, Lviv,

Luhansk, Ivano-Frankivsk and Dnipropetrovsk re-

gions. The DOCCU online platform proposes to the

wide educational community manuals and online ed-

ucational resourses (video, posters) than can be used

in a daily school activity.

The above mentioned examples of Ukrainian

projects that use digital resources and tools serve to

the teachers and to the schools as a resource of inter-

esting interactive manuals, teaching materials, tasks

for students on various topics (media, human rights,

economics, socio-cultural environment, cultural di-

versity, identity and etc.). These digital instruments

are in great demand among teachers and schools:

thus, as of August 2020, the 3D Democracy commu-

nity has 5,035 users, of which about 1,500 are teach-

ers. Such indicators prove the popularity and interest

of teachers in digital resource support for civic educa-

tion nowadays.

In order to ensure the effective use of the STEM

instruments in school practices with the pupils the

professional development of teachers has to be in the

scope of the education policy in Ukraine. In the same

time, the international good practices can be used by

the Ukrainian pedagogues to improve and to deep the

knowledge in the sphere of STEM education. Thus,

we have to point the attention on the Massive Open

Online Courses (MOOCs) that have being actively in-

troduced in 2008 (Carey, 2012).

The Practical Experience of the Use of Digital Learning Resources by Ukrainian Teachers to Ensure the Sustainable Development and

Democratization of Education Process

437

The European Schoolnet Academy proposes a free

MOOCs that includes theoretical material in the form

of texts and video lectures, webinars, videos of teach-

ers of European countries with stories and lessons to

share their professional experience, instructions for

the practical use of ICT in the professional activity

in the classroom, their communication on social net-

works through course questions and professional so-

lutions, tests for each module of the course and the

end result, such as a lesson plan or other ICT training

course.

Participation in these courses and analysis of the

tasks and topics during 2017–2019 years gave us the

opportunity to highlight the following important prob-

lems regarding the modernization of the educational

process by the teacher according to inquiry-based

pedagogy:

• to provide career information to motivate pupils

and present a variety of STEAM and ICT-related

jobs and required skills (“Teaching ICT with In-

quiry”; “The Networked Teacher – Teaching in

the 21st Century”; “Games in Schools”; “Person-

alised Learning in Practice – are my students driv-

ing their own learning?”; “Yes I can” – Empow-

ering Student Learning”; “TeachUP Course: Col-

laborative Learning in Practice – are my students

learning through collaboration?”);

• to become familiar with innovative tools and ap-

proaches such as visual programming tools, un-

plugged activities, robotics, tinkering, and making

and coding for all subjects Ukrainian teachers can

join to: “EU Code Week - Deep Dive MOOC”;

“The Networked Teacher – Teaching in the 21st

Century”; “Games in Schools”; “Yes I can” – Em-

powering Student Learning”; “TeachUP Course:

Collaborative Learning in Practice – are my stu-

dents learning through collaboration?”; “Boost-

ing Bioeconomy Knowledge in Schools”; “Social

Media Literacy for Change”;

• to learn about active learning, innovative use

of ICT and collaborative teaching and learning

teachers can join to: “Teaching ICT with In-

quiry”; “EU Code Week - Deep Dive MOOC “;

“The Networked Teacher – Teaching in the 21st

Century”; “Games in Schools”; “Yes I can” – Em-

powering Student Learning”; “TeachUP Course:

Collaborative Learning in Practice – are my stu-

dents learning through collaboration?”; “Boost-

ing Bioeconomy Knowledge in Schools”; “Social

Media Literacy for Change”; “Become the Next

eSafety Champion”.

These courses provide suggestions on how to im-

prove the effectiveness of teaching process in the

schools, give advice on how to the use the thematic

portals and sites, training programs, computer games,

etc.

For example, “The Teaching ICT with Inquiry”

course allows to use the Go-Lab ecosystem https:

//www.golabz.eu/ to enhance:

• students to conduct experiments in on-line labo-

ratories in STEM ﬁelds, to participate in educa-

tional projects, in the implementation of which

they need to use knowledge, skills and compe-

tences in the natural sciences, technologies, en-

gineering, various ﬁelds of arts and mathematics;

• teachers to create and select didactic materials for

teaching their subjects using the STEM approach,

to share their pedagogical experience with col-

leagues from different countries of the world, etc.

Go-Lab ecosystem was launched since 2014. The

Go-Lab initiative was created thanks to the successful

Go-Lab project, which lasted from November 2012

to October 2016. The goal of the Go-Lab Initiative

is to promote the use of online labs and applications

for teaching and implementing research projects in

schools. The Go-Lab Initiative provides a Go-Lab

ecosystem for teachers where they can ﬁnd various

online labs and create their own learning spaces. The

Go-Lab Initiative provides training for teachers across

Europe on science education in schools and the ex-

plains how to use of the Go-Lab ecosystem. The

Go-Lab initiative is currently funded by the Next-Lab

project. The modern Go-Lab ecosystem consists of

two main components. Go-Lab is a Sharing platform

that provides hundreds of remote and virtual labs, as

well as software and applications for query study. The

Go-Lab platform enables teachers to create their own

learning environments, combining labs, applications,

and other resources for sharing with their pupils.

What is important about MOOCs, is that the ﬁ-

nal result of each of these courses should be a per-

sonal training event developed by the course partici-

pant, such as a training project using the tools offered

by the online course. This result is evaluated using

the peer-to-peer method.

It should be noted that the content of the courses

is renewed every year, namely:

• new topics (eg, the use of computer games to

teach and teach different disciplines, training ac-

cording to the needs of society, the use of new

tools for monitoring, control and self-assessment

of knowledge, skills and abilities of students and

teachers);

• new tools for improve forms of learning (eg,

the use of new electronic platforms for STEAM

AET 2020 - Symposium on Advances in Educational Technology

438

projects in formal, non-formal, informal and in-

clusive learning; creation of computer-oriented

environments, etc.);

• new lessons learned from teachers’ experiences in

implementing STEAM education in the schools

(eg, teaching STEAM projects, lessons on speciﬁc

topics in STEAM ﬁelds, STEAM weeks, etc. us-

ing ICT);

• updated country reports on the use of ICT

in support of STEAM education and anal-

ysis of the results of implementation of the

STEAM approach in the schools (eg, Sci-

ence education now: a renewed pedagogy

for the future of Europe: https://ec.europa.eu/

research/science-society/documentlibrary/pdf06/

report-rocard-on-science-educationen.pdf

• new ideas are being generated to implement

the STEAM approach in general education in-

stitutions (eg, to create websites that offer

weeks of STEAM education in schools around

the world: https://www.science-on-stage.eu/page/

display/5/28/13343/coding-in-stem-education.

The entrepreneurial education is one of the im-

portant issue of the sustainable development and

democratisation of education process. The vital im-

portance of the development of entrepreneurial com-

petence is deﬁned in the main basic educational doc-

uments of Ukraine. The Law “On Education” pro-

claims entrepreneurial competence and ﬁnancial lit-

eracy as the key competencies for modern citizens

(Verkhovna Rada of Ukraine, 2017).

In 2016 the government of Ukraine approved the

Concept for the implementation of state policy in the

ﬁeld of reforming general secondary education “New

Ukrainian School” until 2029, which states that one

of the areas of education reform is to create a modern

educational environment that will provide the neces-

sary conditions, tools and technologies for teaching

pupils, teachers and parents. According to this re-

form, a graduate of a new Ukrainian school must be

an innovator, able to change the world around him

and develop the economy on the principles of sustain-

able development, compete in the labor market, learn

throughout life. Among the key competencies are the

information and digital competencies, entrepreneur-

ship and ﬁnancial literacy, leading a healthy lifestyle

(Elkin et al., 2017).

In September 2020, the State Standard for Ba-

sic Secondary Education was adopted, which includes

key competencies (entrepreneurship and ﬁnancial lit-

eracy), which include initiative, the ability to use op-

portunities and implement ideas, and create value for

others in all spheres of life; ability to actively partic-

ipate in society, manage their own lives and careers;

ability to solve problems; willingness to take respon-

sibility for decision making processes; ability to work

in a team to plan and implement projects that have

cultural, social or ﬁnancial value, etc.(Cabinet of min-

istries of Ukraine, 2020).

The work of Ukrainian scientists is devoted to

the problem of formation of entrepreneurial compe-

tence of students as a key competence. Thus, Hilberg

(Hilberg, 2020) believes that entrepreneurship is a

person’s ability to implement ideas, which involves

creativity, the desire for innovation and the ability to

take risks, as well as the ability to plan activities and

implement them in life. Liskovych (Liskovych, 2016)

deﬁnes the entrepreneurial competence of the pupil as

a structured set of personal qualities that provide ef-

fective problem solutions in various spheres of life re-

lated to their own social status and well-being, as well

as the development of society and the state as a whole.

According to Ovcharuk (Ovcharuk, 2017), one of

the main characteristics of entrepreneurial compe-

tence is transverse, cross-cutting nature and ﬂexibil-

ity. The researcher also considers it extremely im-

portance in using and implementation of active meth-

ods and ICT in the educational process, to involve

representatives of the local community and business,

entrepreneurs who have experience and are ready to

share it with pupils (Ovcharuk, 2017). In the study of

entrepreneurship education Nazarenko (Nazarenko,

2014) proposes to use game technologies that will al-

low students to try the role of experts in a given situ-

ation or the role of an entrepreneur, whose functions

include: planning economic activities, creating a busi-

ness plan, planning marketing and advertising, funds

analysis at the ﬁrm and running business. Dovgan

and Chasnikova (Dovgan and Chasnikova, 2017) deal

with the issues of integration of entrepreneurial com-

petence into secondary education curricula. The re-

searches noted that the introduction of a cross-cutting

content line “entrepreneurship and ﬁnancial literacy”

is facilitated by such factors as: the use of inter-

active teaching methods (simulation of life situation

in lessons), excursions (bank, enterprise, ﬁrm, etc.),

project activities (application of knowledge in prac-

tice), teamwork, the ability to present pupils’ works,

analyze information and draw conclusions, etc.), ap-

peal to the experience of pupils (Dovgan and Chas-

nikova, 2017).

To identify key competencies in the curriculum,

the concept of “cross-cutting lines” was introduced.

The cross-cutting line “Entrepreneurship and Finan-

cial Literacy” aims to educate young people: ra-

tionally use funds, plan expenses, save, and imple-

ment leadership initiatives, to operate successfully in

The Practical Experience of the Use of Digital Learning Resources by Ukrainian Teachers to Ensure the Sustainable Development and

Democratization of Education Process

439

a technologically fast-changing environment. Pro-

grams of the Ministry of Education and Science of

Ukraine of this content line for grades 5–9 have been

developed. This information is presented on the web-

site of the Institute for Modernization of Educational

Content (The Entrepreneurial School, 2013).

One of the ﬁrst educational initiatives on the

implementation of entrepreneurship education in

Ukraine was the Polish Foreign Assistance Program

of the Ministry of Foreign Affairs of the Repub-

lic of Poland, the Polish-Ukrainian project “School

Academy of Entrepreneurship 3”. This project was

implemented at the all-Ukrainian level and was aimed

at the support of the socio-economic sustainable de-

velopment of the country introduction of elements

of entrepreneurial education in schools. This project

is a continuation of the Ukrainian-Polish projects

“School Academy of Entrepreneurship” (2012–2013)

and “Lessons with an entrepreneurial background”

(2014). All information and developments of these

projects are freely available on the project website

(School Academy of Entrepreneurship, 2014). In par-

ticular on the website teachers can ﬁnd a online guide-

lines for the organization of integrated lessons with

“entrepreneurial background” and sample summaries

of such lessons.

The use of ICT in the learning process provides

an opportunity to create an effective computer-based

learning environment (Vlasenko et al., 2020). In

Ukraine, there are online resources and online courses

that offer education for pupils and teachers on en-

trepreneurship. Thus, for students of grades 9–11,

teachers of Kharkiv Polytechnic Institute together

with the platform “For a lesson” developed a free on-

line course “StartUpCamp: the path to a dream” (nau-

rok.ua, 2021). With this course, pupils learn the ba-

sics of entrepreneurship, they can get the tools for cre-

ation of their own project, and start to implement their

business ideas, as well as to learn the basics of ﬁnan-

cial literacy, work in a team to start their own business

project. The course consists of 7 sessions and 300

tasks. Learning takes place in the form of online video

lessons with the supervision of a teacher. All lessons

can be recorded; there is a gamiﬁcation of the learn-

ing process, the pupils can perform interactively and

can deliver presentations on their homework. Also

there are a lot of interesting materials for different

topics: Philosophy of entrepreneurship; Team game;

Business pack leaders; We learn to present our idea;

Include critical thinking!; Where to get money? and

others.

Another useful digital resource is the National On-

line Digital Literacy Platform “Action. Digital Ed-

ucation” (Diia, 2021). This platform proposes the

educational series “Entrepreneurship for schoolchil-

dren” which consists of 6 modules, and 36 sessions.

The ﬁrst module is devoted to the idea on the topic

of “ﬁnding ideas”, their samples, testing and imple-

mentation. The series aims to make pupils aware of

the beneﬁts of doing business and forming the traits

and positions needed by each person for successful

self-realization in today’s world. In the process of

learning they understand how to ﬁnd the business idea

and test it, promote their own product on the market

(from advertising to ﬁnding customers), learn about

what sources of funding exist and how to attract them.

Upon completion of the online course the pupils pass

the test.

The Ukrainian online education platform Educa-

tional Era is a project that aims to make education in

Ukraine at a high quality, accessible and available in

a global educational context (EdEra, 2020). This plat-

form offers an online courses for high school teachers,

secondary and primary school teachers, social educa-

tors, school psychologists, youth workers and parents.

The online course “With students about education and

career” consists of 4 modules, includes videos, inter-

active tests, lesson plans. Upon its completion, a cer-

tiﬁcate (8 hours) is issued. During the training, such

issues as educational and career counselling are con-

sidered, different tools are available for this; as well

as the opportunities for future vocational and higher

education in Ukraine and abroad, as well as for non-

formal education. Participants are offered tools for

working with pupils in grades 8–11: lesson plans, ad-

ditional materials, presentations, and interactive con-

sultation scenarios. Topics of the modules include:

advising pupils on self-knowledge, career and educa-

tional trajectory; advising on the choice of vocational

education; advising on the choice of higher education;

advising on non-formal educational opportunities. To

obtain a certiﬁcate, participants are tested in each of

the modules (middle and end), the ﬁnal online test is

based on the results of the presented materials.

The Educational hub of Kyiv is also one of the

useful learning resources (eduhub.in.ua, 2019), that

offers its users different courses aimed at the de-

velopment of soft skills, lifelong learning through

blended learning, and serves as a platform for partic-

ipants’ meetings with the famous Ukrainians. Thus,

for senior pupils there are the special courses; “Public

Speaking”, “Career Guidance for Students” and “Ef-

fective Job Search” are offered (eduhub.in.ua, 2019).

The course “Public Speaking” is aimed at the master-

ing the skills of speaking convincingly, clearly, and

competently, as well as to interest the audience and

hold its attention. The basic public speaking course

for beginner speakers consists of 7 video lessons:

AET 2020 - Symposium on Advances in Educational Technology

440

about the qualities that the speaker should have, what

goal he/she can set for himself, what information

he/she should have depending on the type of speech;

how to learn to control yourself and overcome the fear

of public speaking; why for the speaker body lan-

guage – gestures and facial expressions – is no less

important than a well-placed voice; what are the de-

tails of the speaker’s image, what are the types and

archetypes of speakers; what is the real art of public

speaking, what role does improvisation, acting skills,

language culture play in it; how to build the structure

of the speech and what techniques will help to visual-

ize the information to better convey it to the audience;

how to conduct a dialogue and discussion with the au-

dience.

The material of each course consists of theoretical

information, tests for understanding certain subtleties

of public speeches, illustrative examples of success-

ful and unsuccessful speeches. Subsequent classes in-

clude questions on the material of the previous ones,

and the participant can move forward only after its

successful mastering and proper passing of the online

test. The course “Career Guidance for Students” is

designed to facilitate the choice of profession by high

school pupils before entering higher education. The

course raises the awareness of the pupils about the

beneﬁts of the subjects they study in school and how

they will be needed later in their life, namely: civic

education, mathematics, language, literature, physics,

chemistry, biology and ecology, history, geography,

physical education and computer science. The course

“Effective job search” teaches modern methods of job

search, the rules of writing a good resume, how to

choose the right ﬁeld of activity, company and in-

terview, how to make a good impression on the ﬁrst

working day and more. There are also other plat-

forms for mass open online courses, such as Google

Digital Workshop (LearnDigital, 2021), which offer

entrepreneurship courses that differ by the number

of modules and their duration. A part of the above

mentioned courses are for beginners, others are use-

ful even for experienced participants. After hearing

some courses it is necessary to pass testing for con-

solidation of the received knowledge.

From the above mentioned we can conclude that

in Ukraine there are opportunities for entrepreneur-

ship education, but there is a lack of the opportunities

to create an effective learning environment in school

regarding this issue. It remains an important question

that needs further development.

Thus, it is necessary to create the most favor-

able conditions based on the use of ICT to en-

hance the cognitive activity of children, the devel-

opment of their intellectual abilities and commu-

nication skills necessary for the successful forma-

tion of entrepreneurial competence; to create condi-

tions for training teachers in teaching entrepreneur-

ship, providing them with ICT tools and teaching

materials, teach them to use existing resources for

learning; to develop educational online resources

(textbooks, computer programs, games, virtual com-

munities, portals) on entrepreneurship education to

support teachers, students and parents; encourage

teachers and students to participate in international

projects on entrepreneurship education. The use

of the achievements and informational resources by

Ukrainian teachers allows creating additional oppor-

tunities to pupils in the international perspective. This

is why the experience of using digital technology by

teachers to gain knowledge in business education is

interesting. This conﬁrms the creation of European

entrepreneurship education resources, such as the Vir-

tual Entrepreneurship Education Handbook, which al-

lows teachers from different countries to familiarize

themselves with and use practical tools for primary,

secondary and vocational education in their work.

Teachers from European countries are now suc-

cessfully using the digital teaching hub (http://

content.ee-hub.eu/). It brings together over 60 best

practices in promoting entrepreneurship education in

Europe on: national entrepreneurship education pol-

icy (Germany, Italy, Netherlands, Flanders, Den-

mark, Estonia, Croatia, Sweden, Finland, Mace-

donia, Norway, Denmark); teacher training (Enter-

prising School Program, Entrepreneurship360, En-

trepreneurship Educators Program 3EP, 100 Mirrors,

LIFE2 Project, STEP Model 2); partnerships (Cisco

Networking Academy Networking, Combining En-

trepreneurial Competence and STEM Industry Part-

nerships Skills, Accelerating the StartUp Ecosystem,

YES – Finnish Regional Ecosystem Strategies to Im-

plement National Strategies, Employee Volunteer-

ing – Added Value of Practical Entrepreneurial Pro-

grams, etc.); Entrepreneurship education ecosystem

(integrates educational institutions of Spain, Serbia,

Belgium, United Kingdom, Norway, Germany, Fin-

land); tools (Measurement Tool for Enterprise Ed-

ucation (MTEE), Entre Intention Tool: Measuring

Impact at the Individual Level Entre Intention Tool:

Measuring Impact at Individual Level, EntreComp:

Entrepreneurial Competence Framework, etc.); Fi-

nancial Education (Interaction between Entrepreneur-

ship and Financial Education, Financial Education

Programs from Primary to Secondary Levels, Mon-

eyIQ and MoneyOnline, Financial Education Curric-

ula, Your Finances, Your Future; I Can Manage My

Money) and others.

In order to effectively integrate entrepreneurship

The Practical Experience of the Use of Digital Learning Resources by Ukrainian Teachers to Ensure the Sustainable Development and

Democratization of Education Process

441

education into the school education process, modern

digital tools are being used to help creation of re-

sources and projects involving representatives from

different countries. This digital resource is the En-

trepreneurial School (http://theentrepreneurialschool.

eu/) that is co-ﬁnanced by the European Commis-

sion, which includes 5 key objectives: teachers’ con-

tinuing professional development and training; es-

tablishing quality supporting frameworks to measure

best practice and to evaluate impact; development

of appropriate support structures and activities; es-

tablishing networks between best practices; focus-

ing on the initial education of teachers and the in-

tegration in the curriculum etc. The Entrepreneurial

School project has trained over 4,000 teachers from

18 countries over the past three years, and has de-

veloped a Virtual Guide to Entrepreneurial Learn-

ing (http://www.tesguide.eu/default.aspx) (The En-

trepreneurial School, 2013). Focus groups from Den-

mark, Finland, Italy, Norway, Poland, Portugal, Slo-

vakia and the United Kingdom worked on this de-

velopment. The focus groups consists of represen-

tatives of various education, business, governmental

and non-governmental institutions who are relevant to

entrepreneurship education in their countries and play

a key role in promoting entrepreneurship education.

4 CONCLUSIONS

The use of the digital educational resources in the

classroom activities with pupils is one of the vital is-

sues nowadays. The online instruments and digital re-

sources for the realisation of STEM-education, Edu-

cation for Democratic Citizenship, and Entrepreneur-

ship Education are not widely presented in the na-

tional educational practice today. The above men-

tioned spheres are the modern trends in the world’s

educational systems. Ukraine started to adapt the

educational standards and meet the requirements of

the democratic multicultural society. The Ukrainian

online resources presented in the article ensure the

creation of the sustainable, multicultural, and demo-

cratic environment for teachers and students includ-

ing key competencies areas: entrepreneurship, citi-

zenship, civic education and STEM.

Moreover the creation of the appropriate educa-

tional environment that allows pupils to gain knowl-

edge, skills and competencies for their participation

into the democratic society is one of the important

tasks for the educational system in Ukraine. It is also

important to use the best experience and educational

resources on democratic education, entrepreneurial

education and multicultural communication of other

countries. Ukrainian pedagogues should pay attention

to the following aspects:

• to integrate entrepreneurship education into the

school education process. The use of the mod-

ern digital educational resources can help teach-

ers to create opportunities for pupils, promote the

involvement of pupils to create their own projects

and ﬁnd opportunities;

• to create possibilities for pupils to develop their

democratic culture through participation into the

decision making process using ICTs. This will al-

low promoting the development of digital citizen-

ship that is now one of the life realities.

In this view it should be concluded that the use of

digital tools, digital resources and media in the class-

room is closely linked to the digital competence. This

is why the relevant level of the digital competence has

to be one of the main targets of the teaching process.

Further research should be carried out in de-

veloping approaches, organizational and pedagogical

conditions in schools in order to create the learn-

ing environment for the sustainable development that

can promote to develop digital competence and digi-

tal citizenship enhance entrepreneurship education of

pupils.

Also, it is important to develop approaches and

create the organizational and pedagogical conditions

for pupils and teacher to develop their digital compe-

tence and digital citizenship, improving the methods

and forms of using digital learning tools to create a

democratic and sustainable environment in schools.

REFERENCES

Bakka, T., Burim, O., Volosheniuk, O., Yevtushenko, R.,

Meleshchenko, T., and Mokrohuz, O. (2016). Medi-

ahramotnist ta krytychne myslennia na urokakh sus-

pilstvoznavstva (Media literacy in lessons of social

sciences). TsVP, AUP, Kyiv. https://www.aup.com.

ua/mediagramotnist-ta-kritichne-mislen/.

Burov, O., Bykov, V., and Lytvynova, S. (2020). ICT evolu-

tion: From single computational tasks to modeling of

life. CEUR Workshop Proceedings, 2732:583–590.

Bykov, V. and Lapinsky, V. (2012). The methodologcal and

methodical basis of the creation and use of electronic

educational tools. Computer at school and family,

(2):3–6. http://nbuv.gov.ua/UJRN/komp 2012 2 2.

Bytsiura, Y., Vasylieva, O., Komarov, Y., Reuta, O., Sy-

rotenko, A., Stepanov, F., and Topchii, L. (2004). Eu-

ropean studies. Textbook for students of 8-12 grades.

Oranta, Kyiv.

Cabinet of ministries of Ukraine (2020). State standard of

basic secondary education. https://zakon.rada.gov.ua/

laws/show/898-2020-%D0%BF#n16.

AET 2020 - Symposium on Advances in Educational Technology

442

Carey, K. (2012). Into the future with MOOC’s.

https://www.chronicle.com/article/Into-the-Future-

With-MOOCs/134080.

Centre for Learning and Teaching (2014). Teaching

international students. https://cpb-eu-w2.wpmucdn.

com/blogs.brighton.ac.uk/dist/2/123/ﬁles/2014/08/

UoB-International-students-24zo46u.pdf.

COE (2019). A conceptual model.

https://www.coe.int/en/web/digital-citizenship-

education/a-conceptual-model.

Dementievska, N. P. (2020). Teachers training on the

use of interactive computer simulations for inquiry-

based learning. Information Technologies and Learn-

ing Tools, 80(6):222–242.

Diia (2021). Educational series. https://osvita.diia.gov.ua/

courses.

Dovgan, A. I. and Chasnikova, O. V. (2017). Implementa-

tion of the cross-cutting content line ’entrepreneurship

and ﬁnancial literacy’ in the curriculum of 5-9 grades.

In Information and methodical collection of the Main

Department of Education and Science of the Kyiv Re-

gional State Administration and the Kyiv Regional In-

stitute of Postgraduate Education of Teachers, num-

ber 6, pages 79–82. Kyiv Regional State Administra-

tion and the Kyiv Regional Institute of Postgraduate

Education of Teachers, Department of Education and

Science of the Kyiv Regional State Administration.

EC (2021). The Digital Economy and Society In-

dex (DESI). https://ec.europa.eu/digital-single-

market/desi.

EdEra (2020). EdEra. https://www.ed-era.com/courses/.

eduhub.in.ua (2019). Educational hub of the city of Kyiv.

https://eduhub.in.ua/.

Elkin, O., Hrynevych, L., kalashnikova, S., Khobzey,

P., Kobernyk, I., Kovtunets, V., Makarenko, O.,

Malakhova, O., Nanayeva, T., Shiyan, R., and Us-

atenko, H. (2017). The New Ukrainian School:

conceptual principles of secondry school reform.

https://mon.gov.ua/storage/app/media/zagalna

Garc

ıa-Pe

nalvo, F. J., Zangrando, V., Seoane Pardo, A. M.,

Garc

ıa-Holgado, A., Szczecinska, J., Baldner, J. M.,

Consonni, A., and Crivellari, C. (2011). Chapter

5. About the use of the DMS in CLIL classes. In

GRIAL, editor, Multicultural Interdisciplinary Hand-

book: Tools for Learning History and Geography in

a Multicultural Perspective, Comenius Multilateral

Project. 502461-2009-LLP-ES-COMENIUS-CM,

pages 51–71. Research GRoup in InterAction and

eLearning (GRIAL), Instituto de Ciencias de la Ed-

ucaci

on (IUCE), Salamanca. https://repositorio.

grial.eu/bitstream/grial/172/5/MIH.Chapter5.

AboutTheUseOfTheDMSinCLILclasses.pdf.

Hilberg, T. (2020). Formation of entrepreneurial

competence in the integrated course “I ex-

plore the world”. Elementary School, (2):10–15.

http://lib.vippo.org.ua/periodyka.php?cat=73.

Ivanyuk, I. V. (2016). Pedagogical experiment on formation

of student multicultural competency under conditions

of computer-oriented learning environment. Infor-

mation Technologies and Learning Tools, 51(1):43–

56. https://journal.iitta.gov.ua/index.php/itlt/article/

view/1368.

Kiv, A., Merzlykin, O., Modlo, Y., Nechypurenko, P.,

and Topolova, I. (2019). The overview of software

for computer simulations in proﬁle physics learning.

CEUR Workshop Proceedings, 2433:352–362.

Kramarenko, T., Pylypenko, O., and Zaselskiy, V. (2020).

Prospects of using the augmented reality application

in STEM-based Mathematics teaching. CEUR Work-

shop Proceedings, 2547:130–144.

Lavrentieva, O., Pererva, V., Krupskyi, O., Britchenko, I.,

and Shabanov, S. (2020). Issues of shaping the stu-

dents’ professional and terminological competence in

science area of expertise in the sustainable develop-

ment era. E3S Web of Conferences, 166:10031.

LearnDigital (2021). Online courses. https:

//learndigital.withgoogle.com/digitalgarage/courses?

difﬁculty=beginner.

Liskovych, O. V. (2016). The structure and essence of

students’ entrepreneurial competence in the context

of teaching physics. Problems of methods of physical-

mathematical and technological education, 2(10):69–

72. https://phm.cuspu.edu.ua/ojs/index.php/NZ-

PMFMTO/article/view/1042.

Lozova, O., Horbenko, S., and Honcharova, N. (2017). The

using of STEM-education resourses in conditions of

modernization of school education system. Scien-

tiﬁc notes minor Academy of Sciences of Ukraine. Se-

ries: Education, (10):82–87. http://man.gov.ua/ﬁles/

49/Naukovi

zapysky MAH 10 2017.pdf#page=82.

Moiseienko, M., Moiseienko, N., Kohut, I., and Kiv, A.

(2020). Digital competence of pedagogical univer-

sity student: Deﬁnition, structure and didactical con-

ditions of formation. CEUR Workshop Proceedings,

2643:60–70.

Morze, N., Kuzminska, O., and Protsenko, G. (2013). Pub-

lic information environment of a modern university.

CEUR Workshop Proceedings, 1000:264–272.

naurok.ua (2021). Kurs z osnov zapusku vlasnoho startapu

“StartUp Camp: shliakh do mrii”, dlia uchniv 9-11

klasiv. https://naurok.ua/course/landing/start-up.

Nazarenko, G. (2014). Formation of entrepreneurial com-

petence of students of secondary schools in accor-

dance with the requirements of new state standards.

CHOIPOPP, Cherkassy.

Nova Doba (2020). Association of Teachers of

History and Social Studies “Nova Doba”.

https://www.novadoba.org.ua/biblioteka-ua.

OECD (2020). Education responses to covid-19:

Embracing digital learning and online collabora-

tion. https://oecd.dam-broadcast.com/pm 7379 120

120544-8ksud7oaj2.pdf.

Oleksiuk, V. P., Oleksiuk, O. R., Spirin, O. M., Balyk,

N. R., and Vasylenko, Y. P. (2020). Some experience

in maintenance of an academic cloud. CEUR Work-

shop Proceedings, 2879:165–178.

Osadchyi, V., Krasheninnik, I., Spirin, O., Koniukhov, S.,

and Diuzhykova, T. (2020). Personalized and adaptive

ICT-enhanced learning: A brief review of research

The Practical Experience of the Use of Digital Learning Resources by Ukrainian Teachers to Ensure the Sustainable Development and

Democratization of Education Process

443

from 2010 to 2019. CEUR Workshop Proceedings,

2732:559–571.

Ovcharuk, O. (2017). Integration of entrepreneurship key

competence into education curricula in Ukraine: The

way toward democratic school. Bulletin of Kre-

menchuk Mykhailo Ostrogradsky National University,

103(2):82–88. http://www.kdu.edu.ua/PUBL/statti/

2017 2 82-88 2-17-2.pdf.

Ovcharuk, O., Ivaniuk, I., Soroko, N., Gritsenchuk, O., and

Kravchyna, O. (2020). The use of digital learning

tools in the teachers’ professional activities to ensure

sustainable development and democratization of edu-

cation in european countries. E3S Web of Conferences,

166:10019.

Park, Y. (2016). 8 digital life skills all chil-

dren need – and a plan for teaching them.

https://www.weforum.org/agenda/2016/09/8-digital-

life-skills-all-children-need-and-a-plan-for-teaching-

them/.

Reimers, F. and Schleicher, A. (2020). A

framework to guide an education response

to the COVID-19 Pandemic of 2020.

https://read.oecd-ilibrary.org/view/?ref=126 126988-

t63lxosohs&title=A-framework-to-guide-an-

education-response-to-the-Covid-19-Pandemic-

of-2020.

Richardson, J. and Milovidov, E. (2017). Digital Citizen-

ship Education, volume 2. Multi-stakeholder consul-

tation report. Council of Europe, Strasbourg. https:

//www.coe.int/en/web/digital-citizenship-education/

a-multi-stakeholder-consultation.

School Academy of Entrepreneurship (2014). Lessons

with an entrepreneurial background: Training ma-

terials. http://sae-ukraine.org.ua/ua/resource/uroki z

pidpriemnytskim tlom/.

Shokaliuk, S., Bohunenko, Y., Lovianova, I., and Shyshk-

ina, M. (2020). Technologies of distance learning for

programming basics on the principles of integrated de-

velopment of key competences. CEUR Workshop Pro-

ceedings, 2643:548–562.

Shyshkina, M. (2018). The problems of personnel training

for STEM education in the modern innovative learn-

ing and research environment. CEUR Workshop Pro-

ceedings, 2257:61–65.

Soroko, N., Mykhailenko, L., Rokoman, O., and Zasel-

skiy, V. (2020). Educational electronic platforms

for STEAM-oriented learning environment at gen-

eral education school. CEUR Workshop Proceedings,

2643:462–473.

Spirin, O., Oleksiuk, V., Balyk, N., Lytvynova, S., and

Sydorenko, S. (2019). The blended methodology of

learning computer networks: Cloud-based approach.

CEUR Workshop Proceedings, 2393:68–80.

Stroud, A. and Baines, L. (2019). Inquiry, investigative pro-

cesses, art, and writing in steam. In Khine, M. S. and

Areepattamannil, S., editors, STEAM Education: The-

ory and Practice, pages 1–18. Springer International

Publishing, Cham.

The Entrepreneurial School (2013). The vir-

tual guide to entrepreneurial learning.

http://www.tesguide.eu/default.aspx.

UN (2015). Resolution adopted by the General Assembly

on 25 September 2015. Transforming our world:

the 2030 Agenda for Sustainable Development.

https://www.un.org/en/development/desa/population/

migration/generalassembly/docs/globalcompact/

A RES 70 1 E.pdf.

Vakaliuk, T. A., Spirin, O. M., Lobanchykova, N. M., Mart-

seva, L. A., Novitska, I. V., and Kontsedailo, V. V.

(2021). Features of distance learning of cloud tech-

nologies for the organization educational process in

quarantine. Journal of Physics: Conference Series,

1840(1):012051.

Verkhovna Rada of Ukraine (2017).

Law on Ukraine “On Education”.

https://zakon.rada.gov.ua/laws/show/2145-19.

Vlasenko, K., Chumak, O., Achkan, V., Lovianova, I., and

Kondratyeva, O. (2020). Personal e-learning environ-

ment of a mathematics teacher. Universal Journal of

Educational Research, 8(8):3527–3535.

Zhaldak, M. I. and Franchuk, N. P. (2021). Some applica-

tions of the GRAN1 to analyze two-dimensional con-

tinuous probability distributions. Journal of Physics:

Conference Series, 1946(1):012002.

AET 2020 - Symposium on Advances in Educational Technology

444