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
Digital Learning Resources, Sustainable Development, Education Process, Teachers, Democratization, Digital
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.
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
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-
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
2022 by SCITEPRESS Science and Technology Publications, Lda. All rights reserved
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
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.
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
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
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.
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,
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
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
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:
// 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
project “Quality of education” with the “Web-STEM-
school-2020” created by Ukrainian teachers; Dis-
tance Academy (
?s=STEM), that proposes the distance courses and
webinars; web portal “Na urok” (
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
( which includes Ecol-
ogy Models, Evolution Models, Cell Biology Mod-
els; Experience a Virtual World of Science Educa-
tion ( which includes a num-
ber of interactive 3D virtual lab simulations in Bi-
ology, Chemistry and Physics; Phet (https://phet. 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://, 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://, 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
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
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
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. 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-
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
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
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
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,
For example, “The Teaching ICT with Inquiry”
course allows to use the Go-Lab ecosystem https:
// 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
new tools for improve forms of learning (eg,
the use of new electronic platforms for STEAM
AET 2020 - Symposium on Advances in Educational Technology
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:
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:
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
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-, 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
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 (, 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 (, 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
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-
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:// 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
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 ( (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.
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
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.
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