Main Determinants of the Use of Cloud Technologies in the Development

of Professional Stability of the Future Specialist in the Conditions of

Adaptive Learning

Hanna B. Varina

1 a

, Kateryna P. Osadcha

1 b

, Svetlana V. Shevchenko

1 c

Valentyna V. Voloshyna

2 d

, Ivan G. Riznitskii

and Aleksandr D. Uchitel

3 e

Bogdan Khmelnitsky Melitopol State Pedagogical University, 20 Hetmanska Str., Melitopol, 72300, Ukraine

National Pedagogical Dragomanov University, 9 Pyrohova Str., Kyiv, 01601, Ukraine

State University of Economics and Technology, 5 Stepana Tilhy Str., Kryvyi Rih, 50006, Ukraine

Keywords:

Information and Communication Technologies (ICT), Cloud Services, Cloud Technologies, ICT Com-

petence, Electronic Information and Educational Environment, Professional Stability, Working Capacity,

Self-Actualization, Motivation, Vital Capacity, Mental State.

Abstract:

The article considers practice-oriented possibilities of using cloud technologies in the process of development

of the main components of professional stability of the future specialist of socionomic direction in the con-

ditions of blended learning. The research is devoted to the use of cloud services in the formation of not only

ICT competence, but also the development of professional stability of the future specialist. The study sub-

stantiates the importance of cloud services and analyzes the use of cloud technologies Google Workspace for

Education, distance learning system Moodle in the modern information and educational environment of higher

education. The authors clarify the didactic capabilities of cloud services and identify the psychological and

pedagogical conditions for the development of components of professional stability, as a dominant integral

of the competitiveness of the future specialist. The methodical aspects of designing the process of develop-

ment of professional stability of the individual on the basis of the use of cloud services aimed at improving

the mental capacity of the applicant of higher education are highlighted. In the framework of theoretical

and methodological analysis of the problem of professional stability of the psychologist identiﬁed the follow-

ing main components: cognitive, motivational, behavioral, emotional and volitional. Professional stability is

closely interrelated with the processes of professional and personal development, professional adaptation, the

level of efﬁciency of the individual. In the process of implementing the program of implementation of cloud

technologies, the authors consider the professional stability of man as a dialectical synthesis of sustainability

and variability, preservation and development. The results of the formative stage revealed signiﬁcant positive

changes in the manifestation of the components of professional stability of future professionals. Prospects

for further research are the development of a comprehensive program for the use of cloud technologies in

non-formal education and personalization of the process of professional development of future professionals.

1 INTRODUCTION

The ﬁeld of education is experiencing a turning point,

which is accompanied by the reorientation of higher

education into an open educational system. Integra-

tion into the European educational environment re-

https://orcid.org/0000-0002-0087-4264

https://orcid.org/0000-0003-0653-6423

https://orcid.org/0000-0002-5140-0018

https://orcid.org/0000-0002-4372-5824

https://orcid.org/0000-0002-9969-0149

quires the introduction of the latest methods, based

on the use of information technologies, in the educa-

tional process of higher educational institution. To-

day, one of the main tasks of the educational system

is to provide everyone with a free and open access to

knowledge, taking into account their needs, abilities

and interests. So far, the state of informatization of

society has reached the point when innovations have

ﬂooded all spheres of life: the pace of technology re-

newal is impressive and it forces the scientiﬁc com-

munity to respond immediately to today’s challenges.

The primary need of higher education in the personiﬁ-

Varina, H., Osadcha, K., Shevchenko, S., Voloshyna, V., Riznitskii, I. and Uchitel, A.

Main Determinants of the Use of Cloud Technologies in the Development of Professional Stability of the Future Specialist in the Conditions of Adaptive Learning.

DOI: 10.5220/0010928800003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 2, pages 101-114

ISBN: 978-989-758-558-6

101

cation and individualization of education, due to quar-

antine measures caused by COVID-19, causes a rapid

integration of cloud and innovative information tech-

nologies into the process of training a competitive,

professionally stable specialist of the new format. The

modern technologies are present at all levels and in all

aspects of pedagogical activity – from the use of in-

formation technology in teaching a certain discipline

to the implementation of systems of management in

higher educational institutions.

Among the modern technologies, cloud technolo-

gies occupy a prominent place, they are increasingly

penetrating the system of domestic education (Kiv

et al., 2019). Until recently, cloud technologies were

considered the prerogative of large corporations, but

today they are used by small and medium-sized busi-

nesses, government and the educational system in

general.

According to the latest statistics, about 77% of

companies have been already using or plan to use

the cloud technologies. 69% of them consider such a

transition to be a necessary condition for the survival

in a competitive changing world.

The cloud sphere, meanwhile, is actively develop-

ing and annually presents innovations in functionality

and applications. 2020 is a year of restructuring and

adaptation of a human being to the life in the new

economic, social conditions of society in the post-

coronavirus space. In the international press this year

was called “the year of cloud technology”. Market

giants IBM, Amazon and Microsoft started actively

offering cloud infrastructure and platform as a service

not only in the United States, which is the main coun-

try of data hosting, but also abroad, actively increas-

ing its presence in other countries.

The use of cloud technologies in the educational

process is one of the dominant areas for the enhance-

ment of the quality of higher education, individual-

ization and personalization of the educational pro-

cess. The educational process is not left out of the

renewal process, and one of the ways to solve the

problem of interaction of several remote systems sup-

porting the learning process, their mobility and cost-

effectiveness is the use of cloud computing, when data

resources are provided to ﬁnal users as an Internet ser-

vice (Morze and Kusminska, 2011).

The Concept of Development of Digital Economy

and Society of Ukraine for 2018–2021 states the ne-

cessity of taking measures to implement appropriate

incentives for the digitalization of the economy, pub-

lic and social spheres. It also focuses on the issues

of raising the awareness of existing challenges, us-

ing tools for digital infrastructure development, and

developing digital competence. This Concept also

identiﬁes critical areas, circles out the digitization

projects, plans stimulation of the domestic market of

production, use and consumption of digital technolo-

gies. It is noted that the integration of Ukrainian sci-

ence into the European research space will provide

an opportunity to develop advanced scientiﬁc ideas,

participate in interdisciplinary projects, focus on per-

spective ideas, technologies and innovations.

One of the important tasks is the formation of a

profound national policy of digitalization of educa-

tion as a priority component of educational reform,

and one of the key elements of the Digital Single Mar-

ket of Europe and a part of the paradigm “Open In-

novation – Open Science – Openness to the World”,

which is developing within the European scientiﬁc in-

novation space. There is also a need to develop a Eu-

ropean cloud of open science and a European data in-

frastructure. The implementation of the main postu-

lates of the Concept described above has been going

on for some time, in particular, various scientiﬁc re-

search works in this direction are being carried out in

Ukraine.

The dynamism of national processes, taking place

in modern Ukrainian society, creates a socio-cultural

and educational situation, the way out of which is di-

rectly related to the enhancement of the quality of

training and the increase of the level professional-

ism of future professionals who are capable of self-

transformation and are ready for full self-realization

in unstable, changing working conditions.

Future professionals’ awareness of the relation-

ship between the requirements of the profession and

their personal characteristics encourages the construc-

tion of their own personality in the framework of pro-

fessionalization, consequently it creates conditions

for becoming a professional.

The issue of students’ own social mobility, readi-

ness for self-education in the new information ﬁeld,

in which integration competence plays an impor-

tant role, is becoming an urgent issue for modern

Ukrainian student youth.

The issue of professional stability is also an im-

portant one, which is also a practical aspect of

a broader problem – the problem of competitive-

ness, efﬁciency and readiness for professional self-

realization in today’s unstable conditions of profes-

sional activity. Accordingly, it is also very important

to ﬁnd priority ways to provide educational services,

taking into account the future specialist’s individual

psychological characteristics and innovative trends of

cloud technologies use in the process of future profes-

sionals’ training.

AET 2020 - Symposium on Advances in Educational Technology

102

2 LITERATURE REVIEW

The issue of creating cloud services is very popular

in today’s world, where the priority is a rapid devel-

opment of information technologies and their use in

public spheres. Many analytical companies study the

development market, build cloud services and imple-

ment them into practice. The main purpose of pro-

fessional training is to develop such a potential of a

specialist, which would ensure not only the quality

of his professional duties, but also professional self-

improvement. In the conditions of transformation of

a society the problem of adaptation of future experts

to fast changes both in social and economic, and in

cultural and educational spheres of life acquires spe-

cial sense. Today’s dynamic, competitive society re-

quires the training of a new type of professionals,

namely those who could be creative, unconventional

in decision-making, be mobile and effectively carry

out professional activities. Forrester Research has as-

sessed the current dynamics of cloud storage popular-

ization and concluded that by 2020 the cloud comput-

ing market will be $ 241 billion (Thompson, 2008).

In the world’s developed countries, the technol-

ogy of cloud computing is becoming more and more

widespread. In the domestic market, they are also ac-

tively penetrating public infrastructure.

Infrastructure as a service (IaaS) is a model of pro-

viding on-demand remote access to a common pool of

conﬁgurable computing resources (cloud infrastruc-

ture) with the ability to manage them independently.

The foundations for the creating and rapid devel-

opment of cloud technologies were:

• technical progress, rapid development of hard-

ware: the ever-increasing power of processors, de-

velopment of multi-core architecture and increase

of the hard disk storage capacity;

• high power Internet channels;

• ”large” Internet services, cloud data storage;

• impact of quarantine conditions caused by

COVID-19, combined with the need to perform

certain activities.

Cloud storage is a model of online storage in

which data is stored on numerous networked servers

which are provided to customers mostly by a third

party. Data is stored and processed in the cloud,

which is, from the client’s point of view, one large

virtual server. It should be noted that the cloud is

not the Internet itself, but the whole set of hardware

and software that provides processing and execution

of customer’s requests. There are not many author-

itative sources that deﬁne the concept of cloud com-

puting. The most comprehensive and fundamental ap-

proach to this issue was proposed by Mell and Grance

(Mell and Grance, 2011): they deﬁne cloud comput-

ing as a model of providing convenient on-demand

network access to a shared set of parameters, com-

puting resources (e.g., networks, servers, data stor-

ages, applications and/or services) which the user can

quickly use, when executing their own task, and free

up while minimizing the number of interactions with

the service provider or their own management efforts.

This model is aimed at the increase of the availabil-

ity of computing resources and combines ﬁve main

features, three service models and four deployment

models.

Characteristics of cloud computing:

1. Self-service on demand. The consumer, when he

or she needs it, can use computing capabilities,

such as server time or automatic network storage,

without interaction with the staff of the service

provider.

2. Wide availability via the network (Internet). Op-

portunities are available online; they are accessed

on the basis of standard mechanisms; it ensures

the use of heterogeneous thin and thick client plat-

forms (e.g., mobile phones, laptops, PDAs).

3. Combining the resources into a pool. The

provider combines its computing resources into

a pool in order to serve a large number of cus-

tomers using the principle of multitenancy. Dif-

ferent physical and virtual resources are dynami-

cally distributed and redistributed according to the

user’s needs. There appears a sense of location

independence when the customer does not know

where the computing resources they use are, but

may be able to identify their location on a more

abstract level (e.g. country, region or data cen-

ter). Examples of resources can be data storage,

computing power, RAM, bandwidth, virtual ma-

chines.

4. Ability for quick adaptation. Computing capabil-

ities can be quickly and ﬂexibly reserved (often

automatically) for prompt scaling according to the

customer’s tasks, and also quickly vacated. From

the consumer’s point of view, the available op-

tions often look unlimited and can be purchased

in any quantity and at any time.

5. Measurable service. Cloud systems automatically

control and optimize resource utilization by mea-

suring some abstract parameters. The parame-

ters vary depending on the type of service. For

example, they may be: data storage size, com-

putation power, bandwidth and/or number of ac-

tive user’s records. Resource use is tracked, con-

trolled; reports are generated. Thus, both the

Main Determinants of the Use of Cloud Technologies in the Development of Professional Stability of the Future Specialist in the Conditions

of Adaptive Learning

103

provider and the consumer receive transparent in-

formation about the range of services provided

(consumed).

Cloud technologies represent a new paradigm that

provides a distributed and remote processing, data

storage; they lead us to a new concept of using In-

ternet resources in today’s educational environment.

The analysis of modern scientiﬁc research works

has shown that there exists the experience of using

cloud platforms and virtualization technologies, in-

cluding those based on the virtual machines from Mi-

crosoft, Amazon, Google, Yandex, for the organiza-

tion of universal workplaces for students with uniﬁ-

cation of system and application software for individ-

ual learning. Shevchuk et al. (Shevchuk et al., 2020)

studied the main advantages of cloud software over

traditional academic tools used in the educational en-

vironment. The authors paid attention to the organi-

zation of a virtual workplace in order to increase the

effectiveness of learning both in the educational insti-

tution and outside the classroom.

Analyzing the possibilities of using cloud tech-

nologies as a component of future specialists’ pro-

fessional training, taking into account personal psy-

chological characteristics, Kolesnyk et al. (Kolesnyk

et al., 2020) demonstrated a structural model of in-

formation and media literacy of university entrants

and the use of cloud technologies in the educa-

tion for sustainable development. Kolesnyk et al.

(Kolesnyk et al., 2020) analyze the levels of for-

mation of such type of entrants’ literacy in the

process of their sustainable development (cognitive,

constructive-exploratory, creative and productive lev-

els). Kolesnyk et al. (Kolesnyk et al., 2020) devel-

oped a method of interaction of information and me-

dia literacy with cloud technologies in the educational

process.

Osadcha et al. (Osadcha et al., 2020) research

the current state and relevance of the use of adap-

tive learning systems and cloud technologies as use-

ful tools for the development of an individual learn-

ing path leading to the highest level of intellectual

development in accordance with natural abilities and

inclinations. Taking into account the technological

progress and the actualization of STEM education,

the priority is the research work done by the Valko

et al. (Valko et al., 2020), they focused on a detailed

description of the introduction of cloud sources in the

development of robotic systems.

Analyzing the combination of traditional class-

room education and distance learning, Petrenko et al.

(Petrenko et al., 2020) focused on the possibilities of

using cloud technologies in the process of organizing

distance learning and the implementation of a com-

prehensive competency-oriented approach.

The practice-oriented research of the staff of the

research laboratory “Cloud Technologies in Educa-

tion” of Kryvyi Rih National University and the In-

stitute of Information Technologies and Textbooks of

NAES of Ukraine demonstrates ways to implement

models of cloud services SaaS, PaaS, IaaS, which

should be used in the process of doing the courses

on mathematical, natural cycles while organizing fu-

ture specialists’ professional-practical training in the

ﬁeld of information technology (on the example of

software engineering, computer science and computer

engineering). Scientists have identiﬁed the most sig-

niﬁcant advantages of using cloud technologies in fu-

ture specialists’ training in information technology,

namely the possibility of using modern parallel pro-

gramming tools as the basis of cloud technologies

(Markova et al., 2019). Thus, cloud technology is not

only a modern trend of effective use of information

and communication technologies in professional ac-

tivities, but also a proven tool of educational activities

(Fedorenko et al., 2020).

Analysis of literature sources has shown that the

issue of development and implementation of cloud

services in the process of training of competitive fu-

ture professionals is an important area and it requires

additional practice-oriented empirical research in or-

der to expand the possibilities of creating cloud tech-

nologies and to implement them successfully not only

in the sphere of education but also in other no less im-

portant areas of human activity.

3 RESEARCH METHODS

Interdisciplinary research was conducted as part of re-

search work carried out at the expense of the general

fund of the state budget: “Adaptive system for in-

dividualization and personalization of future profes-

sionals’ training in the conditions of blended learn-

ing”, state registration number: 0120U101970. Tak-

ing into account the pandemic conditions and social

isolation, from 2019 to 2020 on the basis of Bogdan

Khmelnitsky Melitopol State Pedagogical University

in the context of the program “Development of pro-

fessional stability of the future specialist in the condi-

tions of information and educational transformations”

the implementation of the psycho-correctional pro-

gram, based on the elements of cloud technologies,

was proposed. The following methods were used in

the research process: method of theoretical analysis

of literature sources on the introduction of cloud tech-

nologies in the educational process of higher educa-

tional institution and on the implementation of dis-

AET 2020 - Symposium on Advances in Educational Technology

104

tance learning based on the principles of adaptive and

personalized learning; analysis of modern experience

of psychological and pedagogical support of integra-

tive process of future specialist’s professional stability

development; systematization of practical experience

of enhancing the person’s working capacity in higher

educational institution; analysis of the practical im-

plementation of Google Workspace for Education in

the program of the future specialist’s professional sta-

bility development; a set of psychodiagnostic exami-

nations using Google Form; experimental study con-

sisting of two stages: ascertaining and formative.

4 RESEARCH RESULTS

4.1 Theoretical Foundations

Modern information and educational environment of

the university is analyzed in the context of the elec-

tronic display of various aspects of the university ac-

tivity on the Internet. There are different plans for

designing the e-learning environment that take into

account the interests of different groups of network

users. From the socio-psychological standpoint, the

electronic educational environment of the university

takes an active part in the improvement of educational

technologies, emergence of new aspects of teaching

activity, and creation of the conditions of students’

self-realization.

Example of modern cloud-based services for edu-

cational institutions is Google Workspace for Educa-

tion. Google’s online services for educational insti-

tutions have a number of advantages, which makes it

possible to use them in any educational environment

where there is an Internet connection (ﬁgure 1).

Modern computer technology allows students,

teachers and researchers to use several devices for

the communication and work: laptops, computers,

smart phones, mobile phones, etc. Google Workspace

tools are supported by a variety of devices, so it is a

widely available and universal IT technology to work

with in the modern educational environment. Google

Workspace include more than sixty free services that

can be connected to one domain, including video

hosting service YouTube, CMS Blogger, Google Ana-

lytics, organization chart service Lucid Chart, graphic

editor Aviary, etc. They are easy to use, are serviced

by Google and do not require downloading, installing

or maintaining hardware or software. In addition to

its diversity, which meets any needs of the modern

teacher, Google applications have such characteristics

as accessibility, simplicity, reliability, low cost, sta-

bility, variability, quality. The additional arguments

in favor of choosing Google services and other ser-

vices for the educational purposes are the availability

of special applications for phones and tablets, central-

ized data storage, information security and Ukrainian

interface. Google Workspace for Education combines

a number of useful services, such as:

• Gmail – a free e-mail service;

• Classroom – assistance of learning;

• Drive – ﬁle hosting using cloud technologies;

• Calendar – time planning;

• Vault – archiving and management of user’s data;

• Docs – a set of tools for working with ofﬁce ﬁles;

• Sheets – processing of data presented in the form

of spreadsheets;

• Forms – creating online forms and conducting

surveys;

• Slides – creating presentations, regardless of the

available device;

• Sites – a platform for hosting and a designer for

creating sites;

• Meet – interactive communication and video con-

ferencing tool.

The above mentioned services can be used both

separately and in combination, as a complement to

each other.

Today, one of the most well-known and widely

used services for organizing learning of students

is Google Classroom (https://classroom.google.com).

Its use allows you to organize effective interaction of

all participants of the educational process, distribute

educational materials and provide the execution of

various educational tasks with necessary software,

assessment of students’ learning outcomes. Google

Classroom provides a user-friendly interface for cre-

ating and managing training courses. It gives a wide

range of opportunities for the organization of the ed-

ucational process in higher educational institutions.

The service has all necessary facilities for the com-

munication, task setting and testing. Also, the use of

Google Classroom helps to increase learning motiva-

tion; saves time for the preparation; provides clear and

interactive information, so it contributes to better as-

similation of information. The use of Google Class-

room in the process of future professionals’ training

systematizes the work of all participants of the educa-

tional process and takes it to a higher level.

Taking into account the dominant advantages of

using Google Classroom in the organization and mon-

itoring of the educational process in the university

and certain quarantine restrictions due to COVID-19,

Main Determinants of the Use of Cloud Technologies in the Development of Professional Stability of the Future Specialist in the Conditions

of Adaptive Learning

105

Figure 1: Main features of Google Workspace for Education use in education from the user’s point of view.

the priority in the context of our study was given

to the development, testing and implementation of

a comprehensive program “Development of profes-

sional stability as a factor of future specialist’s psy-

chological security in terms of information and edu-

cational transformations”. This program was being

piloted during 2019–2020 as part of the scientiﬁc and

practical online course “Modern innovative technolo-

gies in education and psychology” (Osadchyi and Va-

rina, 2020). The purpose of this online course is a

practice-oriented implementation of the competence-

based approach in the process of training future spe-

cialists in socionomy. It also aimed at the improve-

ment of future educators and psychologists’ profes-

sional skills and competencies in order to create better

opportunities for the use of modern practice-oriented

technologies in the educational process. This online

course consists of four modules and is based on the

use of Google Classroom. It is 90 hour, 3 ECTS credit

online course which includes four modules:

Module 1. Worldview foundations of professional

development of specialists of socionomic

professions

Content lines:

1. Information part. State strategy of ed-

ucation development. Legislative sup-

port of the system of education and

professional development of teachers in

Ukraine. A healthy and safe environ-

ment of an educational institution as a

component of professional well-being

and development.

2. Practice-oriented part. Value and activ-

ity principles of teacher and psycholo-

gist’s professional development. Spe-

cialist’s speech competence. Informa-

tion and media literacy as a key com-

petence of a digitalized society and the

main condition for quality education.

3. The part is aimed at developing the

professional stability of the individual.

Implementation of practical tasks and

group training exercises on “Profes-

sional resilience as a means of over-

coming complex professional tasks and

life situations”. The main directions

of the introduction of innovative psy-

chotechnologies:

• Styles of overcoming behavior in the

decision-making process under condi-

tions of uncertainty while performing

professional tasks;

• Resource components of personality

and their development;

• Social environment as a resource for

the development of professional sta-

bility. Team building and corporate

ethics of interpersonal interaction.

Module 2. Development of modern specialist’s psy-

chological and pedagogical competence.

Content lines:

1. Information part. Fundamentals of in-

clusive education, children with spe-

cial educational needs: peculiarities of

learning and development, psychologi-

cal and pedagogical conditions for their

assistance in the educational process,

universal design in education. Estab-

lishment of the safe educational envi-

ronment, prevention of bullying and its

AET 2020 - Symposium on Advances in Educational Technology

106

overcoming in the educational institu-

tion, modern problems of adaptation

and socialization of the students; for-

mation of students’ social competen-

cies in the process of neuromanage-

ment. Pedagogy of partnership: inter-

action with teachers, parents, local au-

thorities, and community. Psychologi-

cal support of talented children.

2. Practice-oriented part. Development

of specialists’ emotional competence.

Specialists’ psychological competen-

cies: psychological features of the

child’s development at different age

stages, strategies and tactics of profes-

sional and personal burnout prevention,

psychology of team building; psychodi-

agnostics of student’s personality, psy-

chodiagnostics of educational manage-

ment.

3. The part is aimed at developing the pro-

fessional stability of the individual. In

this block, group lessons were imple-

mented aimed at developing the emo-

tional component of professional stabil-

ity and goal-setting skills:

• Professional stability and psychologi-

cal well-being as determinants of the

competitiveness of a future specialist;

• Professional stability as an alternative

to learned helplessness;

• The art of setting and achieving pro-

fessional goals;

• Personal formula for professional suc-

cess

Module 3. Organizational and methodological prin-

ciples of the development of specialist’s

professional competencies.

Content lines:

1. Information part. Practical psycholo-

gist’s educational and preventive work

in the educational institution. Counsel-

ing as a method of psychological inﬂu-

ence. The use of art-therapeutic tech-

niques in the educational process. Con-

ﬂict prevention and resolution using re-

newable techniques. Functioning of

psychological service in the system of

education in the conditions of the New

Ukrainian school: legislative base.

2. Practice-oriented part. Development of

a practical psychologist’s digital com-

petence:

• protection of personal data on the In-

ternet, safe use of digital technologies

and services; legal and ethical require-

ments for the use of information and

communication and digital technolo-

gies in professional activities;

• cloud services in the professional ac-

tivity of a specialist; streamlining digi-

tal educational resources, ensuring ac-

cessibility, organizing the interaction

of participants in the educational pro-

cess;

• use, creation, design and distribution

of digital educational resources;

• use of distance learning technologies;

virtual class: an overview of the re-

sources for creating a virtual class;

creation and organization of the edu-

cational process;

• preparation of a distance course: se-

lection of a platform for webinars, ed-

ucational process planning, prepara-

tion of a scenario for a webinar; pro-

viding interactive distance interaction

of participants in the educational pro-

cess;

• specialist’s digital portfolio; working

with documents; creating and compil-

ing a portfolio using a site (blog).

3. The part is aimed at developing the pro-

fessional stability of the individual. In

this block, a personality-oriented ap-

proach is implemented in the process

of updating the creative potential of fu-

ture specialists. Students researched

and used the mechanism of creativity

for the development of resource com-

ponents of professional sustainability.

The following group training sessions

were held:

• Creative creativity as a resource for

development professional stability;

• Professional and personal potential as

the foundation of creative creation.

To achieve an effective result, students

are familiar with the “Quest of resilience”

methodology to prevent the devaluation of

their own achievements in the process of

solving practical professional problems.

Module 4. Introduction of innovative technologies

into various spheres of psychological and

pedagogical activity.

Main Determinants of the Use of Cloud Technologies in the Development of Professional Stability of the Future Specialist in the Conditions

of Adaptive Learning

107

The subject of study – modern practice-

oriented technologies and methods of psy-

chological assistance of individuals and

groups. The purpose – acquaintance with

and internalization of innovative practice-

oriented technologies in practical psy-

chologist’s activity.

Content lines:

1. Information part. Innovative technolo-

gies for working with children with

special educational needs. Develop-

ment of interhemispheric interaction by

the method of kinesiology. Innova-

tive coaching technologies in a mod-

ern specialist’s activities. Innovative

art-therapeutic technologies in various

spheres of public practice. Case-study

technology in a modern specialist’s ed-

ucational work. Supervision in psycho-

logical practice: modern realities.

2. Practice-oriented part. Within this

block, future specialists developed, im-

plemented and analyzed the effective-

ness of the developed training program,

focused on solving current social prob-

lems. Based on the results of the imple-

mentation, students wrote down in on-

line format a qualitative and quantita-

tive analysis of the effectiveness of the

implementation of a personal training

program.

3. The part is aimed at developing the pro-

fessional stability of the individual. In

this block of the module, group lessons

are implemented, focused on the devel-

opment of the general level of individ-

ual resilience:

• Development of communication skills

as an element of “involvement” (ac-

cording to S. Maddy);

• Development of teamwork skills,

conﬂict-free communication skills as

an element of “involvement” (accord-

ing to S. Maddy);

• Development of skills of conﬁdent be-

havior as an element of “involvement”

(according to S. Maddy);

• Development of skills of stress-

resistant behavior as an element of

“control” (according to S. Maddi);

• Teaching relaxation skills, self-control

emotions as an element of “control”

(according to S. Maddy);

• Development of the ability to set a

goal as an element of “control” (ac-

cording to S. Maddi);

• Development of self-knowledge as

an element of “risk taking” (by S.

Maddy);

• Development of a positive Yconcep-

tion as an element of “risk taking” (ac-

cording to S. Maddy)

Due to the practical orientation of this online

course, its structure includes a comprehensive train-

ing program “Development of professional stability

of the future specialist in the conditions of infor-

mation and educational transformations”, which was

conducted using Google Classroom cloud technology.

In order to provide feedback and stimulate sharing

with the participants of the training group, the tech-

nical capabilities of Google Meet and the Trapscan

application (psychological diary) are used. The ap-

plication uses one of the main methods of cognitive-

behavioral therapy – ABC analysis. The role of

thoughts in shaping the mood and well-being of the

individual is very signiﬁcant and it is not the situation

that affects what emotions a person feels, but the per-

ception of this situation. The application allows you

to keep a diary and analyze personal reactions, work

with your thinking, improving the quality of your life.

Duration of this training: 18 hours (9 classes of 2

hours each). The duration of each class may slightly

vary depending on the degree of participants’ interest

and the actualization of their problems.

When indentifying the essential characteristics of

specialist’s professional stability, we took into ac-

count the following methodological ideas:

• stability is a qualitative characteristic of any ob-

ject, system or individual; thus, quality means

some certainty of the subject or the individual pos-

sessing certain speciﬁc features;

• stability is manifested in holistic systems, self-

organization of which is impossible without the

existence of a hierarchical structure of internal

factors;

• stability of the psychologist’s personality is

formed in the process of self-identiﬁcation and

professional development and is manifested in the

work and active self-organization;

• stability is the result of the functioning of mech-

anisms that actively counteract the negative inﬂu-

encing factors (Moore and Foxx, 2020).

The developed model of structural components

of future specialist’s professional stability acts as a

theoretical and methodological basis for the devel-

opment and implementation of this training program

AET 2020 - Symposium on Advances in Educational Technology

108

(ﬁgure 2). As a result of theoretical analysis, we have

identiﬁed the following components in the structure

of the future specialist’s professional stability.

Based on the model of development of future spe-

cialist’s professional stability, as a factor of effective

mental capacity of the individual, all structural parts

of the training were divided into the following blocks:

• formation of psychological readiness to work in

new transformational conditions;

• development of psychological awareness of vari-

ous aspects of professional activity;

• enhancement of personal efﬁciency and working

capacity;

• development of specialists’ personal stress resis-

tance to the growth of mental load and work in

the new information conditions;

• formation and development of professionally sig-

niﬁcant cognitive qualities;

• development and improvement of skills and abili-

ties to establish psychological contact with differ-

ent categories of citizens;

• formation of skills of role behavior in different sit-

uations of professional activity;

• improvement of the ability to apply psychological

and pedagogical methods of inﬂuence in the com-

plicated conﬂict situations of communication;

• formation of the ability of psychological stability

in tense situations of professional activity;

• development of personality’s positive emotional

and volitional qualities, training of specialists in

self-regulation and self-management;

• formation of volitional activity and skills of voli-

tional actions;

• development of positive internal motivation to

carry out effective professional activity;

• preparation for mental overload at work.

The structure of each unit included three elements:

1) acquaintance with the characteristics of a particular

trait that was developed, a metaphorical explanation

of the content and objectives of the unit, “warming-

up” activities; 2) the main part; 3) reﬂection on the

unit as a whole.

The training program was designed and piloted

taking into account the following principles: the prin-

ciple of purposeful creation of emotionally colored

situations (active inﬂuence on the individual, creation

of appropriate conditions for the perception and as-

similation of new knowledge that is emotionally col-

ored and has personal signiﬁcance); the principle of

personal developmental communication (understand-

ing, recognition and perception of personality); the

principle of using empathy as a psychological mech-

anism in the education of personality (includes two

cognitive components – the ability to distinguish and

name the emotions experienced by other people and

take another person’s position; and the emotional

component – the ability to respond emotionally); the

principle of systematic analysis of one’s own actions

and the actions of others (it contributes to the forma-

tion of the ability to predict the above mentioned re-

sults and has a positive effect on the development of

behavioral skills of overcoming instantaneous aspira-

tions, states, desires).

The program is created in accordance with the

principles of the Accelerated Learning Theory and

implies all the latest advances in the ﬁeld of method-

ology of teaching adults.

4.2 Experimental Results of Research

While conducting a formative experiment based on

the piloting of a comprehensive training program

“Development of professional stability of the future

specialist in the conditions of information and edu-

cational transformations” we introduced the practical

online course “Modern innovative technologies in ed-

ucation and psychology” in order to identify the ef-

fective psychological and pedagogical conditions for

the development of professional stability, as a factor

the specialist’s mental capacity. After conducting the

formative experiment we compared the results of two

psychodiagnostic assessments. The sample was ran-

domized and consisted of 58 people who did practical

online course “Modern innovative technologies in ed-

ucation and psychology” – 30 people, future profes-

sionals in psychology, who participated in the train-

ing program and 28 people, future professionals, who

didn’t take part in the training program. The psy-

chodiagnostic unit of the study included a survey us-

ing Google Forms.

According to the analyzed structural components

of professional stability of the personality in the psy-

chodiagnostic block the following techniques were

carried out:

• For successful higher education and maintaining

the optimal level of professional stability of stu-

dents, it is important to have a valuable motivation

to study. For this purpose, we used the method of

“Motivation to study at university”;

• Methodology “Questionnaire to determine the

level of socio-psychological stress”, aimed at

identifying the level of manifestation of socio-

psychological stress in future professionals at dif-

Main Determinants of the Use of Cloud Technologies in the Development of Professional Stability of the Future Specialist in the Conditions

of Adaptive Learning

109

Figure 2: Structural components of future practical psychologist’s professional stability.

ferent stages of professional genesis, which af-

fects the indicators of their overall level of pro-

fessional stability;

• Methodology “Coping behavior in stressful situ-

ations”, aimed at identifying the dominant cop-

ing stressful behavioral strategies in students. Ob-

taining these data allows a more thorough study

of the psychological conditions for the develop-

ment of their professional stability, because only

a constructive coping response to stress, aimed

at rational analysis of the problem and solve a

complex stressful situation, allows future profes-

sionals to overcome difﬁculties and successfully

solve professional problems without reducing per-

formance.

• “Questionnaire DORS – Differentiated assess-

ment of states of reduced efﬁciency (fatigue-

monotony-oversaturation-stress)”, which is aimed

at determining the degree of manifestation of each

of the physiological states of personality stability

(fatigue-monotony-saturation-stress). The devel-

opment of these states leads not only to a decrease

in resistance, but also affects the qualitative char-

acteristics of behavior and emotional coloring of

AET 2020 - Symposium on Advances in Educational Technology

110

experiences, which provokes signiﬁcant changes

in the motivational sphere of personality.

The analysis of the results of piloting the system

of psychological and pedagogical measures showed

the signiﬁcant differences between the control and

experimental groups in terms of indicators of pro-

fessional stability and the development of its psy-

chological and pedagogical conditions. Signiﬁcant

changes in the indicators have been traced according

to all the methods used. In order to identify the sig-

niﬁcance of the changes that occurred after the cor-

rection work, we used the G-criterion (Varina and

Shevchenko, 2020). The G-criterion is used for the

establishment of the general direction of sign shift un-

der research. We put forward the hypotheses:

: The predominance of the typical direction of

shift between the obtained data is accidental.

: The predominance of the typical direction of

shift between the obtained data is not accidental.

This work contributed to the effective formation of

experimental group specialists’ value motivation for

learning (table 1).

As we can see from table 1, in the experimen-

tal group there was an increase by 16.66% in the

number of people wishing to master the profes-

sion (from 10.00% to 26.66%). It means that they

rethought themselves as future professionals; they

started demonstrating the desire to develop profes-

sionally important qualities, to become an educated

person and a high-caliber professional. In addition,

the number of people, who are focused on the acqui-

sition of certain professional knowledge, showing cu-

riosity, purposefulness and independence in the pro-

cess of knowledge acquisition, has slightly increased

(from 33.36% to 36.67%). Due to this, there was a de-

crease by 20.01% in the number of respondents who

considered getting a diploma or professional certiﬁ-

cation as a priority of learning. That is, it can be

stated that after conducting some activities the moti-

vation for learning of the experimental group respon-

dents has become more valuable. Having analyzed

the indicators of the control group, we saw only a few

changes. There was a shift of only 3.57% in motives

of mastering the profession and getting a diploma.

Also, according to the results of correlation analysis it

was found out: with n = 108, typical shift is positive.

Negative shifts – 32.

contr



45(p 6 0.05)

42(p 6 0.01)

emp

– a number of untypical shifts, so

emp

= 32, G

emp

< G

contr

. It means that H

is not

proved, but H

is accepted.

It is also necessary to note signiﬁcant changes in

the manifestations of the level of socio-psychological

stress of the experimental group students (table 2).

As we can see from table 2, after the introduction

of the training program, in the experimental group

there was an increase by 13.34% (from 33.33% to

46.67%) in the number of people with a low level

of stress and there were no people with a high level

of this indicator. Future professionals have stopped

perceiving the process of adaptation to the introduc-

tion of information, cloud technologies in the educa-

tional space as that associated with stress. There was

a slight decrease of the medium level of this indica-

tor (from 63.3% to 53.33%), which proves the effec-

tiveness of the development of the experimental group

students’ personal stress resistance, their ability to tol-

erate stress. There are only a few changes in the con-

trol group. Having used the G-criterion, we found out

that the changes were due to the implementation of

the correction program, but not thanks to the external

artifacts that threaten the internal and external validity

of the experiment. With n = 115, the typical shift is

positive. Negative shifts – 38.

contr



45(p 6 0.05)

42(p 6 0.01)

emp

– a number of untypical shifts, so

emp

= 38, G

emp

< G

contr

. It means that H

is not

proved, but H

is accepted.

The formation of the effective individual behav-

ioral styles to overcome stressors after conducting ex-

perimental activities is conﬁrmed by the following

data (table 3).

The table 3 shows the increase in the percentage of

participants of the experimental group (from 23.33%

to 36.66%) who choose coping, focused on solving

the problem, and a signiﬁcant decrease (from 70.00%

to 50.00%) in the number of people who prefer to

avoid coping in stressful situation. That is, thanks

to the work done, future specialists in situations of

stress and uncertainty have become more focused on

rational analysis of the problem, its constructive solu-

tion, they try to create and implement a plan to solve

a complex stressful situation, rather than just blindly

avoid their problems applying protective mechanisms

or compensating for problems as before. In addition,

in the experimental group, the number of people, who

prefer not to think about problems at all, involving

others in their experiences, trying to forget in a dream

or compensate for negative emotions with food, de-

creased by 6.67%. Analyzing the changes in the con-

trol group, we can state in general the same indica-

tors. With n = 58 typical shift is positive. No negative

changes were identiﬁed.

Main Determinants of the Use of Cloud Technologies in the Development of Professional Stability of the Future Specialist in the Conditions

of Adaptive Learning

111

Table 1: Learning motives of the experimental group (n = 30) control group (n = 28) specialists according to the formative

experiment results.

Learning motives

Experimental group Control group

before after before after

Knowledge acquisition 33.36 (10) 36.67(11) 28.57 (8) 28.57 (8)

Mastering the profession 10.00 (3) 26.66 (8) 7.14 (2) 10.71 (3)

Getting the diploma 56.66 (17) 36.67 (11) 64.29 (18) 60.71 (17)

Table 2: Quantitative indicators (%) of levels of social-psychological stress of experimental (n = 30) and control (n = 28)

groups students after the formative experiment.

Level of social-psychological stress

Experimental group Control group

before after before after

Low level 33.33 (10) 46.67(14) 39.29 (11) 42.86 (12)

Medium level 63.33 (19) 53.33 (16) 57.14 (16) 53.57 (15)

High level 3.34 (1) 0 (0) 2.57 (1) 3.57 (1)

contr



13(p 6 0, 05)

10(p 6 0, 01)

emp

– a number of untypical shifts, so

emp

= 0, G

emp

< G

contr

. It means that H

is not

proved, but H

is accepted.

The introduction of the training program based on

the cloud technologies has had a positive impact on

all states of the reduced capacity, in particular among

the experimental group participants.

Thus, there was an increase of 10.00% (from

10.00% to 20.00%) in the number of people with a

low level of fatigue, which indicates that future pro-

fessionals perform mental work online without ex-

haustion and signiﬁcant errors. Due to this, the num-

ber of respondents with medium indicators of this

state decreased by 3.33% (from 83.33% to 80.00%).

Future specialists gained skills of rational organiza-

tion of mental activity, which allowed them to get

rid of high-level indicators on this parameter (from

6.66% to 0), which proves the ability of students to

perform mental activities and tasks without deteriora-

tion of the working capacity. Analyzing the indicators

of this state manifestation in the control group, only

partial shifts were noted (a number of people with a

high level decreased by 3.57% and a number of peo-

ple with a medium level of fatigue increased accord-

ingly). With n = 58 typical shift is positive. Negative

shifts – 37.

contr



50(p 6 0, 05)

46(p 6 0, 01)

emp

– a number of untypical shifts, so

emp

= 37, G

emp

< G

contr

. It means that H

is not

proved, but H

is accepted.

Accordingly, the work, which was carried out,

also affected the indicators of monotony. It has to

be noted that signiﬁcant changes are noticeable in

the experimental group. Therefore, the indicator of

a high level of monotony decreased by 6.66% (from

10.00% to 3.34%). The participants demonstrated an

increase of attention and the general ability to strong-

willed efforts, they showed their general inclusion in

innovative mental work. It should be noted that the

number of people with a medium level decreased by

3.33% (from 76.66% to 73.33%) and the number of

students with a low level of monotony decreased by

9.99% (from 13.34% to 23.33%). By developing the

ability to gradually approach the perception and per-

formance of intellectual actions, gradual mobilization

and appropriate adjustment of the body to more ef-

fective execution of these actions, students learned to

adaptively perceive the latest online intellectual ac-

tivity, while maintaining a high level of working ca-

pacity. Assessing the indicators of this state mani-

festation in the control group, we noted only partial

changes (there was a decrease in the high level by

3.58% and, accordingly, an increase in the medium

level of manifestation of monotony). With n = 40

typical shift is positive. There were no negative shifts

identiﬁed.

contr



14(p 6 0, 05)

12(p 6 0, 01)

emp

– a number of untypical shifts, so

emp

= 0, G

emp

< G

contr

. It means that H

is not

proved, but H

is accepted.

According to the indicator of mental oversatura-

tion, it was found out that due to the introduction

of highly efﬁcient cloud technologies in the devel-

opment of professional stability (namely, diversiﬁca-

tion and emotional saturation of mental activity in the

process of performing practice-oriented tasks), low

level of this state increased by 13.33% (from 26.67%

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112

Table 3: Features of coping reactions to stress in experimental (n = 30) and control (n = 28) groups according to the results

of the formative experiment.

Coping-behaviour in stressful situations

Experimental group Control group

before after before after

Coping oriented for the solution of the problem 23.33 (7) 36.66 (11) 28.57 (11) 32.14 (9)

Coping oriented for the emotions 6.67 (2) 13.34 (4) 7.14 (2) 7.14 (2 )

Coping oriented for the avoidance 70.00 (21) 50.00 (15) 64.29 (18) 60.72 (17)

to 40.00%), so future professionals have learned to

perceive mental activity without a wish to stop it.

Accordingly, the indicators of the medium level of

oversaturation decreased by 13.33% (from 73.33%

to 60.00%), indicating the formation of respondents’

ability to accept subjectively uninteresting activities

without changing the stereotype of performing rea-

sonable actions. In the control group the oversatu-

ration indicator remained unchanged. With n = 58

typical shifts are positive. Negative sifts – 37.

contr



50(p 6 0, 05)

46(p 6 0, 01)

emp

– a number of untypical shifts, so

emp

= 37, G

emp

< G

contr

. It means that H

is not

proved, but H

is accepted.

Thanks to this work done, it was possible to in-

crease by 16.67% the number of people with a low

level of stress (from 20.00% to 36.67%), which indi-

cates an increase in their stress resistance and the for-

mation of skills of self-regulation of their own psy-

chophysiological state. Due to this, the number of

people with a medium level of this state decreased by

16.67% (80.00% to 63.33%), they have an experience

of overcoming a difﬁcult stressful situation. In the

control group the indicators of stress remained almost

unchanged.

The training work helped to increase students’

neuro-psychological stability. According to the for-

mative experiment results, there was an increase in the

level of neuro-emotional stability in both experimen-

tal and control groups. But more signiﬁcant changes

took place in the experimental group. In particu-

lar, the number of people with a low level of neuro-

emotional stability decreased by 10% (from 66.66%

to 56.66%) and the number of people with a high level

of this indicator increased by 10%. This states that

the respondents have become more optimistic about

the reality when doing the educational activities in

the online format under quarantine restrictions. They

adequately perceive new transformational innovative

requirements of the intellectual and educational en-

vironment. These shifts in the control group were

shown only partially (there was a decrease by 3.57%

in the number of people with a low level and, accord-

ingly, there was an increase in the number of people

with a high level of neuro-emotional stability).

Thus, the results of statistical processing of em-

pirical data proved the effectiveness of the training

program, based on cloud technologies, in the process

of developing the future specialists’ professional sta-

bility in the modern educational environment. The

corresponding program, in contrast to the traditional

training, has certain advantages, which were identi-

ﬁed according to the feedback, received from the par-

ticipants:

• personal orientation and personiﬁcation;

• possibility of in-depth study of personal prob-

lems;

• psychological and emotional security;

• free timing and autonomy in performing practice-

oriented tasks; selection of the tasks depending on

personal requests, etc.

5 CONCLUSIONS AND

RECOMMENDATIONS FOR

FUTURE RESEARCH

Despite the great variety of information and commu-

nication technologies, used in education, and the di-

versity of the educational environment, the innovative

systems, based on the use of cloud services, are sig-

niﬁcant from the point of view of all participants of

the educational process. And if the traditional man-

agement system of the educational process is a “ver-

tical” educational technology that reﬂects the tradi-

tional model of learning in the modern educational

environment, the use of cloud technologies in the

revolutionary reform of education, implies “horizon-

tal” educational technology of cooperation, collabo-

ration, networking community. Thus, modern cloud

technologies provide an opportunity to design and

construct a new learner-centered information environ-

ment, taking into account the individual psychologi-

cal characteristics of students, so such system goes in

line with principles of personiﬁcation and individual-

ization of modern information. It contributes to the

Main Determinants of the Use of Cloud Technologies in the Development of Professional Stability of the Future Specialist in the Conditions

of Adaptive Learning

113

introduction of new methods of educational process

construction, interaction and management. All men-

tioned above determines the psychological and peda-

gogical feasibility and didactic signiﬁcance of the use

of cloud services for modeling and implementing the

components of the educational environment under the

conditions of quarantine and social isolation, which

can not be an obstacle to future specialists’ profes-

sional development and growth. There is also a need

to include the ability of students to create an educa-

tional environment with the help of cloud technol-

ogy services as part of future specialists’ information

competence.

The piloted model of the development of fu-

ture specialists’ professional stability with the help

of cloud services will not only form professionally

important competencies, but also generate students’

knowledge about the functions and capabilities of

modern information technologies and cloud services,

which will modernize education as a whole. Further

research should include the development of technolo-

gies for this model introduction, taking into account

the individual characteristics of students in the pro-

cess of online learning. We also see the perspectives

of the research in the integration of cloud technologies

in formal and non-formal education, identiﬁcation of

conditions and opportunities for the monitoring of the

individualized and personalized training of future pro-

fessionals.

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