Features of Utilization Information and Communication Technology in
the Process of Teaching the “Environmental Impact Assessment” Course
Iryna M. Barna
1 a
, Liudmyla R. Hrytsak
1 b
, Halyna R. Henseruk
1 c
and Svitlana H. Lytvynova
2 d
Ternopil Volodymyr Hnatiuk National Pedagogical University, 2 M. Kryvonosa str., Ternopil, 46027, Ukraine
Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine, 9 M. Berlynskoho
Str., Kyiv, 04060, Ukraine
Ecology, Environmental Impact Assessment, Information Technology, Digital Competence, Online Re-
sources, Interactive Boards, Ind Maps, Higher Education, Assessment.
Increasing demand for experts capable of high-quality assessment of the impact of a particular planned activity
on the environment involves a more effective use of information and communication technologies (ICT) in the
educational process of training ecology students. The authors present a methodology for students to study the
educational material of the “Environmental Impact Assessment” course by using ICT. The methodology and
algorithm for using the Padlet interactive whiteboard, Mindomo mind maps, Easel infographics, Google Drive
and Google Docs in lectures and practical lessons are described. Particular attention is paid to the preparation
of a group and individual projects using ICT. Tested in the Ternopil Volodymyr Hnatiuk National Pedagogical
University, the methodology allows to implement a number of tasks such as: promotion of intensification and
effectiveness of teaching; acquisition of practical skills to quickly find the necessary information on various
online resources for ecology students; simulation of the real procedure of environmental impact assessment
in the classroom; development of the ability to professionally communicate with experts in other fields of
knowledge or activity, etc. Examination of the results of using ICT to study the “Environmental Impact
Assessment” course has shown a significant increase in informational literacy among ecology students and
their individual professional growth.
Long-term use of biosphere resources by humans has
led to a significant transformation of the natural en-
vironment. The analysis of degradation processes
indicates a violation of regulatory mechanisms that
support the stability and durability of ecosystems.
Awareness of the problem of natural ecosystems los-
ing their ability of self-recovery has prompted the
search for ways to stabilize their state. However, in
modern environmental strategies and approaches con-
siderable attention is paid not only to technologies
to overcome the already existing effects of anthro-
pogenic impact but also to the development of preven-
tive measures that should avert the negative impact of
economic activity on the environment.
Such measures include environmental impact as-
sessment, the purpose of which is to carry out a pre-
dictive environmental impact assessment of a partic-
ular industrial object or activity at its development
stage. According to the expert findings provided
in the environmental impact assessment, it is possi-
ble to identify environmentally damaging economic
projects in advance. Alongside with environmental
protection technologies that can reduce anthropogenic
pressure, preventive measures ensure the implementa-
tion of a sustainable development strategy in the field
of ecology. Environmental impact assessment is one
of such preventative measures.
Therefore, the compulsory “Environmental Im-
pact Assessment” (EIA) course is included in the cur-
riculum for bachelors of the 101 “Ecology” speciality
of Ternopil Volodymyr Hnatiuk National Pedagogi-
cal University (TNPU). Studying this subject provides
students with the necessary professional skills to qual-
ify as an ecology expert. It should be noted that the
learning outcomes provided by the Higher Education
Standard of the 101 “Ecology” speciality for the first
Barna, I., Hrytsak, L., Henseruk, H. and Lytvynova, S.
Features of Utilization Information and Communication Technology in the Process of Teaching the "Environmental Impact Assessment" Course.
DOI: 10.5220/0010931500003364
In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 2, pages 332-345
ISBN: 978-989-758-558-6
2022 by SCITEPRESS Science and Technology Publications, Lda. All rights reserved
(bachelor) degree of higher education (according to
the decree of the Ministry of Education and Science
of Ukraine No. 1076 of 04.10.2018), apart from the
cumulative knowledge, skills and proficiencies, stu-
dents must also acquire the following general compe-
1. Proficiency in using information and communica-
tion technologies.
2. Ability to adapt and act in new situations.
3. Ability to communicate with professionals of dif-
ferent spheres and of various levels (with experts
in other fields of knowledge/types of economic
4. Ability to work in a team.
5. Proficiency in interpersonal interaction.
An ecology student can become a competitive ex-
pert in ecology and be able to respond to the needs
of society only when they master professional com-
petencies, which are also specified in the standard,
1. The knowledge of current national and interna-
tional ecological legislation achievements.
2. The ability to evaluate the impact of technogen-
esis on the state of the environment and identify
ecological risks associated with production activ-
3. The ability to use modern information resources
for ecological research.
4. The ability to inform the public about the state of
ecological security and the sustainable manage-
ment of nature.
In general, such a range of competencies as a
learning outcome reflects not only the extraordinary
dynamism of modern ecology development and its re-
search methods but also the approaches to obtain re-
liable up-to-date information for a prompt and sub-
stantiated response to environmental changes. On the
other hand, the content component of the standard for
training ecologists stipulates that within the legally set
periods of training they must not only accurately mas-
ter the knowledge base of the profession, but also new
methods and technologies of obtaining relevant infor-
mation to identify trends in the state of ecological ob-
jects under the influence of anthropogenic activity.
Environmental impact assessment in Ukraine be-
gan to be carried out in December 2017, which is why
the “Environmental Impact Assessment” course ap-
peared in the bachelor’s degree program in the 101
“Ecology” speciality of TNPU only in 2018. This
fact determines the relevance of the development of
its educational and methodological base.
Our distinct understanding of these tasks within
this course of study has led to the search for methods
and learning tools through which the educational pro-
cess would ensure a great didactic effect. Being con-
cerned about the professional image of our students
we perceived this problem as a task that needed an
immediate and high-quality solution. In our opinion,
one of the ways to solve this problem is to use infor-
mation and communication technologies while study-
ing the “Environmental Impact Assessment” course.
The strategy for sustainable development in the field
of ecology involves scientific studies concerning the
reduction of anthropogenic impact on the environ-
ment. Recently (since 2018), the topic of ecological
studies in Ukraine has included the issue of environ-
mental impact assessment. The analysis of the degree
of scientific knowledge reveals a lack of study of this
issue in contemporary scientific literature.
MacKinnon et al. (MacKinnon et al., 2018) study
the history of use of science in environmental impact
assessment, as well as provide a conceptual and tech-
nical overview of scientific developments related to
environmental impact assessment since its inception
in the early 1970s.
In Ukraine, since the advent of environmental im-
pact assessment Barna (Barna, 2019) and Naumenko
(Naumenko, 2018) have conducted an analysis of en-
vironmental impact assessment in comparison with
ecological examination.
The issues of using ICT to achieve sustainable
development goals have been raised in (Lobanova
et al., 2020; Morkun et al., 2017; Williams, 2011).
Houghton (Houghton, 2010) explores how the Inter-
net and ICT can help solve environmental problems
in developing countries.
ICT has a major impact on education as it opens
up opportunities to introduce completely new teach-
ing methods. The investigation of ICT role in the ed-
ucational process and its impact on improving the ed-
ucational environment is substantiated in (Bykov and
Ovcharuk, 2017; Gurzhiy and Lapinsky, 2013; Morze
and Vorotnikova, 2016; Osadchyi, 2014; Semerikov
et al., 2020; Spirin, 2011). Fedoniuk et al. (Fedo-
niuk et al., 2015) provide examples of use of Internet
resources in the practical course of the “Natural Re-
serves Education” subject. The results show that ICT
qualitatively influence the improvement of teaching
and evaluation methods and contribute to the develop-
ment of students’ information culture (Fauville et al.,
2014; Adu and Mireku, 2016).
Features of Utilization Information and Communication Technology in the Process of Teaching the "Environmental Impact Assessment"
However, researchers have not outlined ways to
use ICT in the process of studying the “Environmental
Impact Assessment” course so that ecology students
could acquire practical skills. Without this approach
it is difficult to provide quality professional training
of future experts.
Thus, the research analysis allows us to infer that
there is a lack of scientific papers that would depict
the features of the use of ICT in the study of the
“Environmental Impact Assessment” course, which
makes the above issues insufficiently explored.
The article is aimed at explaining the features of
utilization of information and communication tech-
nologies in the process of studying an academic dis-
cipline by future ecology experts. The object of study
involves an analysis of application of information
and communication technologies in different types of
lessons in higher education institutions when studying
the “Environmental Impact Assessment” course.
The article that we have presented is based on the
analysis of our own experience of teaching the “En-
vironmental Impact Assessment” course for several
Monitoring of the students’ knowledge quality in-
dicators and the level of professional competencies
they formed based on the results of testing our pre-
viously developed methods of teaching EIA using
ICT tools shows a positive didactic effect. This in-
dicates the expediency of continuing to work on im-
proving the methodology of teaching the course. In
our opinion, the expansion of the range of ICT tools
will likewise allow to implement the concept of as-
sessment, which will contribute to more effective in-
dividual student progress, increase their motivation
and redirect their priorities from external assessment
to self-assessment. As a result, it will positively affect
the level of formation of professional competencies of
future ecology experts, which meets the needs of the
modern vision of education.
At present sustainable development of Ukraine is im-
possible without EIA. Environmental impact assess-
ment is a procedure in which potential investors, who
plan a specific type of activity, interact with state in-
spectors, who are required to provide an environmen-
tal impact assessment report. The participants also in-
clude experts who at the request of potential investors
must evaluate the impact of the planned activity on the
environment and, if necessary, to propose measures to
bring the environmental impact of such an activity to
the current regulations of the environmental legisla-
tion. The EIA procedure calls forth the involvement
of the public, which is empowered to approve or re-
ject the planned activity projects based on the con-
sequences for the environment. Thus, EIA involves
the work of investors, ecologists, state experts and the
public with basic environmental impact assessment
documents, the features of preparation of which fu-
ture ecologists need to know.
EIA in Ukraine has been carried out since De-
cember 18, 2017, according to the law of Ukraine
on environmental impact assessment. In December
2019, two years passed since EIA was first used, how-
ever, the applied aspects of its implementation re-
quire methodological development and improvement.
There is also a lack of textbooks for professional
training of EIA experts. This significantly compli-
cates the teaching process of this course. For these
reasons, the search for effective teaching methods of
this subject is relevant and substantiated. It should be
taken into consideration that while teaching the “En-
vironmental Impact Assessment” course it is neces-
sary to develop the students’ ability to work both as
ecology experts and as state experts. Ecology experts
need to be able to prepare EIA reports. State experts
need to be able to analyze the EIA reports to issue
the appropriate conclusion. These two roles are dif-
ferent, but studying the “Environmental Impact As-
sessment”course stipulates that the educational com-
petencies of both components of the future profession
are developed.
We believe that comparative method with the aid
of ICT is the most optimal in this situation.
The latter is a necessary component of the EIA
educational process for several reasons: changes to
laws and subordinate legislations are most promptly
reflected on official websites of the relevant ministry,
institutions and organizations; the EIA procedure in-
volves the registration of a potential investor in an e-
cabinet, online filing of documents in the EIA register,
online communication with the public and state insti-
tutions. This involves the formation of future ecology
experts’ information competence. All of this has been
taken into account by us when developing a method-
ology for using ICT in the process of teaching the
“Environmental Impact Assessment” course.
At the initial stage, we examined information and
communication technologies, and as a result, found
online resources that allow professors to create con-
ditions in the academic setting for the students’ active
educational trajectory (figure 1). At the second stage,
the most effective online resources for different forms
of the educational process (lectures, practical training,
group projects) were selected. At the third stage, the
developed methodology was tested during the “Envi-
AET 2020 - Symposium on Advances in Educational Technology
ronmental Impact Assessment” course.
Generalization, synthesis and integration of the
obtained data concerning the effectiveness of the ini-
tially tested method showed the expediency to im-
prove it, which we carried out in the fourth stage of
our study.
Lectures. The use of ICT for lecture form of ed-
ucational process compensates for the lack of text-
books and manuals for this course. The use of ICT
allows students to create an electronic synopsis using
Internet resources and the Padlet interactive white-
board, which provides the opportunity to discuss a
higher number of questions than that of a traditional
The lessons were held in computer classrooms
where each student was able to use ICT. Issues like
course objectives and methods of conducting the
lessons, ways of evaluating the level of professional
and informational competence, and determined meth-
ods of preparing projects using ICT were discussed in
the first lecture.
Among the wide variety of online services for
conducting lectures interactive whiteboards have been
selected to create teaching materials that contain cer-
tain information in the form of text, pictures, graphs,
photos, videos, infographics, namely:
Realtime Board;
The use of these boards not only allows professors
to communicate in real-time online but also to record
the lesson (Khmil, 2014). Recording the lesson can be
done both by the professor and the students. In addi-
tion, professors and students can leave text notes and
comments on certain elements, upload and edit files,
attach text and pdf files, graphic images using spe-
cial services on the virtual board. Using simple and
straightforward tools, professors can clearly visualize
information as a diagram. It is important that group
work is integrated on a single site.
In the educational process, virtual boards can be
created to:
post information on the studied topic;
post information or questions to find information;
brainstorm to gather ideas;
organize group work to find a collective opinion
concerning the problem;
do projects together.
Such virtual board learning opportunities have al-
lowed them to be used in the “Environmental Impact
Assessment” course lectures. The use of the Padlet in-
teractive whiteboard turned out to be the most optimal
use of a virtual board. One of the advantages of this
service is that Padlet is convenient to use as a docu-
ment storage system. Materials uploaded to the board
will be available at any time, which is especially rele-
vant for students who were absent from the lesson and
those in distance learning.
As an example, we demonstrate the methodology
of conducting a lecture on the topic: “EIA as a mech-
anism to ensure ecological safety”.
The first post on the board contained information
about the subject of the lesson and the task. It was
convenient to search for the EIA law from a drop-
down menu of the post directly on the board, which
allows you to optimize time spent (without opening
new browser tabs) (figure 2). The search result leads
to an image with a link to the law on environmental
impact assessment, as the main document for study-
ing (figure 3).
In the lecture, after reading another article of the
law the students were asked questions in the following
Question 1. What terms and concepts are confusing
or unknown?
Question 2. Define the main content of the article of
law, for instance, article 1.
Typically, in response to the first question, stu-
dents could have written: “What is an institutional
framework”. The most confusing terms were deter-
mined by allowing students to mutually evaluate their
posts. Using Padlet’s search engine, students found
definitions of these terms, offered links, established
connections to posts with the corresponding caption
on the connection line. In this way, the process of
learning new material in the short term “materialized”
on the Padlet board during group work (figure 4).
It should be noted that at the initial stages of study-
ing the course the students were not active. This is
partly due to the inability to use such information and
communication technologies. However, within 10–
15 minutes students quickly gained proficiency in the
means of ICT, became active and showed consider-
able interest. At this stage, the lesson was conducted
in the form of a brainstorming session. This teach-
ing format contributed to the formation of a positive
emotional dimension to the lessons, which increased
didactic results.
Being able to access a significant portion of arti-
cles of the EIA law in Padlet’s search engine via hy-
perlinks was a great advantage. For instance, article
Features of Utilization Information and Communication Technology in the Process of Teaching the "Environmental Impact Assessment"
Figure 1: ICT in the academic setting.
Figure 2: Padlet board content 1 (information search).
1: “Planned activity is planned economic activity that
includes construction, reconstruction, ... according to
the criteria (originally a hyperlink), approved by the
Cabinet of Ministers of Ukraine”.
While working with the Padlet board students cre-
ated a document as a part of an e-synopsis and saved
it on a virtual drive. Students took notes (as a sep-
arate document) in the form of a table which had 4
columns. While filling in each of the columns the stu-
1. Studied an article of the law.
2. Established the main content of the article of the
3. Established the significance of the article for an
ecology expert.
4. Established the significance of the article for a
state expert.
To answer the second question students analyzed
the content highlighting the main content (in bold or
with a colour) (figure 5).
The format of the table in the text document of the
e-synopsis made it easy to organize and summarize
the learning material and promoted the qualitative ac-
quisition of knowledge and formation of professional
skills. The e-synopsis thus fulfilled the function of
a textbook to study the course, prepare for practical
lessons and the basis for proper and timely comple-
tion of a group project as well as an individual project,
which the students were expected to execute in accor-
dance with the organization of the educational process
according to our improved teaching methods.
To involve all students in active participation the
professor provided them with the chance to analyze
all the terms using ICT and to take notes for them-
The professor’s comments on the students’ posts
on the Padlet board made it possible for the students
to focus on the key information and transfer it to their
e-synopsis. In the case of repeated references to the
article in the law, the students did not have to reopen
the document since the information had already been
saved in their e-synopsis (figures 6, 7).
The students analyzed the connections between
AET 2020 - Symposium on Advances in Educational Technology
Figure 3: Padlet board content 2 (information search).
Figure 4: Padlet board content (information discussion).
the articles of the law in an electronic document for
a fully understand them and to apply them properly.
Group project. According to the organization of
the educational process of the “Environmental impact
assessment” course two student groups were expected
to prepare an e-project which also used mind maps,
in accordance with the initially developed teaching
Today the mind map technology is a new tool for
structuring and storing information in human mem-
ory. One effective way of structuring memorization
stages is to provide educational material with a tree
structure. Such structures are widely used everywhere
where it is necessary to picture a large amount of in-
formation in a short and compact way. Mind maps
are a convenient and effective technique for visualiz-
Features of Utilization Information and Communication Technology in the Process of Teaching the "Environmental Impact Assessment"
Figure 5: Content of the e-synopsis.
Figure 6: Professor’s comments on the students’ posts.
ing thought and graphic displays of associative con-
nections. They can be used to create and capture new
ideas, analyze and systematize information, and make
There are many online services to create connec-
tion diagrams in mind maps (Romanovskyi et al.,
2018). The most popular ones are Mindomo, MAP-
MYself, Mind42, MindMap, Glinkr (Ivanova et al.,
2020). To create an EIA project, we suggest using
Mindomo. Designing a mind map allowed the stu-
dents to create a system of related data and identify
the stages of activity the sequence of which is consis-
tent with the logic of the EIA process, which in our
case will allow us to construct an algorithm of actions
of an ecology researcher or an ecology expert (fig-
ure 8).
Our study also used the didactic resources of
Google Drive, which include tools for creating text
AET 2020 - Symposium on Advances in Educational Technology
Figure 7: Students’ posts assessment.
documents, spreadsheets, presentations, data visual-
izations. Saving the results of the group project in
Google Drive in the suggested by the professor struc-
ture was a mandatory and practical work condition, in
our opinion (figure 9). The students saved the project
on their personal Google Drive and gave access to an-
other group of students.
We find that this method of saving the results has
the following advantages:
1) auto-saving of the latest version of the document;
2) variability when checking the work by the profes-
sor (the student could choose how to communi-
cate with the professor: through Google Drive or
3) the means to check the notes of several students
on the example of a single work by the professor
online in Google Drive;
4) the ability to mutually analyze the obtained data
by multiple users.
One way to present the first folder of the group
project was to create an infographic in Easel. It could
include a set of pictures of official pages of differ-
ent state institutions and text blocks from the point of
view of their importance for the EIA procedure.
The student groups were tasked to evaluate the
project using SWOT analysis technology. The SWOT
analysis method involved mutual evaluation of a
group project by students according to four criteria.
The students evaluated the “strengths” of the project
according to the following criteria:
1) the completeness of the answer;
2) the correctness of the answer;
3) adherence to the sequence of stages of the EIA
4) the manner of representation of items 1-3 in the
structure of the presentation.
If the above criteria were partly or fully not
met, the students listed them as “weaknesses” of the
project. Comparative analysis of the “strengths” and
the “weaknesses” of the project at the level of pluses
“+” and minuses “–” performed a motivational func-
tion, because it identified opportunities or threats.
“Opportunities” during the SWOT analysis of the
project were viewed as a sign of full (provided the
prevalence of strengths) or partial (provided there
were weaknesses) readiness to work as an ecology ex-
pert or a state expert. In the evaluation 1 met criterion
stood for 1 point or in the case of partial execution –
0.5 points. For example, if a group project fully met
the criteria, students rated it at 4 points (figure 10).
“Threats” as one of the categories of the group
project SWOT analysis ascertained the fact of the ex-
istence of gaps in knowledge, which could potentially
lead to the inability to work as an expert in the field
of EIA.
The utilization of the group project SWOT anal-
ysis allowed students with a low level of acquired
knowledge of the course to fill in the gaps during in-
terpersonal interaction with those with a good under-
standing of the course.
Features of Utilization Information and Communication Technology in the Process of Teaching the "Environmental Impact Assessment"
Figure 8: A model of algorithm construction on the example of the EIA procedure.
Figure 9: Tasks for the group project.
The method of teaching the “Environmental Im-
pact Assessment” course tested by us proved to be
effective, as didactic goals were achieved and profes-
sional competencies of students were formed. This
ensured a high level of knowledge among the major-
ity of students. Students noted that the lessons pos-
sessed a positive emotional nature, which promoted
their cognitive functions.
However, this approach to the content and im-
plementation of teaching the “Environmental Impact
Assessment” course on the example of the proposed
methodology, in our opinion, can be improved, which
was achieved as follows.
Lectures and practical classes were carried out ac-
cording to the previously described method using the
resources of the interactive whiteboard Padlet, creat-
ing an e-synopsis and saving it on a virtual drive, sys-
tematically consulting the professor. However, at the
stage of the creating of the project we proposed the
following tasks, which were evaluated according to
the new approach and with the use of additional ICT
First of all, the nature of the project was changed
from a group assignment to an individual one, and its
content involved the creation of:
a) presentations;
b) infographics.
During the study of the “Environmental Impact
Assessment” course presentation as a method of work
and a means of assessment of students’ academic
achievement should include:
a) all the documents required in accordance with the
EIA procedure, prepared according to the exam-
b) the chronological order of presentation of docu-
ments according to the EIA procedure.
To determine the quality of the students’ knowl-
edge and the formation of their professional compe-
tencies and skills, the following evaluation criteria
were selected:
1. The semantic component, i.e. the correctness of
the filled out documents in accordance with the
requirements of the Law of Ukraine on EIA.
2. Adherence to the procedure during the prepara-
tion of the documents, which is reflected in the
order of the documents in the presentation.
3. The list of used sources, in particular, online pages
of relevant organizations.
By their own choice, students formed pairs in
which they mutually evaluated their presentations.
Students evaluated the presentation of their partner on
AET 2020 - Symposium on Advances in Educational Technology
Figure 10: The SWOT analysis matrix.
Figure 11: ICT tools for assessment.
the basis of “correct-incorrect”, which denoted +1 or
-1 point.
In order to eliminate any displays of biased eval-
uation, which would be evident through abnormally
high or low marks, the students’ evaluation was over-
seen by the professor acting as a facilitator, who si-
multaneously evaluated presentations according to the
same criteria.
The discussion of the mistakes in the presenta-
tion took place with the assistance of excellent stu-
dents. After giving their fellow student a chance to
correct their mistake they proposed the correct solu-
tion. Moreover, the discussion took place from the
standpoint of assessment, which allows you to assess
and adjust the educational process.
Assessment of tasks executed by students should
be diagnostic in nature, as it allows to identify incon-
sistencies between the program requirements for the
students’ education level and to establish gaps in the
acquisition of the educational material. Assessment
has particular goals, methods and means of imple-
Earl (Earl, 2012) substantiates assessment as “as-
sessment for learning”, which occurs when professors
use observations about students’ progress, and “as-
sessment as learning”, which occurs when students
Features of Utilization Information and Communication Technology in the Process of Teaching the "Environmental Impact Assessment"
reflect and monitor their progress to form their learn-
ing goals.
Assessment for learning is the process of search-
ing for and interpreting data used by students and
professors to address issues concerning their level of
learning, in which direction they need to move in and
how best to do so (Assessment Reform Group, 2002).
Thus, assessment enables students to be aware of
and track their own progress and to create their own
learning trajectory with the help of a professor or a
Assessment develops the students’ skill of “study-
ing by learning” and provides an opportunity to in-
volve students as consultants and experts in the educa-
tional process. It helps them develop effective strate-
gies of learning. Students who take an active part in
the discussion during the learning process; assess the
quality of their assignments and their peers’ assign-
ments according to clearly defined criteria; develop
their own digital competence, in particular, one of its
components problem solving.
The introduction of assessment in the educational
process is becoming more relevant and effective with
the use of ICT tools. Assessment technology provides
feedback aimed at improving the educational process.
ICT tools for assesment can be used at different
stages of the lesson depending on its goals (figure 11).
Based on the results of the discussion of the pre-
sentations from the standpoint of assessment, the stu-
dents determined which tasks they performed suc-
cessfully, and which ones need to be analyzed, ad-
justed and re-done.
The process of evaluating the presentations was
carried out using the Mentimeter resource, which stu-
dents utilized to cooperate in the presence of a profes-
sor acting as a facilitator.
Our choice of Mentimeter as a feedback tool is
due to three main criteria: an intuitive interface; no
need for students to register; multifunctionality, i.e. it
is possible to use the resource during any stage of the
lesson for various tasks.
Mentimeter is a simple and easy-to-learn voting
tool that provides instant feedback from your class-
room. It is convenient to use to interview students in
real time, as it is available on both mobile devices and
on the web.
It is an excellent tool for assessment: students can
record their points and assign marks for completed
tasks based on certain criteria (correctness, complete-
ness, chronological order) (figure 12). The professor
can demonstrate such assignments on lectures when
checking homework to brush up on the material, dur-
ing initial monitoring of understanding of the new ma-
terial, in the middle of the lesson as a means to iden-
tify problem areas, at the end of the lesson during in-
The next step of the project involved working on
creating infographics.
The utilization of illustrative materials in the ed-
ucational process is an integral part of a modern pro-
fessor’s activity, and the use of infographics, as one of
the new means of visualization, improves the learning
quality of the studied material.
Smiciklas (Smiciklas, 2012) defines infographics
as a type of illustration that combines design and var-
ious data, which allows you to concisely and quickly
convey information to the target audience.
The purpose of infographics is to improve the pro-
cess of information perception; explanation of com-
plex material in simple terms using images; transfer
data in a creative, compact and interesting way, which
has special advantages over the usual textual presen-
tation of information.
During the research, we have identified two ap-
proaches to the use of infographics in the educational
process: “professor-student” and “student-professor”.
In the first approach, infographics are created by the
professor to solve certain educational aims (attract-
ing students’ attention, structuring data, etc.). In the
second approach, infographics are created by the stu-
dents during the learning process.
The creation of infographics was individual in na-
ture. When creating the infographic the students took
into account the mistakes that were made during the
creation of the presentation, and therefore it helped
them to increase their level of knowledge acquisi-
tion. Students independently analyzed the informa-
tion, structured it and presented it graphically (fig-
ure 13). This type of work allowed students to study
the material better, analyze its important aspects and
contributed to the development of their critical think-
ing. Thus, infographics became a tool for systemati-
zation of knowledge based on the discussion of mis-
takes made during the presentation. If necessary, the
professor provided assistance as a facilitator.
The use of these ICT resources allows you to sig-
nificantly optimize the process of teaching the EIA
course. However, it is only possible to evaluate the ef-
fectiveness of our developed and tested methodology
by determining the level of formation of professional
competencies in ecology students.
The analysis of scientific and pedagogical litera-
ture showed that among scientists there is no singu-
lar approach to determine qualitative and quantitative
criteria for evaluation of the level of formation of pro-
fessional competencies. For example, Pavlyutenkov
(Pavlyutenkov, 2008) distinguishes five levels of pro-
fessional competence: very low, low, medium, high
AET 2020 - Symposium on Advances in Educational Technology
Figure 12: Assessment of completed tasks by students.
Figure 13: Example of an infographics.
Figure 14: Formation of professional competencies in students based on the methodology of I-M and II-M.
Features of Utilization Information and Communication Technology in the Process of Teaching the "Environmental Impact Assessment"
and very high. We proposed four levels (L) of profes-
sional competence of a future ecologist: high (LA),
medium (LB) and low (LC) and very low (LD). We
determined them by the quality of the knowledge ac-
quired by students in the process of studying the “En-
vironmental Impact Assessment” course.
As mentioned above, the methodologies we devel-
oped differed in their approaches to the use of ICT
resources. The initial (I-M) methodology involved
the use of ICT for lectures and group projects (Barna
et al., 2020). In the improved (II-M) methodology,
ICT resources were also used for individual assign-
ments. We hypothesize that this will affect the levels
of formed competencies in students.
To support or refute this working hypothesis we
analyzed the level of formed competencies in two
groups of students, which differed in the methodol-
ogy of using ICT in the process of studying EIA. The
two groups were: the I-M group and the II-M group.
In each of the groups, we determined the share of stu-
dents with a certain level of formed competence. To
achieve this, they were ranked according to the num-
ber of points gained: LD from 0–60 points; LC
from 60–74 points; LB 75–89 points; LA from
90–100 points. In each group, the share of students
with a certain level of competence can range from 0%
to 100%.
The analysis of the obtained research results
showed (figure 14) that by using ICT resources only
during lectures and group projects of the I-M group
there was a share of students with a very low level of
formed competencies.
The share of students with a different level of com-
petencies in the I-M group is lower by 10 per cent
compared to the II-M group. The obtained results
are presumably caused by the fact that the execution
of the group project allowed some students to take
a smaller part in its realization. The identification
of “weaknesses” and strong “threats” in the process
of project evaluation based on the method of SWOT
analysis was not individual in nature. Therefore, a
low mark for the group project was not perceived by
the students as a personal failure. The II-M group stu-
dents were personally responsible for the execution of
their individual project. The use of the Mentimeter
resource in the process of discussion of the presen-
tations and infographics incentivized each student to
fill in their gaps in knowledge and motivated a more
creative and effective presentation of their work.
The training of future ecologists in the context of the
transformation of higher education involves the acqui-
sition of knowledge and the formation of skills. One
of the ways to achieve this goal is to use informa-
tion and communication technologies in the process
of studying the course by future ecology experts.
The initial methodology of conducting lessons and
preparing a project in the “Environmental Impact As-
sessment” course, suggested and tested by us, allowed
the students to optimize the time spent searching for
educational materials, preparing them and making
them applicable as much as possible. Each student
was given the opportunity to organize their e-synopsis
and project simultaneously via using ICT during at
lectures and while preparing for practical lessons. In
the e-synopsis they constructed an algorithm of ac-
tions of an ecologist as a potential researcher or ex-
pert in the field of environmental impact assessment,
through the use of distinct guidance from the pro-
fessor, group work during lessons, and independent
While studying the “Environmental Impact As-
sessment” course, students developed skills of using
information and communication technologies in lec-
tures and while preparing a group project.
Through the use of the Padlet interactive white-
board, students gained the ability to adapt and act in
new situations when studying the law of Ukraine on
environmental impact assessment or discussing its ar-
With the use of ICT during brainstorming at lec-
tures, practical lessons, group assignments, group
projects, students were able to practice communicat-
ing with experts in other fields of knowledge or ac-
tivities. By simulating the real-world environmental
impact assessment procedure, students developed in-
terpersonal skills that were reinforced by the use of
online resources.
The improvement of the initial methodology
based on the use of assessment and additional ICT re-
sources during the discussion of an individual project
has provided an increase in the share of students with
medium and high level of professional competencies.
Learning the material of all modules of the course,
the students acquired the skills to evaluate the impact
of technogenesis on the environment through the use
of ICT at the stage of studying the EIA procedure.
Examining the learning outcomes showed us that
the use of ICT provided students with the ability to
use information resources in ecological research for
AET 2020 - Symposium on Advances in Educational Technology
sustainable development goals and individual profes-
sional growth.
Positive feedback from students proves the effi-
ciency of using ICT while training future ecologists.
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