Keywords
digitalisation of education
digital educational environment
general secondary education institution
digital competence
digital security
digital educational infrastructure
educational policy
How to Cite
Abstract
The article presents the results of the research conducted by the working group of the Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine on the conceptual statements of the digitalisation of the educational environment of the general secondary education institution, which can be used as a basis for the development of the corresponding Concept. The key principles of digitalisation of the school educational environment are highlighted (access to the Internet for all, personalised learning, use of innovative technologies, development of 21st-century skills, digital safety and ethics, continuous professional development of teaching staff, cooperation with stakeholders, systemic scientific and innovative support, adaptability and flexibility, shared management and participation). The strategic priorities of the conceptual foundations of the digitalisation of the school educational environment are outlined (digital educational infrastructure, digital competencies of pedagogical workers, new digital and educational technologies, cooperation and digital communication with parents and the community, cybersecurity of the educational institution). The conceptual and terminological apparatus has been clarified. The study analyses and describes the risks associated with the digitalisation of the school educational environment. Given the lengthy process involved in reviewing, discussing, and subsequently approving the project for the Concept of Digitalisation of the Educational Environment of the general secondary education institution as a regulatory document, the results of this study are now presented for the consideration of the educational and scientific community. These results can be used as scientifically based recommendations to guide the creation of other legislative acts related to the digitalisation of education. Additionally, the results can be considered during the development of the digitalisation policy of the Ministry of Education and Science. Studying international best practices for digitalising general secondary education can enhance the proposed conceptual framework. The findings can then be implemented to update professional development programs for educators.
References
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Copyright (c) 2024 Oleksandr Liashenko, Oleh Spirin, Svitlana Lytvynova, Olha Pinchuk, Oksana Ovcharuk, Alisa Sukhikh