35
CHAPTER 2
CHAPTER 2
Abs ac
This chap e explo es he essence, con en , and e ec i eness o digi al pedagogy in he con-
ex o open educa ion. I analyzes he s a e o implemen a ion o digi al pedagogy in global and
Uk ainian educa ion and science, and examines i s de elopmen unde condi ions o digi aliza ion
and dis ance lea ning h ough sociological su ey da a. The indings con i m he unique ole o digi al
pedagogy in o mal, non- o mal, and in o mal educa ion, highligh ing i s e ec i eness in educa ional
and scien i ic ac i i y. Digi al pedagogy is de ined as a new ield o pedagogical science aimed a
using online and hyb id lea ning en i onmen s o imp o e indi idualized lea ning, c ea e me hod-
ologies ha in eg a e digi al ools, and enhance cogni i e ac i i y. The chap e also in es iga es
how digi al pedagogy o e comes he limi a ions o adi ional app oaches – such as ixed cu icula,
limi ed class oom hou s, and es ic ed communica ion – by enabling any ime-anywhe e lea ning
wi h di e se digi al me hods. A me hodological oolki o applying digi al pedagogy in p eschool,
p ima y, and adolescen educa ion is p oposed.
KEYWORDS
Digi al pedagogy, open educa ion, digi al echnologies, educa ional p ocess, educa ional ins i-
u ion, lea ne s.
2.1 Re ospec i e analysis o he in oduc ion o digi al pedagogy in o global
and Uk ainian educa ion and science
In 2006, he EU iden i ied digi al compe ence as key o li elong lea ning. Thus, he digi aliza ion
o educa ion is becoming an impe a i e o e o ming he educa ion sec o , a dominan and p ima y
ask o he e ec i e de elopmen o he in o ma ion socie y. Acco ding o he annual global s udy
o he s a e o he digi al indus y Digi al 2022 Global O e iew Repo , 62.5% o he wo ld's
popula ion uses he In e ne , and he numbe o use s in 2021 inc eased by 192 million (4%)
Digi al Pedagogy o Open Educa ion: Essence, Con en ,
and E ec i eness
DOI: 10.15587/978-617-8360-20-7.CH2
S i lana Tolochko, Liubo Kanishe ska, Oksana Vasiuk,
S i lana Vyho ska, Vik o iya P ylypko, Anzhelika Lesyk
© The Au ho (s) o chap e , 2025. This is an Open Access chap e dis ibu ed unde he e ms o he CC BY license
36
CHAPTER 2
Educa ional policy and e o ms: he impac o globaliza ion
and amoun ed o 4.95 billion people. Wi h he in oduc ion o 5G echnology and he COVID-19
pandemic wo ldwide, he In e ne is cu en ly a i s peak o g ow h. The digi al ans o ma ion o
educa ion (digi aliza ion o educa ion) is a c ucial aspec o he digi aliza ion o socie y, which poses
new, inno a i e challenges o he educa ion and science sys em [1].
Digi aliza ion o educa ion is a mode n s age o i s in o ma iza ion, and in ol es he sa u a ion
o he in o ma ion and educa ional en i onmen wi h means, elec onic and digi al de ices, sys-
ems; he es ablishmen o elec onic and communica ion exchange be ween hem, which ac ually
enables he in eg a ed in e ac ion o he physical and i ual, he e o e c ea ing a cybe -physical
educa ional space. Digi aliza ion o educa ion has wo sides: he i s is he o ma ion o a digi al
educa ional en i onmen as a se o online cou ses, digi al lea ning ools, elec onic educa ional
con en , digi al se ices and esou ces; he second is a deep mode niza ion o he educa ional
p ocess, which should ensu e he p epa a ion o a pe son o li e in a digi al socie y and p o essional
ac i i y in a digi al economy [2].
The UNESCO epo [3] iden i ies a eas o ac i i y o highe educa ion ins i u ions ha equi e
he use o digi al echnologies o imp o e. Among hem:
– adminis a i e ac i i ies, in pa icula , managemen o a highe educa ion ins i u ion;
– he educa ional p ocess in e ms o eache s p o iding s uden s wi h educa ional ma e ials
h ough a i ual lea ning en i onmen , as well as a lea ning managemen sys em VLE/LMS;
– imp o ing he e iciency o scien i ic ac i i y h ough open access esea ch eposi o ies,
which is a means o dissemina ing scien i ic achie emen s o scien is s o a highe educa ion ins i-
u ion in he open in o ma ion space and a ool o epo ing on esea ch in he ins i u ional and
na ional in o ma ion space (in he UK, he Resea ch Excellence F amewo k);
– inc easing he le el o de elopmen o academic digi al skills and digi al li e acy o educa ion
seeke s, eache s, adminis a o s, which is necessa y o e ec i e educa ional and p o essional
ac i i y in he condi ions o a digi al socie y, namely o he c ea ion o online cou ses by eache s,
e ec i e educa ional coope a ion in online, blended and adi ional lea ning o ma s [4];
– expansion ( empo al, spa ial, con en ) o he open educa ional space o educa ional e-
sou ces, he possibili y o educa ional ac i i y in 24/7 mode; ensu ing accessibili y o high-quali y
educa ional con en wi hin open educa ional spaces, in pa icula MOOCs;
– de elopmen o an open space o me hodological ma e ials ega ding achie emen s in he
ield o digi al educa ion, i.e. educa ional and me hodological eposi o ies, p ima ily a in e uni e -
si y ones, he use o which allows eache s o imp o e he design and con en o online educa ional
ma e ials, exchange de elopmen s and expe ience, in pa icula wi hin social ne wo ks (Facebook,
Twi e , e c.), o si es ( o example, Cloudwo ks);
– coope a ion o scien is s, eache s and s uden s wi hin he amewo k o join scien i ic
p ojec s, implemen ed on an ins i u ional and in e -ins i u ional basis, in pa icula in he aspec o
coope a ion in na ional and in e na ional uni e si y esea ch ne wo ks;
– conduc ing aining sessions wi hin he amewo k o online and blended o ma s, which p o-
ides o he possibili y o synch onous and asynch onous communica ion, g oup ideo con e ences;
37
chap e 2. Digi al Pedagogy o Open Educa ion: Essence, Con en , and E ec i eness
CHAPTER 2
– p esen ing he ac i i ies o he uni e si y o he ex e nal and in e nal en i onmen using he
In e ne si e, which is a ool o implemen ing he policy o a highe educa ion ins i u ion in he
ield o in o ma ion suppo o educa ional and scien i ic ac i i ies, popula iza ion o educa ional
achie emen s o s uden s and eache s, ma ke ing, ec ui ing, und aising, e c. [5].
In addi ion o he de elopmen o imme si e lea ning echnologies using augmen ed and i ual
eali y, oice in e aces, au oma ion o educa ional p ocesses ( obo iza ion o communica ion), ma-
chine analysis o use ac ions, es ing and lea ning esul s (using a i icial in elligence), ce i ica ion
using blockchain echnologies, ends in educa ion de elopmen include gami ica ion and inclusion
echnologies, use iden i ica ion and pe sonaliza ion o he educa ional p ocess, mic olea ning,
socializa ion o educa ional p og ams, including he exchange o use expe ience, he associa ion o
educa ion seeke s by in e es s and p o essional compe encies, a eam app oach o wo k and lea n-
ing in common in o ma ion bases. I is also impo an o ack dominan changes and endencies in
digi al educa ional ends ha a ec he p ocesses o digi aliza ion and he de elopmen o edu-
ca ion in he 21s cen u y. This is p ima ily he implemen a ion o he p inciples o open educa ion,
ensu ing access o quali y educa ion o each applican , imp o ing dis ance lea ning, implemen ing
he idea o he In e ne o Things, obo ics, a i icial in elligence, de eloping he la es online ools
and scien i ic and me hodological suppo , implemen ing educa ional digi al needs in close coope a-
ion wi h so wa e de elope s [6].
In highe educa ion, he e a o digi al echnologies begins in he 1980s, when mul imedia ech-
nologies we e i s in oduced in o he educa ional p ocess, which in ol ed he use o a compu e
as a ca ie o in o ma ion ha can be p o ided o consume s using ideo, audio, anima ion, e c.
Wi h he eme gence o web esou ces in he ea ly 1990s, a quali a i ely new s age o he applica-
ion o digi al echnologies in all aspec s o he ac i i ies o highe educa ion ins i u ions begins, in
pa icula he dis ibu ion o so wa e applica ions o educa ional needs.
So, his pe iod includes he use o he i s gene a ion o digi al echnologies in highe edu-
ca ion: compu e ized eaching and he use o websi es. In uni e si ies in de eloped coun ies o
he wo ld, since he 1990s o he 20 h cen u y, web pages o eache s we e c ea ed, mainly no
ela ed o he websi e o he highe educa ion ins i u ion, whe e con ac in o ma ion, cou se
ma e ials, o ums o discussions o links o news si es in a ce ain ield we e pos ed. Lea ning
Managemen Sys ems (LMS) a e ac i ely de eloping. The mos popula among hem a e Moo-
dle, Desi e2Lea n, Blackboa d, Ins uc u e, Sakai, which ha e become he o ganiza ional basis o
s anda dizing educa ional and scien i ic ac i i ies o highe educa ion ins i u ions a ound he wo ld,
de eloping a quali y cul u e a he uni e si y, c ea ing condi ions o ac i e in e ac ion be ween
s uden s and eache s, and lea ning in ac i e in e ac ion o all pa icipan s in he educa ional
p ocess online and o line. O he digi al echnologies o he la e 20 h cen u y a e educa ional acil-
i ies, educa ional design, mobile de ices, gaming echnologies, which ha e become an in eg al pa
o uni e si y li e, he echnological basis o i s success ul unc ioning.
G adually, echnologies a e being in oduced in o highe educa ion, which we e in ended o make
i publicly accessible, and he in o ma ion space open: since 2001, he pe iod o open educa ional
38
CHAPTER 2
Educa ional policy and e o ms: he impac o globaliza ion
esou ces, i ual wo lds, social media, sma de ices, elec onic books begins, which con ibu ed
o he in e ac i i y o he educa ional p ocess in addi ion o he democ a iza ion o highe educa ion.
So, in he la e 1990s, second-gene a ion echnologies appea - lea ning managemen sys-
ems and i ual lea ning en i onmen s (VLE/LMS), which we e mainly p oduced by WebCT and
Blackboa d. These echnologies allowed o expand he educa ional o e s o a highe educa ion
ins i u ion, we e loca ed on i s base and con olled by i . Thus, LMS se ed o place s anda dized
and sys ema ized educa ional con en , o ganize he educa ional ac i i y o s uden s and, mainly,
limi ed in e ac ion be ween pa icipan s in he educa ional p ocess. A his ime, he i s blogs,
wikis and o he mo e complex social digi al echnologies appea ed. In he 2000s, opensou ce LMS
appea ed, in pa icula Moodle and Sakai, la e Desi e2Lea n and Ins uc u e (cloud-based LMS).
Du ing he 1990s and ea ly 2000s, he de elopmen o social media a ac ed conside able
in e es om he academic communi y, as such echnologies enabled lea ne s o con ol aspec s
o he educa ional p ocess ha we e p e iously con olled only by he highe educa ion ins i u ion.
Since 2004, he concep o Web 2.0 has been gaining popula i y, so eache s in he educa ional
p ocess ac i ely use wikis, blogs, RSS, and social bookma king as echnologies ha allow o ac i e
coope a ion be ween subjec s o educa ional ac i i y. The wide a ie y o second-gene a ion digi al
echnologies has led o g ea e oppo uni ies o educa ional in e ac ion wi h lea ne s, loca ed in
di e en coun ies o he wo ld. The ac o ha hinde ed he sp ead o such echnologies was he
insu icien le el o digi al compe encies o mos eache s and lea ne s. In addi ion, a small numbe
o eache s o highe educa ion ins i u ions possessed he app op ia e echnologies.
Cu en ly, he mos popula lea ning suppo sys em o dis ance educa ion is he LMS Moo-
dle. In pa icula , s udies, conduc ed by Spanish scien is s, show ha o all web-based lea ning
suppo sys ems, Moodle is he mos widely used (45%), while he Moodle sys em is gaining
ecogni ion no only in adi ional educa ional en i onmen s, bu also in he ad iso y sys em. Thus,
he Ame ican Ex ension sys em, in i s educa ional pa and he o ganiza ion o local, egional ad i-
so y communi ies, is echnologically based on Moodle. This lea ning en i onmen was de eloped by
Aus alian specialis s and p o ided o use unde an open license. Acco ding o moodle.o g, his sys-
em is used in 229 coun ies in 115 languages. This sys em has g ea capabili ies o o ming and
p esen ing educa ional ma e ial (includes a buil -in isual ex edi o , allows you o en e o mulas
in TeX o Algeb a o ma , c ea e glossa ies), es ing knowledge and moni o ing p og ess (c ea ing
a da abase o es ques ions, s a is ical p ocessing o es esul s, sel -analysis o es esul s),
communica ion be ween s uden s and eache s (e-mail, ile exchange, o um, cha ), and o ganizing
g oup wo k ( o um, cha , wiki). The sys em in e ace is qui e easy o use. This dis inguishes he
Moodle lea ning en i onmen om o he simila sys ems [7].
The 2010s we e a pe iod o he eme gence o massi e open online cou ses (MOOCs) and
lea ning analy ics, which undamen ally and adically change he philosophy o mode n educa ion and
he me hods o o ganizing he educa ional p ocess. These a e hi d-gene a ion echnologies. The
ask o he i s MOOCs was o uni e he me hods o educa ional in e ac ion, sca e ed by a ious
digi al means. This app oach allowed s uden s o choose and con ol he means o lea ning acco d-
39
chap e 2. Digi al Pedagogy o Open Educa ion: Essence, Con en , and E ec i eness
CHAPTER 2
ing o hei p e e ences and educa ional in e es s. A he same ime, hese echnologies allow he
eache o con ol he p ocess o educa ional in e ac ion wi h and be ween s uden s. Also, a his
s age o u he de elopmen , LMS echnologies gained mo e and mo e oppo uni ies, p o ided by
social pla o ms and media. An inno a ion was he use o blogs and wiki echnologies in a limi ed
ins i u ional en i onmen (walled ga den) wi hin he amewo k o a co po a e (ins i u ional) LMS,
which is a mani es a ion o he de elopmen o a pa icipa o y educa ional model. Resea che s call
he impossibili y o communica ion o educa ion seeke s wi h o eign pa ne s who a e ou side he
ins i u ional LMS he disad an age o his inno a ion. The new gene a ion o pla o ms includes
edX/Open, edX and Cou se a, which a e cons an ly being imp o ed.
In addi ion o social media echnologies and MOOCs, he hi d gene a ion o digi al echnolo-
gies includes E-po olios, which a e combined, mainly, wi h he use o me hods o p io lea ning
assessmen and ecogni ion. Cu en ly, he e a e a signi ican numbe o inno a i e p oposals, bo h
non-comme cial (Maha a) and comme cial (PebblePad o D2L).
Thus, he i s h ee gene a ions o digi al echnologies in highe educa ion in ol e a wide
ange o a ious echnologies o bo h mono unc ional (Maha a) and mul i unc ional (B igh -Space,
Can as, Blackboa d), as well as p oduc s o social media echnologies (Facebook, Elgg) [5].
The beginning o he 2020s became a pe iod o gene al o ced adical digi aliza ion o highe ed-
uca ion ac i i ies, which was associa ed wi h qua an ine es ic ions and knockdowns o all le els,
caused by he COVID-19 pandemic. This pe iod is cha ac e ized by suddenness, insu icien eadi-
ness o educa ional en i ies o o ced o ms o ac i i y, de e mined by he uni e si y's mission.
Fou h-gene a ion digi al echnologies a e aimed a implemen ing models o pe sonalized, adap-
i e, sel - egula ing (o ien ed o he needs o educa ion seeke s) lea ning. They a e ocused on he
o ma ion o p o essional compe encies ele an on he labo ma ke . The e is a wide comme cial
o e o echnologies, such as: Knew on, Sma Spa ow, OLI (based on a join p ojec o S an o d
and CMU uni e si ies), LoudCloud, e c. The choice o inno a i e echnological p oduc s is in a o
o la ge co po a ions on he in e na ional ma ke . They de e mine he ends in he de elopmen o
echnologies o he educa ional p ocess o highe educa ion and educa ion in gene al [5].
Now educa o s ha e access o a a ie y o mode n digi al echnologies, in pa icula o com-
munica ion, such as: GoogleMee s, Skype, Zoom, e c. Teache s can collabo a e wi h educa ion
seeke s ega dless o he loca ion o subsc ibe s.
Highe educa ion ins i u ions ealize ha digi aliza ion will o e a numbe o ad an ages and
new s a egies (app oaches) o he educa ion o s uden s. Thus, he in ensi e de elopmen o
echnologies, such as augmen ed eali y, i ual eali y, a i icial in elligence, obo ics, media edu-
ca ion, blockchain, cloud-based en i onmen s, gami ica ion, STEM/STEAM educa ion has a powe ul
impac on he de elopmen o digi al educa ional con en [8].
One o he mos signi ican posi i e ea u es o he digi aliza ion o educa ion is he expansion
o he esea ch and educa ional space, he possibili y o di e si ying me hods and o ms o lea ning
ha a e aimed a he needs o educa ion seeke s and ake in o accoun he equi emen s and
demands o he labo ma ke .
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CHAPTER 2
Educa ional policy and e o ms: he impac o globaliza ion
Wi h he digi al ans o ma ion o he educa ion sys em, he e a e a su icien numbe o
p edic ions ega ding i s esul s:
– ull and high-quali y pe sonaliza ion o he educa ional p ocess;
– suppo o sus ainable lea ning mo i a ion o educa ion seeke s a all s ages o he educa-
ional p ocess;
– ensu ing p omp eedback o each educa ion seeke , objec i e and apid assessmen o
lea ning ou comes du ing he pe o mance o an educa ional ask;
– ensu ing he p ojec aspec o educa ional ac i i ies, he deepes possible in eg a ion o
p ac ical and heo e ical aining;
– signi ican ly educing he pe iods o de elopmen , deploymen , and mas e ing o educa ional
p og ams;
– inc easing in o ma ion anspa ency and openness o he educa ion sys em [6].
The pedagogical e ec i eness o he digi al app oach is de e mined by a wide ange o mac o-,
meso-, and mic o-le el ac o s [5]:
1) mac o le el (na ional and global dimensions): he p esence o in e na ional ag eemen s,
suppo by he digi al communi y o in e na ional In e ne s anda ds; na ional and in e na ional
suppo o he de elopmen o open educa ional esou ces; pooling he esou ces o pa ne uni-
e si ies, coo dina ing hei ac ions o achie e common goals, in pa icula , p o iding mo e acces-
sible, cheape and highe -quali y educa ion on a global scale (online pla o ms Cou se a ( he bes
s a up o 2012), MIT OpenCou seWa e (a p ojec o he Massachuse s Ins i u e o Technology
o publishing ma e ials o all cou ses in open access), Edx (a ee online pla o m o massi e open
cou ses, ounded by he Massachuse s Ins i u e o Technology and Ha a d Uni e si y in 2012),
Udemy (online cou ses), OpenLea n (an educa ional websi e, he con ibu ion o he Open Uni e -
si y o G ea B i ain o he open educa ional esou ces p ojec and a place o ee open lea ning
om he Open Uni e si y), e c.);
2) meso-le el (ins i u ional dimension), which de e mine he pedagogical e ec i eness o he
digi al app oach o he educa ional p ocess: a clea s a egy and ac i e policy o he uni e si y on
he in oduc ion o digi al inno a ions in o he educa ional p ocess; echnological and inancial sup-
po o he implemen a ion o digi al s a egies o he highe educa ion ins i u ion; de eloped ech-
nological in as uc u e, namely he lea ning managemen sys em, which all subjec s o educa ional
ac i i y a e connec ed o; suppo o eaching s a in mas e ing and applying digi al inno a ions
in he educa ional p ocess; de eloped and e ec i e digi al leade ship, aimed a coo dina ing he
e o s o all membe s o he academic communi y in acqui ing and con inuously de eloping digi al
compe encies, o ming a digi al cul u e in he highe educa ion ins i u ion; use o open educa ional
spaces, class ooms o eamwo k, mul imedia spaces ha p o ide emo e communica ion;
3) mic o-le el ac o s de e mine he e ec i eness o he digi al app oach. The e a e se e al
g oups ela ed o:
– s uden : in e nal lea ning mo i a ion; a i ude o e ec i e employmen ; esponsibili y o
one's own lea ning ou comes; high le el o digi al li e acy; skills o in e ac ion wi h he lea ning
41
chap e 2. Digi al Pedagogy o Open Educa ion: Essence, Con en , and E ec i eness
CHAPTER 2
in e ace and o he lea ne s wi hin he academic g oup, wi h eache s; ac i e posi ion as a s ake-
holde in he educa ional p ocess, which includes pa icipa ion in he de elopmen o one's own
educa ional con en ;
– eache : posi i e a i ude owa ds digi al inno a ions; signi ican changes in p o essional
esponsibili ies ( om in o ma ion p o ide o g oup in e ac ion coo dina o , acili a o , men o ,
coach, eam membe ); high le el o digi al li e acy; con inuous imp o emen o eaching me hods
and moni o ing o lea ne s' educa ional ou comes, eam wo k skills and sha ed esponsibili y wi h
colleagues and s uden s o lea ning ou comes; skills o g oup and indi idual p o essional e lec ion;
skills o imely de elopmen al and no ma i e digi al con ol o educa ional ou comes;
– cu iculum: in e ac i e con en ; cons an ly upda ed s uden -cen e ed design o educa ional
cou ses; p ac ice-o ien ed asks o independen wo k o highe educa ion s uden s, e c.;
– lea ning echnologies: he exis ence o a lea ning managemen sys em, which p o ides a
su icien se o oppo uni ies o p esen ing educa ional se ices in digi al o ma ; he abili y o
connec mode n mobile gadge s o he educa ional pla o m 24/7;
– lea ning me hods: o ganizing coope a ion be ween highe educa ion seeke s wi hin s uc-
u ed online discussions; c ea ing mu ual lea ning g oups; using pe sonalized and coope a i e lea n-
ing me hods; in ol ing s uden s in compiling educa ional con en ;
– o ganiza ion o he educa ional p ocess: indi idual educa ional ajec o y o a highe educa-
ion seeke ; aking in o accoun p e ious lea ning ou comes o s uden s, ob ained wi hin al e na i e
(non- o mal, in o mal) educa ional models, in pa icula MOOCs; c ea ing s uden - eache educa-
ional and scien i ic online communi ies; lexible indi idual schedules o comple ing asks; cons an
moni o ing o he s uden s' success by he eache , p o iding eedback no only a each con ol
s age o aining, bu also as needed by he s uden ;
– moni o ing o educa ional achie emen s: a compe ence-based app oach o assessing he
educa ional achie emen s o s uden s; cons an sel -assessmen and sel -moni o ing by s uden s
o he esul s o hei own ac i i ies; e alua ion o he p ocess and esul s o eache s' aining;
in oduc ion o mic oc edi s, which p o ide o he assessmen o indi idual p ocedu al aspec s and
esul s o educa ional wo k and ob aining digi al badges.
In he digi al educa ional space, he isks o digi aliza ion o he educa ional p ocess canno be
igno ed. Among he p oblems o highe educa ion, he ollowing a e dis inguished [9]:
– loss o basic cogni i e skills (coun ing, eading, w i ing), dec ease in he quali y o educa ion;
– "public" model o a eache -lec u e , a he high equi emen s o his/he psychological qual-
i ies, inc ease in he numbe o con lic s;
– dec ease in pe sonal con ac s, "d ainage" o alen ed you h and eache s ab oad, dec ease
in he le el o aining, p oblems o quali y con ol o educa ion;
– change in equi emen s o he con en o educa ion and means o educa ion;
– change in equi emen s o he quali ica ion o specialis s, dec ease in he need o an "in-
ellec ual" specialis and "a ac ion" o he echnological image o a p o essional, educ ion in he
con ingen o highe educa ion;
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Educa ional policy and e o ms: he impac o globaliza ion
– mo emen owa ds "educa ional se ices", depa u e om undamen alism, change/ edis i-
bu ion o powe s o he adminis a ion o highe educa ion ins i u ions and eache s, dec ease in
he quali y o educa ion.
A signi ican disad an age o online educa ion is i s ocus on mee ing sho - e m o , a bes ,
medium- e m asks. A specialis who has mas e ed a limi ed amoun o knowledge and has no
ecei ed basic undamen al aining can only coun on in ellec ual "supe s uc u es", he s abili y o
which is illuso y [9]. No only digi aliza ion is ac i ely de eloping in educa ional ins i u ions, bu digi-
al educa ional ins i u ions a e also being c ea ed. A digi al uni e si y is an ins i u ion o highe edu-
ca ion ha ac i ely implemen s in o ma ion and digi al echnologies and o ms he compe ences o
pa icipan s in he educa ional p ocess, has an inno a i e s uc u e ha is able o p o ide mode n
app oaches in managemen , scien i ic, educa ional and me hodological ac i i ies [10]. Digi aliza ion
o educa ional ac i i ies con ibu es o he u he de elopmen o dis ance lea ning.
Back in 1969, he wo ld's i s Open Uni e si y was o ganized in G ea B i ain, which is an
ins i u ion o highe educa ion o non- adi ional lea ning and is now known h oughou he wo ld.
The opening o he uni e si y is associa ed wi h he imp ession, ecei ed by B i ish P ime Minis e
G. Wilson du ing a isi o he USSR om he sys em o So ie co espondence educa ion. The
B i ain Open Uni e si y is an independen educa ional ins i u ion ha c ea es oppo uni ies o
wo king adul s o ob ain o con inue hei educa ion.
The uni e si y o e s he ollowing ypes o educa ion: bachelo 's deg ee, pos g adua e, ex-
ended. The educa ional p ocess a he uni e si y is buil on he widesp ead use o digi al echnolo-
gies. Highe educa ion applican s ha e he oppo uni y o ecei e consul a ions in almos 400 cen-
e s, loca ed in many ci ies o he coun y and he wo ld. The uni e si y has abou 250 housand
s uden s. Since i s ounding, mo e han h ee million s uden s ha e s udied unde he p og ams o
he Open Uni e si y. Unde g adua e s uden s a he B i ain Open Uni e si y can choose om o e
160 cou ses, augh by educa o s om he ollowing acul ies and schools:
1. Facul y o A s.
2. Open Uni e si y Business School.
3. Facul y o Educa ion and Language S udies.
4. Facul y o Heal h and Social Ca e.
5. Facul y o Law.
6. Facul y o Ma hema ics, Compu ing and Technology.
7. Facul y o Na u al Sciences.
8. Facul y o Social Sciences.
9. Ins i u e o Educa ional Technology.
10. Ins i u e o Media S udies.
The uni e si y is go e ned by h ee s a u o y bodies: he Council, he Sena e and he Gen-
e al Assembly. The Open Uni e si y, headqua e ed in Buckinghamshi e, has o ices in hi een
egions o he UK, and ou side he EU ope a es h ough a ne wo k o educa ional pa ne s who
p o ide he educa ional p ocess unde he Open Uni e si y p og ams in mo e han 50 coun ies.
43
chap e 2. Digi al Pedagogy o Open Educa ion: Essence, Con en , and E ec i eness
CHAPTER 2
Thanks o he dis ance lea ning me hods used, aining unde he Open Uni e si y p og am has
become a ailable o s uden s in Eu ope and Asia (Canada, Aus ia, Spain, Pakis an, Holland, Tu key,
India, Is ael, e c.).
The ea u es o he o ganiza ion o he educa ional p ocess o dis ance lea ning o he B i ain
Open Uni e si y a e:
– absence o en ance equi emen s;
– modula s uc u e o building educa ional cou ses;
– possibili y o choosing educa ional asks, hei a angemen ;
– lea ning o one undamen al science, on he knowledge o which special aining is based, by
s uden s du ing he i s yea o s udy;
– indi idualized eaching me hods;
– choice o he pace o s udying cou ses by he s uden in acco dance wi h his/he abili ies
and possibili ies;
– con inua ion o educa ion om 4 o 8 yea s;
– a achmen o each s uden o a u o who di ec s lea ning and consul s in case o p oblems.
In Oc obe 2006, he Open Uni e si y joined he o ganiza ion "Open Educa ional Resou ces
Mo emen " and launched he "Open Lea n" p ojec . A la ge numbe o cu en and pas ma e ials
o dis ance lea ning a e published o ee access, including ile e sions o eache s wi h he
abili y o edi , as well as ee so wa e ools o lea ning [11].
Also known in he ield o dis ance educa ion in Eu ope a e he Uni e si y o Dis ance Educa ion
and he Cen e o Open Lea ning (Spain), he Open Uni e si y o he Ne he lands, e c., in Ge -
many – he Co espondence Uni e si y o Hagen (No h Rhine-Wes phalia), which p o ides se ices
o mo e han 50 housand s uden s pe yea . The dis ibu ion o educa ional ma e ials is ca ied
ou using mode n means o communica ion. The ans e o knowledge om he educa ional ins i-
u ion o s uden s and he con ol o hei wo k a e ca ied ou using ideo con e ences o access
o he uni e si y lib a y online, which a e cons an ly esea ched, e alua ed and imp o ed. Howe e ,
no mo e han 20% o he con ingen ecei es a highe educa ion diploma, since he quali ica ion
equi emen s a he uni e si y a e qui e high [12].
The Indi a Gandhi Na ional Open Uni e si y was es ablished in 1985 by a decision o he Pa -
liamen o India. I s ne wo k includes 21 schools, 67 egional cen e s, 2,667 aining cen e s, and
29 o eign pa ne cen e s. The uni e si y aims o p o ide educa ional se ices o a wide ange
o people (women, he disabled, he poo , Indian ci izens li ing ab oad) and uses case echnologies,
indi idual consul a ions wi h eache s, sa elli e communica ions. Cu en ly, abou 1/5 o he s u-
den s s udy a he uni e si y ha is 20% o all s uden s in India. They can choose om 226 p o-
g ams o e ed, including cou ses a he ce i ica e, diploma and deg ee le els.
The Na ional Uni e si y o Technology was ounded in Colo ado in 1984 as a non-p o i co po a-
ion. The academic p og ams, o e ed a he uni e si y, a e app o ed by mo e han 40 uni e si ies.
The educa ional ins i u ion uses mode n digi al echnologies o eaching and educa ional manage-
men in i s educa ional ac i i ies.
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Educa ional policy and e o ms: he impac o globaliza ion
3) pe cep ions o he po en ial o AI ( ision o ad an ages, bene i s o humans, imp o emen s
o changes, d eams, expec a ions, oppo uni ies, assis ance in lea ning);
4) gene al pe cep ion o AI (philosophical, exis en ial);
5) ea s and expec a ions ( hough s, ision o consequences, sa e y, a i ude o use by he
mili a y, e c.).
The conclusions, d awn om he s udy, a e: a his ime in hei li es, he esponden s ha e
no encoun e ed p oblems in he p ocess o using AI, bu hey expec hem in he u u e; he e-
sponses o he adolescen s indica e he lack o heo e ical knowledge abou AI in gene al, in pa ic-
ula , he lack o unde s anding o he mechanism o wo k, i s cu en p esence in he de ices hey
use, e c.; he lack o p ac ical skills in using AI in p oblema ic li e si ua ions is con i med; he lack
o heo e ical knowledge abou he possibili ies o AI o i s applica ion in he educa ional p ocess
is e idenced; he inabili y o p ac ically use AI in educa ional and cogni i e ac i i ies is emphasized.
The moni o ing s udy, conduc ed on he pe cep ion o echnologies wi h a i icial in elligence by
Uk ainian adolescen s, made i possible o iden i y ways o imp o e adolescen s' a i ude owa ds
echnology and hei eadiness o use i in he u u e [23]:
– de elopmen o educa ional p og ams, aimed a imp o ing he unde s anding o AI and i s
capabili ies;
– de elopmen o new eaching me hods, da a analysis ools o educa ional p ocess manage-
men sys ems;
– c ea ion o mo e e ec i e and accep able AI-based echnologies o adolescen s;
– use o AI as a eache 's assis an h ough he selec ion o educa ional ma e ial ha is op imal
o he ele an audience, he cou se cu iculum, in e es ing and use ul o he u u e p o ession;
– imp o ing he quali y o dis ance lea ning, ensu ing e ec i e in e ac ion and pe sonaliza ion.
The impac o digi al pedagogy in he con ex o digi aliza ion o educa ional ins i u ions and dis-
ance lea ning on he le el o digi al compe ence and li e acy o he popula ion in Uk aine is s udied
e e y wo yea s h ough sociological su eys. In 2023, he hi d wa e o he s udy ook place, he
pu pose o which was o ack he dynamics o he de elopmen o digi al skills o he popula ion
o Uk aine and analyze he impac o he socio-economic si ua ion on he le el o digi al secu i y.
The esul s o he su ey [24] showed he ollowing esul s: he le el o digi al skills o he
popula ion ends o g ow s eadily. This is mani es ed in a dec ease in he sha e o adul s wi hou
digi al skills and an inc ease in he popula ion wi h a skill le el o "basic" and abo e.
As o 2023, digi al skills a e possessed by:
– 93% o he adul popula ion o Uk aine aged 18–70 (+8% since 2019);
– 95% o adolescen s aged 10–17;
– 99% o people wi h hea ing impai men s aged 18–59 (+15% in 4 yea s).
Inc easing he le el o digi al skills mo i a es he popula ion o ac i ely deepen knowledge
and sel -de elopmen . This is mani es ed in an inc ease in he sha e o he popula ion ha has
a ele an demand o aining, wi h an inc ease in he le el o digi al li e acy ( om 22% among "no
skills" o 77% among "abo e basic skills"), among he adul popula ion (18–70).
51
chap e 2. Digi al Pedagogy o Open Educa ion: Essence, Con en , and E ec i eness
CHAPTER 2
The app oach o choosing an online lea ning s a egy depends on he age cha ac e is ics o
Uk ainians. The esul s o ocus g oup discussions indica e a a ie y o app oaches o di e en age
g oups o online sel -educa ion and he choice o pla o ms o aise awa eness on ce ain opics.
Teenage s p e e o use educa ional con en on a speci ic eques , in pa icula h ough messen-
ge s, YouTube and sho ideos on social ne wo ks. Young people use YouTube, P ome heus and
Go IT. People o elegan age, choosing sel -educa ion, usually use sea ch engines, no limi ed o
speci ic pla o ms o social ne wo ks:
– 58.3% o he adul popula ion sees he ele ance o lea ning digi al skills (+10.9% om 2019);
– 85.0% o eenage s see he ele ance o lea ning digi al skills (+17.5% om 2019);
– 42.2% o he adul popula ion egula ly de o e ime o sel -s udy and imp o ing hei knowledge;
– 22.8% o people wi h hea ing impai men s egula ly de o e ime o sel -s udy and imp o ing
hei knowledge.
The undeniable economic bene i s o digi al skills in Uk aine ha e been es ablished. The ques-
ions ha ou lined he ole o digi al skills o he Uk ainian popula ion o he u he de elopmen
o he economy e ealed he ollowing indica o s:
– 81% o he su eyed adul s belie e ha he de elopmen o digi al skills among he popula-
ion can ha e a posi i e impac on he economy o Uk aine;
– 1.7 million acancies ha e been analyzed ( esea ch on acancies on job sea ch web pla o ms);
– 81.3% is he di e ence be ween wages among employees who ha e mas e ed digi al skills
and hose who ha e no mas e ed hem.
The nex block o ques ions conce ned he ole o digi al skills in achie ing success. The espon-
den s' answe s we e di ided as ollows:
– 51% o Uk ainians a e sa is ied wi h hei daily wo k. Among people wi h hea ing impai -
men s, his pe cen age is hal as low a 24%;
– mo e han a hi d o Uk ainians (36%) do no ha e policies on cybe secu i y and/o cybe
hygiene a he wo kplace, and e e y ou h (26%) says he e a e no e ec i e measu es o p o ec
con iden ial in o ma ion;
– 91% o eenage s belie e ha digi al skills a e necessa y o hei educa ion, and 84% o
he esponden s pe cei e hem as impo an o hei u u e ca ee ;
– 96% o eenage s use he In e ne o communica e wi h amily and iends, and 58% o he
esponden s do no eel lonely hanks o he In e ne .
The e o e, he le el o digi al skills is one o he key pe o mance indica o s in he con ex o he
Digi al Decade, which de ines Eu ope's ambi ions in he ield o digi al echnologies, namely, by 2030, a
leas 80% o ci izens (de ined as he sha e o people aged 16 o 74) should ha e a leas basic digi al
skills. The s udy o he dynamic digi al en i onmen equi es cons an upda ing and adap a ion o he
exis ing esea ch me hodology in o de o main ain he ele ance and opicali y o he da a ob ained.
Acco ding o he esul s o he wo k o he Eu opean Commission in 2019–2022, he in eg a ed
digi al skills indica o DSI 2022 has been mode nized and adap ed in acco dance wi h he new con-
cep ual ounda ions o he digi al de elopmen o Eu opean socie y and echnological p og ess [24].
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Educa ional policy and e o ms: he impac o globaliza ion
2.3 The essence, con en , e ec i eness o digi al pedagogy in open educa ion
Digi al pedagogy as an e ec i e p ac ice o he 21s cen u y is aimed a he implemen a ion and
s udy o mode n digi al echnologies in educa ional and scien i ic ins i u ions. This is a new b anch
o pedagogical science ha aims o use online and hyb id educa ional en i onmen s o enhance
indi idual lea ning. Based on cons uc i is heo ies, he main ene s o which a e ha lea ne s
acqui e knowledge h ough expe ience and e lec ion, digi al pedagogy p oposes me hodologies
ha in eg a e digi al ools o acili a e and enhance lea ning and cogni ion.
Digi al pedagogy has unde gone a dynamic e olu ion, as i conside s he in eg al syne gis ic
in e ac ion be ween echnologies and educa ional p ac ices. I goes beyond he simple applica ion
o digi al ools in eaching and includes s a egic planning o he de elopmen o cu icula, eaching
me hods and assessmen o lea ne s in he con ex o digi al echnologies. The basis o his peda-
gogical pa adigm is he de elopmen o digi al compe encies – skills ha educa o s mus acqui e o
e ec i ely use he po en ial o echnology in educa ion.
The pa adigma ic concep o digi al pedagogy has i s own challenges and in ol es con inu-
ous p o essional de elopmen o eache s, p omo es c i ical in e ac ion wi h digi al con en and
equi es adap a ion o adi ional pedagogical app oaches. Despi e hese challenges, digi al ped-
agogy is a key esponse o he de elopmen o lea ning and he di e se needs o lea ne s in he
21s cen u y.
Taking in o accoun he a ious essen ial cha ac e is ics o digi al pedagogy, esea che s
ha e cha ac e ized i as in eg al (J. A oles, W. KÜpe s [25]), c i ical (A. Bocza , S. Jo dan [26],
M. Waddell, E. Cla iza [27]), humanis ic (V. Byko , M. Leshchenko [28]), inno a i e (O. Is a e
e al. [29], A. Kukulska-Hulme e al. [30]), e c.
In eg al pedagogy in he con ex o esea ch e e s o he c ea ion o a holis ic educa ion-
al expe ience ha p epa es lea ne s o li e by connec ing concep s om di e en disciplines
h ough digi al echnologies o educa e a gene a ion o lea ne s who a e knowledgeable, hough -
ul, and eady o ace challenges o he u u e. The po en ial o in eg a ed pedagogy is unlimi ed,
ans o ming class ooms in o dynamic en i onmen s will enable he comp ehensi e de elopmen
o indi iduals [25].
C i ical pedagogy as an app oach o eaching and lea ning is based on p omo ing eedom o
will and c ea ing oppo uni ies o lea ne s, p o ided ha oppo uni ies a e c ea ed o lea ning
in all o ma s: online, o line, and blended (explici ly and implici ly c i icizing ep essi e powe s uc-
u es). The wo d "c i ical" in c i ical pedagogy unc ions in se e al egis e s: as c i ically impo an ,
essen ial; as in li e a y c i icism, i.e. p o iding de ini ions and in e p e a ions; as in e lec i e and
nuanced hinking abou a subjec ; capable o c i icizing ins i u ional, co po a e, o socie al obs a-
cles o lea ning; as a disciplina y app oach ha changes each o hese o he meanings. The need
o p o ide he possibili y o i ual sessions as pa o he educa ional p ocess is becoming mo e
u gen . The digi al na u e o educa ional cou ses gi es ise o a ecu si e pedagogy ha "c e-
a es" i sel and allows o con inued adap a ion ha is complemen a y o academic cycles [26].
53
chap e 2. Digi al Pedagogy o Open Educa ion: Essence, Con en , and E ec i eness
CHAPTER 2
M. Waddell, E. Cla iza, in addi ion, also conside c i ical in o ma ion li e acy as lea ning ha e-
qui es lea ne s o in e ac wi h he powe s uc u es ha suppo he p oduc ion and dissem-
ina ion o in o ma ion. C i ical pedagogy ecognizes ha educa ion is a poli ical ac ion ha can
ha e a nega i e impac on ce ain s uden s, c i icali y is a sel - e lexi e necessi y o in en ional
applica ion o powe s uc u es in o de o imp o e all p ocesses in educa ion and science [27].
Unlike c i ical, digi al humanis ic pedagogy is a science abou he egula i ies o c ea ing a
posi i e in eg a ed pedagogical eali y unde he condi ion o con e gence o physical and i ual
(c ea ed using ICT) educa ional spaces (en i onmen s). Based on he use o mode n ICT, educa-
ional ac i i y ( o mal, non- o mal and in o mal) akes place a he in e sec ion o wo wo lds:
eal and i ual. A en ion is d awn o he ac ha he me hodology and me hods o pedagogical
esea ch o classical pedagogy need o be e ised and imp o ed in he con ex o mode n eali ies
o he educa ional p ocess, he needs and in e es s o all i s subjec s [28].
Digi al pedagogy is inno a i e pedagogy. Pe haps he mos impo an con ibu ion o he de-
elopmen o digi al pedagogy is i s abili y o e-di ec pedagogical ac i i y in o a mode n cou se,
in which i dynamically de elops and lou ishes, ensu ing i s ele ance, use ulness and alue in ou
ime. Theo e ical and p ac ical p og ess in educa ional science is achie ed h ough he syn hesis
o en i onmen al in luences and oppo uni ies, which can be bo h immedia e (impe a i e) and mo e
dis an (in he o m o a wish lis ), and which a e gi en special signi icance and legi imacy. Tha is
why digi al pedagogy, a om being on he pe iphe y, is now he o e on o pedagogical inno a ion
and a majo sou ce o change in bo h he heo y and p ac ice o educa ion [56]. A. Kukulska-Hulme
e al. p opose en p omising inno a ions o he pos -pandemic wo ld o digi al educa ion: hyb id
models, dual lea ning scena ios, mic oc edi pedagogy, au onomy pedagogy, obse a ion pa ies,
educa ion led by in luen ial people, home pedagogy, discom o pedagogy, well-being educa ion and
walking and alking. The in o ma ion is p esen ed in a popula manne and is aimed a eache s,
poli icians, scien is s, s uden s, esea che s, de elope s o educa ional echnologies, as well as
anyone in e es ed in pedagogical inno a ions and how educa ion is changing [30].
Digi al pedagogy has been de ined and implemen ed in con e gence wi h open pedagogy o
open educa ion. Open educa ion success ully i s in o a new pa adigm, de ined by ole luidi y,
lea ne -cen e edness, dis ibu ed esou ces, i ual ools, and asynch onous lessons. Acco ding
o O. Is a e, he many o e laps be ween he wo concep ual a eas show us he in e dependence
be ween cons uc s; o a small ex en , we can alk abou digi al pedagogy wi hou aking in o
accoun he a ibu e "open"; he p oposals o open pedagogy a e cu en ly meaningless wi hou
new echnologies, because li e in social, cul u al, pe sonal, and p o essional dimensions is la gely
media ed o supplemen ed by he ools o new echnologies. In ac , he de elopmen o open and
collabo a i e web echnologies has made a signi ican con ibu ion o he eme gence o he "mo e-
men " o open pedagogy – which a ose almos hal a cen u y ago wi h he Leices e model – by
o e ing new educa ional esou ces, echniques, and special eaching me hods [31]. Open peda-
gogy, o i s pa , has p o ided he igh ideological ounda ion, la gely jus i ying digi al educa ion
and acili a ing i in p ac ice. Among he i s heo is s o digi al open pedagogy, oge he wi h
54
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Educa ional policy and e o ms: he impac o globaliza ion
G. Conole and he app oaches ha o eshadow new educa ional app oaches in he "open wo ld",
B. Hega y p oposes a model wi h eigh in e ela ed cha ac e is ics o open pedagogy [32]:
1) pa icipa o y echnology;
2) inno a ion and c ea i i y;
3) exchange o ideas and esou ces;
4) e lec i e p ac ice;
5) people, openness and us ;
6) connec ed communi y;
7) ained lea ne ;
8) pee e iew.
Thus, educa ion and digi al echnologies ollow di e en pa hs, ma ked by hei own p io i ies,
me hodologies and dynamics, bu a e in eg a ed o expand he bounda ies o educa ion and educa-
ional oppo uni ies h ough digi aliza ion. Cu en ly, he p ocess o pla o ming educa ion is unde -
way h ough he c ea ion o non- o mal and addi ional educa ion pla o ms o child en, you h, adul s
o a wide audience wi hou age es ic ions. In iew o his, many s udies wa n o he need o such
pedagogy ha would ocus on he de elopmen o educa ion h ough echnology, and no only on he
applica ion o echnology [31]; o he , on he con a y, emphasize he need o de elop pedagogy as
he main concep ual amewo k o he applica ion o echnology in he educa ional p ocess [33].
Digi al pedagogy should c ea e new oppo uni ies o educa ional and cogni i e ac i i ies by ad-
d essing he limi a ions o he adi ional app oach o lea ning, in pa icula , a clea ly de ined scope
o lea ning, ma e ials in di e en media o ma s, limi ed esou ces and he numbe o hou s o he
class oom educa ional p ocess, communica ion be ween eache s and s uden s, supplemen ed
by o ms and me hods o digi al echnologies a any ime and in any place. The means o digi al
echnologies a e di e se: audio and isual in eal ime, using ex messages, online ex , audio and
ideo cha , e-mail, communica ion and discussion o um o eedback and suppo in lea ning a any
ime and in any place, es ing, assessmen by bo h he eache and he machine a e con inuously
in eg a ed in o a common o ma i e assessmen o inal esul s.
Nume ous esea ch by o eign schola s s udying digi al pedagogy ha e ound con incing e i-
dence o he e ec i eness o i s applica ion.
Thus, S. Ani ha and K. Vijaya conduc ed a quasi-expe imen al s udy o he e ec i eness o
digi al pedagogy in highe educa ion [34]. A compa ison o he lea ning ou comes o s uden s who
ecei ed educa ion using he adi ional model wi h hose who ecei ed educa ion using digi al
echnologies e ealed ha he la e had be e p og amma ic lea ning ou comes han hei pee s.
A simila me a-analysis was conduc ed by S. Means e al., who examined he e ec i eness o
digi al lea ning in K-12 educa ion by compa ing online and o line lea ning condi ions, measu ing
he lea ning ou comes o s uden s, and publishing eliable in o ma ion o calcula ing quan i a-
i e indica o s [35]. Recall ha K-12 is an abb e ia ion ha deno es he educa ion sys em in
he Uni ed S a es, which includes classes om Kinde ga en (p eschool educa ion) o 12 h g ade
(high school). 99 s udies we e analyzed and con i med he highe e ec i eness o digi al lea ning
55
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compa ed o adi ional. Ano he impo an esul was ha he s udy also ound ha he in oduc-
ion o digi al ools had a posi i e impac on s uden s' engagemen and mo i a ion o lea n. A simila
s udy by R. Huang e al. was ca ied ou o es ablish he possible e ec i eness o an in eg a i e
app oach o he implemen a ion o he educa ional p ocess wi h a combina ion o digi al and adi-
ional lea ning in a seconda y school se ing [36]. The esul s con i med he highe e ec i eness
o blended lea ning compa ed o adi ional. Thus, digi al pedagogy c ea es and p o ides ools o
e ec i e indi idual eaching and lea ning.
B. Dhakal, ocusing on he impo ance o digi al echnologies, a gues ha eache s need o use
digi al pedagogy ools o o ganize and implemen he educa ional p ocess o s uden s ega dless o
hei age, gene a ion, le el o educa ion, o m o educa ion, e c. [37]. The scien is ecommends
using se en pedagogical p inciples: he con en o educa ion in acco dance wi h he cu iculum;
de ini ion and implemen a ion o educa ional goals; use o a ious digi al educa ional esou ces;
in eg a ion o c ea i e asks in o educa ional ac i i ies; in ensi e educa ional communica ion and
discussion; educa ional eedback and suppo ; assessmen o lea ning.
Cu en ly, digi al educa ion is associa ed wi h he widesp ead use o a i icial in elligence ech-
nologies in educa ional and cogni i e ac i i ies.
Fo example, esea che s a he Massachuse s Ins i u e o Technology, including he Media
Lab, ha e de eloped a new websi e, designed o Ame ican K-12 s uden s o help hem lea n
mo e abou AI [38]. K-12 is an abb e ia ion ha e e s o he US educa ion sys em ha includes
g ades om Kinde ga en (p eschool educa ion) o 12 h g ade (high school). Educa ion esea ch
has also examined ways o inc ease AI li e acy among s akeholde s wi hou speci ic STEM aining
ela ed o AI. STEM educa ion is aimed a p epa ing s uden s o ca ee s in hese ields, de eloping
c i ical hinking, p oblem sol ing and de eloping guides o eache s, o ms, me hods and ools o
eaching he p inciples and p ac ices o Compu e Science (CS) – a ield ha s udies compu e s
and compu ing sys ems and co e s he heo y, design, de elopmen and applica ion o so wa e
and ha dwa e, sol ing p oblems using compu a ional me hods and algo i hms (MIT Media Lab).
The ac i i ies o he Associa ion o he Ad ancemen o A i icial In elligence (AAAI) a e being up-
da ed, his is an in e na ional scien i ic public o ganiza ion whose ac i i ies a e aimed a p omo ing
esea ch and educa ion in he ield o a i icial in elligence, holding con e ences, publishing jou -
nals and acili a ing he exchange o in o ma ion be ween scien is s and p ac i ione s in his ield.
The Compu e Science Teache s Associa ion (CSTA) is an in e na ional o ganiza ion ha suppo s
and p omo es compu e science educa ion, p o ides esou ces and oppo uni ies o p o essional
de elopmen o compu e science eache s, and de elops s anda ds and ecommenda ions o
compu e science educa ion. The o ganiza ions ha e joined o ces o de elop a se o eaching aids
o K-12 (gene al educa ion om elemen a y o high school).
The esea che s iden i ied i e "big ideas" in he ield o AI ha hey belie e educa o s should know:
1. Compu e s pe cei e he wo ld h ough senso s. The abili y o compu e s o collec in o -
ma ion abou he wo ld a ound hem h ough senso s (came as, mic ophones, and o he de ices).
This in o ma ion can hen be used o make decisions and ake ac ions.
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Educa ional policy and e o ms: he impac o globaliza ion
2. Agen s main ain models/ ep esen a ions o he wo ld and use hem o easoning. The abili y
o compu e agen s o c ea e in e nal models o ep esen a ions o he wo ld based on in o ma-
ion, ecei ed om senso s o o he sou ces. These models a e hen used o logical easoning
and decision making.
3. Compu e s can lea n om da a. The abili y o compu e s o lea n om da a using machine
lea ning echniques. This allows compu e s o imp o e hei models and algo i hms o pe o m
asks be e and make mo e accu a e decisions.
4. Making agen s in e ac wi h humans is a majo challenge o AI de elope s. The di i-
cul y o c ea ing compu e agen s ha can e ec i ely in e ac wi h humans. This includes na u al
language unde s anding, emo ion ecogni ion, and o he complex asks ha equi e "ad anced"
AI echniques.
5. AI applica ions can ha e bo h posi i e and nega i e impac s on socie y. Fo example, AI can
be used o imp o e heal h o sa e y, bu i can also lead o job losses o inc ease inequali y [38].
The me hodological side o he educa ional p ocess is being upda ed, as digi al pedagogy p o-
ides a new ision o he eaching and lea ning p ocess, and also changes he idea o wha is
being augh . Inno a i e o ms o o ganizing he educa ional p ocess o en shed new ligh on he
con en o educa ion, o cing i o adap o new dimensions. This allows o mo e e icien lea ning,
in e p e a ion and e-labeling, p ocessing, p ac icing, in e nalizing, and ep oducing educa ional ma-
e ial, and also p omo es co-c ea ion. Digi al echnologies acili a e documen a ion, iden i ica ion
o p oblems and possible solu ions, b ing i close o eal li e, acili a e communica ion be ween
pa icipan s, s uc u ing he decons uc ion and econs uc ion p ocess, con ac wi h expe s,
sea ch o esou ces, publica ion o esul s and (public) e i ica ion o app oaches.
Howe e , he abundance o possibili ies can be bo h an ad an age and a hind ance, as i c e-
a es a need o mul iple and expanded elemen s in he didac ic p ocess. Pedagogical s a egies and
es ablished algo i hms mus be adap ed, including new aspec s, such as he selec ion o ele an
and scien i ically p o en con en , e hinking he expec ed lea ning ou comes, in eg a ing asks in o
collabo a i e ( emo e) wo k con ex s, ensu ing access, mo i a ional me hods and in ol ing all eam
membe s in lea ning ac i i ies, encou aging independen lea ning, as well as aking in o accoun
elemen s o digi al sa e y and s uden p o ec ion in he online en i onmen .
Uns uc u ed and ex ensi e con en in digi al o ma emphasizes he ole o he eache as a
acili a o , who, on he one hand, mus guide s uden s o ele an sou ces o knowledge co espon-
den o lea ning objec i es, and on he o he hand, each hem how o iden i y, e alua e and dis in-
guish au hen ic knowledge and aluable ideas om al e na i e sou ces ha do no mee ecognized
s anda ds. Digi al pedagogy b ings mo e p ac ical aspec s o pedagogy. Al hough pedagogy emains
a ield o cons an inno a ion, and cu en knowledge se es as he basis o new hypo heses and
heo ies, i is p ima ily a ool o unde s anding and e alua ing new educa ional p ac ices.
Digi al pedagogy is a s a ing poin o a a ie y o in e p e a ions and inno a i e app oaches,
om simply ans e ing adi ional lea ning o a new digi al en i onmen o comple ely e o mu-
la ing educa ional me hods. In an e o o c ea e e ec i e digi al educa ion, we o en s a wi h
57
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elemen s ha a e al eady amilia and ime- es ed. We usually y o ans e amilia lea ning si -
ua ions o a digi al en i onmen , while p ese ing adi ional ways o o ganizing g oups, me hods o
in e ac ion, and app oaches o lea ning and assessmen . In his case, he ype o lea ning ma e ial
and ou comes o ac i i ies changes i s o all – hey usually become mo e mul imedia, and some
synch onous wo k sessions a e conduc ed emo ely ia ideocon e encing.
The second s age in ol es changing he use o ime o eaching, lea ning, and assessmen ,
in eg a ing asynch onous sessions and changing he adi ional o de o emphasis. Fo example, in
he concep o he lipped class oom, independen lea ning p ecedes and pa ially eplaces adi-
ional eaching; o ma i e assessmen becomes mo e na u al in he digi al en i onmen and is an
impo an ool a ailable o bo h he eache and he s uden .
Typically, educa o s u n o new digi al ools and esou ces o o ganize he usual eaching
p ocess. The inno a ion speci ic o digi al pedagogy is ha digi al lea ning si ua ions canno simply
be ans e ed back o an analog en i onmen . I is impo an o no e ha oday we do no ha e
si ua ions and lea ning pa hs ha could no be desc ibed by concep s ha exis ed be o e he digi al
e a. Inno a ions a e mainly abou o m, no subs ance, and a e aimed a op imizing and inc easing
he e ec i eness o eaching and lea ning. Essen ially, we a e s ill wi hin he bounda ies o peda-
gogy, al hough lea ning si ua ions ha a e conduc ed emo ely (synch onously o asynch onously)
o in a blended lea ning o ma may equi e a new app oach o design.
I is clea ha digi al pedagogy is a signi ican s ep o wa d o he ield o educa ional sciences.
This phenomenon, which e lec s ideological changes, is pa o ou mode n cul u e and cons an ly
changing condi ions in he p o essional and social sphe es. Expec a ions om educa ional ac i i ies
a e becoming mo e p agma ic, which a ec s ela ionships and didac ic communica ion, o ming a
new awa eness o ex e nal a iables ha a e ela ed o oles and ela i e p oduc i i y in socie y.
Mode n educa ional ideas, such as espec o he indi idual, inclusion, key compe encies,
pe sonal de elopmen (so skills), ansdisciplina i y, p ojec -based app oach and au hen ic as-
sessmen , a e a e lec ion o his new ideology in educa ion. Digi al echnologies ha e demon-
s a ed hei po en ial o open up new oppo uni ies o educa ion, i s ans o ma ion and o shape
di ec ions o " e hinking" educa ion based no only on echnological, bu also on cul u al, social,
p o essional, economic and, abo e all, humanis ic p inciples.
The mos impo an ad an age o ying o o mula e digi al pedagogy is o de elop he abili y
o educa o s o design, implemen and e alua e e ec i e educa ional si ua ions, adap ed o mode n
imes and he needs o s uden s.
As p e iously men ioned, digi al pedagogy open up new oppo uni ies o lea ning and eaching, o -
e ing inno a i e app oaches and ools o imp o e he educa ional p ocess. Howe e , o hese oppo -
uni ies o be p ope ly implemen ed, ce ain p inciples and s a egies mus be ollowed. He e a e i e
key ecommenda ions, in ou opinion, o he co ec use o digi al pedagogy in he educa ional p ocess:
1. Planning and in eg a ing digi al ools.
S a by de eloping a clea s a egy o in eg a ing digi al ools in o you educa ional p ocess.
Iden i y he goals and objec i es you wan o achie e wi h digi al echnologies and choose he ools
58
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Educa ional policy and e o ms: he impac o globaliza ion
ha bes mee hese goals. Assess he a ailable esou ces and capabili ies o ensu e e ec i e
implemen a ion. Analyze he needs o you lea ne s and eache s o selec he mos app op ia e
digi al ools. Conduc a su ey o in e iew o unde s and which ools a e al eady in use and which
a e un amilia o equi e addi ional aining.
2. C ea e and adap con en .
Since digi al pla o ms allow o a a ie y o o ma s, c ea e lea ning con en ha includes ideo,
audio, in e ac i e exe cises, and in og aphics. This will help p o ide a ie y in lea ning ma e ial
and main ain lea ne in e es . Adap con en o di e en lea ning s yles. Use ools o pe sonalize
he lea ning expe ience o ake in o accoun he indi idual needs and p e e ences o lea ne s. Fo
example, in e ac i e pla o ms can o e di e en le els o di icul y o asks, allowing each lea ne
o wo k a hei own pace.
3. Ensu e accessibili y and suppo .
P o ide echnical suppo o lea ne s and educa o s. O ganize aining and wo kshops o
each how o use new digi al ools. This will help educe echnical p oblems and ensu e ha you a e
com o able wo king wi h new echnologies. Make su e ha all digi al esou ces a e accessible o
lea ne s wi h di e en le els o echnical aining and echnical capabili ies. A oid using ools ha
may no be accessible o a po ion o you audience due o echnical limi a ions o o he ac o s.
4. Fo ming and e alua ing he educa ional p ocess.
Implemen in e ac i e lea ning me hods, such as i ual discussions, online games, and simu-
la ions. This can inc ease lea ne engagemen and mo i a ion, as well as p omo e be e lea ning.
Use o ma i e assessmen o moni o he p og ess o lea ne s. Digi al pla o ms make i easy o
conduc su eys, es s, and eedback, which help o imely adjus he educa ional p ocess and
suppo lea ne s in achie ing hei lea ning goals.
5. Ensu ing secu i y and e hics.
Take ca e o he digi al secu i y o lea ne s by ensu ing he p o ec ion o pe sonal da a and
con iden iali y. Use eliable pla o ms and adhe e o secu i y policies o p o ec in o ma ion. Ed-
uca e lea ne s on he co ec use o digi al ools and esou ces. Conduc digi al li e acy classes
ha will help hem unde s and he e hical aspec s o using echnology, a oid plagia ism, and be
esponsible wi h in o ma ion con en .
2.4 Me hodological ools o educa ional ac ion o digi al pedagogy
Mode n p eschool child en a e ea ly in ol ed in li e in he i ual wo ld.
In p eschool age, he mos impo an need o a child is communica ion, hanks o which social
expe ience is acqui ed. In daily in e ac ion and coope a ion wi h adul s and pee s, he/she lea ns he
ules o beha io and lea ns o e alua e his/he own ac ions and he ac ions o his/he en i onmen
h ough he p ism o mo al no ms. This pe iod is impo an o eaching child en he ules o beha -
io and sa e y in he digi al space [39].
59
chap e 2. Digi al Pedagogy o Open Educa ion: Essence, Con en , and E ec i eness
CHAPTER 2
The easons o he imme sion o a mode n p eschoole in he digi al space include:
1. Uni e sal cu iosi y, a high le el o cogni i e ac i i y. Qui e ea ly, p eschoole s ealize
ha he In e ne is an endless sou ce o in o ma ion, because in i child en ind a a ie y o
educa ional and en e aining games, ideo clips, ca oons, nume ous ways o ob ain knowledge,
exchange in o ma ion, exp ess hemsel es and pu pose ully in e ac wi h iends, amily and he
ou side wo ld.
2. The need o communica ion. The mos impo an need o a p eschool child is communica ion
as an impo an ac o in he o ma ion and de elopmen o his/he pe sonali y, he assimila ion
o social expe ience. De e mining he special impo ance o mode n gadge s as a means o b oad
communica ion, psychologis s a he same ime emphasize he impo ance o eal communica ion
in hei li es. In p eschool age, a child, in daily in e ac ion wi h adul s and o he child en, lea ns
he ules o beha io and lea ns o e alua e his/he own ac ions and ges u es h ough he p ism
o mo al no ms. Gi en ha he in o ma ion space is becoming a eal necessi y, in pa allel wi h he
assimila ion o a cul u e o communica ion and in e ac ion in eal li e, an ex emely impo an ask
is o each he ules o beha io and sa e y in he digi al space.
3. The need o b igh ex e nal imp essions. Child en show inc eased in e es in e e y hing
new, b igh , unusual, because hey a e mos and mos quickly in luenced by he ex e nal en i on-
men . The unde de elopmen o sel - egula o y mechanisms cha ac e is ic o p eschool age, weak
oli ional and emo ional con ol, impulsi e beha io , make child en mos ulne able o in o ma ion
and so wa e- echnical h ea s.
4. The need o play as a leading ac i i y. An impo an ac o ha encou ages child en o he
digi al space is also he p io i y o play as he child's leading ac i i y [1]. Child en like o play compu e
games. Despi e he bene i s o games, especially de elopmen al and educa ional, c ea i e, en e ain-
ing compu e games should no displace a wide ange o eal games in a child's li e, as his can cause
une en de elopmen , delay he o ma ion o eadiness o lea ning, and cause In e ne addic ion.
In oducing child en o gadge s should occu in pa allel wi h he o ien a ion o p eschoole s
o basic mo al alues (compassion, me cy, espec , esponsibili y, jus ice, e c.); he p io i y o a
alue-based a i ude o eal communica ion o e i ual.
The ad an ages o ea ly imme sion o a p eschoole in he digi al space a e:
1. Expanding he child's in e es s, oppo uni ies o addi ional educa ion, de elopmen o pu -
pose ulness, in elligence, awa eness, abili y o s uc u e in o ma ion lows, e c.
2. Sa is ying he child's need o ex e nal imp essions wi h he help o digi al echnologies has
a posi i e e ec , as i con ibu es o he de elopmen o cogni i e abili ies and imagina ion. The e
a e many i ual games ha a he same ime ha e an educa ional and upb inging basis and a e able
o a ouse he child's in e es in his o y, li e a u e, economics, e c.
The isks o imme sion o a p eschool child in he digi al space a e:
1. Remo al o p ohibi ions and es ic ions o mo al, e hical and social plans ( emo al o he
aboo o iolence, mu de , des uc ion; he lack o legal no ms ha ope a e in eali y). Child en a e
subconsciously aliena ed om undamen al hings: he need o ollow he ules, he ine i abili y o
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Educa ional policy and e o ms: he impac o globaliza ion
A emp s o limi educa ion o "con en ional" spaces and amewo ks, called " adi ional"
educa ion, a e o en a e lec ion o anach onis ic, educ ionis pedagogies ha do no co e-
spond o mode n eali ies. The e is a complex ela ionship be ween " adi ional" and "inno a i e"
pedagogies. New didac ic models and he use o echnological esou ces in educa ion con ibu e
o he de elopmen o a new pedagogical pa adigm. The need o explo e how echnology, open
access and he concep o an educa ional ins i u ion wi hou walls a e changing he way we lea n,
as well as he long- e m consequences o hese changes o indi iduals, communi ies and socie y
emains u gen .
The e is a p essing need o jus i y and p epa e o he ansi ion o a new s age in which
educa ional policymake s, decision-make s, educa o s and pa en s will unde s and, accep and
suppo new adap ed app oaches ha la gely include digi al echnologies and he concep o open
educa ion. Rega dless o wha hese app oaches a e called - digi al, mul imedia, dis ance, inno a-
i e o in e ac i e, he essence emains he same - i is a li ing, open o new ideas, ans o ma i e
and, abo e all, e ec i e pedagogy.
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