Journal of Information Technologies in Education (ITE)
The journal is included in the "List of Scientific Professional Editions of Ukraine" (Order of the Ministry of Education and Science of Ukraine No. 409, March 17, 2020). The scientific edition is assigned the Category "B" in the field of pedagogical sciences (13.00.02-13.00.10), in specialty 011 – Education Sciences. Mission ITE promotes a dissemination and knowledge transfer channel where academics, practitioners, and researchers can discuss, analyze, criticize, synthesize, communicate, and elaborate the developments and related impacts of IT in all aspects of their use in education. Languages ITE publishes articles written in English or Ukrainian. The abstracts are published in all two languages. Scope ITE publishes original high quality articles on scientific, methodological, organizational, and technological aspects of the development, adoption, and application of ICT for the management of higher and secondary educational institutions. The journal also solicits papers elaborating the solutions of the scientific, didactic, organizational and technological challenges aiming at creating, transferring to, and exploiting ICT and relevant software in teaching and learning.
Херсонський державний університет; Інститут інформаційних технологій і засобів навчання
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AN INTEGRATED APPROACH TO ASSESSING AND APPLYING INTERNATIONAL CYBERSECURITY STANDARDS IN THE MARITIME SECTOR
The maritime sector is facing a growing number of cyber threats that challenge the operational safety of vessels and ports. This study analyses cyber incident detection operations and standards, examines current challenges in maritime cybersecurity, and based on this analysis, proposes a new approach to the development of a cyber incident response plan. The implementation of international cybersecurity standards ISO/IEC 27001, NIST CSF, IEC 62443, as well as the guidelines of the International Maritime Organization (IMO) [12, 13, 14, 22], has become mandatory in modern maritime cybersecurity practice. However, a detailed analysis of regulatory documents, scientific publications, and the conducted preliminary study indicates that the effectiveness of these standards is limited due to incomplete coverage of the system life cycle, technical challenges related to the integration of information and operational technologies, insufficient consideration of the interaction between onboard systems of different vessel types, and inadequate attention to the impact of the human factor on ensuring sustainable and secure maritime operations. Therefore, the development of a methodological approach to creating an adaptive cyber incident response plan for different vessel types, considering international standards and the specifics of shipboard operational technologies, remains a relevant and urgent task. The aim of this study is to substantiate and develop an integrated approach to assessment and recommendations for the application of international cybersecurity standards under real vessel operating conditions. The proposed approach combines multicriteria analysis of standards, technological, organizational, and human factors, and considers modern cyber threats specific to the maritime industry. To reduce the impact of the human factor and to validate the proposed model, the next step involves implementing the project within the educational system of the relevant specialization and its practical application during cadets’ sea training. Further application is envisaged for operational training of ship crew members onboard vessels. The practical significance of the study lies in the possibility of using the obtained results by shipping companies, port authorities, and for personnel training in accordance with international standard requirements. According to a report by Thetius, CyberOwl, and HFW, in 2024 alone, one in five shipping companies experienced some form of cyberattack [35]. Survey results indicate that 93% of crew members admitted they do not feel capable of solving cybersecurity-related tasks, while 70% believe that proper training and timely exercises would significantly improve their preparedness. These findings are supported by recent CyberOwl studies, which show that out of more than 12,000 cyber incidents recorded on vessels in 2024, 60% involved malware infections. Alarmingly, 77% of these incidents were caused through USB storage devices and other removable media, such as personnel laptops. Timely awareness, specialized training, certification, and the signing of responsibility agreements by personnel represent an effective path toward significantly reducing cyber risks in the maritime sector. The development of cybersecurity standards and strict compliance with their requirements remains one of the key measures for enhancing maritime cybersecurity.
Copyright (c) 2026 https://creativecommons.org/licenses/by-nc-sa/4.0
ARCHITECTURE OF THE SYSTEM FOR GENERATING ENTRY AGREEMENTS AND EMPIRICAL RESEARCH ON ITS EFFECTIVENESS IN THE UNIVERSITY ECOSYSTEM (BASED ON THE EXAMPLE OF KSU24)
The article highlights the issue of modernising administrative processes in higher education institutions amid the intensive digitalisation of the Ukrainian educational space. The authors view the digitalisation of education not only as a technical re-equipment, but as a fundamental change in management paradigms, requiring a transition from fragmented tools to integrated ecosystems. The paper presents the conceptual and applied foundations of software design for supporting the admission campaign using the example of the KSU24 digital ecosystem operating at Kherson State University. The main focus of the research is on the development and justification of a modular system architecture that provides a complete life cycle of applicant data processing — from initial synchronisation with state registers to the archiving of legally significant documents. The authors describe in detail the architecture of the system, built on an event-driven model, where the transition between states (synchronisation, registration, signing of the offer, formation of the contract) occurs automatically based on logical triggers. A key element of the proposed solution is the generation of contracts, which is implemented through a specialised module called ‘Student/Postgraduate Applications’. The article reveals the mechanisms of integrating the university platform with the Unified State Electronic Database on Education (USEDE), which allows for the normalisation and verification of applicants' personal data without the need for manual data entry. Particular attention is paid to ensuring the legal validity of procedures: the system provides for the use of qualified electronic signatures (QES) at the stages of confirmation of intentions and conclusion of agreements. The study covers the analysis of the component structure of the system, which includes synchronisation and authentication modules, an offer subsystem, and electronic document management. It describes the algorithms for interaction between the main actors in the process (applicant, technical secretary, administrator) within a single information environment. According to the authors' hypothesis, the automation of admission campaign management should ensure the transparency of procedures, minimise the influence of the human factor and standardise documentary processes. The article also describes the methodology of empirical research on the functioning of the pilot version of the module, including analysis of user experience (UX/UI) and assessment of system stability during peak loads. The university's digital services are considered in the context of their compliance with the principles of a ‘smart university’ and a ‘single digital window.’ The work provides a theoretical basis for further scaling of similar architectural solutions in higher education institutions, emphasising the importance of creating an integrated digital dossier for students.
DEVELOPING FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF FUTURE MILITARY OFFICERS THROUGH THE BIGBLUEBUTTON PLATFORM
This article examines the effectiveness of the BigBlueButton (BBB) platform insupporting distance learning of English for Specific Purposes (ESP) and fostering foreign language communicative competence among future military officers. The research was conducted at the Hetman Petro Sahaidachnyi National Army Academy and involved 140 cadets specialising in automobile transport. Participants were divided into an experimental group (n = 70), which received online instruction via BBB, and a control group (n = 70), which studied through traditional face-to-face classroom instruction. Both groups followed the same ESP curriculum, were taught by the same instructors, and used identical learning materials and assessment criteria; the only difference was the mode of delivery. To measure communicative competence, cadets completed structured oral interviews at the beginning and end of the semester. Performance was evaluated using a validated rubric assessing four dimensions: fluency, pronunciation, vocabulary, and grammar. Statistical analyses included paired-sample and independent-sample t-tests, as well as calculation of effect sizes. The findings demonstrated statistically significant improvement in both groups. The control group showed a mean gain of 0.09 (medium effect size), while the experimental group achieved a gain of 0.06 (small-to-medium effect). Although the offline group demonstrated slightly higher progress, the difference between groups was marginal. In addition to quantitative analysis, the study incorporated survey data exploring cadets’ perceptions of BBB. The majority of respondents reported positive experiences, emphasising the platform’s interactivity, accessibility, breakout rooms, collaborative tools, and motivational potential. At the same time, some participants noted occasional technical challenges related to internet connectivity. The results suggest that while online instruction via BBB does not entirely replicate the pedagogical advantages of face-to-face interaction – particularly immediate non-verbal feedback — it remains an effective and sustainable alternative under conditions that restrict traditional learning formats, such as pandemics or martial law. The study contributes to the growing body of research on ICT integration in specialised language education and provides practical recommendations for implementing BBB in military ESP curricula. Limitations related to sample scope, duration, and assessment focus are acknowledged, and directions for further comparative and longitudinal research are proposed.)
CORPUS TOOLS IN LANGUAGE EDUCATION: TRENDS, PRACTICES, AND PEDAGOGICAL INSIGHTS
The article is devoted to the study of the corpus approach effectiveness in the process of teaching foreign languages and translation. The aim of the article is to investigate the functionality of the corpus approach in translation-oriented teaching of foreign languages by assessing its impact on students’ vocabulary acquisition, written competence, and students’ engagement; to identify key conditions for the productive inclusion of the corpus approach in modern practices of teaching foreign languages and translation. The authors emphasize the need to analyze the potential of corpus tools to ensure linguistic authenticity, improve learning through the use of corpus data, personalize and contextualize learning, and promote the development of student autonomy. The authors demonstrate the effectiveness of the corpus approach in teaching foreign languages and translation, especially in vocabulary acquisition, which is very important for future translators, and suggest practical examples of working with COCA to study word combinations and word formation. The students’ feedback reveals their enthusiasm and positive attitude towards the use of corpora in training. The application of RhymeZone for the development of creative skills and NetSpeak for the study of lexical-grammatical models is also considered. The authors analyze the advantages of the corpus approach, including scientific validity, objectivity, development of autonomy, increased motivation, differentiated and personalized learning, as well as preparation for real speech interaction. The article highlights certain limitations of corpus-based language pedagogy, which include technological barriers, methodological complexity and certain challenges for teachers, ethical and legal concerns, as well as issues related to data interpretation. Prospects for further research lie in a thorough study of the potential of the corpus approach in teaching translation and linguistics students the genre specificity of the analyzed texts, their lexical and grammatical features, and methods of accurate translation from the original language to the target language.
ARTIFICIAL INTELLIGENCE AS A LEARNING ASSISTANT: CONTRADICTIONS IN ASSESSING LEARNING OUTCOMES OF PEDAGOGICAL EDUCATION STUDENTS
The article analyzes the peculiarities of using artificial intelligence (AI) in the educational process of higher education institutions, focusing on the training of students of a pedagogical faculty. The relevance of the study is determined by the active integration of AI-based services into students’ learning activities and the growing complexity of ensuring objective assessment of learning outcomes under these conditions. The purpose of the study is to identify the proportion of students who use artificial intelligence while completing practical and independent assignments (including hidden use) and to analyze their attitudes toward the ethical aspects and potential consequences of such use. The research methodology combines theoretical analysis of scientific sources, analysis of institutional policies regulating the use of artificial intelligence, pedagogical observation, and a survey of students. The empirical basis of the study includes the analysis of practical, independent, and integrated assignments within educational components of the A2 “Preschool Education” program, as well as the results of a survey involving students of different levels of higher education. The findings reveal a contradiction between the declared potential of artificial intelligence as a learning assistant and the actual practices of its use by students as a tool for simplifying task completion and substituting their own analytical activity. It is established that in cases where the use of AI is permitted, assessment often shifts from evaluating students’ knowledge and competencies to assessing the quality of their prompts and interactions with AI tools. At the same time, in assignments where AI use is not allowed, instances of hidden application of AI services are identified. The study substantiates the need to reconsider approaches to task design and assessment criteria, as well as to develop students’ skills of responsible, conscious, and ethically grounded use of artificial intelligence in the educational process.
METHODOLOGICAL FOUNDATIONS AND PRINCIPLES OF INTEGRATING LOW-CODE/NO-CODE TECHNOLOGIES INTO THE PROFESSIONAL TRAINING OF FUTURE TEACHERS
The article substantiates a pedagogically grounded and methodologically guided framework for integrating low-code/no-code technologies into the professional training of future teachers. The relevance of the study is determined by the need to move from episodic and tool centered use of digital services in education to the systematic design of reproducible educational artifacts and processes with verifiable pedagogical effects, didactic validity, and transparent assessment criteria. In contemporary educational practice, low-code/no-code technologies are often applied as instruments for simplifying digital activities; however, in the absence of a controlled methodological framework, their use remains fragmented and does not ensure sustainable learning outcomes in teacher education. The purpose of the article is to substantiate a pedagogically appropriate framework for integrating low-code/no-code technologies into the professional training of future teachers by clarifying their educational functions, defining integration principles, typologizing implementation barriers, and identifying a minimal set of organizational and pedagogical conditions for controlled implementation. The methodological foundation of the study is based on the competency-based and activity-based approaches. The research employs theoretical analysis, synthesis, generalization, and modeling. The literature synthesis was conducted through thematic categorization of recent studies on low-code/no-code technologies, citizen development, and digital pedagogy, followed by the alignment of identified components into an integrated methodological framework. As a result, low-code/no-code technologies are conceptualized as technologies of pedagogical design that enable future teachers not only to use digital tools, but also to construct pedagogically justified processes and artifacts, including data collection and processing, feedback organization, formative assessment, and learning interaction management, aligned with instructional goals and quality criteria. The methodological core of integration is defined through two axes: pedagogical relevance and goal alignment, and activity-based organization of training through project-oriented construction of educational artifacts. A typology of implementation barriers is proposed, including competency-didactic, readiness-related, assessment-related, ethical, regulatory-organizational, and infrastructural barriers, and their connection to specific organizational and pedagogical solutions is demonstrated. The scientific novelty of the article lies in aligning integration principles, typical barriers, and minimal organizational and pedagogical conditions into a unified logic of methodologically guided implementation of low-code/no-code technologies in teacher education. The practical significance of the study consists in the applicability of the proposed framework for designing educational modules, organizing project-based learning, and developing assessment criteria for evaluating the quality of pedagogical digital artifacts. The article has a theoretical and analytical character and provides a foundation for further empirical validation of the proposed principles and conditions in higher pedagogical education institutions.
DIGITAL UNIVERSITY SCIENTOMETRICS: A TRIADIC MODEL OF CHANGE (METRICS – TIME – ALGORITHMS)
The article examines the transformation of university scientometrics in the context of digital transformation and the shift towards responsible research assessment. The authors propose a conceptual framework describing the evolution of research-management tools along three interrelated dimensions: the index dimension (metrics), the temporal dimension (management cycle) and the algorithmic dimension (data-processing complexity); within the framework, the state of the system is classified by the triad Heritage — Presence — Horizon. Drawing on international responsible-assessment frameworks (DORA, Leiden Manifesto, CoARA), the trend towards open scholarly infrastructure (OpenAlex) and the opportunities and risks of artificial intelligence, the authors argue that a modern university IT system should combine transparent and reproducible computation of indicators, dynamic monitoring and the regulated use of intelligent algorithms. The study is conceptual-analytical in nature and uses a case-study approach: the institutional system publication.kspu.edu is examined in the Heritage and Presence states rather than a source of quantitative results. A development perspective is outlined toward near-real-time monitoring with cloud resources and controlled ML/NLP tools under a human-in-the-loop principle.
THE USE OF GENERATIVE ARTIFICIAL INTELLIGENCE BY STUDENTS AND ITS IMPACT ON THE EDUCATIONAL PROCESS AND POSSIBLE RISKS
The article is devoted to the study of the peculiarities of the use of generative artificial intelligence by students, the analysis of its impact on the educational process, and the identification of potential pedagogical risks associated with the use of modern AI tools in educational activities. The relevance of the study is due to the rapid spread of generative artificial intelligence models, which are increasingly being integrated into the educational environment and transforming traditional approaches to learning. The paper analyses contemporary scientific research on the use of artificial intelligence in education, particularly in the context of personalized learning, the development of digital competence, and the regulatory framework for the application of intelligent technologies. The empirical basis of the study is a survey of students aimed at identifying the frequency of use of generative artificial intelligence, priority software implementations, areas of its application in educational activities, and the level of trust in the results generated by AI. The results of the study showed a high level of prevalence of generative artificial intelligence among students and an increase in the intensity of its use. The most common applications are universal generative assistants for explaining educational material, preparing texts, presentations and multimedia content, as well as the use of AI tools in the process of teaching programming. At the same time, a number of pedagogical risks have been identified, including a decrease in the level of independence in performing educational tasks, the formalization of educational activities, the complication of compliance with the principles of academic integrity, and the uncritical use of the results of intellectual systems. The conclusion was made that a purely prohibitive approach to the use of generative artificial intelligence in the educational process is inappropriate, and the need for a pedagogically controlled model of its integration, aimed at developing digital competence and the responsible use of AI by students, was justified.
ARTIFICIAL INTELLIGENCE AS A PARTNER IN PRESCHOOL EDUCATION: CONCEPTUAL REQUIREMENTS AND RISKS
The article is devoted to the fundamental transformation of preschool education in the era of accelerated technological development, when artificial intelligence has become an everyday tool for educators. The relevance of the study is determined by the need to overcome discrepancies between the dynamic digital learning environment for preschool children and outdated teaching methods, as well as the need for digitalization to ensure the resilience and modernization of Ukrainian education during wartime and post-war periods. The aim of the article is to identify and justify the conceptual requirements for the implementation of AI technologies to optimize the work of preschool educators, particularly in the context of methodological support and the development of didactic materials. A broad analysis of domestic and English-language research was conducted, examining regulatory, psychological-pedagogical, methodological, and ethical aspects of educators’ interaction with intelligent technologies. The study focuses on a partnership-based approach. AI is considered a powerful assistant that takes on highly analytical functions (monitoring, analytics, planning, creating adaptive content), allowing educators to focus on deep, personalized interaction (humanization of the educational process, mentoring). AI ensures maximum individualization of educational trajectories, enhances inclusivity (personalized stories, virtual assistants), optimizes communication with parents, and increases child safety. Successful implementation requires the development of local preschool policies regulating the use of generative models, with emphasis on academic integrity, algorithmic transparency, and ethical standards. A decisive factor in success is the digital competence of the preschool educator themselves. Specific risks for preschool-aged children are identified: a deficit of live social interaction, the risk of passive learning, limitations on creativity and free play, ethical risks (privacy, algorithmic bias), as well as dependence on technology and health-related threats. Integration of AI provides educators with powerful tools for creating an effective and inclusive educational environment. However, AI use in preschool institutions must be clearly regulated and focused on support rather than replacement of educators, with mandatory preservation of children’s natural needs for movement, live play, and social interaction.
PARTNER INTERACTION BETWEEN TEACHER AND ARTIFICIAL INTELLIGENCE IN THE CONTEXT OF RELOCATION AND DISTANCE LEARNING
The presented academic paper is comprehensively devoted to the theoretical substantiation and practical implementation of the concept of partner interaction between the teacher and artificial intelligence (AI) under the specific and challenging conditions of relocation and distance learning caused by the ongoing systemic crises in the Ukrainian higher educationsector. The research explicitly addresses and analyzes the key contradiction arising between the transformative potential of AI as a powerful tool for supporting educational resilience and the simultaneous risks associated with its uncontrolled use, particularly in the context of declining academic integrity, the potential erosion of critical thinking skills, and the diminution of pedagogical autonomy. The authors substantiate the urgent necessity of rethinking the functional role of AI – shifting the paradigm from viewing it merely as an auxiliary technical tool to recognizing it as a full-fledged epistemic partner – within the framework of a humanistically oriented educational process. Significant attention in the course of the research is focused on the normative and strategic context of the digital transformation of Kherson State University, a higher education institution that is currently functioning under the complex conditions of relocation, the partial occupation of the region, and the fully distance-based organization of the educational process. The study provides a detailed analysis of the university's internal policies regarding the use of AI, as well as the specific provisions of the Digitalization Strategy (2023–2027), which collectively create the necessary institutional basis for forming an ethical, safe, and pedagogically appropriate «teacher-AI» partnership. Furthermore, the article presents the results of an empirical study that covers professional characteristics, the current level of digital competence, and the frequency of AI use by the academic staff of KSU. A positive correlation between the level of digital preparation of educators and the depth of AI integration into their educational activities has been established. However, the study also revealed the dominance of pragmatic motives for AI application (such as time optimization and the automation of routine tasks), which is often accompanied by a lack of deep ethical reflection and potential risks of thinking routinization. Based on the systematization of existing practices of AI use in higher education, four distinct modalities of partnership are outlined: administrative, tutorial, evaluative, and epistemic, along with the associated pedagogical opportunities and threats. The authors conclude on the necessity of implementing a «Pedagogy First» strategy, which involves targeted institutional investments in teacher professional development, the fostering of critical AI literacy, the updating of learning task designs, and the formation of a resilient ethical culture of interaction with generative models.
PROMPT LITERACY AS A KEY CONDITION FOR EFFECTIVE THREE SUBJECT INTERACTION IN DIGITAL EDUCATION
The article is devoted to the study of the phenomenon of prompt literacy as an important factor in the development of three-subject didactics in higher education in the context of digital transformation. Artificial intelligence is considered not only as a tool for automating the educational process but also as an active partner in the interaction between the teacher, the student, and the digital educational environment. The paper analyzes the key components of prompt literacy, in particular, the ability to formulate semantically precise and structured queries for generative AI models, critical evaluation of the results obtained, and the integration of AI recommendations into pedagogical practice. The article substantiates the criteria and indicators of prompt literacy effectiveness in the educational process, which allows for a systematic assessment of the level of corresponding competencies in higher education students. It is proposed to consider cognitive, motivational, activity-based, and personal aspects of interaction with artificial intelligence as interconnected components of a holistic prompt literacy model. The results of the study were approved within the School of Professional Development of Kherson State University during the lecture-workshop "AI for Optimizing the Teacher's Daily Work: From Lesson Planning to Assessment and Feedback," which confirmed the practical significance of the proposed formula for an effective prompt and examples of its application in educational activities. The testing proved that the use of structured prompts improves the quality of pedagogical interaction, contributes to the optimization of the teacher's professional activity, and develops the independence and critical thinking of students. The article also outlines potential risks and challenges of integrating artificial intelligence into higher education, including ethical aspects, data security, and issues of educational process autonomy. Practical recommendations are aimed at developing curricula and methodological strategies that ensure the effective use of artificial intelligence as an educational partner and contribute to the formation of sustainable digital competencies in higher education students.
HYBRID COGNITIVE SYSTEM IN THE INTERACTION OF HUMAN, ARTIFICIAL INTELLIGENCE AND ENVIRONMENT
The study provides a theoretical and methodological analysis of the prerequisites and mechanisms for the formation of a hybrid cognitive system resulting from the interaction of three interrelated agents: humans, artificial intelligence, and the socio-technical environment. It is substantiated that the spread of generative artificial intelligence transforms its functional status from an instrumental means to an autonomous cognitive agent capable of influencing the structure, dynamics, and logic of cognitive processes. This transformation necessitates a revision of traditional approaches to understanding the nature of cognition and the mechanisms of organizing educational activities and actualizes the conceptualization of hybrid consciousness as an emergent phenomenon formed in conditions of biosociotechnical interaction. The theoretical basis of the study is the provisions of distributed learning theory and the biosociotechnical model, which interpret thinking as a dynamic, networked, and ecologically embedded system. In this context, modern digital technologies, in particular generative AI, are considered as cognitive extenders capable of expanding the boundaries of individual cognition by supporting analytical, simulative, and prognostic processes. Within the framework of tri-subject didactics, artificial intelligence is defined as a full-fledged subject of educational interaction that participates in the formation of individualized learning trajectories, adaptive content selection, and cognitive support for the learner. A special place in the structure of the hybrid cognitive system is given to the concept of digital twins, which are interpreted as dynamic models capable of reproducing and predicting the state and behavior of key educational agents. Three types of digital twins are distinguished—the student, the teacher, and the university infrastructure environment—which function as part of a single cognitive circuit. Their interaction ensures the cyclical nature of information and analytical processes, which include sensory data collection, cognitive-analytical processing, adaptive formation of pedagogical decisions, and reflective updating of cognitive models. The algorithmic structure of the cognitive cycle of a hybrid system is outlined, which includes sensory, analytical, integrative, and reflective modules that function as coordinated elements of a single socio-technical ecosystem. It is shown that in such a system, cognitive processes acquire a distributed, polycentric, and networked character, in which human intentionality, algorithmic information processing, and socio-technical contexts emerge as complementary determinants of the thinking process and learning activity.
COMPARISON OF METHODS FOR SELECTING IMMERSIVE TECHNOLOGY TOOLS AND SERVICES TO SUPPORT BLENDED LEARNING IN GENERAL SECONDARY EDUCATION INSTITUTIONS
Abstract. This article is dedicated to the pressing issue of selecting immersive technology tools and services to support blended learning in general secondary education institutions. It analyzes existing approaches to choosing such tools, considering the rapid development of technology and the growing number of available options. The introduction highlights that, despite the numerous benefits of immersive technologies (improving learning quality and material comprehension), teachers and students face the challenge of selecting appropriate services that meet their specific tasks, needs, technical readiness, and financial capabilities. The article formulates the problem of developing methods for finding optimal services. It notes that the choice becomes more complex in the context of blended learning, where it's necessary to manage a variety of resources and accommodate individual student needs. An analysis of recent research confirms the importance of immersive technologies for modern educational innovation, particularly for inclusive education and the development of critical thinking. The paper compares four main methods for selecting services: 1. Search-based: Choosing the optimal service from an existing list based on given criteria. 2. Constructive: Formulating a description of an ideal service and then searching for one that matches the criteria. 3. Direct AI Queries: Receiving recommendations from artificial intelligence through direct queries. 4. Structured AI Queries: A sequential series of AI queries to create a specialized search table, allowing for a systematic search. The authors detail each of these approaches, identifying common problems users face: the lack of a single list of services, the difficulty in choosing evaluation criteria, considering the needs of different users, and predicting the learning effect. As a solution, the article proposes using the structured AI queries method to create and populate a custom search database (using a Google Sheet as an example). This method allows for flexible adjustment of search criteria and the accumulation of results, making it universal and scalable for collaborative use. A key strength of the proposed approach is the ability to systematize the search and flexibly add new information, which significantly narrows the range of services that need to be analyzed manually. A list of effective prompts and a functional service search table are provided. In the conclusions, the authors summarize that while the proposed method does not provide answers to all problematic questions, it offers an effective mechanism for solving them. Future research will focus on testing this method and organizing its collaborative use.
Copyright (c) 2025 Ю. М. Богачков, П. С. Ухань https://creativecommons.org/licenses/by-nc-sa/4.0
REVIEW OF EXPERIENCE IN THE USE OF AI FOR THE DEVELOPMENT OF DIGITAL COMPETENCE OF SCIENTIFIC AND PEDAGOGICAL STAFF
Abstract. The study is devoted to the analysis of foreign publications on the use of generative artificial intelligence (AI) for the development of digital competence of scientific and scientific-pedagogical workers in the field of educational sciences. The authors systematized and processed scientific publications from the Scopus and Web of Science databases covering the basic concepts of the study. Analysis of the metadata obtained showed a rapid increase in the number of studies since 2021, which continues to this day. The countries (China, the US, and EU countries) with the highest number of studies were identified, as well as the publications that publish articles on this topic most intensively. Studies from Ukraine are highlighted separately. Based on graph theory concepts (betweenness centrality, closeness centrality, density), research directions in this field were identified. These include: conceptual approaches to the use of AI in the context of digital transformation; digital literacy in the use of generative AI; training and professional development of teachers; methodological and ethical issues in the application of AI technologies. The results of thematic and cluster analysis show that researchers are mostly focused on higher education, generative AI models, the ChatGPT chatbot, other AI services, and the need to develop methods for building digital competence among educators and researchers, taking into account ethical aspects and principles of academic integrity. The analysis of Ukrainian experience in applying AI for competence development was performed based on metadata exported from the OUCI service. Its results demonstrated a rapid growth in scientists’ interest in this issue, but also revealed the limited nature of research on the target category of scientific and pedagogical staff. The conclusions emphasize the relevance of developing the digital competence of scientific and pedagogical workers, but point to a lack of research on the systematic use of AI for this purpose, especially experimental research. The authors emphasize the need to develop a comprehensive methodology for using AI to develop the digital competence of scientific and scientific-pedagogical workers in the field of educational sciences.
Copyright (c) 2025 В. П. Олексюк, О. М. Спірін, С. М. Іванова, І. С. Мінтій, Т. А. Вакалюк, А. В. Кільченко https://creativecommons.org/licenses/by-nc-sa/4.0
DEVELOPMENT OF PROFESSIONAL COMPETENCIES OF FUTURE INFORMATICS TEACHERS IN THE PROCESS OF IMPLEMENTING STEM APPROACHES
The article examines the features of implementing STEM approaches in the process of preparing future computer science teachers, justifying their importance for meeting the demands of the modern labor market. The rapid development of technology dictates the need not only for solid theoretical knowledge but also for practical skills, flexibility, and innovative thinking. STEM approaches contribute to the development of key competencies such as critical thinking, creativity, and teamwork, which are essential for effective professional activities. The implementation of STEM education is a global trend that requires computer science teachers to adopt a multidisciplinary approach. This includes the use of modern technologies such as programming, robotics, and virtual reality. An analysis of recent research indicates an active interest in STEM in the context of forming professional competencies for computer science teachers, particularly in Ukraine, where the STEM Education Development Concept is being implemented through 2027. This concept aims to develop competencies relevant to the labor market, including algorithmic thinking, creativity, communication skills, and innovation. There is a need for further research into the impact of STEM approaches on the preparation of future computer science teachers. In particular, project-based learning and collaborative learning within the STEM framework ensure the development of both theoretical and practical skills, oriented toward the real needs of professional activity. STEM approaches also promote the integration of interdisciplinary knowledge, making them an integral part of modern education.
Copyright (c) 2025 Г. В. Ткачук, І. С. Войтович https://creativecommons.org/licenses/by-nc-sa/4.0
USE OF ARTIFICIAL INTELLIGENCE TO CREATE PERSONALISED LEARNING PATHS FOR RADIATION LITERACY
The article highlights the results of the study and substantiation of the possibilities of using artificial intelligence (AI) to create personalised learning trajectories for the formation of radiation literacy for different groups of the population. Attention is focused on the growing role of radiation literacy in the modern world, which is determined by the use of radiation technologies. The necessity of transition from traditional methods of forming the ability to think critically, analyse information and make informed decisions on radiation safety in different segments of the population is emphasised. The article presents the results of the analysis and synthesis of scientific works on the use of AI in the educational process, in particular, for the personalisation of the educational process. The key trends in the development of digital educational environments and the possibilities of using AI to adapt educational material to the individual needs and level of training of students are identified. The article presents the experimental and empirical stage of the study, which aimed to investigate the effectiveness of different concepts of using AI to create personalised learning paths for the formation of radiation literacy. The following population groups were involved as participants: specialists working with radiation-hazardous equipment (X-ray equipment), future science teachers, and people living near nuclear power plants. The effectiveness of different AI approaches was analysed and compared by the criteria of compliance with the control materials and the quality of wording and comprehensibility of the generated educational information for the participants of the experiment. It is proved that modern AI tools are effective tools for improving radiation education and have significant potential for personalised radiation literacy. It is established that AI is able to adapt to the educational needs of different population groups by providing objective and scientifically based information. It is noted that different approaches to the use of AI, such as the ‘assistant’ model, adaptation of educational content and personalised recommendations, differ in their effectiveness. The results of the empirical data processing show that the approach of ‘personalised recommendations’ has demonstrated the highest efficiency.
Copyright (c) 2025 О. С. Тимощук https://creativecommons.org/licenses/by-nc-sa/4.0
AUDIOVISUAL REPRESENTATION OF SCIENTIFIC INFORMATION ON WIKIMEDIA PLATFORMS
Relevance of the study lies in the rapid digitalization of the educational and scientific space, which requires new approaches to communicating scientific knowledge. Traditional text formats are losing effectiveness in conveying information to a broad audience, especially in an environment dominated by visual content. In this context, Wikimedia platforms—including Wikipedia, Wikimedia Commons, and Wikiversity—are viewed as essential components of the digital science infrastructure that bridge academic and public domains. Presenting scientific concepts through images, animation, video, and other interactive formats enhances comprehension of complex ideas and improves the quality of scientific and educational communication. This approach is particularly relevant in the era of globalized knowledge, when research outcomes must be accessible not only to experts but also to the general public. The aim of this article is to justify modern approaches to the audiovisual representation of scientific information on Wikimedia platforms. The study classifies existing types of science-oriented audiovisual content across Wikipedia, Wikimedia Commons, Wikiversity, and related platforms. It also defines the core principles of audiovisual representation of scientific knowledge online—clarity, accuracy, reliability, open dissemination of science, broad audience engagement, adherence to free licensing requirements, and respect for copyright. The article provides examples of effective use of audiovisual media to illustrate complex scientific concepts in various disciplines, helping audiences grasp abstract ideas, understand intricate processes, and sustain interest in scientific topics. To ensure the quality of audiovisual scientific content on Wikimedia platforms, the authors propose the following recommendations: engaging researchers, educators, and Wikimedia editors in creating and distributing freely licensed audiovisual materials that visualize research findings and explain complex concepts; ensuring scientific validity and accuracy of created content; and improving accessibility—for example, by adding subtitles to videos or alternative text descriptions to images.
Copyright (c) 2025 О. П. Радкевич https://creativecommons.org/licenses/by-nc-sa/4.0
INDICATORS OF RESEARCHERS’ DIGITAL COMPETENCE IN THE CONTEXT OF WEB-BASED ENCYCLOPEDIC RESOURCE USE
The study addresses the issue of identifying indicators of digital competence (DC) among researchers in the context of using web-based encyclopedic resources (WBER) as elements of digital academic infrastructure. The focus is placed on the role of WBER as a platform of open science, which introduces new requirements for researchers' digital preparedness, particularly about working with ontologically structured data, metadata, semantic web services, and editorial standards of digital environments. The author's contribution to the problem lies in refining the list of relevant DC indicators for researchers through adapting the DigComp 2.2 framework to the needs of the academic environment. These indicators are classified according to the traditional three-component model: knowledge (of WBER structures and functions, principles of the semantic web, and digital publishing standards), skills (content analysis, source verification, editing, integration of WBER into research activities, and collaborative data work), and attitudes (participation in content development, adherence to systemic coherence, and academic citation practices). The key methodological approach is the principle of internal consistency, applied to assess the alignment of three models of structuring digital competence with the goals and objectives of the study, namely, the functional-operational, the contextual-integrative, and the structural-competency-based approaches. The latter is the most relevant, as it enables the construction of a system of measurable indicators that can be replicated, adapted to evaluation methodologies, and, if necessary, integrated into training and professional development systems. The practical foundation of the study is based on the experience of the "Ukrainian Electronic Encyclopedia of Education" platform, particularly the analysis of user activities (authors, editors, and moderators) related to content creation, editing, updating, and categorization
Copyright (c) 2025 О. П. Пінчук https://creativecommons.org/licenses/by-nc-sa/4.0
METHODOLOGY FOR THE DEVELOPMENT OF DIGITAL COMPETENCE OF RESEARCH AND PEDAGOGICAL STAFF USING THE INTERNATIONAL UKRAINIAN NATIONAL H-INDEX RANKING
The article is devoted to the substantiation and development of a methodology for the development of digital competence of scientific and scientific-pedagogical staff using the international non-profit rating Ukrainian National H-index Ranking (Ukrainian NHR). The functionality, main indicators, key aspects, shortcomings and uniqueness of the Ukrainian NHR ranking are analyzed. The representation of a domestic scientific institution in the Ukrainian NHR ranking on the example of the Institute for Digitalisation of Education of NAES of Ukraine is considered In order to implement the development of digital competence of scientific and scientific-pedagogical staff using the international Ukrainian NHR ranking, a special course «Development of digital competence of scientific and scientific-pedagogical staff using the international Ukrainian National H-index Ranking» has been developed, which consists of two modules: 1. Theoretical foundations of digital competence and methods of its development and 2. Using the international rating Ukrainian NHR. The methodology for developing the digital competence of research and pedagogical staff is based on the rating and includes: the purpose of training, target audience, main tasks, forms, methods, learning tools, and the expected result. After completing the course, students will be able not only to improve their digital competence but also to contribute to the development of the scientific sphere in Ukraine using the tools and techniques they have mastered during their studies. The developed methodology demonstrates that the integration of the Ukrainian NHR system into the educational process is a promising way to improve the efficiency of education and science. It allows not only to develop skills but also to stimulate scientific productivity, and helps to increase the digital competence of researchers, preparing them for new challenges in modern science.
Copyright (c) 2025 Т. Л. Новицька https://creativecommons.org/licenses/by-nc-sa/4.0
THE POTENTIAL OF CLOUD SERVICES FOR BUILDING INFORMATION SECURITY COMPETENCES IN PRE-SERVICE TEACHER EDUCATION
The article examines modern information technologies in the context of information security, reveals the potential of cloud technologies as a key element of digitalisation of modern education and the possibilities of their use in the professional training of future teachers. In the context of the constant development and transformation of the educational space and the information society, cloud technologies are an effective tool that helps to form digital, information and communication, and information security competencies. The article analyses the main advantages of using cloud technologies, among which the personalisation of the educational process, expansion of opportunities for distance and blended education, instant exchange of educational materials, and creation of an interactive educational environment are particularly noteworthy. The article pays special attention to the issue of information security of future teachers, noting that a modern teacher should be aware of the methods of identifying information threats, have the skills to use digital resources safely and create an information-secure learning environment. The necessity of integrating information security competencies into the educational standards for teacher training is substantiated. The article contains an analysis of a number of current challenges related to the introduction of cloud services into educational practice, including technical barriers, lack of common standards, insufficient digital literacy of teachers, and regulatory issues. Overcoming these obstacles is a prerequisite for the effective implementation of cloud technologies in pedagogical activities. The conclusions emphasise the importance of using cloud technologies to upgrade the infrastructure of educational institutions, to form digital culture, critical thinking, media literacy, and digital responsibility of future teachers, which ensures their competitiveness in the dynamic information space.
Copyright (c) 2025 В. О. Ігнатенко https://creativecommons.org/licenses/by-nc-sa/4.0