Application of information technologies in the educational process under martial law

Authors

DOI:

https://doi.org/10.17162/au.v13i1.1325

Keywords:

Online education, computing, digital literacy, martial law, war, aggression, Ukraine.

Abstract

The purpose of this study was to find out the role of information technologies in education under martial law in Ukraine, using mathematical methods of analysis, statistical data analysis, and semi-structured interviews. It has been established that the educational process carried out by Ukrainian educational institutions under martial law will ensure the continuity of education as the participants in the educational process are sufficiently provided by information technologies, as well as the necessary basic and higher levels of digital literacy. The results of this work are of practical importance for the scholars and educators working to improve emergency distance learning strategies and using information technologies in the educational process. Distance learning in extreme conditions is the only way for the younger generation not to waste the time waiting for favourable conditions for learning. Further research should be directed to the creation of effective estimation methods, connected with information technologies.

Downloads

Download data is not yet available.

References

Bordoloi, R., Das, P., & Das, K. (2021). Perception towards online/blended learning at the time of COVID-19 pandemic: Academic analytics in the Indian context. Asian Association of Open Universities Journal, 16 (1), 41-60. https://doi.org/10.1108/AAOUJ-09-2020-0079

Bourdeau, S., & Shuraida, S. (2022). A Conceptual Definition of Information Technology Project Management: A Campaign-Driven Perspective. In Proceedings of the 55th Hawaii International Conference on System Sciences. https://hdl.handle.net/10125/80204

Czerniewicz, L., Trotter, H., & Haupt, G. (2019). Online teaching in response to student protests and campus shutdowns: Academics’ perspectives. International Journal of Educational Technology in Higher Education, 16 (43), 1-22. https://doi.org/10.1186/s41239-019-0170-1

Dautbasic, A., & Becirovic, S. (2022). Teacher and Student experiences in Online classes during COVID-19 pandemic in Serbia, Bosnia and Herzegovina and Croatia. MAP Social Sciences, 2 (1), 9-17. https://doi.org/10.53880/2744-2454.2022.2.1.9

Delcker, J., & Ifenthaler, D. (2021). Teachers’ perspective on school development at German vocational schools during the COVID-19 pandemic. Technology, Pedagogy and Education, 30 (1), 125-139. https://doi.org/10.1080/1475939X.2020.1857826

Doshmangir, L., Mahbub-Ahari, A., Qolipour, K., Azami-Aghdash, S., Kalankesh, L., Doshmangir, P. & Khodayari-Zarnaq, R. (2020). East Asia's Strategies for Effective Response to COVID-19: Lessons Learned for Iran. Management Strategies in Health System, 4 (4), 370-373.

El-Senousy, H., Alomari, N. A., Mousa, N., & Ghanem, R. A. (2021). The Impact of the Syrian Crisis on the Educational Elements in Neighboring Countries. PalArch's Journal of Archaeology of Egypt/Egyptology, 18 (1), 3257-3279. https://archives.palarch.nl/index.php/jae/article/view/4444

Galanek, J. D., Gierdowski, D. C., & Brooks, D. C. (2018). ECAR study of undergraduate students and information technology. Research report. Louisville, CO: ECAR. https://library.educause.edu/~/media/files/library/2018/10/studentitstudy2018.pdf?la=en

Havari, E., & Peracchi, F. (2019). The intergenerational transmission of education. Evidence from the World War II cohorts in Europe. JRC Working Papers in Economics and Finance, No. 2019/4. https://www.econstor.eu/bitstream/10419/202310/1/jrc-wpef201904.pdf

Ilnytska, K. S., & Mykolaiko, V. V. (2022). Peculiarities of practical training of students of higher education in pedagogical specialties in the conditions of the introduction of martial law. "Training of Future Teachers of Physics, Chemistry, Biology and Natural Sciences in the Context of the Requirements of the New Ukrainian School", Materials of the 4th International Scientific and Practical Conference, p. 95-98. http://dspace.tnpu.edu.ua/bitstream/123456789/25613/1/physics_nature_2022.pdf

Karimian, Z., Farrokhi, M. R., Moghadami, M., Zarifsanaiey, N., Mehrabi, M., Khojasteh, L., & Salehi, N. (2022). Medical education and COVID-19 pandemic: a crisis management model towards an evolutionary pathway. Education and Information Technologies, 27 (3), 3299-3320. https://doi.org/10.1007/s10639-021-10697-8

Khlaif, Z. N., Salha, S., Affouneh, S., Rashed, H., & ElKimishy, L. A. (2021). The COVID-19 epidemic: teachers’ responses to school closure in developing countries. Technology, Pedagogy and Education, 30 (1), 95-109. https://doi.org/10.1080/1475939X.2020.1851752

Levi, K. T. (2019). Incremental transformations: Education for resiliency in post-war Sri Lanka. Education Sciences, 9 (1), 11. https://doi.org/10.3390/educsci9010011

Ministry of Digital Transformation of Ukraine. (2021). Description of the framework of digital competence for citizens of Ukraine. https://thedigital.gov.ua/storage/uploads/files/news_post/2021/3/mintsifra-oprilyudnyue-ramku-tsifrovoi-kompetentnosti-dlya-gromadyan/%D0%9E%D0%A0%20%D0%A6%D0%9A.pdf

Moroz, V. (2021). Features of information security in martial law. Scientific Works of National Aviation University. Series: Law Journal "Air and Space Law", 2 (59), 94-101. https://doi.org/10.18372/2307-9061.59.15600

Oliveira, G., Grenha Teixeira, J., Torres, A., & Morais, C. (2021). An exploratory study on the emergency remote education experience of higher education students and teachers during the COVID‐19 pandemic. British Journal of Educational Technology, 52 (4), 1357-1376. https://doi.org/10.1111/bjet.13112

Operchuk, N., & Kasyanenko, I. (2022). Use of Innovative Technologies During Distance Learning Students. Collection of Scientific Papers «SCIENTIA», (May 27, 2022; Stockholm, Sweden), 115-117. https://previous.scientia.report/index.php/archive/article/view/70

Pizintsali, L. V., Shumylo, O. M., Aleksandrovska, N. I., Rossomakha, O. I., Rabocha, T. V., Pizintsali, V. V., & Rossomakha, O. A. (2022). Experience of Conducting Laboratory Classes in the Discipline “Metrology, Standardization, Quality Systems” in the Conditions of Marital State and the COVID-19 Pandemic Using Distance Education Forms. Scientific notes. Series: Pedagogical sciences, 204, 298-306.

Polukarov, O. I., & Polukarov, Yu. O. (2022). Teaching disciplines in the sphere of life safety in the conditions of martial law. Safety of Life and Human Activities: Theory and Practice. Collection of scientific works of the All-Ukrainian scientific and practical conference dedicated to the World Days of Civil Defense and Labor Protection, 149-153. https://ela.kpi.ua/bitstream/123456789/48045/1/p.149-153.pdf

Reuter, C. (2020). Towards IT Peace Research: Challenges at the Intersection of Peace and Conflict Research and Computer Science. S&F Sicherheit und Frieden, 38 (1), 10-16. https://doi.org/10.5771/0175-274X-2020-1-10

Sarnovska, N. (2022). Blended Learning Technology as One of the Foreign Language Teaching Methods in the Conditions of Education During Wartime. Grail of Science, 12-13, 458-462. http://dx.doi.org/10.36074/grail-of-science.29.04.2022.079

Serhiienko, T., & Samoilova, Y. (2022). Synchronous and Asynchronous Format of Blended Learning as a Way of English Language Training in Professional Military Education Institutions and Higher Education Institutions with Specific Study Conditions. Scientific Collection “InterConf+”, 12 (105), 129-136. https://doi.org/10.51582/interconf.19-20.04.2022.011

Shi, X., Li, X., & Wu, Y. (2021). The Application of computer-aided teaching and mobile Internet terminal in college physical education. Computer-Aided Design, 18 (23), 163-174. https://doi.org/10.14733/cadaps.2021.S4.163-174

Sokol, T., & Melko, L. (2022). Current challenges of higher education in Ukraine. Pedagogy and education management review, 5 (7), 49-53. https://doi.org/10.36690/2733-2039-2022-5-49

Stepaniuk, A. V., Lohvina-Byk, T. A., & Datsyk, T. I. (2022). Features of the Training of Future Science Teachers Under the Conditions of Martial State. "Training of Future Teachers of Physics, Chemistry, Biology and Natural Sciences in the Context of the Requirements of the new Ukrainian School", Materials of the 4th International Scientific and Practical Conference, p. 319-321. http://dspace.tnpu.edu.ua/bitstream/123456789/25613/1/physics_nature_2022.pdf

Swartz, B. C., Gachago, D., & Belford, C. (2018). To care or not to care ‒ Reflections on the ethics of blended learning in times of disruption: The ethics of care & academic development. South African Journal of Higher Education, 32 (6), 49-64. https://doi.org/10.20853/32-6-2659

Traxler, J. (2018). Digital literacy: a Palestinian refugee perspective. Research in Learning Technology, 26, 1-21. https://doi.org/10.25304/rlt.v26.1983

Traxler, J., Khaif, Z., Nevill, A., Affouneh, S., Salha, S., Zuhd, A., & Trayek, F. (2019). Living under occupation: Palestinian teachers’ experiences and their digital responses. Research in Learning Technology, 27, 1-18. https://doi.org/10.25304/rlt.v27.2263

Tverdokhlib, I. (2022). Organizational-pedagogical and software-technical support of distance learning in conditions of martial law. Ukrainian Pedagogical Journal, 2, 116-124. https://doi.org/10.32405/2411-1317-2022-2-116-124

Utsumi, Y. (2022). Armed conflict, education access, and community resilience: Evidence from the Afghanistan NRVA Survey 2005 and 2007. International Journal of Educational Development, 88, 102512. https://doi.org/10.1016/j.ijedudev.2021.102512

Wang, C., Cheng, Z., Yue, X. G., & McAleer, M. (2020). Risk management of COVID-19 by universities in China. Journal of Risk and Financial Management, 13 (2), 36. https://doi.org/10.3390/jrfm13020036

Downloads

Published

2022-12-02

How to Cite

Chykurova, O. ., Boiaryshcheva, T. ., Herych, M. ., Kviatkovska, A. ., & Tymoshchuk, O. . (2022). Application of information technologies in the educational process under martial law. Apuntes Universitarios, 13(1), 224–242. https://doi.org/10.17162/au.v13i1.1325

Issue

Vol. 13 No. 1 (2023): Revista de Investigación Apuntes Universitarios

Section

Artículos

License

Copyright (c) 2022 Olha Chykurova, Tetiana Boiaryshcheva, Myroslava Herych, Anna Kviatkovska, Olha Tymoshchuk

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

  1. The authors retain their copyright but assign to the journal the right of the first publication, with the work registered under the Creative Commons attribution license, which allows third parties to use the published information as long as they mention the authorship of the work and that it was first published in this journal.
  2. Authors may make other independent or additional contractual arrangements for non-exclusive distribution of the version of the article published in this journal (eg, include it in an institutional repository or publish it in a book) as long as it clearly indicates that the work was first published in this journal.
  3. Authors are encouraged and advised to publish their work on the Internet (for example, on institutional or personal pages) before and during the review and publication process, as it can lead to productive exchanges and a greater and faster dissemination of the published work (see The Effect of Open Access).