Degree of Readiness of Teachers in Ukraine to Use ICT in Their Professional Activities: 2019‒2022

Abstract

The article presents a comparative analysis of Ukrainian teachers' readiness to incorporate ICT into their professional activities. It presents the results of a longitudinal study that began before the Covid-19 pandemic, continued during the pandemic and after it, including a series of teacher surveys. The article explores changes in teachers' attitudes toward digital tools during this period; shows the dynamics of the expansion of tools and assesses changes in teachers' self-assessed ICT competence. Additionally, it identifies the digital resources for the implementation of professional functions, most favoured by Ukrainian teachers. Statistical analysis revealed that, following the implementation of distance learning, 1.4% of teachers reported high-level ICT competence, while 2.1% reported sufficient competence. However, a considerable 14.6% rated their ICT competence as inadequate. This period of distance learning unveiled gaps in teachers' ICT proficiency, prompting a more accurate assessment of their ICT competence. The study demonstrates that, based on the needs of full-time, distance and blended learning, teachers increasingly rely on ICT tools for lesson preparation, interactive content development, and student progress monitoring, facilitated by digital services offering virtual classrooms and electronic journals. Obviously, the demand for ICT tools is greatest in the context of distance learning. However, even during onsite education, Ukrainian teachers widely use digital resources.