Digitalization of vocational education under crisis conditions

Abstract

The rapid development of technologies and their application in all branches of the economy calls for digitalization of education as a prerequisite of improving the quality of vocational training. Digital technologies in their turn allow to diversify the mode of training according to the needs arising under various circumstances. In some countries like Australia and Canada, online and blended learning are the only possibly form of training due to learners’ remotedness to schools. But as recent experience shows, introduction of online education was the only way out to sustain it under the conditions of the COVID-19 and now by the wartime and absence of access to educational facilities. In this was, the necessity of digitalization of education is constantly growing together with its increasing range of applicability. Now all production processes and processes of the service sector are under the influence of digital technologies, because modern machines are operated by computers. Modern military equipment is also digitally based and operated. Thus, working in modern industries and services requires a high level of digital literacy, which presents a challenge for the system of vocational education. Under modern conditions, irrespective of their positive or negative origin, vocational schools (VS) should be ready to train specialists for various spheres of industry capable of working with constantly changing digital technologies. This fact puts forwards certain requirements to digital literacy of both students and teachers, who have to cooperate through digital devices and software to attain the set educational goals. All these circumstances require the equal level of digital literacy of both teachers and students to provide educational institutions with the latest material base and digital resources.

The method of using the online course “Creative Thinking through Learning Elementary Maths” in the Mathematics teacher training system

“…We agree with Bilousova et al [5], Bringula et al [6], Lin et al [7], and Mintii [8], who note that in modern conditions of digitalization of society, traditional face-to-face education is being replaced by blended learning [9]. We also agree with Attard et al [10], Fazal et al [11], Kovalchuk et al [12], and Martyniuk et al [13] that the COVID-19 pandemic only accelerated the process of active implementation of blended learning, which was inevitable. Today, education faces the task of finding ways that enable the organization of mixed learning among students both in the classroom and outside the classroom.…”

Blended learning: definition, concept, and relevance

“…3]. Особлива увага до BL розпочалась з початком пандемiї, обумовленої COVID-19 [43], i продовжується донинi [85]. Саме пандемiя стала певним рубежем у трансформацiї розумiння BL.…”

Web-oriented encyclopedic edition as a tool for dissemination of verified knowledge in the field of education

“…There is a single Ukrainian printed encyclopedic edition containing modern scientifically reliable interpretations of the pedagogical and psychological terminology -"Encyclopedia of Education" [15]. However, the martial law in Ukraine and the COVID-19 pandemic [14] actualized the problem of educators, psychologists, scientists, degree holders, methodologists, educators, teachers, students, management personnel of educational institutions, and employees of education and science administration bodies access to traditional sources of knowledge. As a result, there is a need to solve the problem of providing expertly verified reference products to a wide range of users who lost this opportunity because of military operations.…”