The use of digital learning tools in the teachers’ professional activities to ensure sustainable development and democratization of education in European countries

Abstract

The article deals with the revealing and analysis of the experience of the teachers’ use of the digital tools in their professional activities in the European countries (Germany, Italy, Netherland, Denmark, Estonia, Croatia, Sweden, Finland, Macedonia, Norway and others). The online recourses ensuring the creation of the sustainable environment for teachers and students including key competencies areas: entrepreneurship, citizenship, civic education and STEM are revealed in the article. The presented recourses allow to creative use of digital technologies, identify teachers’ and students’ needs and finding technological answers, solve technical problems, identifying gaps in digital competence. Using the analysed resources teachers become aware of the need to improve and update their digital competence; ability to support others in developing their digital competence; search for opportunities for self-development and awareness of digital evolution that is proclaimed by the UN ‘2030 Agenda for Sustainable Development’ adopted in 2015. The objective is to present the examples of the use of digital tools by European teachers, which are aimed at building the digital environment, developing the digital competence, and introducing innovations in the learning process. The critical use of presented experience in the comparative perspective can improve domestic teaching practice and teachers’ professional development.

Usefulness of Free Conference Call (FCC) in Digital Learning Platform: A Study

“…21st Century teaching and learning strategies related to the various methods used include the use of appropriate tools with the latest technological developments to help students to understand clearly the content of the subject [25]. But still, people resist change without understanding the need and importance of it, and when a situation arises, all should adapt to change willingly and unwillingly.…”

Didactic model of formation pedagogical universities students’ digital competence

“…Проведений теоретичний аналiз наукових дослiджень i публiкацiй з проблеми професiйної пiдготовки фахiвцiв у вищiй школi свiдчить, що питання побудови цiлiсної концепцiї формування цифрової компетентностi студентiв педагогiчних унiверситетiв предметом окремого дослiдження у вiтчизнянiй педагогiцi не було. Дослiджується, як правило, або професiйна компетентнiсть загалом, або пiдготовка майбутнiх учителiв до професiйної дiяльностi засобами цифрових освiтнiх технологiй, сутнiсть i структура цифрової компетентностi й цифрової культури майбутнiх учителiв (А. М. Гуржiй [3], М. I. Жалдак [19], Н. В. Морзе [7], О. В. Овчарук [8], Ю. С. Рамський [11], О. М. Спiрiн [13], В. В. Ягупов [17] та iн. ).…”

Self-education and self-management to develop entrepreneurship competence in future professionals

“…In the context of this research, noteworth are foreign studies in which the efficiency of entrepreneurship is inextricably linked with the quality of human capital [7][8][9], the main attention is focused on the importance of developing creativity in future entrepreneurs [10], heuristics and activity [7,11], as well personal qualities one needs for selfdevelopment [11][12][13]. Researchers highlight the relevance of developing the cognitive component of entrepreneurship competence [14], psychological, economic and legal readiness for entrepreneurship [15][16][17], digital competence [18][19][20][21][22][23][24][25][26][27][28][29][30], as well as using crowd technologies [18] and boosting motivation towards self-improvement [20]. It is important to note that only Ukrainian researchers focus on the economic and legal aspects of preparing young people for entrepreneurship.…”