EXPLORING DIGITAL TOOLS: TEACHERS’ AND LEARNERS’ EXPERIENCE
DOI:
https://doi.org/10.35433/pedagogy.1(120).2025.17Keywords:
digital tools, artificial intelligence (AI), language learning, educational process, digitalization, learning outcomes, distance learningAbstract
The rapid development of technology has reevaluated traditional teaching methods in education. The COVID-19 pandemic, the full-scale invasion in Ukraine, and the rise of artificial intelligence (AI) have all hastened the evolution of the educational context. This transformation has seen teachers increasingly incorporating digital tools into their pedagogical practices, leading to more engaged and motivated learners in a technology-driven educational context. Developing teachers' digital competence and ability to evaluate online tools critically is vital for effective communication; understanding students' attitudes to embrace new technologies is imperative. AI tools present unprecedented opportunities but must be approached with caution. Ensuring ethical and appropriate use of emerging technologies requires proper training and issuing of sufficient policies. The authors used a quantitative online survey method to study teachers' and learners' perspectives on digital tools in education. The survey involved 683 English language instructors and senior school and university students in Kyivska, Mykolaivska, Rivnenska, Sumska, and Kharkivska oblasts in Ukraine. The survey comprised anonymous questions to increase response rates and reliability. The study proved that the integration of digital tools in education possesses the potential to enhance the learning environment. Most respondents use digital tools in their professional or personal settings, with school and university students being the most devoted users. However, academic integrity concerns are evident, as most learners use digital tools for home assignments. In language learning/teaching, most respondents use AI tools to practise grammar and vocabulary and improve reading skills but feel sceptical about the benefits of implementing online resources for developing speaking and pronunciation skills. The authors emphasise the importance of raising awareness among teachers and learners about the effectiveness of integrating online tools and developing specific standards and rules of AI tools utilisation within educational institutions.
References
Aljawarneh, S.A. (2020). Reviewing and exploring innovative ubiquitous learning tools in higher education. Journal of Computing in Higher Education, 32(1), 57-73. DOI: https://doi.org/10.1007/s12528-019-09207-0 [in English].
Anderson, T., & Rivera-Vargas, P. (2020). A Critical Look at Educational Technology from a Distance Education Perspective. Digital Education Review, 37, 208-229. DOI: https://doi.org/10.1344/der.2020.37.208-229 [in English].
Basilotta-Gómez-Pablos, V., Matarranz, M., Casado-Aranda, L.-A., & Otto, A. (2022). Teachers’ digital competencies in higher education: A systematic literature review. International Journal of Educational Technology in Higher Education, 19(1), 8, 1-16. DOI: https://doi.org/10.1186/s41239-021-00312-8 [in English].
Bilbao Aiastui, E., Arruti Gómez, A., & Carballedo Morillo, R. (2021). A systematic literature review about the level of digital competences defined by DigCompEdu in higher education. Aula Abierta. DOI: https://doi.org/10.17811/rifie.50.4.2021.841-850 [in English].
Bogdandy, B., Tamas, J., & Toth, Z. (2020). Digital Transformation in Education during COVID-19: A Case Study. 11th IEEE International Conference on Cognitive Infocommunications (CogInfoCom), 173-178. DOI: https://doi.org/10.1109/CogInfoCom50765.2020.9237840 [in English].
Borova, T., Chekhratova, O., Marchuk, A., Pohorielova, T., & Zakharova, A. (2021). Fostering Students’ Responsibility and Learner Autonomy by Using Google Educational Tools. Revista Romaneasca Pentru Educatie Multidimensionala, 13(3), 73-94. DOI: https://doi.org/10.18662/rrem/13.3/441 [in English].
Çetin, E. (2021). Digital storytelling in teacher education and its effect on the digital literacy of pre-service teachers. Thinking Skills and Creativity, 39. DOI: https://doi.org/10.1016/j.tsc.2020.100760 [in English].
Chugai, O., & Havrylenko, K. (2024). ChatGPT: Attitudes and Experiences of Technical University Students in Ukraine. Information Technologies and Learning Tools, 101(3), 15-27. DOI: https://doi.org/10.33407/itlt.v101i3.5559 [in English].
Díaz, J.E.M., Saldaña, C.A.D., & Ávila, C.A.R. (2020). Virtual World as a Resource for Hybrid Education. International Journal of Emerging Technologies in Learning (iJET), 15(15), 94-109. DOI: https://doi.org/10.3991/ijet.v15i15.13025 [in English].
Händel, M., Stephan, M., Gläser-Zikuda, M., Kopp, B., Bedenlier, S., & Ziegler, A. (2020). Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic. Journal of Research on Technology in Education, 54(2), 267-280. DOI: https://doi.org/10.1080/15391523.2020.1846147 [in English].
Gurevych, R., Kobysia, V., Kobysia, A., Kizim, S., Kutsak, L., & Opushko, N. (2022). Vykorystannia tsyfrovykh servisiv ta instrumentiv u profesiinii pidhotovtsi maibutnikh uchyteliv [Use of Digital Services and Tools in Professional Training of Future Teachers]. Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems, 64, 5-22. DOI: https://doi.org/10.31652/2412-1142-2022-64-5-22 [in Ukrainian].
Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S.I., & Reiss, K.M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers & Education, 153. DOI: https://doi.org/10.1016/j.compedu.2020.103897 [in English].
Hontarenko, I. (2021). Peculiarities in Distance Learning of Foreign Language Using Moodle Platform. Educational Challenges, 26(2), 52-62. DOI: https://doi.org/10.34142/2709-7986.2021.26.2.05 [in English].
Hrynevych, L., Morze, N., Vember, V., & Boiko, M. (2021). Rol tsyfrovykh tekhnolohii u rozvytku ekosystemy STEM-osvity. [The Role of Digital Technologies in the Development of the Stem Education Ecosystem]. Information Technologies and Learning Tools, 83(3), 1-25. DOI: https://doi:10.33407/itlt.v83i3.4461 [in Ukrainian].
Ivaniuk, I., & Ovcharuk, O. (2020). The Response of Ukrainian Teachers to Сovid-19: Challenges and Needs in the Use of Digital Tools for Distance Learning. Information Technologies and Learning Tools, 77(3), 282-291. DOI: https://doi.org/10.33407/itlt.v77i3.3952 [in English].
Kniaz, H., & Chukhno, O. (2021). English Trainee Teachers’ Perspective on Soft Skills Development in Ukraine. Arab World English Journal, 7(1), 299-313. DOI: https://doi.org/10.24093/awej/call7.21 [in English].
Kyrpa, A., Stepanenko, O., Zinchenko, V., Datsiuk, T., Karpan, I., & Tilniak, N. (2024). Artificial Intelligence Tools in Teaching Social and Humanitarian Disciplines. Information Technologies and Learning Tools, 100(2), 162-179. DOI: https://doi.org/10.33407/itlt.v100i2.5563 [in English].
Lancaster, T. (2023). Artificial intelligence, text generation tools and ChatGPT – does digital watermarking offer a solution? International Journal for Educational Integrity, 19(1). DOI: https://doi.org/10.1007/s40979-023-00131-6 [in English].
Mâță, L., Cîrtiță-Buzoianu, C., Cojocariu, V.-M., Mareș, G., & Amălăncei, B.-M. (2024). Students’ Perceptions on Online Teaching and Learning in Higher Education. Revista Romaneasca Pentru Educatie Multidimensionala, 16(1), 623-644. DOI: https://doi.org/10.18662/rrem/16.1/841 [in English].
Pohorielova, T. (2022). Google Classroom as a Tool for Enhancing the Individual Responsibility of the Students under the Conditions of Distance Education. Pedagogy of the Formation of a Creative Person in Higher and Secondary Schools, 85, 155-160. DOI: https://doi.org/10.32840/1992-5786.2022.85.26 [in English].
Poseletska, K., Kyrychenko, S., Vlasenko, O., Koval, I., Potiuk, I., & Shpenyk, S. (2023). Scenarios for the Use of Chatbots in Teaching a Foreign Language in the Higher Educational Institution (HEI). Revista Romaneasca Pentru Educatie Multidimensionala, 15(3), 347-359. DOI: https://doi.org/10.18662/rrem/15.3/770 [in English].
Rawas, S. (2024). ChatGPT: Empowering lifelong learning in the digital age of higher education. Education and Information Technologies, 29(6), 6895-6908. DOI: https://doi.org/10.1007/s10639-023-12114-8 [in English].
Semeniako, Y., Mardarova, I., Lystopad, O., Rybak, О., Samoilenko, V., & Hrechanovska, O. (2024). Strengthening Students’ Proficiency in Digital Technologies and the SMART Society. Revista Romaneasca Pentru Educatie Multidimensionala, 16(1), 608-622. DOI: https://doi.org/10.18662/rrem/16.1/840 [in English].
Sniala, Y. (2023). Zastosuvannia tsyfrovykh instrumentiv u navchanni khimii [Digital Tools Application in Chemistry Teaching]. Osvita. Innovatyka. Praktyka – Education. Innovation. Practice, 11(4), 55-64. DOI: https://doi.org/10.31110/2616-650X-vol11i4-008 [in Ukrainian].
Tuchina, N., Borysov, V., Podhurska, I., Kupina, I., & Borysenko, N. (2020). Developing Learner Autonomy via Choosing a Person’s Educational Pathway. Revista Romaneasca Pentru Educatie Multidimensionala, 12(1), 209-225. https://doi.org/10.18662/rrem/210 [in English].
Wang, B., & Li, P. (n.d.). Digital creativity in STEM education: The impact of digital tools and pedagogical learning models on the students’ creative thinking skills development. Interactive Learning Environments, 1-14. DOI: https://doi.org/10.1080/10494820.2022.2155839 [in English].
Yanenko, Y. (2024). Zastosuvannia Microsoft Teams v onlain-navchanni studentiv: metodychnyi aspekt [Using Microsoft Teams in Online Learning of Students: Methodical Aspect]. Information Technologies and Learning Tools, 100(2), 72-91. DOI: https://doi.org/10.33407/itlt.v100i2.5508 [in Ukrainian].
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors published in this journal agree to the following terms:
a) The authors reserve the right to author their work and grant the journal the right to first publish this work under the Creative Commons Attribution License, which allows others to freely distribute the published work with a mandatory link to the authors of the original work and the first publication of the work therein magazine.
b) Authors have the right to enter into separate additional agreements regarding the non-exclusive distribution of the work in the form in which it was published by this journal (for example, posting work in an electronic repository of the institution or publishing as part of a monograph), provided that the reference to the first publication of the work is maintained therein. magazine.
c) Journal policy permits and encourages the submission of manuscripts by the authors on the Internet (for example, in repositories of institutions or on personal websites), both prior to submitting this manuscript to the editorial board and as it contributes to the emergence of productive scientific discussion, and has a positive impact on the promptness and dynamics of citing a published work (see The Effect of Open Access).
ISSN 
