THE CURRENT STATE OF ICT IMPLEMENTATION IN THE PROFESSIONAL ACTIVITIES OF HIGHER EDUCATION INSTITUTION TEACHERS

Authors

DOI:

https://doi.org/10.35433/pedagogy.4(123).2025.8

Keywords:

digital competence, information and communication technologies, digitalization of education, higher education teachers, dComFra, Diia.Osvita, professional development

Abstract

In the context of global digitalization and the challenges associated with hybrid learning formats, the issue of effective implementation of information and communication technologies (ICT) in the professional activities of higher education institution (HEI) teachers is becoming increasingly important. This article analyzes the current state of ICT implementation in the professional activities of teachers at higher education institutions in Ukraine. It examines the regulatory and legal framework for the digitalization of the educational process, the findings of recent studies on the digital competence of academic staff, and the role of the international dComFra project and the national platform Diia.Osvita in the development of teachers’ digital skills.

The aim of the study is to identify key trends, opportunities, and barriers to the implementation of ICT in the professional activities of higher education teachers, as well as to outline the potential of modern digital tools for improving the quality of the educational process. The results indicate positive dynamics in the digital transformation of higher education, while also revealing a number of persistent challenges related to insufficient digital literacy, uneven technical support, and a lack of methodological support and time resources.

The study demonstrates that the dComFra project offers a structured model for the development of digital skills in alignment with the European framework, whereas Diia.Osvita functions as an accessible and practical tool for enhancing teachers’ ICT competence. The scientific novelty of the research lies in the comprehensive analysis of external and internal factors influencing the digitalization of higher education teachers’ professional activities, the integration of outcomes from international and national initiatives, and the identification of relationships between regulatory requirements, institutional support, and teachers’ individual digital readiness.

Published

2025-12-29

Issue

No. 4(123) (2025): Zhytomyr Ivan Franko State University Journal. Pedagogical Sciences

Section

TERTIARY EDUCATION

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