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DOI: https://doi.org/10.34069/AI/2023.63.03.14
How to Cite:
Stoika, O., Butenko, N., Miziuk, V., Zinchenko, O., & Snikhovska, I. (2023). Information technologies in the educational process of
higher educational institutions. Amazonia Investiga, 12(63), 156-163. https://doi.org/10.34069/AI/2023.63.03.14
Information technologies in the educational process of higher
educational institutions
Інформаційні Технології в Освітньому Процесі Закладів Вищої Освіти
Received: January 18, 2023 Accepted: March 30, 2023
Written by:
Olesia Stoika1
https://orcid.org/0000-0002-7695-6100
Nataliia Butenko2
https://orcid.org/0000-0001-8498-6441
Viktoriia Miziuk3
https://orcid.org/0000-0001-8291-6597
Oksana Zinchenko4
https://orcid.org/0009-0000-0029-5628
Irena Snikhovska5
https://orcid.org/0000-0001-6775-274X
Abstract
Informatization of the educational process, in
general, and the educational system of the higher
educational establishments, in particular, is one
of the most significant tasks of restructuring and
shaping the education system in accordance with
society requirements. Educational institutions
nowadays have an opportunity to disseminate
new material in a way that responds to the unique
needs of each student thanks to using computer
networks and online technologies. The purpose
of the academic paper is to identify and provide
a brief assessment of the primary trends in
implementing information technologies in higher
educational institutions (HEIs) in terms of the
specifics of their application in the educational
process. Methodology. In the course of the
research, analytical and bibliographic methods.
At the same time, induction, deduction, analysis,
synthesis of information, system-structural,
comparative, logical-linguistic methods,
abstraction, and idealization were applied to
study and process data. By the way, the research
authors also conducted a questionnaire in online
1
Candidate of Pedagogical Sciences, Associate Professor, Foreign Languages Department, Faculty of Foreign Philology, Uzhhorod
National University, Uzhhorod, Ukraine.
2
Doctor of Economics, Professor, Department of Finance, Banking and Insurance, Taras Shevchenko National University of Kyiv,
Kyiv, Ukraine.
3
PhD in Pedagogical Sciences, Associate Professor, Department of Mathematics, Informatics and Information Activity, Izmail State
University of Humanities, Izmail, Ukraine.
4
Candidate of Philological Sciences, Associate professor, Faculty of Germanic Philology and Translation, Kyiv National Linguistic
University Kyiv, Ukraine.
5
Candidate of Philological Sciences, Associate Professor, Faculty of Pedagogical Technologies and Lifelong Learning, Department
of Theoretical and Applied Linguistics, Zhytomyr Polytechnic State University, Zhytomyr, Ukraine.
Stoika, O., Butenko, N., Miziuk, V., Zinchenko, O., Snikhovska, I. / Volume 12 - Issue 63: 156-163 / March, 2023
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mode. Results. Based on the research results, the
primary and most significant theoretical aspects
of using information tools in higher educational
institutions, as well as the standpoints of
scientists and heads of departments of higher
educational institutions on key aspects of the
issue outlined.
Keywords: information technologies,
information and communication technologies,
informatization of the educational process,
information support, information educational
resources.
Introduction
The current level of development in the field of
information technology requires the introduction
of information tools in the educational process at
various education levels. Information
technologies make it possible for a HEI’s teacher
to conduct classes, lectures, and control activities
in an effective, engaging, and understandable
way.
The theoretical part of the present research
substantiates the concept, components and key
aspects of using information technologies in
higher education.
The practical part of the research includes
assessing the components of the content
provision of the educational process in higher
educational institutions that have been most
developed in recent years. It comprises the main
stages of ICT introduction in the educational
process of higher educational institutions that are
most in need of scientific and methodological
refinement, the primary aspects of successful
methodological work of higher educational
institutions on introducing relevant ICTs in the
educational process. Along with this, it
determines key training directions that have been
particularly successfully developed due to the
active use of ICT in higher education, as well as
the main ways to most effectively eliminate the
shortcomings of ICT use in the educational
process in HEIs.
Based on the research results, conclusions were
made regarding the issues raised. In particular, it
has been found that in recent years, information
technologies have developed especially
significantly the following components of the
educational process in higher education
institutions: structuring of educational material,
development of particular educational and
methodological modules, information support on
the topic, tests for summarizing intermediate and
final survey results, structured materials for
distance learning courses. At the same time, the
principal stages of ICT implementation in the
educational process of higher educational
institutions that currently require the most
scientific and methodological refinement are the
knowledge and conviction of the participants of
the educational process on using ICT in learning.
The primary aspects of the successful
methodological work of a higher educational
institution on introducing particular ICTs in the
educational process of a higher educational
institution are as follows: focus and
subordination of ICTs to general educational
tasks, the established training priorities, effective
selection of information methods, forms and
means of training, provision of participants of the
educational process with relevant pedagogical
and methodological literature, information
resources and training workshops. According to
the survey results, it was established that the key
areas of learning that have been particularly
successful due to the active use of ICT in recent
years in higher education are collaborative and
practical learning, achieving personal results by
each student, and as a powerful tool for effective
independent study. The research has shown that
the principal ways to eliminate the problems
arising from using information technologies in
higher education are familiarization with the
theoretical fundamentals of ICT and the
exchange of pedagogical experience through
participation in specially organized workshops
by ICT developers and scholars.
Literature Review
Currently, it is necessary to teach each pupil or
student to master, transform and use huge
amounts of information in practical activities in a
short time. It is very important to shape the
learning process in such a way that the student
actively, with interest and enthusiasm, works in
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the classroom, sees and appreciates the fruits of
his labor (Ates, 2020; Lim et al., 2022).
A combination of traditional teaching methods
and modern information technologies can help
teachers solve this difficult task, as their use in
the classroom provides mobile, strictly
differentiated, and individualized learning
(Ridkodubska et al., 2022).
The application of the internet and other
technological advances allows citizens to gain
information, skills, and abilities in a variety of
other fields. Digitalization and multi-formatting
are currently the primary trends in the overall
labor market. The ability to use digital
technologies at work is gradually becoming a
requirement for most disciplines and professions.
The educational process nowadays faces
fundamentally new challenges due to the
peculiarities of developing the information
society and the computerization of the
management of planning the educational process
of higher education. Their implementation is
possible only through the rational use of
technical achievements, creating conditions for
free access to information resources. Only in this
case will it be possible to increase the intensity of
social-economic processes in general, enhance
the role and importance of information
technologies, continuously develop information
and communication systems, technologies and
services, and form a national scientific and
educational information system (Moscardini,
Strachan & Vlasova, 2022; Taroc & Paculba,
2018).
Currently, it is common to define information
technology as a set of methods, production
processes, and software and hardware tools
integrated into a technological chain that ensures
the collection, processing, storage, distribution,
and display of information. The better a person
knows and uses the latest information
technologies, the more secure his position in the
labor market is (Tracey, Wang, Trimble &
Mainsbridge, Douglas, 2022).
Information technologies have a double impact
on the education sector. On the one hand, ICTs
initiate the creation of new approaches to
learning, opening up additional opportunities in
the field of training and knowledge management.
On the other hand, the introduction of IT in the
educational process contributes to developing a
future specialist’s important qualities (thinking,
memory, attention, observation). ICTs contribute
to acquiring professional knowledge, skills and
abilities, creating conditions for developing
talents, skills and abilities for optimal decision-
making, and the ability to self-assess,
systematize and summarize the information
received (Zhanga & Aslan, 2021;
Fuertes-Camacho et al., 2019).
The leading vector of our modern times is the
search for integrated solutions that allow creation
a unified educational environment with the help
of information technologies. As the experience of
developed foreign countries shows, an excellent
solution to this problem is the introduction of the
latest information tools into the educational
process (Starko et al., 2022; Ratheeswari, 2018).
The introduction and use of modern software
tools and information technologies in the
educational process of higher educational
institutions radically change the conditions of
activity of all participants in the educational
process (Сherkasov et al., 2023).
The purpose of the research is to determine the
standpoints of scientists and heads of
departments of higher educational institutions on
the features of using information technologies in
higher education.
Materials and Methods
A practical study of the modern trends of using
information technologies in higher educational
institutions was conducted by interviewing 217
scientists and 233 heads of departments of higher
educational institutions conducting scientific
activities and teaching in 11 higher educational
institutions in Odesa, Cherkasy, Ivano-Frankivsk
and Khmelnytsky regions of Ukraine. The
research was conducted using the Google Forms
service.
Results
According to the survey participants’ viewpoint,
currently, in the conditions of special attention to
the trends of education informatization,
information technologies have gained the
greatest development in recent years in relation
to the following components of content provision
of the educational process in higher educational
institutions (Figure 1):
– structuring of educational material –
development of separate educational and
methodological modules;
– information support on the topic;
– tests to summarize the intermediate and final
results of the survey;
– structured materials for distance learning
courses.
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Figure 1. Components of the content provision of the educational process in higher educational institutions
that have gained the greatest development in recent years, %.
Source: compiled by the authors.
In the course of the survey, respondents
identified the stages of ICT implementation in
the educational process of higher educational
institutions that currently require the most
scientific and methodological refinement (Figure
2).
Figure 2. Stages of ICT implementation in the educational process of higher educational institutions that
currently require the most scientific and methodological refinement, %.
Source: compiled by the authors.
0
10
20
30
40
50
60
Structuring of educational
material - development of
separate educational and
methodological modules
Methodological
recommendations on the topic
Information support on the topic
Theoretical and visual
demonstration material
Methodical recommendations for
conducting laboratory/practical
activities
Practical tasks and exercises for
self-testing/knowledge control
Tests to summarize the
intermediate and final results of
the survey
Structured materials for distance
learning courses
51
32
53
31 29 34
52 49
54
31
52
29 31 37
51
41
According to scientists' standpoint According to the standpoint of heads of departments of higher educational institutions
0
10
20
30
40
50
60
Cognition - a person faces the fact
of the existence of an innovative
information technology and gets
an idea of its functions
Beliefs - an individual forms his
positive or negative attitude
towards an innovation
Decision - an eduaction seeker or
a teacher begins an activity that
leads to the adoption or rejection
of an innovation
Implementation - an individual
initiates the use of an innovation
Confirmation - the person is
looking for confirmation of the
choice made
Practical tasks and exercises for
self-testing/knowledge control
Tests to summarize the
intermediate and final results of
the survey
Structured materials for distance
learning courses
51 53
31 32 34 34
52 4949 54
29 28 33 37
51
41
According to scientists' standpoint According to the standpoint of heads of departments of higher educational institutions
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As can be observed from Figure 2, according to
the respondents’ standpoint, special attention in
terms of scientific and methodological support
nowadays is needed to educate and convince the
participants of the educational process to use ICT
in the learning process.
An important survey result is the identification of
the successful methodological work’s principal
aspects in introducing certain ICTs into the
educational process of higher educational
institutions (Figure 3).
Figure 3. The primary aspects of the successful methodological work on introducing certain ICTs in the
educational process of a higher educational institution, %.
Source: compiled by the authors.
As can be seen from Figure 3, according to the
survey participants’ standpoint, the quality of
using information technologies in higher
education is determined by the content of the
methodical work of the higher educational
institution in the following directions: the
orientation, subordination of ICT to general
educational tasks, established learning priorities,
effective selection of information methods,
forms and means of education, provision of
participants in the educational process with
relevant pedagogical and methodical literature,
information resources and conducting
educational workshops.
In the course of the research, the respondents
were asked to identify the key areas of study that
have been particularly successful due to the
active use of ICT in recent years in higher
education (Figure 4):
– learning in cooperation and through
practical activities;
– achievement of results by each education
seeker;
– a powerful tool for effective independent
research.
0
10
20
30
40
50
60
Providing participants of the educational
process with relevant pedagogical and
methodological literature, information
resources
Providing participants of the educational
process with computer equipment
Conducting a permanent workshop
"Information and Communication
Technologies in the Educational Process of
Higher Educational Institutions" for…
Conducting training workshops
Participation in conferences and training
courses
Self-educational activities of participants in
the educational process
Focus, subordination of ICT to general
educational tasks, established learning
priorities
Effective choice of information methods,
forms and training tools
51
42 37
52
37 33
52 5454
41
34
53
35 32
53 55
According to scientists' standpoint
According to the standpoint of heads of departments of higher educational institutions
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Figure 4. Key areas of study that have been particularly successful due to the active use of ICT in higher
education, %.
Source: compiled by the authors.
By the way, the research participants consider it
expedient to eliminate the difficulties of using ICT in the educational process in several ways
(Figure 5).
Figure 5. The basic ways to eliminate the shortcomings of using ICT in the educational process in higher
education, %.
Source: compiled by the authors.
The survey revealed that the primary ways to
eliminate the shortcomings arising in relation to
using information technologies in higher
education are familiarization with the theoretical
fundamentals of ICT and the exchange of
pedagogical experience through participating in
specially organized workshops of ICT
developers and researchers.
Discussion
Informatization of society is a promising way of
its economic, social and educational
0
10
20
30
40
50
60
Learning in cooperation
and through practical
activities
Use of interactive
teaching methods
Discussing the training
information with other
participants
Achievement of results
by each education
seeeker
A powerful tool for
effective independent
research
Designing practical
activities using ICT
The possibility of
performing the task
independently using a
computer
Structured materials for
distance learning courses
51
33 35
49 53
33 32
49
52
37 34
52 51
31 34 41
According to scientists' standpoint According to the standpoint of heads of departments of higher educational institutions
0
10
20
30
40
50
60
Familiarization with the
theoretical fundamentals of
ICT
Exchange of pedagogical
experience through
participation in specially
organized master classes by…
Organizing workshops,
trainings, and seminars to
share experiences between
teachers
Increasing the types and
number of hours of ICT use
with the aim of improving
teachers' pedagogical skills
Methodical recommendations
for conducting
laboratory/practical activities
Practical tasks and exercises
for self-testing/knowledge
control
Tests to summarize the
intermediate and final results
of the survey
Structured materials for
distance learning courses
51 53
31 33 29 34
52 49
52 54
32 35 31 37
51
41
According to scientists' standpoint According to the standpoint of heads of departments of higher educational institutions
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development. Computerization of education is
aimed at forming and developing the intellectual
potential of the nation, improving the forms and
content of the educational process, introducing
computer-based teaching and testing methods,
which will make it possible to solve educational
problems at the highest level, taking into account
international requirements. The interactivity of
the learning process and feedback are significant
advantages of these technologies, which has led
to the need for their use in various fields of
activity, especially in the education sphere
(Fuertes-Camacho et al., 2019;
Lubicz-Nawrocka & Owen, 2022).
The degree of society’s informatization as a
global social process is directly related to the
informatization degree of education, which
directly depends on the relevant provision of
educational institutions with the necessary
equipment and software, as well as the
effectiveness of their use. Achieving a high level
of education informatization depends on mass
computer literacy and the formation of
information culture, that is, the ability to use
information technology tools, the most common
software products, knowledge of the specifics of
data and information flows on the Internet
(Fraser et al., 2021; Stathopoulou et al., 2019).
Information and communication technologies are
a crucial component of contemporary education
since high-quality discipline teaching is no
longer feasible without using computer
technologies and the Internet. In our opinion, a
modern teacher should be professionally
competent in information technologies,
technically educated, and aware of the
importance of mobility of their own professional
functions in the context of scientific and
technological progress and competition (Lee et
al., 2021; Røe, Wojniusz & Bjerke, 2022).
Competence and preparation for using
information technologies in professional
activities is a special type of activity. It requires
not only mastery of teaching methods in the
higher educational institution, pedagogical skills,
knowledge of the basics of pedagogy,
psychology, etc. but also skills that make it
possible to practically interact with information
(Martin & Padula, 2018; Okoye, 2022).
An important practical task of reforming and
modernizing science and education is to inform
the processes of pedagogical and scientific
activity as a technological component of the
organization of higher education institutions
(Knoche, 2022; Lai, Saab & Admiraal, 2022).
Conclusions
Thus, the analysis of scientific literature on the
research topic and the survey results showed that
using and applying modern information
technologies in education is one of the most
significant and sustainable trends in the
development of the world’s educational process.
In recent years, computer equipment and other
means of information technology have been
increasingly used in mastering most subjects in
higher educational institutions. Informatization
has had a significant impact on the process of
learning. New information and communication
technologies make it possible to intensify the
learning process, and increase the speed of
perception, understanding and depth of
assimilation of huge amounts of information.
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