Integration of Modern Higher Education into the Global Information

Space

Elena G. Fedorenko

1 a

, Vladyslav Ye. Velychko

1 b

, Olha G. Naboka

1 c

, Olena H. Havrysh

1 d

and

Hennadiy M. Kravtsov

2 e

Donbass State Pedagogical University, 19 Henerala Batiuka Str., Sloviansk, 84116, Ukraine

Kherson State University, 27 Universytetska Str., Kherson, 73003, Ukraine

Keywords:

Informatization of Education, Modern Higher School, Computerization of Education, Information and

Communication Technologies, Goals of Informatization of Education, Distance Education, Integration of

Education.

Abstract:

This article focuses on the special importance of informatization of education as the main aspect of the exis-

tence and development of modern higher education. Emphasis is placed on the importance of informatization

of education, because the informatization of education is the main driving force for the integration of modern

higher education in the global information space. The process of computerization of education is consid-

ered as the main basis of its informatization in the historical aspect. The importance of the introduction of

information and communication technologies in the educational process of free software and the interest of

scientists in this ﬁeld of education is emphasized. The interest of modern scientists in consideration of such

problems as application of information and communication technologies in training is analyzed; problems of

informatization of education and goals of informatization of education; didactic and psychological aspects of

application of information and communication technologies in educational process; problems associated with

the widespread introduction of information and communication technologies in higher education and informa-

tization of education in general. Emphasis is placed on the importance of acquired skills and abilities acquired

as a result of informatization of education and introduction of information and communication technologies

into the educational process. The goals of informatization of education of a modern higher educational institu-

tion are determined. The priority goals of informatization of education are singled out. The types of education

that are directly related to information and communication technologies are considered. It is noted that the

practice of introducing information and communication technologies in the educational process of higher ed-

ucation institutions is spreading every day and brings only positive results. The importance of free software

during the COVID-19 pandemic is described, as GNU-licensed systems are used to organize distance learning.

The conclusions emphasize the relevance of this study. It is noted that educational activities based on the use

of information and communication technologies are the basis for changes in the structure of the educational

process for both teachers and learners.

1 INTRODUCTION

Currently, informatization of education is the main

factor in the existence and development of a mod-

ern higher education, because its primary objective is

the development and growth of the potential of each

individual. Informatization of education is a set of

https://orcid.org/0000-0002-1897-874X

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https://orcid.org/0000-0003-3680-2286

interrelated organizational and legal, socio-economic,

educational, methodological, scientiﬁc-technical, in-

dustrial and management processes. These processes

are aimed at providing information, computing and

telecommunication needs (other needs related to the

implementation of methods and tools of information

and communication technologies – ICT) of partici-

pants of the educational process, as well as those who

manage and maintain this process (including those

who provide its scientiﬁc and methodological support

and development) (Bykov, 2010). Informatization of

education increases the efﬁciency and intensiﬁcation

Fedorenko, E., Velychko, V., Naboka, O., Havrysh, O. and Kravtsov, H.

Integration of Modern Higher Education into the Global Information Space.

DOI: 10.5220/0010926200003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 1, pages 565-575

ISBN: 978-989-758-558-6

565

of the educational process by using information tech-

nologies and implementation of new methodological

developments in learning process (Velychko, 2017).

The foreign policy of the state has several com-

ponents. One of the components of which belongs to

international relations in the ﬁeld of education. The

main goal of Ukraine’s international activity in the

ﬁeld of education is integration into the world edu-

cational community as an equal partner. Such a part-

nership will enable the national education system to

improve all areas of education through the practical

use of international experience.

The Law of Ukraine ”On Higher Education” states

that one of the principles of state policy in higher

education is the integration of higher education in

Ukraine into the European Higher Education Area,

provided that the achievements and progressive tra-

ditions of national higher education are preserved and

developed (Verkhovna Rada of Ukraine, 2014). An-

other important factor is that Ukraine, in terms of pop-

ulation and territory, is one of the largest European

countries, and therefore its role in the global inte-

gration processes of interdependence of the modern

world is very important.

Considering the goals of informatization of the ed-

ucational process of higher education, we identiﬁed a

number of problems associated with legal, economic,

educational, methodological, and scientiﬁc and tech-

nological processes. Implementation and application

of ICT in the training of future professionals will play

an important role not only as a tool for the disclosure

and development of individual abilities of the individ-

ual, but also as a catalyst for comprehensive informa-

tization of society.

ICT in education are part of pedagogical technolo-

gies aimed at the establishment of knowledge and the

acquisition of acquired skills and abilities that, under

the slightest effort, can be adapted to the individuali-

ties of any person who wants to study.

According to Velychko (Velychko, 2017), the use

of information and communication technologies in

educational activities will enable future specialists

to use a wide range of modern methodological ap-

proaches and technologies and will help to reveal their

inner creative potential, become a ”visual guide” to

the skills and abilities of information and communi-

cation technologies use to achieve higher learning re-

sults.

Many studies are devoted to the problems of in-

formatization of education and the purposes of in-

formatization of education. The most signiﬁcant of

them are (Bykov, 2010; Lapchik, 2013; Rakov, 2005;

Zhaldak, 2013). Theoretical aspects of the application

of ICT in education are reﬂected in (Semerikov, 2009;

Soldatkin, 2003; Spirin, 2007; Zhaldak and Khomik,

1998). Conceptual pedagogical provisions, issues of

e-learning didactics are reﬂected in (Andreev, 2013;

Khutorskoi et al., 2013; Kukharenko et al., 2016;

Vlasenko et al., 2020).

The problems associated with the widespread in-

troduction of ICTs in higher education institutions

and informatization of education are considered in

(Hurevych et al., 2012; Hurzhii, 1998; Kiianovska

et al., 2014; Manako and Sinitca, 2012; Morze, 2003;

Tryus, 2010; Velychko, 2017).

The integration of higher education in Ukraine

into the European educational space and the im-

plementation of this process are considered in

(Astapieva, 2020; Burdonos, 2015; Marichereda

et al., 2020; Rayevnyeva and Stryzhychenko, 2018;

Zheliaskov et al., 2020).

Modern education requires the variety of the

forms, methods and techniques of the organization

of educational activities. The preference should be

given to the forms, methods and techniques that use

information and communication technology, which

can personalize the process of learning, enrich the ac-

quired knowledge and allow individuals to become ef-

fective in professional activities (Velychko, 2017).

The introduction of the latest ICT into the educa-

tional process will accelerate the realization of such

an objective as informatization of education.

Currently, it is possible to share the features of

this process from the experience of other countries

such as the United States, South Korea, England, Fin-

land, Estonia, Ireland, Bulgaria, Germany, Switzer-

land and others (Kiianovska et al., 2014). Such ex-

perience gives modern scholars a clear understanding

of the integrity of building a system of informatiza-

tion of education through the introduction of ICT in

the educational process of institutions of higher edu-

cation.

The purpose of the article is to emphasize the im-

portance of introducing information and communica-

tion technologies in the educational process of higher

education institutions, emphasizing the special impor-

tance of informatization of education as the main as-

pect of integration of modern higher education into

the global information space.

Research methods are: analysis of publications on

the problems of informatization of education, the use

of information and communication technologies in

education; review of the contribution of higher educa-

tion to the formation of the global information space

and the transition to the information society; system-

atization and generalization of research information.

AET 2020 - Symposium on Advances in Educational Technology

566

2 RESULTS

The state sets speciﬁc goals for higher education. The

structure of the action plan and a clear course in the

humanities determines the increasing role of higher

education and science as the basis for Ukraine’s ef-

fective “knowledge economy” (an economy in which

most of the domestic product is provided by produc-

tion, processing, storage and dissemination of infor-

mation and knowledge). This is also stated in Arti-

cle 10 of the Law of Ukraine “On the Principles of

Domestic and Foreign Policy” (Verkhovna Rada of

Ukraine, 2018).

Integration of modern higher education into the

global information space is one of the priority tasks

of modern Ukraine. The strengthening of society

as an information state has become dependent on

new knowledge, the effective transfer of information

through higher education and vocational training sys-

tems. The use of information and communication

technologies becomes indispensable in this process.

Innovations in the tools of creating, disseminating and

using knowledge have acquired new signiﬁcance. In-

tellectual achievements become the most important

product. At the heart of this strategy is a knowledge

and skills management system.

Ukraine’s course towards European integration re-

quires qualitative changes in the ﬁeld of science and

education. Dynamic integration into the European

higher education area will give the state an important

link in this structure. However, active changes in the

modern world require the development of new mech-

anisms of cooperation, taking into account the rules

of interdependence and the creation of conditions for

the adaptation of Ukrainian legislation to the require-

ments of the European Union. One of the priority ar-

eas of Ukraine’s internal and external socio-economic

and political strategy is its entry into the single Euro-

pean information and cultural environment. The ex-

change of graduates of higher education institutions

of Ukraine with graduates of the European Union

guarantees not only the integration of the education

system into the European space, but also entry into

the world information space.

The information space is a separate phenomenon.

It is based on a set of databases, technologies for the

use of information and telecommunications systems.

Operation is carried out through the use of common

principles and general rules, which provides informa-

tion interaction. Each state has its own information

space, regardless of the form of government. The con-

tent of the information space depends on such fac-

tors as territorial, technical, economic, human, etc.

The boundaries of the information space are identiﬁed

with the geographical borders of the country, covering

the national territory and all spheres of society.

The information space consists of several compo-

nents, one of which is the informatization of educa-

tion.

Informatization of education is aimed not only at

the formation of knowledge, but centered on the per-

son who can apply the acquired knowledge and skills

to work with information resources for successful ac-

tivity in any sphere of public life and for the innova-

tive development of society (Bykov, 2010). The level

of innovation development of society directly depends

on the level of informatization of education. Informa-

tization of society is a process of education and es-

tablishment of each individual of a new generation in

conditions of qualitative improvement of modern in-

formation and technical structures and processes cre-

ated for the satisfaction of needs and the realization

of life existing rights of a modern citizen (Teplitckii

et al., 2004; Teplytskyi and Semerikov, 2005).

The basis of the process of informatization of edu-

cation is the process of computerization of education,

which started at the beginning of the XX century. In

general, the process of computerization of education

(Bykov, 2010; Morze, 2003; Velychko, 2017) is di-

vided into three stages, but the initial date varies from

the 20-ies XX century to the 50-ies of XX century.

So, for example, Serhiy O. Semerikov, determined

the beginning of the ﬁrst stage is exactly the 20-ies

of XX century. According to him, the ﬁrst stage (20-

50th years of the twentieth century) is described as the

period of application of mechanical, electromechani-

cal and electronic individualized devices (Semerikov

et al., 2019; Modlo and Semerikov, 2017), with which

the teaching material was provided and the control

and self-control of knowledge were implemented –

the technology of programmed learning. The second

stage (50-80s of the twentieth century) is character-

ized by the wide introduction of computers into prac-

tical training activities. And the third stage (since the

80s of the last century) is speciﬁed as the stage of per-

sonal computers and computer networks (Semerikov,

2009).

Informatization of education is inextricably linked

with existing learning models. In the 1950s and

1960s computer technologies were actively used in

the implementation of the theory of behaviorism. The

cognitive model of learning inherent in the 70-80s

was used to develop critical thinking. Construc-

tivism of the 90s with the use of computer technol-

ogy solved the problem of changing personal relation-

ships and building a social model. Modern informa-

tion technologies have enabled the development of a

new learning model – connectionism. Connectionism

Integration of Modern Higher Education into the Global Information Space

567

is evolving due to modern trends – distance educa-

tion, mobile learning, mass open online courses, e-

education and cloud technologies (Teplytskyi et al.,

2015).

It is important that the entire initial stage of the de-

velopment of informatization, which involves the de-

velopment of computers and software related to uni-

versities. The development of computer technology

needed highly skilled specialists who were trained di-

rectly at universities where the ﬁrst computers were

built (Velychko, 2017). Informatization of education

is deﬁnitely connected with the development of ma-

terial and technical bases and the preparation of com-

plexes of educational methods for their use. A sig-

niﬁcant factor in the delay of the development of in-

formatization of education, as well as the informati-

zation of society as a whole, is the lack of sufﬁcient

ﬁnancing of these projects by the state. That is why

groups of programmers created free distribution soft-

ware (Striuk et al., 2012). Thanks to these software

products, teachers have had more opportunities to use

computers in the learning process, which gradually

led to the widespread use of ICT in educational activ-

ities which resulted in the informatization of educa-

tion (Teplytskyi and Semerikov, 2003). The ﬁrst soft-

ware products used in university education belonged

to open software as there was no global software com-

mercialization. It should be noted that such software

had limited scope and was used primarily for mathe-

matical calculations.

The use of free software in preparation at the

present level of informatization of educational activ-

ity plays a special role in preparation and in the forma-

tion of a scientiﬁc outlook, understanding the essence

of practical orientation of informatics disciplines. The

main objective of introducing of free software lays in

the formation of a new citizen of the information so-

ciety, who feels comfortable in society, freely oper-

ates with information through new information tech-

nologies, respect the opinion of others and has his

own opinion and knows how to deliver it, is capable

of self-education, self-analysis and has a motivation

to obtain new knowledge and to self-improvement,

while also understands the importance and inevitabil-

ity of information education and society at large, giv-

ing preference to the latest information and educa-

tional technologies (Velychko et al., 2018).

Further evolution of informatization of education,

which took steps from equipping educational insti-

tutions with electronic computers of the ﬁrst gener-

ation to the application of the most modern tools of

ICT, reﬂects both the achievements of scientiﬁc and

technical progress. Cybernetics, computer science, IT

industry, and achievements in the appropriate train-

ing of teaching and management education, computer

level oriented scientiﬁc and methodological support

of the educational process, automated systems of ed-

ucation and training led to the widespread introduc-

tion of ICT in educational practice (Bykov, 2010).

Consequently, ICT are rapidly being introduced into

the educational activities of higher education institu-

tions and step by step, with the help of graduates of

higher education, mastering other branches of edu-

cation such as secondary schools, technical schools,

schools, etc.

Through the use of ICT in education, all those

who had not previously been able to afford it were

given the opportunity to study and gain knowledge

and skills in a variety of categories and areas. For

example, people with special needs for whom, having

regard to their physical condition and state of health,

previously, higher education was not an achievable

dream, now due to existing technologies and de-

veloped methods, they are able not only to acquire

knowledge, but also desired diplomas.

Currently, there are many types of education di-

rectly related to ICT. Such types of learning as dis-

tance learning, e-learning, mobile learning, blended

learning, etc., expand opportunities and choices for

anyone who wants to study or improve their own

qualiﬁcations or receive additional education. These

opportunities are associated with the emergence of

new, virtually unlimited pedagogical opportunities

that have arisen as a result of the introduction of ICT

in education and successfully used. For the individ-

ualization and differentiation of the educational pro-

cess the use of additional information educational re-

sources resulted in a wide range of pedagogical meth-

ods and technological training options. Changes in

the nature of educational communications are increas-

ing the procedural and multimedia characteristics of

study and the expansion of the space of innovative

pedagogical activity (Bykov, 2010).

These different emphases reﬂect the expected but

also the unexpected impacts of the introduction of

these digital technologies in the learning process. In

the history of E-learning, initial deﬁnitions were more

device-driven (focusing in immediacy, convenience,

access and mobility) while the latter ones are more

personal and social-driven, exploring affordances that

relate to new technological features of mobile devices

such as location awareness, motion detection and aug-

mented reality (Pedro et al., 2018).

In the context of the latest world events related to

the COVID-19 pandemic, such a form of e-learning

as distance learning has received special attention

(Bobyliev and Vihrova, 2021). It should be noted that

the best learning management systems used to orga-

AET 2020 - Symposium on Advances in Educational Technology

568

nize and support distance learning are created under

free software licenses. Today, free software products

have become widely popular in Ukraine due to limited

funding for all areas of education. In essence, dis-

tance education is an individualized process of trans-

fer and acquisition of knowledge, acquisition of skills

and abilities, which occurs through the indirect in-

teraction of distant participants in a specialized envi-

ronment created on the basis of modern psychologi-

cal, pedagogical and information and communication

technologies (Verkhovna Rada of Ukraine, 2013), or-

ganization of the educational process on the basis of

information and communication technologies based

on the principles of independent work. Distance

learning is individual process of gaining knowledge,

abilities, skills and the ways of personal cognitive ac-

tivity, occurring mainly at the mediated interaction

of the participants of the training process, being dis-

tant from one another, in the specialized environment,

functioning on the basis of modern psychological-

pedagogical and information-pedagogical technolo-

gies (Syvyi et al., 2020). This form of education is

progressive, because it provides more freedom and

ﬂexibility, promotes the development of individual-

ity, allows learning incognito, helps to get education

to anyone. Currently, several systems are used to

organize distance learning: the well-known course

management system Moodle, and its lesser-known,

but no less important and full-ﬂedged systems ATu-

tor, Claroline, Dokeos, ILIAS, JClic, LAMS, OLAT,

OpenACS, Sakai are not inferior in functionality to

proprietary software from IBM, Oracle and others

and comply with the Tin Can API (successor to the

SCORM standard) that exists for distance learning

systems. The listed software products (Moodle, ATu-

tor, Claroline, Dokeos, ILIAS, JClic, LAMS, OLAT,

OpenACS, Sakai) belong to the free software.

The main advantage of Moodle distance learning

system is the possibility of its free using. At the same

time, the functionality of the distance learning system

in the Moodle system is not inferior to commercial

analogues. Another important advantage of the dis-

tance learning system Moodle is that it is distributed

in open source, which allows you to adapt it to the

speciﬁcs of the tasks that must be solved with its help

(Tarasov et al., 2020). The advantage of such train-

ing is the emergence of opportunities for students to

perform training tasks in any convenient place and in

their spare time. In addition, the use of modern com-

puter technology in the learning process allows you

to get skills that will be useful in work and everyday

life. The system also provides the ability to test their

knowledge by testing, which makes more effective us-

ing of electronic learning materials.

The use of ICT to create distance learning courses

creates new requirements for both the methodology of

using the software and the software itself.

By scientists and researchers deﬁnition there is a

classiﬁcation of pedagogical software tools, based on

which pedagogical orientation that is the realization

of certain didactic functions in the learning process

(Velychko, 2017):

• demonstration programs (designed for a demon-

stration of the training material of a descriptive

nature);

• training programs (aimed at the acquisition of new

knowledge; implemented usually in the form of a

dialogue);

• simulators (provide the formation and consoli-

dation of practical skills, and also used in self-

education activities);

• control programs (designed to control a certain

level of knowledge and skills. Application of

such programs enables to increase the efﬁciency

of training, to intensify and increase the produc-

tivity of the teacher, provides the necessary stabil-

ity and invariance and independence from subjec-

tive teacher settings);

• simulation and simulation programs (allowing to

simulate objects, phenomena and processes of the

real world. Their effectiveness is achieved when

the process or the phenomenon cannot be prac-

ticed (micro and macro world). In the process

of using such programs, abstract concepts become

more speciﬁc and easier to perceive by those who

learn);

• information and reference programs (intended for

search and output the necessary information for

educational, methodological and other purposes.

Such programs include electronic encyclopedias,

knowledge bases. Today the value of their appli-

cation is to organize access to information through

modern telecommunication networks;

• programs for problem learning (designed to ac-

tivate cognitive activities of students through the

formulation of various problems and tasks that

need to be resolved through attempts and errors).

The practice of introducing ICT in the educational

process of higher education institutions is spreading

every day. Many software products, methods and

technologies used at the beginning of the informatiza-

tion of education have undergone many changes and

updates, new ones have appeared. Currently, informa-

tion and communication technologies are rapidly be-

ing introduced into the educational process of higher

education institutions. If the ﬁrst implementations

Integration of Modern Higher Education into the Global Information Space

569

concerned the use of software products for purely

mathematical calculations and in the teaching of dis-

ciplines of the mathematical cycle, now this range is

almost limitless (Markova et al., 2018). Educational

software products are used in the teaching of all disci-

plines, from psychology and law to philology, phys-

ical education and music. And the wider the range

of different software used within a given discipline,

the greater the beneﬁt to learners as they gain new

functionality, which signiﬁcantly affects the learning

process and is more useful in achieving certain goals.

ICT are innovative pedagogical technologies of

the education system used to create new opportuni-

ties. The transfer of knowledge (the activities of the

teacher), the perception of knowledge (the activities

of students), the assessment of the quality of educa-

tion and the comprehensive development of personal-

ity during the educational process (Zakharova, 2013),

makes the educational process more intense and pro-

ductive through the use of multimedia capabilities, in-

tersperses interpersonal communication provides the

search for information from various sources, creates

convenient circumstances for communication in the

most appropriate form (Syrovatskyi et al., 2018).

Modern teaching methods involve the use of infor-

mation and communication technologies in the educa-

tional process. The use of ICT has not only changed

the methods of traditional learning, redistributed pri-

orities between forms of learning, but new forms of

learning have emerged. For any method or form of

training that uses high information technology, soft-

ware is required, without which the technologies lose

their meaning (Fedorenko et al., 2020).

Scientists paid much attention to the use of ICT

in education and described in their doctoral disser-

tations. So, for example, it is noticed that a com-

puter science teacher with fundamental knowledge in

the ﬁeld of informatics is needed even in secondary

school (Lapchik, 2013); the main goal of computer

science students is the formation of professional in-

formational competencies, which are based on pub-

lic order, state higher education standards and per-

sonal choice of a student, the function of fundamen-

talization of informatics education is the basis for

the formation of new qualities of a future specialist

(Semerikov, 2009); vocational guidance function of

the fundamentalization of informatics education has

the following structural components: target, content,

technological and the ﬁnal ones (Morze, 2003); mul-

timedia in education – a promising direction in the

ﬁeld information processing of human activity, inte-

gration of heterogeneous data computer systems in

order to more fully present the results of intellec-

tual production in science, art, education, industry

etc. (Anisimova, 2002); informative awareness – the

ability to implement the systemic knowledge, skills

and abilities of acquiring and transformation of in-

formation in various ﬁelds of human activity for the

qualitative performance of professional functions and

conscious prediction of the consequences of its ac-

tivities (Petukhova, 2009); informational competence

includes the ability to independently search, analyze

and select the necessary information, organize, trans-

form, store and transfer it using real objects and infor-

mation technologies (Khutorskoi et al., 2013). Digital

competence is the main component of the information

culture as part of the overall culture of the individual

(Zhaldak and Khomik, 1998; Kuzminska et al., 2019;

Moiseienko et al., 2020); information culture is a col-

lection of informational worldview, systems of value

orientations, knowledge, skills, providing purposeful

and effective independent activity with the purpose

satisfaction of own and professional needs in infor-

mation products (Kolomiyets, 2008); informatization

of education is one of the most important elements

of culture in general, characterizing the material and

spiritual development of society, the level of organiza-

tion of information processes, the degree of satisfac-

tion of the needs of people in informational commu-

nication, timely, reliable and exhaustive information

and provides a coherent vision of the world (Zhaldak

and Khomik, 1998); the use of ICT in education in-

cludes skills and work skills in the information and

communication pedagogical environment, the ability

apply multimedia teaching aids for the tasks of pro-

fessional activity, the ability to use knowledge control

with the help of a computer, the ability to use ready-

made electronic tools and independently develop their

own multimedia teaching aids, forms Internet com-

munication skills (Kolomiyets, 2008) and many other

works devoted to informatization of education and the

use of ICT in education.

Informatization of education is stipulated by

branch directions. Considering the goals of informa-

tization of education Bykov (Bykov, 2010) noted that

at the present stage of development of society and

education the main goal is to prepare those who are

studying for active and productive life in the informa-

tion society, to provide high-quality, affordable and

effective education, to create educational conditions

for life-long learning at the expense of widespread

introduction into the educational practice of methods

and means of ICT and computer-based technologies.

Informational education provides two strategic goals.

The ﬁrst of these is to increase the efﬁciency of all

types of educational activities through the use of ICT.

The other is in elevation the quality of training spe-

cialists with a new type of thinking that meets the

AET 2020 - Symposium on Advances in Educational Technology

570

requirements of the information society (Kryvonos,

2012).

Also, the issue of integration of modern higher ed-

ucation into the global information space and innova-

tive teaching aids has not gone unnoticed by scien-

tists. In the higher education sector, a new era has

begun with the advent of ubiquitous learning envi-

ronments. Ubiquitous learning tools allow improv-

ing context-aware as well as learning experiences by

offering seamless availability regardless of location

all the time. There are numerous available ubiqui-

tous e-learning tools that can be employed in higher

education. E-learning tools also offer training and

higher education to many students that have differ-

ent higher educational levels and come from diverse

cultural backgrounds (Aljawarneh, 2020).

Responsibility for greater integration with the EU

and removal of the Soviet legacy Consideration of the

dichotomy between the EU and the Soviet legacy uni-

versity management becomes increasingly important

in view of a greater push from the Ukrainian public

to create a European-type of university and become

more effective members of the European space of

higher education. Ukrainian institutional researchers

need to seek greater integration of the EU criteria for

development (Oleksiyenko, 2019).

In accordance with the current legislation, the Law

of Ukraine on National program of informatization,

the informatization means a set of interrelated orga-

nizational, legal, political, socio-economic, scientiﬁc

and technical, production processes aimed at creating

conditions for meeting the information needs of cit-

izens and society through the creation, development

and use of information systems, networks, resources

and information technologies based on application of

modern computing and communication technology

(Verkhovna Rada of Ukraine, 1998).

Every teacher who works now and in the future

should know that informatization of education is a

modern resource getting answers to questions that are

of interest to educators and students. Possessing skills

using information resources is the major way of im-

proving their own professional ability. And this is also

one of the goals of education informatization.

For the primary goals of informatization of edu-

cation we have to include the following components

as:

• establishment of skills of self-education and self-

realization;

• advancement of the potential of each person and

its development;

• development of the educational spectrum of ser-

vices for people with special needs;

• increase in the quality of education;

• formation of skills for building own educational

trajectory;

• raising the fundamental level of general and edu-

cation;

• creation of new special methods, tools and educa-

tional technologies;

• raising the level of pre-professional training of

higher education students of general school;

• increasing the aptitude to analyze the extended

knowledge and skills of students;

• expansion of methods and means of teaching us-

ing modern scientiﬁc and technical developments;

• providing favorable conditions for those wishing

to upgrade their qualiﬁcations;

• development of postgraduate education and adult

education;

• expansion of limits and possibilities of self-

realization;

• establishment of the society with the informa-

tively experienced population;

• development of the intellectual potential of the na-

tion;

• enhancement and modernization of traditional

forms of training curriculum.

The degree of informatization of education is a di-

rect reﬂection of the level of informatization of soci-

ety, which is why the information development of ed-

ucation becomes the major factor in the growth of the

general level of training of students. Students develop

skills to create and implement the latest technologies

for future professional activity and form the theoreti-

cal basis of knowledge while studying at a pedagogi-

cal higher educational establishment.

Informatization of education is the main driving

force for the integration of modern higher education

into the global information space. Support for the

informatization of education by the state is carried

out through such actions as the adoption of the Law

of Ukraine “On the National Informatization Pro-

gram” (Verkhovna Rada of Ukraine, 1998), the Law

of Ukraine “On Higher Education” (Verkhovna Rada

of Ukraine, 2014), the Law of Ukraine “On Prin-

ciples of Domestic and Foreign Policy” (Verkhovna

Rada of Ukraine, 2018), The Law of Ukraine “On Sci-

entiﬁc and Scientiﬁc-Technical Activity” (Verkhovna

Rada of Ukraine, 2016), the Law of Ukraine “On

Education” (Verkhovna Rada of Ukraine, 2017), the

National Strategy for the Development of Education

in Ukraine until 2021 (Verkhovna Rada of Ukraine,

Integration of Modern Higher Education into the Global Information Space

571

2013) and others. Indeed, the priority of the state

educational policy of Ukraine is to improve the in-

frastructure of the information educational space and,

as a consequence, the creation of electronic educa-

tional resources of educational institutions. However,

to solve this promising task it is necessary to over-

come the problems associated with the imperfection

of the legal framework governing this issue, the dif-

ﬁculties in creating electronic educational resources,

the lack of clear coordination of all participants in the

educational space.

It is important to understand that for the wide and

full use of information and communication technol-

ogy products in educational institutions it is necessary

to create interest in the necessary changes not only

in the state, but also in the educational environment.

Creating an appropriate legal framework, increasing

control over the use of software, adopting standards

for electronic documents, the transition to the study

of information and communication technologies are

just some of the actions needed to address this issue.

It should be emphasized that Ukrainian re-

searchers have conducted a lot of research on edu-

cation funding. Such studies indicate that increasing

government expenditures on higher education has a

positive effect on the dynamics of GDP per capita.

The analysis was carried out using R software. Four

models were used for the analysis: pooling, random,

with-in, and between. Data for analysis are avail-

able from World Bank and OECD data bases on ter-

tiary educations expenditures. Data were organized

as a panel data. The panel consists of indicators for

twenty-seven countries for time horizon 2006–2015.

The study includes mainly high and medium-income

countries. Countries included into panel are Aus-

tralia; Austria; Azerbaijan; Belarus; Brazil; Colom-

bia; Czech Republic; Denmark; Estonia; Finland;

France; Germany; Hong Kong SAR, China; Hungary;

Ireland; Japan; Latvia; Lithuania; Norway; Poland;

Portugal; Slovak Republic; Spain; Sweden; Switzer-

land; Ukraine; United Kingdom. The total number of

observations amounts to 262 (Bilinets et al., 2019).

In today’s world, knowledge has become a key

force in social transformation in deﬁning the model of

learning, cultural development and change in the so-

cial structure of society. It is clear that the ﬁeld related

to the production of knowledge, methods of their pro-

duction, processing and dissemination of information

will always remain dominant in the information soci-

ety. The intellectual potential of mankind and skills

determine the pace of economic development and sci-

entiﬁc and technological progress of society. A so-

ciety based on information and knowledge about in-

formation is becoming the most promising model of

social development.

Considering this question, scientists note that un-

der globalization processes, the inﬂuence of the prob-

lem of interdependence between national education

system efﬁciency and safety condition of the country

is becoming more and more important. Now the aim

of the countries is to provide competitive advantages

on the international scene. The state of educational

system and its potential plays the main role in this re-

gard. Government safety is provided by all the means

and resources which the government has. But amid

them human resources occupy a special place. The

role of education in national safety system is impor-

tant as sustained development and support for possi-

bilities of intelligent, economic, and industrial facili-

ties on a high level, which is necessary to realize re-

liable satisfaction of requirements during the time of

peace and war (Shestakova et al., 2017).

3 CONCLUSIONS

Based on the above and based on the fact that the in-

tegration of modern higher education in the global in-

formation space can occur through continuous updat-

ing of methods and informatization of education, and

informatization of education is a major factor in the

existence and development of modern higher educa-

tion and society as a whole. that the informatization of

education at all levels should become one of the main

and important tasks of the state. As already men-

tioned, the informatization of education is the basis

of informatization of society as a whole, which is why

the problems of informatization of educational facili-

ties should be given priority at both local and national

levels. Informatization of education directly affects

the content of education and methods of its organiza-

tion, has pedagogical goals and objectives. Provides

the necessary conditions for the integration of the edu-

cational system of Ukraine into the world information

space. Learning activities based on the use of infor-

mation and communication technologies become the

basis for changes in the structure of the work process

of teachers and forms a new perception of educational

material by learners, inﬂuences the development of

self-education through information learning resources

and thus gain experience in using ICT future profes-

sional activity. Widespread introduction and applica-

tion of ICT in education is the key to the development

of scientiﬁc research and development. The quality

of educational software products is improving. There

is a continuous development of pedagogical technolo-

gies based on ICT. New training courses and methods,

as well as various forms and technologies of teaching

AET 2020 - Symposium on Advances in Educational Technology

572

are being developed and implemented in the ﬁeld of

education. Given the attention paid by scientists and

researchers to the informatization of education, the

introduction of information and communication tech-

nologies in the educational process at all levels and

in all ﬁelds of education, we can conclude that the

informatization of education is a constant process of

development, quality of life and education, the growth

of forms and methods of teaching.

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