Nataliia Soroko
https://orcid.org/0000-0002-9189-6564
Oleksandr Shymon
https://orcid.org/0000-0001-7009-2682
TEACHERS’ READINESS TO USE DIGITAL TOOLS IN A STEAM-ORIENTED EDUCATIONAL ENVIRONMENT
Full text (pdf)
Language: Ukrainian
Abstract. The readiness of teachers to use digital tools is a key factor in the successful integration of modern technologies into STEAM education. In the context of the digital transformation of education, this ensures pupils’ preparation for the challenges of the modern world and the development of critical thinking, creativity, and teamwork skills. The article examines the readiness of teachers to utilize digital tools in a STEAM-oriented educational environment. The study aims to determine the overall level of teachers’ readiness to use digital tools in STEAM-oriented education and provide recommendations to enhance their preparedness for integrating new digital tools in STEAM education. The analysis focuses on key indicators of teachers’ readiness to integrate modern technologies into the learning process, including digital literacy, methodological preparation, innovation, adaptability, and communication skills. The article explores the specific applications of VR/AR tools in STEAM projects, such as Unity, Google Expeditions, ARCore/ARKit, Metaverse Studio, and others. Barriers to implementing digital technologies are identified, including financial constraints, the technical complexity of platforms, and insufficient teacher training. The necessity of improving teachers’ digital competence through professional training, workshops, and the development of methodological materials is emphasized. The study provides recommendations for overcoming challenges in adopting VR/AR technologies, focusing on fostering innovation and enhancing the efficiency of STEAM education. The findings highlight the high potential of digital technologies to improve the educational process while underscoring the need for systematic support and adaptation in educational environments.
Keywords: teacher professional development, lifelong learning, digital technologies, STEAM-oriented educational environment, STEAM project, secondary education institution.
https://doi.org/10.32987/2617-8532-2025-1-28-42
Keywords: teacher professional development, lifelong learning, digital technologies, STEAM-oriented educational environment, STEAM project, secondary education institution.
https://doi.org/10.32987/2617-8532-2025-1-28-42
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4. European Commission. (2021). 2030 Digital Compass: the European way for the Digital Decade. Retrieved from https://eufordigital.eu/wp-content/uploads/2021/03/2030-Digital-Compass-the-European-way-for-the-Digital-Decade.pdf.
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6. AI4STEM. (n. d.). Retrieved from https://ai4stem.erasmusplus.website/about.
7. European Commission. (n. d.). Gender equality in research and innovation: Achieving gender equality in research, how it relates to the European Research Area, networks and news. Retrieved from https://research-and-innovation.ec.europa.eu/strategy/strategy-research-and-innovation/democracy-and-rights/gender-equality-research-and-innovation_en.
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9. Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens – With new examples of knowledge, skills and attitudes. Publications Office of the European Union. DOI: https://doi.org/10.2760/490274.
10. Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union. DOI: https://doi.org/10.2760/159770.
11. Cabinet of Ministers of Ukraine. (2020). On the approval of the Concept for the development of science and mathematics education (STEM education) (Decree No. 960-р, August 5). Retrieved from https://zakon.rada.gov.ua/laws/show/960-2020-%D1%80#Text [in Ukrainian].
12. Cabinet of Ministers of Ukraine. (2016). On approval of the Concept for the implementation of the state policy in the reform of general secondary education “New Ukrainian School” for the period up to 2029 (Decree No. 988-р, December 14). Retrieved from https://zakon.rada.gov.ua/laws/show/988-2016-%D1%80#n8 [in Ukrainian].
13. OECD. (2023). PISA 2022 Results (Volume 1): The State of Learning and Equity in Education. DOI: https://doi.org/10.1787/53f23881-en.
14. International Society for Technology in Education (ISTE). (n. d.). ISTE Standards. Retrieved from https://iste.org/standards.
15. Hrynevych, L., Morze, N., Vember, V., & Boiko, M. (2021). 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.org/10.33407/itlt.v83i3.4461 [in Ukrainian].
16. Shakun, N., Zivenko, O., & Salnyk, I. (2023). The use of interactive technologies in STEAM education: advantages and challenges. Bulletin of Science and Education, 6(12), 646-656. DOI: https://doi.org/10.52058/2786-6165-2023-6(12)-646-656 [in Ukrainian].
17. Matviichuk, Yu. (2019). STEAM education as a tool for implementation of integrated natural and mathematical learning. Pedagogy and Psychology, 62, 144-152. DOI: https://doi.org/10.34142/2312-2471.2019.62.16 [in Ukrainian].
18. Bush, S. B., & Cook, K. L. (2019). Structuring STEAM Inquiries: Lessons Learned from Practice. In STEAM Education. Springer Cham. DOI: https://doi.org/10.1007/978-3-030-04003-1_2.
19. Stoika, O. Ya. (2023). Trends in the digitalization of teacher education in Poland, Hungary and Ukraine: a comparative analysis. Uzhhorod: RIK-U. Retrieved from https://dspace.uzhnu.edu.ua/jspui/bitstream/lib/63961/1/nonograf.pdf [in Ukrainian].
20. Samko, A. (2021). Digital competence of pedagogical staff in the system of postgraduate pedagogical education. Educational Analytics of Ukraine, 2(13), 33-44. DOI: https://doi.org/10.32987/2617-8532-2021-2-33-43 [in Ukrainian].
21. Ovcharuk, O. (2024). The Development of the Ukrainian Teachers’ Digital Competence in the Context of the Lifelong Learning in the Conditions of War. In Towards a Hybrid, Flexible and Socially Engaged Higher Education. Springer Cham. DOI: https://doi.org/10.1007/978-3-031-51979-6_25.
22. Thompson, C. (2021). STEAM Education and Teachers’ Pedagogical Discontentment Levels. In Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1645-1651). Retrieved from https://www.learntechlib.org/primary/p/219392.
23. Soroko, N. (2024). Evaluation criteria of digital tools for supporting a STEAM-oriented educational environment. Education. Innovation. Practice. 12(8), 73-82. DOI: https://doi.org/10.31110/2616-650X-vol12i8-010 [in Ukrainian].
24. XRA. (n. d.). XR association releases “state of the industry report”, offering reflections on 2023 and a look ahead to 2024. Retrieved from https://xra.org/xr-association-releases-state-of-the-industry-report-offering-reflections-on-2023-and-a-look-ahead-to-2024/.
25. Soroko, N. (2024). Features of organizing STEAM educational projects using immersive technologies. Physical and Mathematical Education, 39(2), 51-59. DOI: https://doi.org/10.31110/fmo2024.v39i2-07.