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Digital Technologies in the Process of Teaching STEM Disciplines: Challenges and Prospects
(2024-03-28) Hubal, Halyna; Siasiev, Andrii; Sipii, Volodymyr; Syrmamiikh, Iryna; Burtovyi, Serhii
The modern integration of digital technologies into the educational process requires additional study, given the opportunities that this process opens up. The purpose of the article is to study the use of digital technologies in STEM educ ation through the prism of researching the main challenges and prospects. To achieve this goal, the methods of questionnaires and interviews were used. In particular, 65 teachers of higher education institutions were interviewed, whose opinions became the basis for forming a generalised picture of the study. The results show that modern teachers actively use digital technologies in STEM education. The average level of digital technology use among STEM teachers is high: 43 people (65%) use technology at grade levels 4 and 5. However, this intensive use of digital technologies in STEM education raises both challenges and opportunities. In particular, today's teachers often face limited access to the necessary technical infrastructure, which can limit their ability to implement digital tools. Poor quality of internet connection can affect the smoothness and efficiency of using online resources. Insufficient training of teachers in the use of digital technologies is also a significant challenge. Incre asing the availability of digital resources for teachers will make learning more accessible and diverse. Cooperation between universities and technology companies also opens up new opportunities for the development of STEM education. The conclusions emphasise that such interaction facilitates the exchange of experience, access to advanced technologies and resources, and creates conditions for the implementation of joint projects and programmes.
Station rotation model of blended learning in higher education: achieving a balance between online and in-person instruction
(2024) Yukhymenko, Violetta; Borysova, Svitlana; Bazyl, Olena; Hubal, Halyna; Barkar, Uliana
The purpose of the article is to empirically test the effectiveness of the model of teaching with rotating stations in a mixed format on the basis of a survey conducted among teachers of higher education institutions in Ukraine. The study uses a mixed-methodology approach to collect qualitative and quantitative data from 65 teachers during the first semester of the 2023-2024 academic year. The main instruments are questionnaires and interviews among teachers who have used the Station Rotation Model. The responses were processed using descriptive statistics and comparative analysis to identify any significant differences in the results. The results emphasise the need for careful selection of a platform for distance learning and the acquisition of skills in creating e-resources. The results of the study provide practical recommendations for the implementation of the model in the Ukrainian higher education context. This is important for Ukrainian higher education institutions looking for optimal methods of blended learning. The findings of the study highlight the positive attitude of teachers to the proposed model, which promotes the individualisation of learning and development of digital competence. However, implementation requires additional time and advanced digital skills of teachers. The average score of the model's effectiveness (approximately 4.046) and the percentage distribution in scores 4 (47.69%) and 5 (30.77%) indicate a high level of acceptance of this approach by modern teachers. The recommendations are based on the individual experience of teachers, indicating the variability in the choice of the optimal means of communication with students. The study contributes to the understanding of the effectiveness of the blended learning model and will help to optimise its wider implementation.

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