ABSTRACT
The educational space is being integrated into the information and digital format of social activity. Sociocultural processes and events determine the intensity of the involvement of scientific and technological progress in the educational environment. The last three years have been a real crisis for Ukrainian education. COVID-19 pandemic and Russian armed aggression actually transferred organizational and training elements of the educational system into online mode. This caused the actualization of all manifestations of digitalization in Ukrainian education. Therefore, the purpose of scientific intelligence is to analyze the information and technological factors that respond to the crisis phenomena in modern education. The article aims to highlight the practical digital resources that have become in demand in the preservation of the functioning of the education system in the conditions of the Russian-Ukrainian war. The most appropriate methodology capable of analyzing the problems and risks in the digital cluster of education associated with military actions is a systemic, structural-functional, and comparative analysis. Thus, the educational crisis in Ukraine was an obvious consequence of Russian armed aggression. The information and digital educational environment play an important stabilizing role, allowing to maintain the functioning of this sphere of public activity. Digitalization has introduced innovative manifestations in the administrative and organizational, educational and methodological, and information and communication clusters of education. At the same time, the processes of digitalization have also come under attack by the aggressor and faced the risks caused by gross violations of rights in educational cyberspace.
ABSTRACT
The article reflects short-term perspectives on the use of information and communication technologies in the training of teachers for higher education. Education is characterized by conservatism, so aspects of systematic development of the industry are relevant to this cluster of social activity. Therefore, forecasting the introduction of innovative elements of ICT training is in demand for the educational environment. Forecasting educational trends are most relevant exactly in the issues of training future teachers of higher education because these specialists are actually the first to implement the acquired professional skills in pedagogical activities. The article aims to consider the existing potential of ICT-based learning, its implementation in the coming years, and promising innovative educational elements that may become relevant for the educational space in the future. The tasks of scientific exploration are to show the optimal formats of synergy between traditional and innovative models of learning. Based on already existing experience, extrapolation of conditions of educational process organization with modeling realities of using information and communication technologies in various learning dimensions should be carried out. Educational trends for the next 3 years are a rather tentative forecast because, as demonstrated by the events associated with the COVID-19 pandemic, the socio-cultural space is very changeable. Consequently, the dynamism of the educational environment dictates the need for a value-based awareness of the information society and the practical use of technological advances. Thus, information and communication technologies are a manifestation of innovative educational strategies of today and become an important component along with traditional aspects of educational process organization. Future higher education teachers should develop a training strategy taking into account the expediency of the ICT component.