Distance learning in Ukrainian higher education as an aspect of the industrial revolution 4.0

Анотація

This article investigates the integration of distance learning in Ukrainian higher education during the Fourth Industrial Revolution (4IR). The study aims to assess the effectiveness of distance learning technologies, particularly in the context of the COVID-19 pandemic and ongoing Russian aggression. The study employs two theoretical methods: the descriptive method and the historical method. The descriptive method is used to outline the key features, parameters, and characteristics of 4IR and Education 4.0, providing a structured analysis of these phenomena. This method facilitates a comprehensive understanding of the theoretical constructs and their relevance to the educational system. The historical method traces the evolution of 4IR and Education 4.0, identifying the key stages and factors that have shaped their implementation in modern Ukraine, particularly in the context of distance learning. The analysis focused on the advantages and disadvantages of online platforms, the challenges in teacher and student training, and the financial and organizational aspects of implementing distance learning. Results indicate that while distance learning enhances accessibility, it also raises concerns about the quality of education, digital competency gaps, and infrastructural limitations. The findings underscore the need for targeted strategies to improve digital literacy, teacher training, and institutional support. The study concludes that distance learning, if effectively supported, can play a pivotal role in transforming higher education in Ukraine, enhancing resilience and adaptability in crisis situations.

Класифікація

Ідентифікатори

Схожі роботи