=Paper=
{{Paper
|id=Vol-3013/20210193
|storemode=property
|title=Social Economic Factors of ICT Use in Education: Lessons from the Pandemic
|pdfUrl=https://ceur-ws.org/Vol-3013/20210193.pdf
|volume=Vol-3013
|authors=Iryna Shavkun,Liudmyla Bukharina,Yana Dybchynska,Oksana Onyshchenko
|dblpUrl=https://dblp.org/rec/conf/icteri/ShavkunBDO21
}}
==Social Economic Factors of ICT Use in Education: Lessons from the Pandemic==
https://ceur-ws.org/Vol-3013/20210193.pdf
Social Economic Factors of ICT Use in Education: Lessons from the
Pandemic
Iryna Shavkun1, Liudmyla Bukharina1, Yana Dybchynska1 and Oksana Onyshchenko1
1
Zaporizhzhia National University, 66, Zhukovskogo str, Zaporizhzhia, 69600, Ukraine
Abstract
The article is dedicated to the search of new scientific solutions to intensify the use of ICT in the
field of education. The study has proved that under the pandemic conditions and the introduction of
quarantine restrictions, the use of ICTs in the provision of educational services has sharply
increased. The emphasis is put on the growing number of barriers and problems caused by the
increased use of ICT in the field of education under the pandemic conditions. It is noted that the
study the socio-economic aspects of activating the use of ICTs in the provision of educational
services under quarantine restrictions is crucial. The identification of social aspects of the activation
of the use of ICT in the field of education has been carried out on the example of Ukraine and the
presence of significant gaps in gender, age and territorial characteristics has been revealed. Special
attention has been paid to the economic aspects of enhancing the use of ICTs in the provision of
educational services using the example of Ukraine and the existence of gaps only for low-income
families has been proved. The study has identified two groups of participants in the educational
process, namely: educational services providers (teachers, professors of universities and other
educational institutions, trainers, consultants); consumers of educational services. The study
emphasizes the necessity to study and identify other factors of activating the use of ICTs in the
provision of educational services, since the identified ones do not fully reveal all aspects of this
process.
Keywords
Information communication technologies, education services, social economic factors.
1 Introduction
The pandemic and the restrictions imposed on the provision of educational services around the world were
a significant incentive to intensify the production of ICT [1, 2, 3]. Having been an important, but quite often
secondary component of the educational process in the transition to distance learning ICTs have become the
basis for providing high-quality educational services. The pandemic and its impact on education have led to
the transformation of learning processes, which requires profound research on the use of ICT in educational
activities. Following the opinion of S. Zenkina [4] we consider the ICT environment as a complex of
electronic methods of teaching and communicating using of which allows performing the gradual learning
activity that builds both professional and foreign language competences of a student.
The sharp increase in the use of ICTs in the provision of educational services in the conditions of
quarantine restrictions caused by the pandemic has confirmed the existence of a significant number of
problems and barriers [5, 6, 7], as well as the need to take into account the socio-economic aspects of the use
of such technologies in the educational processes. It is social and economic conditions that have a decisive
influence on the use of ICT in education and act as stimulating and de-stimulating factors for users of such
technologies within the consumption of educational services.
The use of ICTs in the provision of educational services is particularly important in emerging countries and
countries with transitive economies, including Ukraine [8, 9, 10]. This situation is caused both by the shorter
ICTERI-2021, Vol I: Main Conference, PhD Symposium, Posters and Demonstrations, September 28 – October 2, 2021, Kherson, Ukraine
EMAIL: shavkun@znu.edu.ua (I.Shavkun); bukharina.liudmila@gmail.com (L.Bukharina); yanasd73@gmail.com (Y.Dybchynska);
oksana.onishchenko.znu@gmail.com (O. Onyshchenko)
ORCID: 0000-0003-2227-9754 (I.Shavkun); 0000-0002-7173-6619 (L.Bukharina); 0000-0002-0992-7326 (Y.Dybchynska); 0000-0002-3009-3856 (O.
Onyshchenko)
©️ 2020 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
time frame for the introduction of ICT in education, and by the presence of social economic features in
national economies, the educational sphere and the use of ICTs.
Taking into account the above, the aim of the study is to identify key social economic aspects of the process
of intensification of the use of ICTs in the provision of educational services in emerging countries and
countries with transitive economy, using the example of Ukraine, taking into account the impact of quarantine
restrictions on the education sector.
Based on the above stated goal, it is important to prove or refute a number of hypotheses, namely:
ICTs has been playing a supporting role in educational activities, both before the pandemic and under
quarantine restrictions;
the presence of a significant number of barriers and problems hinder the introduction of ICT in educational
activities under the pandemic conditions;
social aspects are of secondary importance for enhancing the introduction of ICTs in educational activities
in the context of the pandemic;
economic aspects are the main ones in the context of increasing use of ICT in educational activities under
the pandemic conditions.
2 The background of the research and the related works
The problem of using ICT in educational processes is in the focus of scientific researches of a significant
number of scholars. At the same time it is possible to distinguish three main areas of scientific development:
1. Research of barriers and problems in implementing ICT in the educational sphere, including in emerging
countries and countries with transitive economies.
2. Influence of ICT on educational activities and their development.
3. Features of the use of ICT in the educational sphere under the pandemic conditions.
B. Harjeet and I. Zeba [5] reveal the importance of using ICT in the educational process, as well as the
barriers that prevent the introduction of ICT in education (infrastructure; preparation for the use of ICT;
teacher training). Besides, the scholars have developed the recommendations for eliminating the identified
barriers.
L. Raftree [6] explores the opportunities and the obstacles in the field of information and computer
technology for young people in emerging countries, including those in the field of education. The paper
focuses on revealing the capacity of international organizations in increasing the opportunities of young
people to use ICT for their own development.
T. Sabaliauskas and K. Pukelis [7] focus on identifying the barriers to enhancing the use of ICT in the
educational process. The scholars propose an algorithm for integrating ICT into educational activities, as well
as the ways to eliminate problems with the use of such technologies in education.
A.A.E. Suliman, D.Y.G. Fie, M. Raman, N. Alam [11] focus on the study of barriers to the use of ICT in
the provision of higher education in Sudan. The scholars identify the importance and the impact of ICT on
education in the underdeveloped countries of the world, in particular Sudan, and investigate the role of ICT in
higher education in such countries. The scholars pay special attention to barriers to the introduction of ICT in
the educational sphere, including higher education in Sudan (personnel training; ICT financing; ICT
infrastructure; insufficient ICT development in the country; insufficient awareness of ICT).
B.A. Tedla [10] in its research examines the problems of introducing ICT in the educational sphere of East
African countries and identifies the barriers, which include: preparation of educational institutions for the
introduction of ICT, external infrastructure for the introduction of ICT in educational activities, teacher
training on the introduction of ICT in student education. The advantages and disadvantages of using ICT in
educational activities without classifying them according to the subjects of educational processes (educational
institutions, teachers, students) are provided in the research.
ICT have an increasing impact on the educational sphere, which leads to the increase in the number of
researches in this direction.
A. Aristovnik [12] studies the effectiveness and impact of ICT on the educational results. For this purpose,
the scholar conducts a nonparametric analysis of data from the European Union and the OECD countries. The
study reveals significant differences in the effectiveness of the use of ICT in education in different countries,
as well as significant potential for increasing the effectiveness of the use of ICT in the provision of
educational services and the improvement of the quality of education.
R.M. Hernandez [13] examines the processes of integration of ICT and education. The scholar considers the
problems and prospects of using ICT in educational activities and notes that modern education is inextricably
linked with such technologies, which are an important component of the educational sphere.
S.O. Oyebolu and O.O. Lemo [14] focus on the study of the impact of ICT on the quality of education of
students of vocational schools. The scholars reveal the stages of learning using ICT and the key imperatives of
implementing ICT in educational activities.
The pandemic and quarantine significantly have accelerated the integration of ICT and education, as well as
increased the role of ICT in educational activities, causing an increase in the number of scientific
developments and researches on this issue.
L.M.L. Lorente, A.A. Arrabal, C. Pulido-Montes [1] explore the opportunities of ICT to provide
educational services under the restrictions on learning offline in countries of the world caused by quarantine
restrictions. The assessment of the provision of educational services under the quarantine conditions in
different countries of the world indicates problems with the quality of education. The scholars emphasize the
importance of introducing inclusive education based on the use of ICTs in the context of the pandemic,
especially in low-income countries.
M. Mohite [2] emphasizes that the education sector is one of the most affected under the pandemic
conditions. The scholar examines the impact of quarantine restrictions on the education system, and also
reveals the possibilities of using ICT in this situation. At the same time, the possibilities of using various ICT
tools in educational activities are studied in detail.
S. Montoya and A. Barbosa [3] explore the problems for the global education sector caused by the
pandemic and the closure of educational institutions. The scholars reveal the importance of developing ICT
skills to overcome educational crises. Special attention is paid to reducing digital divide in the provision of
educational services between countries, as well as between schools and households.
The current situation with the provision of educational services under the pandemic conditions requires
further research on the introduction of ICT in educational activities, especially in emerging countries or
countries with transitive economies.
3 Social economic aspects of enhancing the use of ICT in the provision of
educational services
In recent decades, the role of ICT in the provision of educational services has been constantly growing [15,
16]. However, given the difficulties and barriers hindering the introduction of ICT in education, especially in
emerging countries and countries with transitive economies, as well as some resistance from technology
consumers and educational institutions, such technologies before the pandemic and the introduction of
quarantine restrictions played a supporting role in education and served as an additional tool for establishing
communication between participants in educational activities. Separately, we note the importance of
information and computer technology in providing inclusive education [17, 18, 19]. Our research allows
considering the transformation of the role of ICT in education.
3.1 Transformation of the place and role of ICT in educational activities under the
influence of quarantine restrictions
Regarding Ukraine, we have noted that in the period before the pandemic, ICT was used:
in schools to attract students to extracurricular educational work, as well as to provide educational
services within the development of inclusive education;
in universities, the emphasis in the use of ICT was made on improving the quality of services, speeding
up communication between participants in the process, as well as on attracting to educational activities
those who, for a number of reasons, are not able to receive a full-fledged education offline (special
categories of educational applicants, students of the correspondence Department);
in other segments of the country's educational sphere - for greater audience coverage and demonstration
of progressive teaching methods.
Summing up the above mentioned, it can be noted that ICT in educational activities before the pandemic
and quarantine restrictions served as an additional communication channel (No. 1 in Figure 1), a tool for the
development of inclusive education (No. 2 in Figure 1), an additional competitive advantage in the fight for
consumers of educational services (No. 3 in Figure 1), and also acted as a secondary element of infrastructure
in the field of Education (see Figure 1).
Educational services consumers
1 2 3
Education infrastructure ICT
1 2 3
Educational services providers
Figure 1: The place and role of information and computer technology in the provision of educational services
before the pandemic.
The pandemic and related quarantine restrictions, as well as the timing of their introduction, have led to the
inability to provide high-quality educational services offline, which triggered the development of educational
activities online. Competition and the influence of state bodies stimulated educational institutions, as well as
other providers of educational services, to transfer almost all activities to a remote scheme of work with the
active use of ICTs, which was the most powerful stimulus for the integration of such technologies into the
educational sphere. The above has led to the fact that ICT under the pandemic and quarantine restrictions have
become the key in the provision of educational services, namely: they have become the main element of the
educational infrastructure, replacing or complementing a significant number of other elements; the use of ICT
is based on the communication process between participants in educational activities (No. 1 in Figure 2); the
quality and quantity of ICT use have become the main competitive advantage in the provision of educational
services (No. 3 in Figure 2); ICTs continue to be used to provide inclusive education (No. 2 in Figure 2) (see
Figure 2).
Educational services consumers
1 2 3
Education ICT
infrastructure
1 2 3
Educational services providers
Figure 2: The place and role of information and computer technology in the provision of educational services
under the pandemic and the quarantine restrictions.
The dramatic increase in the use of ICTs in education has led to the increase in the number of barriers to be
identified and removed to improve the quality of educational services, especially for emerging countries and
countries with transitive economies.
3.2 Barriers and challenges to ICT implementation in education: lessons from the
pandemic
The introduction and use of ICT in educational activities faces a significant number of barriers and
problems [5, 7], which became crucial during the pandemic and quarantine restrictions [20, 21]. At the same
time, we note that these barriers and problems differ for providers of educational services (educational
institutions, etc.), teachers and students.
If we consider the barriers and problems of educational services providers with the introduction and use of
ICT during the pandemic, the main ones are the following:
institutional issues related to legislative aspects, as well as the influence of state institutions on the
introduction and use of ICT, which primarily include the issues of copyright regulation and the use of
intellectual property: we have noted the growth of these barriers in the context of increasing use of ICT
under quarantine restrictions;
infrastructure issues related to the incomplete readiness of infrastructure at the level of the state, region or
individual territorial community for a sharp increase of ICT use in education, especially with regard to the
provision of electric energy, speed internet, mobile communications;
training of personnel, primarily technical, to provide adequate environment for the use of ICT in
educational activities; the sharp increase in the use of ICT has led to the increase in demand for personnel
who, in most countries, are absent from the labor market or the supply of their labor services is limited;
organizational issues, associated with a sharp shift in educational activities to the online environment, or the
use of mixed forms of providing educational services that combine online and offline learning;
availability and quality of equipment; a significant increase in the use of ICT puts forward additional
requirements for the supply of appropriate equipment, which is becoming a problem for a significant
number of providers of educational services, especially in emerging countries and countries with transitive
economies, including Ukraine;
psychological issues, which are associated with the unwillingness of some staff to carry out work and
training of students online due to the difficulties of switching to the new form of providing educational
services.
For teachers and other providers of educational services (trainers, consultants, etc.), the key barriers and
problems with the introduction and use of ICTs in educational activities during the pandemic are:
training in the use of information technologies, since a significant number of them have problems with the
introduction of ICT in the educational process and lack of time for advanced training;
availability and quality of equipment; taking into account the problems of providers of educational services
(see above), there is a need to use their own equipment, which is not suitable for increasing the load and
switching to teaching online;
difficulties of choice, since ICT developers offer a large number of products that can be used in educational
activities, and their selection and testing take a significant amount of time;
methodological issues related to the use of other teaching techniques and methods, taking into account the
provision of educational services using information technologies;
psychological issues (see above);
encouraging students to learn, taking into account the lack of direct communication with them and decrease
in stimuli on their part.
The growth of the use of ICTs in the educational sphere during the quarantine period bears the following main
barriers and problems for consumers of educational services (students):
technical support, especially for students from low-income families, as well as from areas with poorly
developed ICT infrastructure;
training, since a significant number of them are not familiar with the opportunities of using ICT in
educational services;
psychological problems associated with unwillingness to learn without direct communication with other
students and teachers;
creating the demand for educational services, as online learning increases the role of self-study and
independent work with lack of teachers control.
The above requires intensifying the ICT in the supply of educational services, taking into account the social
and economic aspects of these processes.
3.3 Social aspects of enhancing the introduction of ICTs in educational activities in
the context of the pandemic
The study of social aspects of the introduction of ICT in education is one of the key conditions for
intensifying educational processes and eliminating a significant number of problems in this direction. We have
noted that it is necessary to check the impact on the use of ICT in education of such aspects as age, gender,
locality, availability of appropriate equipment and its quantity. We consider it appropriate to conduct separate
research for those who provide educational services and consumers of such services.
The study was held in 2020. The respondents are the providers of educational services who participated in
national and international online conferences and webinars. They were asked to fill in the questionnaire and to
encourage their colleagues and students to participate in the research. Thus the research involves the providers
and consumers of educational services from different regions of Ukraine.
We have studied the share of those who have been using ICT in education among consumers of educational
services in Ukraine before and during the pandemic (see Table 1) The survey to obtain data for the study was
conducted among respondents in Ukraine (sample makes up 1,457 people). In the table, all respondents are
divided into seven age groups: the first group – students under 15; the second group – students of 16-18 years
old; the third group – undergraduate students; the fourth group – graduate and postgraduate students and those
who receive additional education; the fifth, sixth and seventh groups are applicants for correspondence
education and those who receive additional education. All age groups were divided by gender (men and
women), place of residence (city or village), and possession of ICT equipment (sufficient and insufficient).
We have noted a sharp increase in the use of ICT by consumers of educational services in Ukraine under
the pandemic and quarantine restrictions. However, given that negligible amount of offline classes held during
the quarantine, it is clear that some consumers suspended their studies, especially critical the situation with
students under 15 years of age and those over 31 years of age, especially for people of the older age group
(more than 50 years). It is these age groups that require additional measures to enhance the use of ICTs for
educational services.
Table 1
Share of those who used ICT in education among consumers of educational services in Ukraine before and
during the pandemic (social aspects).
Men Women
Urban Rural Sufficien Insufficien Urban Rural Sufficien Insufficient
t t t
Age 10-15
Before pandemic 12 8 43 57 15 12 41 59
During pandemic 78 73 35 65 86 82 32 68
Age 16-18
Before pandemic 15 12 45 55 17 14 46 54
During pandemic 81 77 33 67 88 84 30 70
Age 19-21
Before pandemic 32 26 51 49 35 31 48 52
During pandemic 89 82 31 69 93 89 27 73
Age 22-23
Before pandemic 34 33 52 48 38 32 49 51
During pandemic 89 81 34 66 95 91 29 71
Age 24-30
Before pandemic 11 9 67 33 22 19 56 44
During pandemic 77 73 57 63 83 79 59 41
Age 31-50
Before pandemic 6 2 88 12 12 11 77 23
During pandemic 68 59 75 25 78 74 57 43
Age ˃50
Before pandemic 2 1 62 38 4 3 59 41
During pandemic 51 47 53 47 53 48 47 53
Importantly, the pandemic and quarantine restrictions have led to the increase in the proportion of students
who do not possess sufficient equipment to use ICT in education. The state of affairs is satisfactory only for
consumers in the age group of 31-50 years. This is one of the reasons why some consumers of educational
services could not receive them during the pandemic. This situation leads to the decline in the quality of
education and problems in the functioning of the educational sphere in Ukraine.
The situation with the territorial and gender gap among consumers of educational services in the country is
quite interesting. Thus, women have more problems with access to equipment than men, especially in rural
areas, mainly due to the economic aspects of ICT use in education, which will be discussed below. One the
other hand, women, both in urban and rural areas, more actively use ICT in education.
For providers of educational services, the use of ICT in their own professional activities also has its own
characteristics, which require research in relation to Ukrainian specifics before and under quarantine
restrictions (see Table 2). The survey to obtain data for the study was conducted among respondents in
Ukraine (sampling makes up 314 people). School teachers, university professors, teachers of other educational
institutions, trainers, consultants from all over Ukraine were invited as respondents. In the table, all
respondents are divided into three age groups: 19-35 years (youth); 36-50 years old; older than 50 years (those
who have the right to retire on superannuation).
Table 2
Share of those who used ICT in education among educational services providers in Ukraine before and during
the pandemic (social aspects).
Men Women
Urban Rural Sufficien Insufficien Urban Rural Sufficien Insuffici
t t t ent
Age 19-35
Before pandemic 64 51 31 69 66 60 24 76
During pandemic 98 96 19 81 99 97 15 85
Age 36-50
Before pandemic 52 41 47 53 60 54 42 58
During pandemic 96 94 28 72 98 96 23 77
Age ˃50
Before pandemic 28 21 49 51 36 31 46 54
During pandemic 92 89 23 77 95 94 20 80
The study showed a sharp increase in the use of ICT in the provision of educational services by teachers,
trainers, consultants, etc. However, it is worrying that not all of them have implemented ICT in their
professional activities, especially for the age category over 50 years. There are also certain gaps between
urban and rural areas, while gender gaps, which were quite noticeable for consumers of educational services,
are almost absent for educational services providers (teachers, trainers, consultants).
A critical problem for educational services providers in Ukraine is insufficient supply of appropriate
equipment, which has increased significantly during the pandemic, especially for the age categories of 19-35
and more than 50 years. The gender gap in the provision of ICT equipment in education is also noticeable.
Thus, we have noted the critical need to eliminate territorial, age and gender gaps in the use of ICT in the
professional activities of educational services providers, as well as for consumers in the educational sphere of
Ukraine. It is the emphasis on these social aspects that will make it possible to intensify the use of ICT in
educational activities under the pandemic and after its end. At the same time, a significant number of
problems regarding the functioning of the education sector in the country are a consequence of economic
factors, which requires their study.
3.4 Economic aspects of enhancing the introduction of ICTs in educational
activities in the context of a pandemic
The economic component plays a critical role in the introduction of ICTs in educational activities,
especially for emerging countries and countries with transitive economies, Ukraine included. We consider it
appropriate to study the economic aspects of the use of ICT in education in Ukraine before and during the
pandemic, having divided respondents into two groups: services consumers (1,457 people); service providers
(314 people). At the same time, we have divided all respondents according to household incomes (high,
medium and low), equipment and ICT costs (high, medium, low), gender (men and women) and territorial
characteristics (living in urban and rural areas). It should be noted that we consider household in its traditional
for economics way as a group of people living together in the same residence.
We have considered the change in the share of those who used ICT in education among consumers of
educational services in Ukraine before and during the pandemic.
Table 3
Share of those who used ICT in education among consumers of educational services in Ukraine before and
during the pandemic (economic aspects)
Gender and territorial Household incomes Expenses on equipment and ICT
factors High Middle Low High Middle Low
Men(urban)
Before pandemic 27 34 15 37 38 12
During pandemic 87 91 80 90 88 79
Men (rural)
Before pandemic 25 32 10 35 34 9
During pandemic 85 90 75 92 92 75
Women (urban)
Before pandemic 35 41 24 40 36 18
During pandemic 91 94 87 94 89 81
Women (rural)
Before pandemic 33 40 12 37 35 13
During pandemic 89 91 83 93 90 78
As in the case of social aspects of the use of ICT in education in Ukraine, we have noted the following
tendencies. On the one hand, a significant increase in the share of those who began to use ICT in education
during the pandemic, and on the other hand there is a significant number of gaps and problems. So, if there are
no large gaps between high-and middle-income households regarding the use of ICT in obtaining educational
services, there is a significant gap in low-income families, both before the pandemic and during the
introduction of quarantine restrictions. The other factor to be noted is the presence of those who do not
consume educational services during the pandemic in high-and middle-income families indicates that the
problems are not only economic in their nature. A rather interesting feature is that women in Ukraine have
consumed more educational services using ICT, both before and during the pandemic, although the influence
of economic factors was of great importance for this category of students.
Regarding the expenses on appropriate equipment and ICT, there was a clear connection between
consumers of educational services with the use of such equipment and technologies only for the category of
those who had low expenses. At the same time, high spending on equipment and ICT do not significantly
affect the consumption of educational services by students. We also note that there are certain students who,
even with high or medium expenses on equipment and ICTs before and during the pandemic, do not use them
to receive educational services.
It is necessary to consider the impact of economic aspects on the intensification of the introduction of ICT
in educational activities in Ukraine by providers of educational services before and during the pandemic (see
Table 4).
Table 4
Share of those who used ICT in education among educational services providers in Ukraine before and during
the pandemic (economic aspects)
Gender and territorial Household incomes Expenses on equipment and ICT
factors High Middle Low High Middle Low
Men(urban)
Before pandemic 35 37 20 46 40 21
During pandemic 98 97 93 96 95 89
Men (rural)
Before pandemic 33 35 19 45 38 18
During pandemic 97 97 92 93 93 87
Women (urban)
Before pandemic 42 45 29 48 45 26
During pandemic 98 99 95 98 97 93
Women (rural)
Before pandemic 39 40 25 42 38 29
During pandemic 97 98 96 97 97 91
For those who provide educational services, gender and territorial gaps as well as the gaps in household
income in the pandemic have almost disappeared. There are slightly more problems in low-income families.
At the same time, those who spend heavily on equipment and ICTs do not have an advantage over those who
spend middle amounts, especially during a pandemic. We are concerned that some providers (teachers,
trainers, consultants) do not use ICT in delivering educational services during the quarantine period, when
offline classes are not available or significantly restricted. The analysis has shown that the pandemic has put
significant pressure on low-income teachers and required them to spend additionally to use ICTs in their own
educational activities.
Thus, the study of the economic aspects of enhancing the introduction of ICT in educational activities in the
context of the pandemic has showed that low-income families are the most affected, which requires greater
participation of state and municipal authorities, as well as educational institutions. It is worth mentioning that
the problems with the use of ICTs in education in Ukraine are not only financial, which requires further
research.
4 Conclusion
ICT are playing an increasingly important role in the field of education. The pandemic and accompanying
quarantine restrictions have had a particularly negative impact on educational activities, which has been a
significant stimulus to increase the use of ICTs in the provision of educational services. At the same time,
given the sharp increase in the introduction of ICT in education, the number of barriers and problems has
increased and there is a need to intensify the use of ICTs in educational activities, especially in emerging
countries and countries with transitive economies, Ukraine including. In these circumstances, there is a need
to study the social economic aspects of activating the introduction of ICTs in educational activities.
The study has found that with the beginning of the pandemic and the introduction of quarantine restrictions
in education, which have critically reduced the ability to provide educational services offline, the role of ICT
in educational activities has sharply increased. The above allows us to refute the first hypothesis put forward.
The introduction and use of ICTs in education has faced a significant number of barriers and problems, the
number and varieties of which increased within the framework of a significant increase in the use of such
technologies in the context of a pandemic, which allowed us to prove the second hypothesis of the study.
It was proved that the introduction of ICT in educational activities requires the study of social aspects of
this process, which are of key importance for the activation of the use of ICT in the provision of educational
services, especially in emerging countries and countries with transitive economies, including Ukraine. The
above has allowed us to refute the third hypothesis of the study.
Disclosure of economic aspects of enhancing the introduction of ICTs in educational activities under the
pandemic in Ukraine has allowed us to prove their critical importance and the fourth hypothesis of the study.
Identification of key socio-economic aspects of activating the introduction of ICT in education under the
pandemic on the example of Ukraine will allow us to further develop effective ways to solve problems and
eliminate barriers in this area of educational activity, which is a scientific and practical task for the further
research.
5 References
[1] L.M.L.Lorente, A.A. Arrabal, C.Pulido-Montes, The Right to Education and ICT during COVID-19:
An International Perspective. Sustainability 2020, 12, 9091, 2020. URL: https://www.mdpi.com/2071-
1050/12/21/9091.
[2] M. Mohite, Covid 19 and use of ICT in education. Educational Resurgence Journal 2 (4), 17-23 (2020).
URL: https://coed.dypvp.edu.in/educational-resurgence-journal/documents/july-2020/03.pdf
[3] S. Montoya, A. Barbosa, The Importance of Monitoring and Improving ICT Use in Education Post-
Confinement. UNESCO, 2020. URL: http://uis.unesco.org/en/blog/importance-monitoring-and-
improving-ict-use-education-post-confinement.
[4] S. Zenkina, Pedagogical basics of orientation of ICT to new learning results. (2007) URL:
https://www.dissercat.com/content/pedagogicheskie-osnovy-orientatsii-informatsionno-
kommunikatsionnoi-sredy-na-novye-obrazovat/read
[5] B. Harjeet, I. Zeba, Barriers of ICT Integration in Teaching Learning. Jamia Journal of Education: An
International Biannual Publication 3, 54-62 (2016).
[6] L. Raftree, ICT opportunities and barriers for youth in developing countries. UNICEF, 2014. URL:
https://www.unicef-irc.org/article/1009-ict-opportunities-and-barriers-for-youth-in-developing-
countries.html
[7] T. Sabaliauskas, and K. Pukelis, Barriers to integration of information and communication technologies
into the teaching and learning process. European Conference on Educational Research, University of
Crete, 22-25 September, 2020 URL:
https://www.researchgate.net/publication/314232398_BARRIERS_TO_THE_EFFECTIVE_INTEGRA
TION_OF_ICT_TO_UNIVERSITY_EDUCATION_IN_NIGERIA
[8] T. Degtyarenko Dissemination of ideas for the introduction of information and communication
technologies in the special education system.. Informatsiyni technologii i zasobi navchannya 2 (46), 11-
21 (2015).
[9] W. Palagolla, R. Wickramarachchi, Effective integration of ICT to facilitate the secondary education in
Sri Lanka, 2019 URL:
https://www.researchgate.net/publication/330101963_Effective_integration_of_ICT_to_facilitate_the_s
econdary_education_in_Sri_Lanka
[10] B.A. Tedla, Understanding the Importance, Impacts and Barriers of ICT on Teaching and Learning in
East African Countries. International Journal for e-Learning Security (IJeLS) 2 (2), 199-207 (2012).
[11] A.A.E. Suliman, D.Y.G. Fie, M. Raman, N. Alam, Barriers for Implementing ICT on Higher
Education in Underdeveloped Countries "Sudan: Case Study". International Conference on Information
Resources Management (CONF-IRM). CONF-IRM 2008 Proceedings, 12, 2008. URL:
https://aisel.aisnet.org/cgi/viewcontent.cgi?article=1011&context=confirm2008.
[12] Aristovnik, The Impact of ICT on Educational Performance and its Efficiency In Selected EU and
OECD Countries: A Non-Parametric Analysis. Turkish Online Journal of Educational Technology 11,
144-152, 2012.
[13] R.M. Hernandez, Impact of ICT on Education: Challenges and Perspectives. Propósitos y
Representaciones 5(1), 325-347, 2017.
[14] S.O. Oyebolu, O.O. Lemo, , The Impact of Information and Communication Technology (ICT) on
Vocational and Technical Students’ Learning. Journal of Education and Practice 4(7), 178-183, 2013.
[15] Bhattacharjee, K. Deb, Role of ICT in 21st Century’s Teacher Education. International Journal of
Education and Information Studies 6(1), 1-6, 2016.
[16] K.Ratheeswari, Information Communication Technology in Education. Journal of Applied and
Advanced Research 3, 45-47, 2018.
[17] H. Josjö, ICT and inclusion, 2012 URL: https://www.diva-
portal.org/smash/get/diva2:633789/FULLTEXT01.pdf.
[18] Masih, Vidyapati, Effective Use of ICT in Teacher Education for Inclusive Environment in
Classroom. Educational Quest: An Int. J. of Education and Applied Social Science 9 (3), 247-251,
2018.
[19] Yu. Zaporozhchenko, Using ICT tools to improve the quality of inclusive education. Information
technologies in education: Collection of scientific papers 15, 138–145, 2013.
[20] M. Chavez, J. Uribe-Hernandez, Y. Buendia-Aparcana, R. Vertiz, J. Alcoser, R. Rengifo-Lozano,
Integration of ICTS and Digital Skills in Times of the Pandemic Covid-19. International Journal of
Higher Education 9, 11-20, 2020.
[21] H. Ndahi, The impact of the COVID-19 pandemic on the delivery of TVET in CARICOM Member
States. The International Labour Organization, 2020 URL: https://www.ilo.org/wcmsp5/groups/public/-
--americas/---ro-lima/---sro-port_of_spain/documents/publication/wcms_755060.pdf