=Paper=
{{Paper
|id=Vol-3085/paper00
|storemode=property
|title=9th Workshop on Cloud Technologies in Education: Report
|pdfUrl=https://ceur-ws.org/Vol-3085/paper00.pdf
|volume=Vol-3085
|authors=Arnold E. Kiv,Serhiy O. Semerikov,Mariya P. Shyshkina,Andrii M. Striuk,Mykola I. Striuk,Yuliia V. Yechkalo,Iryna S. Mintii,Pavlo P. Nechypurenko,Olga O. Kalinichenko,Larisa S. Kolgatina,Kateryna V. Vlasenko,Svetlana M. Amelina,Olena V. Semenikhina
}}
==9th Workshop on Cloud Technologies in Education: Report==
https://ceur-ws.org/Vol-3085/paper00.pdf
9th Workshop on Cloud Technologies in Education:
Report
Arnold E. Kiv1 , Serhiy O. Semerikov2,3,4,5 , Mariya P. Shyshkina4 , Andrii M. Striuk3 ,
Mykola I. Striuk3 , Yuliia V. Yechkalo3 , Iryna S. Mintii2,4 , Pavlo P. Nechypurenko2 ,
Olga O. Kalinichenko2 , Larisa S. Kolgatina6 , Kateryna V. Vlasenko7,8 ,
Svitlana M. Amelina9 and Olena V. Semenikhina10
1
Ben-Gurion University of the Negev, P.O.B. 653, Beer Sheva, 8410501, Israel
2
Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine
3
Kryvyi Rih National University, 11 Vitalii Matusevych Str., Kryvyi Rih, 50027, Ukraine
4
Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine, 9 M. Berlynskoho
Str., Kyiv, 04060, Ukraine
5
University of Educational Management, 52A Sichovykh Striltsiv Str., Kyiv, 04053, Ukraine
6
H. S. Skovoroda Kharkiv National Pedagogical University, 29 Alchevskyh Str., Kharkiv, 61002, Ukraine
7
National University of “Kyiv Mohyla Academy”, 2 Hryhoriya Skovorody Str., Kyiv, 04070, Ukraine
8
Technical University “Metinvest Polytechnic” LLC, 71A Sechenov Str., Mariupol, 87524, Ukraine
9
National University of Life and Environmental Sciences of Ukraine, 15 Heroiv Oborony Str., Kyiv, 03041, Ukraine
10
Sumy Makarenko State Pedagogical University, 87 Romenska Str., Sumy, 40002, Ukraine
Abstract
This is an introductory text to a collection of selected papers from the 9th Workshop on Cloud Technolo-
gies in Education (CTE 2021) which held in Kryvyi Rih, Ukraine, on the December 17, 2021. It consists of
short introduction, papers’ review and some observations about the event and its future.
Keywords
Adaptive Cloud Learning Platforms, Blended Learning, Blockchain in Education, Cloud-based AI Ed-
ucation Applications, Cloud-based E-learning Platforms, Tools and Services, Cloud-based Learning
Environments, Competency-Based Education Platforms, Digital Transformation of Education, Educa-
tional Data Mining, Emotion AI, Immersive Technology Applications in Education, Mobile Learning,
Smart Campus Technologies, Social Analytics in Education
i
1. Introduction
1.1. CTE 2021: At a glance
Cloud Technologies in Education (CTE) is a peer-reviewed international Computer Science
workshop focusing on research advances, applications of cloud technology in education.
The Workshop occupies contributions in all aspects of educational technologies and cloud-
based learning tools, platforms, paradigms and models, functioning programmes or papers
relevant to modern engineering and technological decisions in the IT age.
CTE topics of interest since 2017 [1, 2, 3, 4]:
• Adaptive Cloud Learning Platforms
• Blended Learning
• Blockchain in Education
• Cloud-based AI Education Applications Figure 1: CTE 2021 logo.
• Cloud-based E-learning Platforms, Tools and Services
• Cloud-based Learning Environments
• Competency-Based Education Platforms
• Digital Transformation of Education
• Educational Data Mining
• Emotion AI
• Immersive Technology Applications in Education
• Mobile Learning
CTE 2021: 9th Workshop on Cloud Technologies in Education, December 17, 2021, Kryvyi Rih, Ukraine
" kiv.arnold20@gmail.com (A. E. Kiv); semerikov@gmail.com (S. O. Semerikov); marimodi@gmail.com
(M. P. Shyshkina); andrey.n.stryuk@gmail.com (A. M. Striuk); stryukm@gmail.com (M. I. Striuk);
uliaechk@gmail.com (Y. V. Yechkalo); irina.mintiy@kdpu.edu.ua (I. S. Mintii); acinonyxleo@gmail.com
(P. P. Nechypurenko); olgakalinichenko6@gmail.com (O. O. Kalinichenko); larakl@ukr.net (L. S. Kolgatina);
vlasenkokv@ukr.net (K. V. Vlasenko); svetlanaamelina@ukr.net (S. M. Amelina);
e.semenikhina@fizmatsspu.sumy.ua (O. V. Semenikhina)
~ https://ieeexplore.ieee.org/author/37087598865 (A. E. Kiv); https://kdpu.edu.ua/semerikov (S. O. Semerikov);
https://iitlt.gov.ua/eng/structure/departments/cloud/detail.php?ID=269 (M. P. Shyshkina);
http://mpz.knu.edu.ua/pro-kafedru/vikladachi/224-andrii-striuk (A. M. Striuk);
https://scholar.google.com.ua/citations?user=hNEo4l8AAAAJ (M. I. Striuk);
https://scholar.google.com.ua/citations?user=OuJGtoUAAAAJ (Y. V. Yechkalo);
https://kdpu.edu.ua/personal/ismintii.html (I. S. Mintii); https://kdpu.edu.ua/personal/pnpavlo.html
(P. P. Nechypurenko); https://kdpu.edu.ua/personal/ookalinichenko.html (O. O. Kalinichenko);
http://hnpu.edu.ua/uk/kolgatina-larysa-sergiyivna (L. S. Kolgatina); http://irbis-nbuv.gov.ua/ASUA/0005870
(K. V. Vlasenko); https://nubip.edu.ua/node/6245 (S. M. Amelina);
https://fmo-journal.org/index.php/fmo/Editor-in-chief (O. V. Semenikhina)
0000-0002-0991-2343 (A. E. Kiv); 0000-0003-0789-0272 (S. O. Semerikov); 0000-0001-5569-2700 (M. P. Shyshkina);
0000-0001-9240-1976 (A. M. Striuk); 0000-0002-7456-3725 (M. I. Striuk); 0000-0002-0164-8365 (Y. V. Yechkalo);
0000-0003-3586-4311 (I. S. Mintii); 0000-0001-5397-6523 (P. P. Nechypurenko); 0000-0002-7057-2675
(O. O. Kalinichenko); 0000-0003-2650-8921 (L. S. Kolgatina); 0000-0002-8920-5680 (K. V. Vlasenko);
0000-0002-6008-3122 (S. M. Amelina); 0000-0002-3896-8151 (O. V. Semenikhina)
© 2022 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
Workshop
Proceedings
http://ceur-ws.org
ISSN 1613-0073
CEUR Workshop Proceedings (CEUR-WS.org)
ii
• Smart Campus Technologies
• Social Analytics in Education
This volume represents the proceedings of the 9th Workshop on Cloud Technologies
in Education (CTE 2021), held in Ukraine, Ukraine, on December 17, 2021. It comprises
26 contributed paper that were carefully peer-reviewed and selected from 37 submissions
(https://notso.easyscience.education/cte/2021/). Each submission was reviewed by at least 3
program committee members. The accepted paper present the state-of-the-art overview of
successful cases and provides guidelines for future research.
The volume is structured in six parts, each presenting the contributions for a particular
workshop session.
1.2. CTE 2021 Program Committee
Assoc. Prof. Leon A. Abdillah, Associate Professor of
Computer Science and Information Systems, Department of
Information Systems, Universitas Bina Darma, Palembang,
Indonesia.
Leon A. Abdillah, was born in Limau Barat, Prabu-
mulih/Muara Enim, South Sumatra. He has studied Infor-
mation Systems, Information Systems Management, and
Information Retrieval Systems during the study period. In
2001 he joined as a lecturer at one of the leading private
universities in the city of Palembang. In 2010 he became
Associate Professor (Assoc. Prof.) at the Faculty of Com-
puter Science Program Information Systems Studies (Ac-
credited A). Assoc. Prof. Leon A. Abdillah is active as
speaker, author, editor, reviewer, committee on a number
of journals (Scopus, Clarivate Analytics/WoS, SINTA, etc.),
conferences/seminars [AIP, Atlantis Press, EAI, IEEE, IOP,
SCITEPRESS], books/book chapters, etc. He includes 500 Indonesian scientists (Webometrics,
2015), examiner at Monash University (Group of Eight), Australia, and mentor at Publons, New
Zealand. He also often gets awards for the best undergraduate and post graduate categories, the
best computer science lecturer, the best reference article, excellent paper, top reviewer, selected
article, Sinta Award, etc. His research lately has been related to Human-Computer Interaction,
UI-UX, Financial Technology (Fintech), Social Media, E-Learning, Knowledge Management
Systems, Management Administration, etc.
WWW: https://leonabdillah.wordpress.com/
E-mail: leon.abdillah@yahoo.com
Dr. Fernando Almeida, Professor of Computer Science and Innovation, Head of School of
Science and Technology, ISPGAYA, V.N.Gaia, Portugal.
iii
Fernando Luís Almeida has a Ph.D. in Computer Science
Engineering from the Faculty of Engineering of Univer-
sity of Porto (FEUP). He also holds an MSc in Innovation
and Entrepreneurship and in Informatics Engineering from
FEUP. He has around 10 years of teaching experience at
higher education levels in the field of computer science
and management. He has also worked for 15 years in sev-
eral positions as a software engineer and project manager
for large organizations and research centers like Critical
Software, CICA/SEF, INESC TEC, and ISR Porto. He is a
founder member of the International Association of Innova-
tion Professionals and he is involved in the development of
the US TAG group for ISO 56000 (Innovation Management).
His current research areas include innovation policies, en-
trepreneurship, software development, and decision support systems.
WWW: https://orcid.org/0000-0002-6758-4843
E-mail: almd@fe.up.pt
Prof. Dr. Vitalina Babenko is Professor (Full) of Interna-
tional E-commerce and Hotel&Restaurant Business Depart-
ment, V. N. Karazin Kharkiv National University (Ukraine),
Dr. Sci. (habil.) in Economics, PhD in Technical Sciences.
Her sphere of scientific interests includes the manage-
ment of innovation processes, economic-mathematical mod-
elling, information systems and technologies. She has pub-
lished around 300 papers in peer-reviewed journals and in
the proceedings of conferences. She has taken part in more
than 100 conferences and workshops as a Chair, Keynote
Speaker, member of the Scientific Program Committee, an
Organizer and Session Chair. She is Editor-in-Chief of Jour-
nal of International Relations, Economics, Country Studies,
Tourism; International Journal of Economics and Management Systems and member of edi-
torial board of some scientific journals. She is the Member of Doctoral Academic Councils
in Economics, Expert of the Ministry of Education of Ukraine and Expert of Ukrainian Insti-
tute Scientific Technical Information. Council many national and international informatics
associations.
WWW: http://international-relations-tourism.karazin.ua/Babenko
E-mail: vitalinababenko@karazin.ua
Dr. Liudmyla Bilousova, Full Professor, Independent researcher, Kharkiv, Ukraine.
Liudmyla Bilousova got a M.A. in Radio-physics from Kharkiv State University, USSR (1959),
and PhD in physical-mathematical science from Kharkiv State University, USSR (1970). Liud-
myla Bilousova headed Computer Science Department at G.S. Skovoroda Kharkiv National
Pedagogical University for 27 years (1991–2018).
iv
She is a founder and a head of her scientific school on
the problems of development of Informatics education and
the implementation of innovative technologies in educa-
tional process. In the framework of the school a series of
PhD and doctoral research has been completed. Dr. Liud-
myla Bilousova is a scientific supervisor of 23 PhD theses.
She is an author of about 400 scientific and methodical
works including 5 collective monograph and 64 tutorials.
Liudmyla Bilousova is a PC member of International Con-
ference ICTERI-2019, International Workshop CTE, and
ICon-MaSTEd 2020, 2021.
WWW: http://web.archive.org/web/20201027120942/
http://hnpu.edu.ua/uk/bilousova-lyudmyla-ivanivna
E-mail: lib215@gmail.com
Dr. Olga Bondarenko, Candidate of Pedagogical
Sciences, Associate Professor, Department of Economic
and Social Geography and Methods of Teaching, Kryvyi
Rih, Kryvyi Rih State Pedagogical University Kryvyi Rih,
Ukraine.
Olga Bondarenko, born in 1979, in 2001 graduated with
honors from the geographical faculty of Kryvyi Rih State
Pedagogical University, majoring in “Pedagogy and Method-
ology of Secondary Education. Geography and Biology”,
acquired Bachelor Degree. In 2002 she received a Master
Degree with honors in the major “Pedagogy and Method-
ology of Secondary Education. Geography”, qualified as a
teacher of geography. In 2009, she successfully defended her
PhD thesis at the Republican Higher Educational Institution
“Crimean Humanities University” (Yalta) and received a PhD
in Pedagogical Sciences. Since 2005 he has been working
at Kryvyi Rih State Pedagogical University. Author of a
number of scientific publications on vocational education,
training of future teachers for pedagogical activity. Her
research interests include teacher training, the use of ICTs
and GIS technologies in the educational process.
WWW: https://kdpu.edu.ua/personal/ovbondarenko.
html
E-mail: bondarenko.olga@kdpu.edu.ua
Dr. Chun-Yen Chang is a science education scholar in
Taiwan. Currently, he serves as National Taiwan Normal
University (NTNU) Chair Professor, Director of Science
Education, Professor of the Graduate Institute of Science
v
Education and the Department of Earth Sciences.
Over the past few years, he has been a Visiting Professor at the Taipei Medical University,
The Education University of Hong Kong, and the Paris 8 University. Dr. Chang’s major research
interests include science education, e-Learning, interdisciplinary science learning and science
communication. Dr. Chang now is the Editor-in-Chief of the Eurasia Journal of Mathematics,
Science and Technology Education and European Journal of Mathematics and Science Education,
as well as the Co-editor of International Journal of Educational Methodology. He is also on the
Editorial Board of three SSCI-level journals: (1) Studies in Science Education (science education);
(2) Learning, Media & Technology (learning technology); (3) Journal of Science Education and
Technology (science education & technology). In February 2013, Dr. Chang’s catechol-O-
methyltransferase (COMT) study was privileged with a report by the New York Times Sunday
Magazine, as well as in the news featured on Association of Psychological Science website.
WWW: http://changcy.com/index_eng.html
E-mail: changcy@ntnu.edu.tw
Dr. Roman Danel, researcher at Department of Me-
chanical Engineering, Faculty of Technology, Institute of
Technology and Businesses (VŠTE) in České Budějovice,
Czech Republic; assistant at Department of Applied Infor-
matics, Faculty of Economics, VŠB-Technical university of
Ostrava, Czech Republic; visiting professor at WSG Byd-
goszcz, Poland.
Roman Danel, born in 1967, spent 18 years in commercial
practice in the field of IT / ICT, where he worked as an an-
alyst, senior programmer, database and system administra-
tor, project manager in information systems development,
branch manager and for 4 years ran his own company spe-
cializing in SW supplies for industrial systems. He has been
working at the university since 2009, in 2012–2017 he was
the head of the Automation department at the Faculty of
Mining and Geology, VŠB-Technical university of Ostrava.
Since 2012, he has also been lecturing databases, information systems, operating system, MES
system in production and www technologies at University of Economy Bydgoszcz (WSG),
Poland. His research interests include information systems and automatic control in industry,
databases, software engineering and business information systems.
E-mail: danel@rdanel.cz
Ing. Helena Fidlerová, Ph.D., is a senior researcher at the Slovak University of Technology
in Bratislava, Faculty of Materials Science and Technology in Trnava, Institute of Industrial
Engineering and Management, Slovakia.
Ing. Helena Fidlerová, Ph.D. received her Ph.D. degree in the field of Industrial Management
in 2006. Her research aims at education, STEM education, digital competencies, Industry
4.0, Education 4.0, industrial engineering, sustainable competencies, and the application of
statistical methods ahivng more than 79 domestic and international responses, including 33
vi
in WOS/Scopus. Since her study has extensive experience in domestic research projects under
the Slovak Ministry of Education VEGA, KEGA), and international projects, e.g. ALTECS –
Knowledge exchange in the framework of alternative economic systems for the promotion
of sustainable regional development; International Visegrad Fund No. 21810100: Academic
Research Consortium integrating databases, robotics, and language technologies. She is a project
leader for Slovakia in Erasmus + KA2 project: Knowledge Alliance for Business Opportunity
Recognition in SDGs. She is a member of the Slovak Statistical and Demographic Society (SDSS),
a member of the International Association of Engineers (IAENG) and a member of the editorial
board of scientific journals Acta logistica, ARCHIWUM WIEDZY INŻYNIERSKIEJ; Information
Technologies and Learning Tools; EDUCATIONAL DIMENSION.
WWW: https://orcid.org/0000-0002-3426-5803
E-mail: helena.fidlerova@stuba.sk
Dr. Irina Georgescu, Lecturer of Computational Intelli-
gence, Department of Informatics and Economic Cybernet-
ics, Bucharest University of Economics, Bucharest, Roma-
nia.
Irina GEORGESCU holds a PhD in Economics from Turku
Centre for Computer Science, Turku, Finland. Currently
she is a lecturer at the Department of Economic Informatics
and Cybernetics, Bucharest Academy of Economic Studies.
Her research interests lie in the areas of fuzzy economics,
computational intelligence and econometrics. She is the
author of about 40 journal papers and 2 books published in
Springer Verlag.
E-mail: irina.georgescu@csie.ase.ro
Dr. Liudmyla Gryzun, Full Professor of Information
System Department at Simon Kuznets Kharkiv National
University of Economics, Ukraine.
Liudmyla Gryzun earned a M.A. in Applied Mathemat-
ics from the Kharkiv State University, USSR (1986); PhD
and Second Doctoral Degree in Pedagogical science from
G.S. Skovoroda Kharkiv National Pedagogical University
(Ukraine). The sphere of her research is focused on the
curriculum and educational content design in higher ed-
ucation, the process of curriculum disciplines structuring,
based on scientific knowledge integration; AI application to
pedagogical problems solution; IT tools for inquiry-based
and holistic learning etc. She is an author of more than 120
scientific and methodical works including 1 monograph, 2
collective monographs, and 6 tutorials. Liudmyla Gryzun
has delivered a number of Keynote presentations at the In-
ternational conferences: 2018 ICTEL (Rome, Italy), 2018 ICRTEL (Barcelona, Spain), 2019 ICSTR
vii
(Rome, Italy), 2020 ICSTR (Berlin, Germany; Paris, France; London, UK) and others. She is also
a reviewer of the foreign journals (Universal Journal of Educational Research (USA); Athens
Journal of Education, IJIRES (International Journal of Innovation and Research in Educational
Sciences)). Liudmyla Gryzun is a PC member of International Workshop CTE and ICon-MaSTEd
2020, 2021.
WWW: http://www.is.ksue.edu.ua/?q=node/295, https://www.linkedin.com/in/
liudmyla-gryzun-68769280/, https://www.researchgate.net/profile/Liudmyla_Gryzun
E-mail: Lgr2007@ukr.net
Dr. Vita Hamaniuk, Professor of German, Literature
and Didactics, Department of German, Literature and Di-
dactics, Kryvyi Rih State Pedadogical University, Kryvyi
Rih, Ukraine.
Vita Hamaniuk, born in 1965, 1995 received a Candidate
of Pedagogical Sciences degree (Dr. ped.) from the Kharkiv
State Pedagogical H. Scovoroda University, in 2013 – a Doc-
tor of Pedagogical Sciences degree (Dr. habil.) from the
East-Ukrainian National Volodymyr Dahl University. In
2001 she received his habilitation as the Docent (Assoc.
Prof.) at the Department of Foreign Languages of Kryvyi
Rih State Pedagogical University. In 2015 she received his
habilitation as the Professor (Full Prof.) at the Department
of German, Literature and Didactics of Kryvyi Rih State
Pedagogical University. From September 1995 until now
Vita Hamaniuk worked as a head of Department of Foreign
Languages, as an Associate Professor, Head of Department, Full Professor of Department of
German, Literature and Didactics. From April 2017, she works as vice-rector for research at
Kryvyi Rih State Pedagogical University. Her research interests include foreign languages
teaching and learning, didactics of multilingualism, e-learning, blended learning, comparative
researches in Education. She has published a number of papers in Ukrainian and international
journals, actively participates in international conferences and projects.
WWW: https://kdpu.edu.ua/personal/vagamanuk.html
E-mail: vitana65@gmail.com
Dr. Dragos, Daniel IORDACHE is a scientific researcher
2nd degree in the "Systems and Applications for Society"
department of ICI Bucharest and university lecturer at the
Faculty of Psychology and Educational Sciences from Uni-
versity of Bucharest. He received the PhD degree in Science
of Education from the University of Bucharest in 2012. His
research interests include: virtual learning environments,
augmented reality, professional and career counseling, us-
ability and pedagogical evaluation of e-Learning systems,
user testing and heuristic evaluation of interactive systems.
viii
WWW: https://www.researchgate.net/profile/Dragos_Iordache
E-mail: dragos.iordache@ici.ro
M.-Carmen Juan has a Ph.D. in Computer Science (2000)
from the Universitat Politècnica de València (UPV). She has
been a professor at the UPV since 1996 and a Full Professor
since 2014. Her areas of interest include: computer graphics,
virtual and augmented reality, advanced user interfaces and
their applications to psychology, medicine, and education-
entertainment.
WWW: http://personales.upv.es/mjuanli/, http://www.
upv.es/ficha-personal/mjuanli
E-mail: mcarmen@dsic.upv.es
Arnold Kiv received the D. Sc. (Dr. Hab.) degree in solid
state physics from Tartu Institute of Physics, Tartu, Estonia,
in 1978.
From 1964 to 1982, he was a Senior Researcher and
a Head of the Laboratory of Radiation Effects, Institute
of Nuclear Physics, Academy of Sciences, Tashkent,
Uzbekistan. From 1983 to 1998, he was a Head of the De-
partment of Theoretical Physics, South-Ukrainian National
Pedagogical University, Odessa, Ukraine. In 1997, he was
an Invited Professor, Western Ontario University, Canada.
From 1999 to the present, he is a Professor-Researcher
in the Department of Materials Engineering, Ben-Gurion
University of the Negev, Israel. In 1996 and 2011 he was
co-Director of NATO Advanced research Workshops and an Editor of two NATO Series books.
He has about 200 publications, three monographs and three Invention Certificates in the field
of radiation effects in solid state electronics. His research interests include mechanisms of
formation of radiation defects in solids, interaction of fast particles with materials, radiation
methods in microelectronics, including computer simulation, analytical calculations and
experimental studies.
Dr. Oleksandr Kolgatin, Professor of Informatics, De-
partment of Information Systems, Simon Kuznets Kharkiv
National University of Economics, Kharkiv, Ukraine.
Oleksandr Kolgatin, born in 1966, received a Candidate
of Technical Sciences degree (Dr. phil.) from the Institute
for Low Temperature Physics and Engineering of the Na-
tional Academy of Sciences of Ukraine, in 1995, the field
of scientific interests was computational modeling of the
heat and mass transfer processes. Since 1990, he worked
in the field of teaching informatics and using information
ix
technologies in education and received a Doctor of Pedagogical Sciences degree (Dr. habil.)
from the Institute of Information technologies and Learning Tools of the National Academy of
Pedagogical Sciences of Ukraine, in 2011. His research interests include computational modeling,
pedagogical diagnostics, information systems and technologies in education. He has published a
number of papers in international journals and volumes in book series, is a member of editorial
boards of Journal of Information Technologies in Education and associate editor of Information
Technologies and Learning Tools.
WWW: http://www.is.hneu.edu.ua/?q=node/294
E-mail: kolgatin@ukr.net
Assoc. Prof. Yaroslav Krainyk, Head of Computer En-
gineering Department, Petro Mohyla Black Sea National
University, Mykolaiv, Ukraine.
Yaroslav Krainyk, born in 1990, received a Ph.D. degree
in Computer Systems and Components from Petro Mohyla
Black Sea State University, Ukraine, in 2016. His research
interests include computer systems and their applications,
embedded systems, reconfigurable computing, FPGA. Since
2016, he has been a member of Computer Engineering De-
partment as a senior lecturer, doctoral student, and associate
professor. In 2019, he became a head of Computer Engineer-
ing Department. He has participated in the reviewing of
papers published by Elsevier, IEEE, and Springer. He is a
section editor in Computer Science & Engineering Journal
(https://cse-journal.com/index.php/journal).
WWW: https://www.scopus.com/authid/detail.
uri?authorId=56925498100, https://orcid.org/
0000-0002-7924-3878, https://scholar.google.com/citations?
user=-GCy09MAAAAJ
E-mail: yaroslav.krainyk@chmnu.edu.ua
Dr. Hennadiy Kravtsov, Kherson State University,
Ukraine.
WWW: http://www.kspu.edu/About/Faculty/
FPhysMathemInformatics/ChairInformatics/Staff/
Kravtsov.aspx
E-mail: kgmkherson@gmail.com
Dr. Volodymyr Kukharenko, Professor of Technical
Cryophisics Department, National Technical University
“Kharkiv Polytechnic Institute”, Kharkiv, Ukraine.
Volodymyr Kukharenko, born in 1947, received a Can-
didate of Technical Sciences degree from Physical Technic
Institute of Low Temperature National Academy of Sciences
x
of Ukraine. Since 1976, he has been working in the field of low temperature at the National Tech-
nical University “Kharkiv Polytechnic Institute”, where he is professor of Technical Cryophisics
Department and academician of International Academy of Refrigeration UD.
His research interests include distance learning. He has published a number of papers
in international journals and six books from creating distance courses, about tutor, blended
learning.
WWW: https://dl.khpi.edu.ua
E-mail: kukharenkovn@gmail.com
Dr. Andrey Kupin, Professor, Head of the Department
of Computer Systems and Networks, Kryvyi Rih National
University, Kryvyi Rih, Ukraine.
Andrey Kupin was born in Slovianoserbsk, Luhansk re-
gion, Ukraine, in 1972. He received the engineering degree
in robotic systems and complexes from East-Ukrainian State
University, in 1994 and the Ph.D. degree in automation from
Kryvyi Rih Technical University, in 2001. From 2006 to 2007,
he worked as an Associated Professor of the Department of
Informatics, Automation and Control Systems. In 2010 he
became a doctor of science in automation, professor (2013).
Dean of the Faculty of Information Technology (2011-2015).
From 2007 he is the Head of the Department of Computer
Systems and Networks. He is the author more than 190
articles and 8 patents. Professor Kupin as a scientific ad-
viser has prepared 4 PhD and 1 DrSc. His research interests
include artificial intelligence, information and integrated automation of technological processes.
WWW: http://fit.knu.edu.ua/page/kafedra-komp-yuternykh-sistem-i-setey
E-mail: kupin@gmail.com
Oksana Lytvyn, Head of the Chair of Computer Sci-
ence and Mathematics, Faculty of Information Technology
and Management, Borys Grinchenko Kyiv University, Kyiv,
Ukraine.
Oksana Lytvyn, born in 1970, received a Candidate of
Sciences in Physics and Mathematics (PhD) from the V.Ye.
Lashkaryov Institute of Semiconductor Physics, NAS of
Ukraine, in 2001. Research interests: mathematical methods
and information-analytical technologies, solid state physics.
WWW: http://eportfolio.kubg.edu.ua/teacher/301
E-mail: o.lytvyn@kubg.kiev.ua
Liliia Midak, Candidate of chemical sciences, Associate Professor at the Department of
Environmental Chemistry and Chemical Education, Vasyl Stefanyk Precarpathian National
University, Ivano-Frankivsk, Ukraine.
xi
Liliia Midak graduated from the Vasyl Stefanyk Pre-
carpathian University in 2002 (speciality Chemistry). In
2006 presented the candidate dissertation on subject “Physic-
chemical and antifriction properties of composites on ther-
mal stability polymers in interaction with titanium alloys”.
She is a corresponding member of the Technical sciences
Academy of Ukraine, the chairman of the public organi-
zation “STUDY INNOVATION WORKSPACE LICO”. Her
research interests include technology and characteristics
of antifriction composite polymeric materials; mathemat-
ical methods of planning and experiment analysis; safety of
food (products); toxicology of synthetic washing chemicals;
modern educational learning technologies; digital learning
tools; augmented and virtual reality in education.
WWW: https://chemeducation.pnu.edu.ua/5319-2/
E-mail: lilia.midak@gmail.com
Ph. D. Iryna Mintii, associate professor of Computer Sci-
ence, Department of Computer Science and Applied Math-
ematics, vice dean of Faculty of Physics and Mathemat-
ics, Kryvyi Rih State Pedagogical University, Kryvyi Rih,
Ukraine.
Iryna Mintii received a Candidate of Pedagogical Sciences
degree (Ph. D.) from the National Pedagogical Dragomanov
University, Kyiv, Ukraine, in 2013. Her research interests
include ICT in education. She has published a number of
papers in international journals.
WWW: https://kdpu.edu.ua/personal/ismintii.html
E-mail: irina.mintiy@kdpu.edu.ua
Dr. Natalia Moiseienko, Associated professor of Com-
puter Science and Applied Mathematics Department, Kryvyi
Rih State Pedagogical University, Kryvyi Rih, Ukraine.
Natalia Moiseienko, born in 1973, received a Candidate
of Philosophical Sciences degree (Dr. phil.) from the Odessa
National Polytechnic University, Ukraine, in 2004. Since
1995, she has been working in the field of programming
and computer modelling at the Kryvyi Rih State Pedagog-
ical University, where she is currently associated professor.
Her research interests include computer graphics, computer
game programming and educational technologies. She has
published a number of papers in international journals, is a
Member of the Program Committee of many international
conferences.
xii
WWW: https://kdpu.edu.ua/personal/nvmoiseienko.html
E-mail: n.v.moiseenko@gmail.com
Dr. Nataliia Morze, Corresponding Member of National
Academy of Pedagogical Sciences of Ukraine, Professor of
Borys Grinchenko Kyiv University Department of Com-
puter Science and Mathematics, Borys Grinchenko Kyiv
University, Kyiv, Ukraine.
Nataliia Morze, received a Candidate of Pedagogical Sci-
ences degree (Dr. phil.) from the Dragomanov National
Pedagogical University (Kiev) in 1987, and a Doctor of Peda-
gogical Sciences degree (Dr. habil.) in 2004. Her professional
and scientific interests are in the areas of distance learning technologies, education for adults,
implementation of information and communication technologies into education process of
secondary and higher educational institutions, creation of teaching and scientific e-learning
environment and development of teachers information competence. She is the author of more
than 400 scientific papers in the field of computer science, informatics in a primary and sec-
ondary schools, learning methodology, ICT in education, multimedia, teacher training in the
area of ICT and e-learning. She is researcher and coordinator of Ukraine and international
scientific and educational projects.
WWW: http://wiki.kubg.edu.ua/%D0%9C%D0%BE%D1%80%D0%B7%D0%B5_%D0%9D%D0%
B0%D1%82%D0%B0%D0%BB%D1%96%D1%8F_%D0%92%D1%96%D0%BA%D1%82%D0%BE%
D1%80%D1%96%D0%B2%D0%BD%D0%B0
E-mail: n.morze@kubg.edu.ua
Pavlo Nechypurenko, Associate Professor of Depart-
ment of Chemistry and Methods of its Teaching, Kryvyi Rih
State Pedagogical University, Kryvyi Rih, Ukraine.
Pavlo Nechypurenko, born in 1981, received a Magister of
Teaching of Chemistry from Kryvyi Rih State Pedagogical
University, Ukraine, in 2004, and a Candidate of Pedagog-
ical Sciences degree (Dr. phil.) from the Luhansk Taras
Shevchenko National University, Ukraine, in 2017. Since
2004, he has been working in the field of analytical chem-
istry and method of solving chemical problems at the Kryvyi
Rih State Pedagogical University. His research interests
include using of ICT on Chemistry education, Analytical
Chemistry, Technique of chemical experiment. He has pub-
lished a number of papers in Ukrainian and international
journals and developed a series of virtual laboratory work
to teaching chemistry.
WWW: https://kdpu.edu.ua/personal/pnpavlo.html
E-mail: acinonyxleo@gmail.com, acinonyxleo@kdpu.edu.ua
xiii
Yulia Nosenko, Leading Researcher, Department of
Cloud-Oriented Systems of Education Informatization, Insti-
tute for Digitalisation of Education of the National Academy
of Educational Sciences of Ukraine, Kyiv, Ukraine.
Yuliia Nosenko, born in 1984, received a Candidate of
Pedagogical Sciences degree (Ph.D.) in 2011. In 2010-2015
worked at Taras Shevchenko National University of Kiev
(part time). Since 2010 has been working at the Institute
for Digitalisation of Education of the National Academy
of Educational Sciences of Ukraine, where she is currently
leading researcher. Her research interests relates to imple-
mentation and use of cloud services in education, formation
and development of educators’ digital competence, use of
ICT as a tool for supporting inclusive learning. She has
published over 80 scientific papers, including articles in international journals, is a member of
editorial board of peer-reviewed e-journal “Information Technologies and Learning Tools”.
WWW: http://iitlt.gov.ua/structure/departments/cloud/detail.php?ID=48
E-mail: nosenko-y@ukr.net
Vasyl Oleksiuk, PhD (pedagogical sciences), associate
professor of the Department of Computer Science and Teach-
ing Techniques, Ternopil Volodymyr Hnatiuk National Ped-
agogical University, Ternopil, Ukraine.
Vasyl Oleksiuk, born in 1980, received a Candidate of
Pedagogical Sciences degree (Dr. phil.) from the National
Pedagogical University, Kyiv, Ukraine, in 2007. Since 2003,
he has been working Department of Computer Science and
Teaching Techniques at Ternopil Volodymyr Hnatiuk Na-
tional Pedagogical University, where he is currently asso-
ciate professor. His research interests include computer
networks, cloud computing, e-learning, electronic libraries.
He has published a number of papers in Ukrainian and
international journals, is a member of editorial boards of
the journals Information Technologies and Learning Tools
(Institute for Digitalisation of Education of the National Academy of Educational Sciences
of Ukraine) and The Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical
University (Series: pedagogy).
WWW: http://tnpu.edu.ua/faculty/fizmat/oleksyuk-vasil-petrovich.php
E-mail: oleksyuk@fizmat.tnpu.edu.ua
DSc Kateryna Osadcha, Professor, Department of Computer Science and Cybernetics,
Bogdan Khmelnitsky Melitopol state pedagogical university, Melitopol, Ukraine.
xiv
Kateryna Osadcha, born in 1977, received a Candidate of
Pedagogical Sciences (PhD in Education) from the Vinnytsia
State Pedagogical University named after Mykhailo Kotsi-
ubynsky, Ukraine, in 2010, and a Doctor of Pedagogical Sci-
ences (Dr. Sc) from Classic Private University, in 2020. Since
2011, she has been working as an Associate professor of the
Department of Computer Science and Cybernetics at the
Bogdan Khmelnitsky Melitopol state pedagogical university.
Her research interests include: computer science, network
technology, programming, ICT, e-learning, engineering ed-
ucation, educational technology, tutoring. She is author
of about a hundred scientific works, including textbooks,
monographs, author’s certificates. She is a member of editorial boards of “Ukrainian Journal
of Educational Studies and Information Technology” (Ukraine), “International Conference on
Higher Education Advances” (Spain), “Transactions of Kremenchuk Mykhailo Ostrohradskyi Na-
tional University” (Ukraine), “Professional Education: Methodology, Theory and Technologies”
(Ukraine).
WWW: http://osadcha.mdpu.org.ua
E-mail: okp@mdpu.org.ua
Dr. Viacheslav Osadchyi, Professor of Department of
Computer Science and Cybernetics, Bogdan Khmelnitsky
Melitopol state pedagogical university, Melitopol, Ukraine.
Viacheslav Osadchyi, born in 1975, received a Candidate
of Pedagogical Sciences (PhD in Education) from the Vin-
nytsia State Pedagogical University named after Mykhailo
Kotsiubynsky, Ukraine, in 2006, and a Doctor of Pedagog-
ical Sciences from the Vinnytsia State Pedagogical Univer-
sity named after Mykhailo Kotsiubynsky, Ukraine, in 2013.
Since 1999, he has been working in the field of informa-
tion technology and vocational education at the Bogdan
Khmelnitsky Melitopol state pedagogical university. Now –
Head of the Department of Computer Science. His research
interests include: computer science, information networks,
ICT, programming, software development, information sys-
tems, data science. He has published a number of papers in international journals. He is a
member of editorial boards of “Ukrainian Journal of Educational Studies and Information Tech-
nology” (Ukraine), “Computing Conference” (formerly called “Science and Information (SAI)
Conference”) (UK), Intelligent Systems Conference (IntelliSys) (The Netherlands), “International
Conference on Higher Education Advances” (Spain), “Transactions of Kremenchuk Mykhailo
Ostrohradskyi National University” (Ukraine), “Information Technologies and Learning Tools”
(Ukraine), “Scientific papers of Berdyansk State Pedagogical University Series: Pedagogical
sciences” (Ukraine).
WWW: http://osadchyi.mdpu.org.ua
xv
E-mail: poliform55@gmail.com
Dr. Liubov Panchenko, Professor at the Department of
Sociology, National Technical University of Ukraine “Igor
Sikorsky Kyiv Polytechnic Institute”, Kyiv, Ukraine.
Liubov Panchenko was awarded a Candidate of Pedagogi-
cal Sciences degree (Dr. phil.) from H. S. Skovoroda Kharkiv
National Pedagogical University, Kharkiv, Ukraine, in 1995,
and a Doctor of Pedagogical Sciences degree (Dr. habil.)
from the Luhansk Taras Shevchenko National University,
in 2012. Since 1993, she has been working in the field of
information and communication technology in education.
Since 2016 she has been a Professor at the Department of
Sociology, National Technical University of Ukraine “Igor
Sikorsky Kyiv Polytechnic Institute”. Her research interests
include information and communication technology in edu-
cation, university’s educational environment, MOOCs, data
analysis and multivariate methods in scientific research,
digital storytelling, adult education. She has published a number of papers and text books
(“Computer data analysis”, “Data analysis practicum”, “Mathematical and statistical methods of
sociological information’s analysis”) and is an editorial board member of the Ukrainian journals
“Information Technologies and Learning Tools” (associated editor), “e-Environment of Modern
University”, and “Humanization of the educational process”.
WWW: http://www.sociology.kpi.ua/en/faculty-2
E-mail: lubov.felixovna@gmail.com
Dr. Stamatios Papadakis has been a postdoctoral re-
searcher in Educational Technology, with emphasis on mo-
bile learning, at the Department of Preschool Education at
the University of Crete, Greece, since 2016. He has gradu-
ated from the Department of Informatics, Athens Univer-
sity of Economics and Business, Athens, Greece. In 2016,
he completed a Ph.D. at the University of Crete, Depart-
ment of Education in Rethymnon, Greece. He has worked
as an adjunct Lecturer in Education teaching Didactics in
Programming (2017–2018) at the Department of Computer
Sciences, School of Sciences and Engineering at the Univer-
sity of Crete, Greece. Since 2017 he has worked as an adjunct Lecturer in Education teaching
Informatics (2017–2018) at the Department of Preschool Education, School of Education, Univer-
sity of Crete, Greece. His scientific and research interests include the study of mobile learning,
especially on the use of smart mobile devices and their accompanying mobile applications
(apps) in Preschool and Primary Education, focusing on the development of Computational
Thinking and students’ understanding of numbers. Furthermore, he currently investigates
how a STEM learning approach influences learning achievement through a context-aware
xvi
mobile learning environment in the preschool classroom and explain the effects on preschoolers’
learning outcomes.
WWW: https://www.researchgate.net/profile/Stamatios_Papadakis, https://independent.
academia.edu/PapadakisStamatis, https://scholar.google.gr/citations?user=e3vLZegAAAAJ&hl=
en, https://orcid.org/0000-0003-3184-1147, https://www.scopus.com/authid/detail.uri?authorId=
57038471800, http://moeads.edc.uoc.gr/
E-mail: stpapadakis@uoc.gr
Olga Pinchuk, PhD (in Pedagogics), Senior Researcher
in the field of information and communication technologies
in education. Education: M.P. Drahomanov Kyiv State Ped-
agogical Institute in specialties of Mathematics, Computer
Science and Computer Engineering teacher.
Olga Pinchuk, born in 1969, received the degree of Can-
didate of Pedagogical Sciences (PhD) at the National Ped-
agogical Dragomanov University, Ukraine, in 2011. Since
2005 she has been working in the Institute for Digitalisa-
tion of Education of the National Academy of Educational
Sciences of Ukraine, Deputy Director for Scientific Exper-
imental Work, Leading Researcher. Her research interests
include scientific and methodological foundations use of
computer oriented tools in teaching natural and mathemat-
ical subjects, organization of the educational environment of distance learning, formation of
digital competencies of participants in the learning process, design and technological support
of web platforms of online encyclopedias. She has published a number of papers in interna-
tional journals and chapters in collective monographs. Holds the post of co-editors-in-chief
of “Information Technologies and Learning Tools”, a peer-reviewed e-journal in educational
sphere.
WWW: http://iitlt.gov.ua/
E-mail: opinchuk@iitlt.gov.ua
Dr. Oleg Pursky, Professor of Computer Science and
Information Systems, Chief of Department of Computer
Science and Information Systems, Kyiv National University
of Trade and Economics, Kyiv, Ukraine.
Oleg Pursky, born in 1967, received a Candidate of Sci-
ences in Physics and Mathematics degree (Dr. phil.) from
the Institute for Low Temperature Physics and Engineering
of the National Academy of Sciences of Ukraine, in 2001,
and a Doctor of Sciences in Physics and Mathematics degree
(Dr. habil.) from the Taras Shevchenko National University
of Kyiv, Ukraine, in 2010. His research interests include
informational systems development, computer simulation
and modeling of socio-economic systems. He has published
xvii
a number of papers in international journals, monographs
and volumes in book series, is a member of editorial board of International Journal of Economic
Theory and Application, reviewer of scientific journals International Journal of Modern Physics
(B) and Heat Transfer and certified Data Science&Machine Learning specialist. He is a member
of Scientific Council section of Ukrainian Ministry of Education and Science on the specialty
“Informatics and Cybernetics”. Currently, he is working as a Head of Department of Computer
Science and Information Systems, Kyiv National University of Trade and Economics.
WWW: https://knute.edu.ua/blog/read/?pid=12695&uk, https://knute.edu.ua/file/MTcyNjQ=
/98717622ed46f90a934d4e922d214fbc.pdf
E-mail: Pursky_O@ukr.net
Dr. Serhiy Semerikov, Professor of Computer Science
and Educational technology, Kryvyi Rih State Pedagogical
University, Ukraine.
Serhiy Semerikov is professor of Department of Com-
puter Science and Applied Mathematics at Kryvyi Rih State
Pedagogical University. He got both PhD and DSc in edu-
cation (informatics) from the National Pedagogical Drago-
manov University in 2001 and 2009, respectively. The main
directions of Dr. Semerikov’ research is methods of learning
and educational technology.
WWW: https://kdpu.edu.ua/semerikov/
E-mail: semerikov@gmail.com
Dr. Yevhenii Shapovalov, Senior researcher in Junior
Academy of Sciences of Ukraine, Kyiv.
Yevehenii Shapovalov, born in 1992, received a Candidate
of Technical Sciences degree (Dr. techn.) from the National
University of Life and Environmental Sciences of Ukraine,
in 2019. Since 2012, he has been working in the field of
STEM education, using of IT in education, development
of informational technologies, environmental engineering
(anaerobic waste treatment), Sustainable development and
European integration. He has published a number of papers in international journals and
volumes in book series, is a member of editorial boards of Journal “Scientific letters of Junior
Academy of Sciences” and reviewer in conferences of Academy of Cognitive and Natural
Sciences.
WWW: http://www.nas.gov.ua/UA/PersonalSite/Pages/
default.aspx?PersonID=0000026333
E-mail: sjb@man.gov.ua
Dr. Andrii Striuk, Ph.D., Head of Simulation and Soft-
ware Engineering department of Kryvyi Rih National Uni-
versity, Kryvyi Rih, Ukraine.
xviii
Andrii Striuk, born in 1979. In 2000 he graduated from the Kryvyi Rih Technical University
with a degree in Automated Systems Software. In 2001, he received a master’s degree in
computer science. Has been working at the Department of Modeling and Software of Kryvyi Rih
National University since 2000. Combines educational activities with practical, developing and
implementing educational software products. In 2011 he defended his Ph.D. thesis. From 2014
to 2017 he is studying at the doctoral program in Institute for Digitalisation of Education of the
National Academy of Educational Sciences of Ukraine (Kyiv, Ukraine). In 2017, he was awarded
the Prize of the President of Ukraine for young scientists. Heads the Simulation and Software
Engineering department of Kryvyi Rih National University since 2018. Field of scientific interest:
professional training of software engineers, mobile learning technologies, the use of augmented
reality technologies in education.
WWW: http://mpz.knu.edu.ua/pro-kafedru/vikladachi/224-andrii-striuk
E-mail: andrii.striuk@knu.edu.ua
Dr. Yurii Tryus, Professor of Applied Mathematics, Department of Computer Science and
System Analysis, Cherkasy State Technological University, Cherkasy, Ukraine.
Yurii Tryus, born in 1957, received a Candidate of Candi-
date Physics and Mathematics Sciences degree (PhD) from
the Shevchenko Kyiv State University, in 1987, and a Doctor
of Pedagogical Sciences degree (Dr. habil.) from the Na-
tional Pedagogical Dragomanov University, in 2005. Since
2012, he is head of the Department of Computer Science
and System Analysis, Cherkasy State Technological Univer-
sity. His research interests include Theory and Methods of
Optimization and Operations Research, Decision Theory,
Information and Communication Technologies in Higher
Education, Theory and methods of teaching mathematics
and computer science. He has published near 230 of papers
in Ukrainian and international journals, 10 monographs
and manuals, is a member of editorial boards of E-journal
“Information Technologies and Learning Tools”, Journal “In-
formation Technologies in Education”, Scientific journal of
the National Pedagogical Dragomanov University. Series 2.
Computer-based learning systems.
WWW: https://knsa.chdtu.edu.ua/
tryus-yurii-vasylovych
E-mail: tryus@chdtu.edu.ua
Dr. Tetiana Vakaliuk, professor, professor of the depart-
ment of Software Engineering, Zhytomyr Polytechnic State
University, Zhytomyr, Ukraine.
Tetiana Vakaliuk, born in 1983, received a Candidate of
Pedagogical Sciences degree from the National Pedagogical
Dragomanov University, Ukraine, in 2013, and a Doctor of
xix
Pedagogical Sciences degree from the Institute for Digitalisation of Education of the National
Academy of Educational Sciences of Ukraine, in 2019. Since 2019, she has been working in the
field of information technologies at the Zhytomyr Polytechnic State University. Her research
interests include information technologies, ICT in Education, Cloud technologies. She has
published a number of papers in international journals, is a member of editorial boards of
Information Technologies and Learning Tools, Zhytomyr Ivan Franko State University Journal:
Pedagogical Sciences, Collection of Scientific Papers of Uman State Pedagogical University.
WWW: https://sites.google.com/view/neota
E-mail: tetianavakaliuk@gmail.com
Dr. Nataliia Valko, DSc in Pedagogical, PhD of Physics
and Mathematic Sciences, Department of Informatics, Soft-
ware Engineering and Economic Cybernetics, Kherson State
University, Kherson, Ukraine.
Nataliia Valko, in 2006 earned a PhD degree of Physics
and Mathematic Sciences in specialty “Mathematical mod-
eling and numerical methods”, and a Doctor of Pedagogical
Sciences degree (Dr. habil.) in 2020. She has extensive
experience in teachers education via modern teaching tech-
nologies, blended learning, STEM-education. Her teaching
experience in University is over 20 years. She is one of the
organizers of the STEM school of KSU. She has management
skills in the field of teacher training, planning educational
activities, creating distance learning courses on the Moodle
platform. She manages students design work to create mod-
els of robotic systems. Effectively applies innovative teach-
ing methods for future teachers of natural-mathematical
disciplines using robotics and their preparation for using
STEM-technologies in teaching. She actively studies innovative teaching methods, methods
of project activity. She has published a number of papers of different kinds (including books,
articles in scientific international journals, conference proceedings etc.), is a member of editorial
boards of Journal of Information Technologies in Education (ITE).
WWW: http://www.kspu.edu/About/Faculty/
FPhysMathemInformatics/ChairInformatics/Staff/NValko.
aspx
E-mail: valko@ksu.ks.ua
Dr. Vladyslav Velychko, Associate Professor of Meth-
ods of Teaching Mathematics and Methods of Teaching
Computer Science, Faculty of Physics and Mathematics,
Donbas State Pedagogical University, Sloviansk, Ukraine
Vladyslav Velychko, born in 1973, received a Candidate of
Physical and Mathematical Sciences degree (Dr. phil.) from
the Kyiv Taras Shevchenko National University, Ukraine,
xx
in 2006, and a Doctor of Pedagogical Sciences degree (Dr. habil.) from the Donbas State
Pedagogical University, in 2019. Since 1994, he works in the field of algebra, methods of teaching
computer science, the use of information and communication technologies in education at
Donbas State Pedagogical University, where he is now head of the department. Research
interests – quasi-ideals of semigroups, algorithms on algebraic structures, free software, open
electronic educational resources. He has published a number of articles in international journals
and made presentations at international conferences and seminars.
WWW: https://ddpu.edu.ua/cc/velychko
E-mail: vladislavvelichko@gmail.com
Nataliia Veretennikova, PhD, candidate of social com-
munication, assistant of the Department of Information Sys-
tems and Networks, Lviv Polytechnic National University,
Lviv, Ukraine.
Nataliia Veretennikova, born in 1990, received PhD de-
gree from Vernadsky National Library of Ukraine in 2017.
She is a winner of the President’s Award for Young Scien-
tists in 2019 and a winner of the Regional Prize for Young
Scientists and Researchers for Scientific Achievements that
Contribute to Social and Economic Transformation in the
Region and Affirm the High Authority of Lviv Region Scholars in Ukraine and in the World.
Her scientific research relates to the field of electronic science, linguistic support, and social
communications. She is an author of a lot of papers in domestic and international journals as
well as volumes. She is a member of editorial boards and joins in Programme and Organizing
committees of international conferences or workshops.
WWW: http://wiki.lp.edu.ua/wiki/%D0%92%D0%B5%D1%80%D0%B5%D1%82%D0%B5%D0%
BD%D0%BD%D1%96%D0%BA%D0%BE%D0%B2%D0%B0_%D0%9D%D0%B0%D1%82%D0%B0%
D0%BB%D1%96%D1%8F_%D0%92%D1%8F%D1%87%D0%B5%D1%81%D0%BB%D0%B0%D0%
B2%D1%96%D0%B2%D0%BD%D0%B0
E-mail: nataver19@gmail.com
Dr. Kateryna Vlasenko, Professor of Maths, Depart-
ment of Mathematics, National University of “Kyiv Mohyla
Academy”, Ukraine.
Kateryna Vlasenko, born in 1966, received a Candidate of
Pedagogical Sciences degree (PhD) from the National Ped-
agogical Dragomanov University, Ukraine, in 2004, and a
Doctor of Pedagogical Sciences degree (D.Sc. in Educational
Science) from the Bohdan Khmelnytsky National Univer-
sity of Cherkasy, in 2011. Since 2008, she has been working
in the field of mathematical and pedagogical modeling at Na-
tional University of “Kyiv Mohyla Academy”. Her research
interests include the issues of mathematics education. She
has published a number of papers in international journals
xxi
and volumes in book series, is a member of editorial boards of Innovative Solutions in Mod-
ern Science, Topical Issues of Natural and Mathematical Education Sumy State Pedagogical
University named after A. Makarenko.
WWW: http://formathematics.com/tutors/kateryna-vlasenko/
E-mail: vlasenkokv@ukr.net
Dr. Yuliia Yechkalo, Associate professor, Department
of Physics, Kryvyi Rih National University, Kryvyi Rih,
Ukraine.
Yuliia Yechkalo, born in 1981, received a Candidate of
Pedagogical Sciences degree from the Kirovograd State
Vladimira Vinnichenka Pedagogical University, Ukraine,
in 2013. Since 2005, she has been working at the National
Metallurgical Academy of Ukraine. She has been working
at the Kryvyi Rih National University since 2012. Her re-
search interests include theory and methods of education
(physics) and information and communication technologies
in education.
E-mail: uliaechk@gmail.com
2. Articles overview
2.1. Session 1: Digital Transformation of Education
Digital technology permeates all aspects of life. During the pandemic, all countries in the
world began to use distance learning methods through the use of digital platforms, classes, labs.
Digitalization avoided the collapse of the educational system. The aim of the article “Problematic
issues of digitalization of education in Eastern Europe” [5] by Anastasiia O. Simakhova (figure 2),
Artem E. Artyukhov, Halina A. Shmarlouskaya is to analyze the processes of digitization of
education in Eastern Europe. To achieve the goal of the article, the following tasks were set:
to study the theoretical basis of the digitization of education, to analyze the trends in the
digitization of education in Eastern Europe, to develop recommendations for improving the
digitization of education. The article analyzed the ranks of the Network Readiness Index and
the Global Digital Readiness Index in terms of the technological readiness of higher education
institutions and students for distance education. The article offers a case study of the Ukrainian
university for the implementation of an e-learning environment. The authors grouped countries
from Eastern Europe according to their potential for digitizing education. For these groups
of countries, the authors identified specific criteria. SWOT an analysis of the digitization of
education was conducted for the countries of Eastern Europe.
In the article “The use of digital tools by secondary school teachers for the implementation of
distance learning in the context of digital transformation in Ukraine” [6], Oksana V. Ovcharuk,
Andrii M. Gurzhii, Iryna V. Ivaniuk, Liubov A. Kartashova, Olena O. Hrytsenchuk, Tetiana A.
Vakaliuk, Mariya P. Shyshkina (figure 3) raise the discussion on the use of digital learning tools
xxii
Figure 2: Presentation of paper [5].
by teachers of Ukrainian secondary schools for the organization of distance learning. In order
to collect data authors have used the survey instruments (Google questionnaire) and involved
xxiii
1463 respondents who revealed the state of the use of digital learning tools for the organization
of distance learning in the quarantine period caused by COVID-19 pandemic. The study was
conducted in all regions of Ukraine. The results show that teachers have a need to master their
knowledge and practical skills on digital instruments for the organization of distance learning
with students. On the other hand the paper presents the experience on how the problem of
the mastering of teachers’ digital competencies can be organized and what are the steps to the
organization of special distance learning courses for teachers in Ukraine. The experience of the
creation of Web portal of Ukrainian Open University of Postgraduate Education is presented.
Authors propose on how the needs and requirements of teachers regarding the implementation
of the distance learning in schools and the development of their digital competencies should be
resolved.
This article highlights further research by the authors, begun in [7, 8, 9, 10, 11, 12, 13, 14, 15,
16, 17, 18, 19, 20, 21, 22].
The problems of contemporary IT specialists’ training in terms of the high requirements
to their computational thinking skills as well as the urgency of raising their motivation to
mastering algorithmization and programming are discussed in the article “Computer modeling
of the tournament of game algorithms in the process of learning of basics of algorithmization
and programming by pre-service IT-specialists” [23]. It is emphasized by Liudmyla E. Gryzun
(figure 4), Oleksandr V. Shcherbakov and Svitlana H. Lytvynova that initial university courses
should focus pre-service IT-specialists on the deep understanding of an algorithmic nature of
any coding task, to realize basic characteristics of the algorithms, to understand their role in
modern software development. Due to the contemporary demands, programming should rest
on algorithms building and has to be a part of lager scale experiences in order to realize its full
potential. One of such experiences offered by the authors in the paper is involving the students
into specially arranged activity focused on efficient game algorithms creation and simulation
of the tournament between the algorithms. The offered activity is elaborated based on the
applying the gamification elements into the learning process. Basing on the core gamifiaction
principles, there were thought over and arranged an activity involving the students into the
creation of gamified products. In this case, the gamified product which the students had to
develop in the process of learning of algorithmization and programming was the software
platform which enables a computer simulation of the tournament between the different game
algorithms which realize winning strategies. The peculiarities and the stages of the said activity
are covered in details along with the description of the final software product. Analyzing the
described functionality of the computer simulator of the algorithms tournaments based on the
gamification ideas, authors can emphasize its significant didactic facilities in the context of its
using for IT-specialists training. In particular, the developed gamified product was probed in
the process of other students’ mastering algorithmization and programming as well as of the
schoolchildren training during summer IT schools. The prospects of the research are outlined
in the lines of using the obtained results for holding the empirical research for the verification
of offered activity impact on the results of IT-specialists training.
This article highlights further research by the authors, begun in [24, 25, 26, 27, 28, 29, 30, 31,
32, 33].
The aim of the article “ICT and current trends as a path to STEM education: implementation
and prospects” [34] by Natalia S. Lukychova (figure 5), Nataliia V. Osypova, Galina S. Yuzbasheva
xxiv
Figure 3: Presentation of paper [6].
xxv
Figure 4: Presentation of paper [23].
is to build a model for the introduction of STEM education in institutions of general secondary
education, to demonstrate the experience of using ICT in STEM education. Analysis of scientific
xxvi
publications makes it possible to determine the role and place of ICT in the model of introduction
of STEM education in general secondary education institutions. The presented experience of the
systemic implementation of STEM education in general secondary education institutions allows
the formation of professional competencies of teachers in the field of STEM education and can
be useful in their professional activities. The study shows that the systemic implementation of
STEM technologies in the educational process increases the effectiveness of training, the level
of motivation of participants in the educational process and the quality of knowledge in the
subjects of the natural science cycle, and also contributes to the formation of key competencies
of students.
This article highlights further research by the authors, begun in [35, 36, 37].
Figure 5: Presentation of paper [34].
Synergetics as a scientific area of research is in demand by society. The context of syner-
getics makes it possible for scientists of different specializations to interact fruitfully in the
language of systematic understanding and search for new solutions. The article “Complex
systems and physics education” [38] by Andrii O. Bielinskyi (figure 6), Arnold E. Kiv, Yuliya O.
Prikhozha, Mykola A. Slusarenko, Vladimir N. Soloviev raises the question of how the theory
of self-organization can help in the reformation of the higher education system, why this is
relevant, and what can lead to the training of both teachers and students within the framework
of an interdisciplinary approach. In the future, authors will highlight the most important
characteristics of complex systems and the simplest and at the same time conceptually simplest
methods for analyzing complexity. As part of the complex systems modeling course, which will
first be presented to students of physics and mathematics, and then, possibly, to students of
other specialties, authors present signals of seismic activity, gravitational waves and magnetic
xxvii
activity, and demonstrate how authors can identify critical or crash phenomena in such systems.
This kind of analysis can serve as a good basis for the formation of professional skills and
universal competencies.
This article highlights further research by the authors, begun in [39, 40, 41, 42, 43, 44, 45, 46,
47, 48, 49, 50, 51, 52, 53].
Figure 6: Presentation of paper [38].
The article “Agile methodology in higher education quality assurance system for SDGs 4, 8
and 9 achievement: national experience” [54] is focused on considering agile methodology as an
instrument to use in education quality assurance. Artem E. Artyukhov, Iurii Iu. Volk (figure 7)
and Tetiana A. Vasylieva propose the Scrum method applicable for education quality assurance
based on adapted Manifesto for Agile Education Quality Assurance and twelve principles behind
it. The Scrum procedure is described and roles are distributed for two real-life cases of external
and internal educational program quality evaluation. Authors illustrate that proposed Scrum
procedure perfectly fits existing practices and can be used to enhance both external and internal
quality assurance processes in higher education. Authors consider achievement of SDG 4 targets
through proposed methodology as the necessary step to take in achieving SDGs 8 and 9. It
is concluded that stakeholders feedback about their satisfaction by economic and innovative
factors should be included in each sprint review procedure in proposed Scrum methodology.
Authors discuss SDG 4 achieving within multilayered DIKW+DM hierarchy as a framework for
education quality assurance that allow to join information processing, knowledge acquisition
and corresponding decision-making algorithm.
Today in most countries there is a lack of qualifications in areas, which require specialists
with mathematical competencies, despite the high unemployment rate in many countries. At
the same time, it is generally recognized that most likely those sciences are developing, the
xxviii
Figure 7: Presentation of paper [54].
fundamental results of which can be formulated mathematically. Using mathematical methods,
Nataliia V. Morze, Iryna V. Mashkina (figure 8) and Mariia A. Boiko draw important conclusions
that could hardly be obtained otherwise. Digital transformation of all industries requires
specialists with a sufficient level of mathematical competence and skills in ICT tools, including
computer modeling using the approach called Inquiry-Based Mathematics Education (IBME).
This article highlights further research by the authors, begun in [55, 56, 57, 58, 59].
Modern society is characterized by a significant impact of information technologies on
all spheres of human life. In a special way, the processes of digital transformation affect
educational institutions, including vocational (vocational and technical) ones. Now vocational
(vocational and technical) education occupies an important place in the sector of the country’s
economy, prioritizing effective training of highly qualified labourers in the state policy of Ukraine.
Nowadays, the professional activity of labourers incorporates an intellectual component related
to working with electronic devices, artificial intelligence systems, etc. Monitoring of the labor
market shows that a skilled worker of the XXI century should be able to think critically, process
information analytically, and work with mechatronics systems. The analysis of the European
experience in training qualified workers reflects a certain lag of domestic institutions in terms
of digital supply. At the same time, the level of teachers’ digital competence at vocational
(vocational and technical) education institutions needs improving. As a result, the issues of
digital transformation for educational institutions are urgent and topical [61]. Provision of
modern digital equipment, formation and development of digital competence of all participants
xxix
Figure 8: Presentation of paper [60].
in the educational space are becoming the main tasks of teaching stuff in the current conditions.
In a special way, the tasks set become relevant during the period of quarantine restrictions,
xxx
when educational institutions mainly work on distance and mixed forms of teaching.
This article highlights further research by the authors, begun in [62, 63, 64, 65, 66, 67, 68, 69,
70, 71, 72, 73].
Figure 9: Presentation of paper [61].
2.2. Session 2: Competency-Based Education Platforms and Social Analytics in
Education
The article “Social dimension of higher education: definition, indicators, models” [74] by Liubov
F. Panchenko (figure 10), Hennadii O. Korzhov, Andrii O. Khomiak, Vladyslav Ye. Velychko
and Vladimir N. Soloviev deals with the problem of strengthening the social dimension of
higher education. It discusses the definition of social dimension, its indicators, models of
student retention and student engagement. The article argues that students should act as
active researchers of the topic of social dimension and present the ways to update the content
of university courses for Sociology majors, such as ”Mathematical and statistical methods of
social information analysis”, ”Social statistics and demography”, ”Multivariate data analysis”,
”Structural equation modeling” and other courses for bachelors, master students, and PhDs in
Sociology.
This article highlights further research by the authors, begun in [75, 76, 77, 78, 79, 80, 81, 82,
83, 84, 85, 86, 53, 87, 88, 89, 90].
One of the indicators of the influence and competitiveness of university is participation
in international and local rankings. In the methodologies of the most authoritative rankings,
the quality and transparency of Universities is assessed by indicators of the university teach-
ers’ publishing activity. The article “Designing a rating system based on competencies for
the analysis of the University teachers’ research activities” [91] by Nataliia V. Morze, Oksana
P. Buinytska, Valeriia A. Smirnova (figure 11) analyzes the experience of designing systems
that analyses university teachers research activities, tools and components of evaluating the
effectiveness of research, designed a structural and functional model of rating system for the
analysis the university teachers’ research activities taking into account research and digital
competencies. The developed model provides performance of the basic functions and allows
xxxi
Figure 10: Presentation of paper [74].
for systematic monitoring of openness, transparency, efficiency of the research component of
university teachers’ professional activity. The model was based on key indicators for evaluating
the effectiveness of research – citation indicators of the three most important scientometric
databases – Scopus, Web of Science, Google Scholar. The connection between the indicators
presented in the model forms a portrait of the university teachers’ scientific activity, gives an
overall assessment of productivity, influence and contribution to the research direction of the
university as a whole. The article describes 1 stage of implementation of the presented model
by developing a “Rating of Transparency of Structural Units”, the effectiveness of experimental
ranking. The study has established the positive impact of the implementation of the rating sys-
tem, identified the main activities to increase the visibility, presence, dissemination of research
results, the systematic implementation of which contributes to the optimal representation of
the scientist in the rating evaluation of the research component of the university teachers
professional activities, improving the digital competence of teachers and positively affects the
quality indicators of the university scientific work in local and international rankings, as the
existence of the system and the formation of ratings is an incentive for university teachers to
present and disseminate their own publishing activities in the international online scientific
community.
This article highlights further research by the authors, begun in [92, 93, 94, 95].
2.3. Session 3: Cloud-based AI Education Applications
In the process of self-assessment and accreditation examination, assessment is carried out
according to a scale that covers four levels of compliance with the quality criteria of the
educational program and educational activities. Assessing the quality of education is complicated
by the fact that the value of quality criteria is due to a large number of factors, possibly
with an unknown nature of influence, as well as the fact that when conducting pedagogical
measurements it is necessary to work with non-numerical information. To solve these problems,
the Andriy V. Ryabko (figure 12), Oksana V. Zaika, Roman P. Kukharchuk, Tetiana A. Vakaliuk
xxxii
Figure 11: Presentation of paper [91].
and Viacheslav V. Osadchyi proposed a method for assessing the quality of educational programs
and educational activities based on the adaptive neuro-fuzzy input system (ANFIS), implemented
in the package Fuzzy Logic Toolbox system MATLAB and artificial neural network direct
propagation with one output and multiple inputs. As input variables of the system ANFIS used
criteria for evaluating the educational program. The initial variable of the system formed a
xxxiii
total indicator of the quality of the curriculum and educational activities according to a certain
criterion or group of criteria. The article considers a neural network that can provide a forecast
for assessing the quality of educational programs and educational activities by experts. The
training of the artificial neural network was carried out based on survey data of students and
graduates of higher education institutions. Before the accreditation examination, students were
offered questionnaires with a proposal to assess the quality of the educational program and
educational activities of the specialty on an assessment scale covering four levels. Student
assessments were used to form the vector of artificial neural network inputs. It was assumed
that if the assessments of students and graduates are sorted by increasing the rating based on
determining the average grade point average, the artificial neural network, which was taught
based on this organized data set, can provide effective forecasts of accreditation examinations.
As a result of comparing the initial data of the neural network with the estimates of experts, it
was found that the neural network does make predictions quite close to reality.
This article highlights further research by the authors, begun in [96, 97, 98, 99, 100, 101, 102,
103, 104, 105, 106].
Figure 12: Presentation of paper [107].
Changes in society related to the development of science, technology, computing power,
cloud services, artificial intelligence, increasing general access to huge amounts of open data,
lead to increased global investment in technology and services. Appropriate training is required
by specialists to create a workforce to work with artificial intelligence. On the one hand, it puts
forward new requirements for the training of young people, and educational content, on the other
hand, provides opportunities for the use of cloud technologies during the educational process.
Widespread use of AI in various fields and everyday life poses the task of understanding the
basic terms related to Artificial intelligence (AI), such as Machine learning (ML), Neural network
(NN), Artificial neural networks (ANN), Deep Learning, Data Science, Big Data, mastering the
xxxiv
basic skills of using and understanding the AI principles, which is possible during the study in
the school course of computer science. Cloud technologies allow to use the power of a remote
server (open information systems, digital resources, software, etc.) regardless of the location
of the consumer and provide ample opportunities for the study of artificial intelligence. In
article “Cloud technologies for basics of artificial intelligence study in school” [108] Nataliia
V. Valko, Tatiana L. Goncharenko, Nataliya O. Kushnir (figure 13) and Viacheslav V. Osadchyi
reveal the possibilities of cloud technologies as a means of studying artificial intelligence at
school, consider the need for three stages of training and provide development of tasks and
own experience of using cloud technologies to study artificial intelligence on the example of
DALL-E, Google QuickDraw, cloud technologies Makeblock, PictoBlox, Teachable Machine at
different stages of AI study.
This article highlights further research by the authors, begun in [109, 110, 111, 112, 113, 114,
115, 116, 117, 118, 119, 120, 121, 122].
2.4. Session 4: Cloud-based Learning Environments
The article “UI/UX design of educational on-line courses” [123] by Kateryna V. Vlasenko,
Iryna V. Lovianova, Sergii V. Volkov (figure 14), Iryna V. Sitak, Olena O. Chumak, Andrii
V. Krasnoshchok, Nataliia G. Bohdanova and Serhiy O. Semerikov considers the problem of
an interface for educational platform, which is fully effective for achieving the outcomes of
educational activity. The current research is a theoretical analysis of existing recommendations
on UI/UX design, applied when creating educational systems, as well as of research papers
that study user interface (UI) usability and evaluate user experience (UX) in designing on-line
platforms. This article describes a mechanism for evaluating usability with the help of baseline
and final evaluation tool. It also studies UX components, that ensure its high quality. A list of
standard components of web-design is being discussed in the present paper; modern trends in
web-design of educational platforms are identified. The paper provides the description of an
on-line course model, which is built on the basis of analysis of the prerequisites for existing
and functioning of educational on-line systems and which is aimed at achieving outcomes of
educational activity. There is ground to believe that the design of educational on-line courses
will contribute to achieving the outcomes of educational activity, if user interface components
comply with a list of criteria, such as easy-to-perceive content, no extra information, easy and
simple navigation on the pages of the course, following the principles of usability.
This article highlights further research by the authors, begun in [124, 125, 19, 126, 127, 128,
129, 130, 131, 132, 133, 134].
The world wide pandemic situation revealed the problems in all spheres of human life which
haven’t been faced before. Recently the world has changed greatly as well as the relationship
between people and their professional activity. The great bunch of the workload, if basically
acceptable, is done with the use of modern innovative technologies. Such problems have not
trampled down the sphere of higher education as well. Distance learning, which was previously
addressed to only as accompanying possibility of lessons conduct, nowadays is considered to be
the only practicable form of conducting lectures, practical lessons, tests, i.e. it has become a
usual daily practice for both teachers and students. Among the basic functional requirements to
the electronic educational resources in the system of distance learning there are the visualization
xxxv
Figure 13: Presentation of paper [108].
and interaction principles both when getting familiar with the theoretical material and when
completing virtual laboratory and practical tasks. The Microsoft Office documents have become
the most widespread elements among the electronic educational resources. That is why there is
a pressing need in presenting the electronic MS Excel spreadsheets on the resource web-pages.
xxxvi
Figure 14: Presentation of paper [123].
The simple and convenient way to solve the problem of Excel documents introduction into the
electronic resources of the distance learning systems is the use of cloud services. The services
help to acquire the access to the information resources of any level and of any capacity with
xxxvii
the possibility to allocate the rights of the users belonging to different groups in relation to the
resources. For that purpose the availability of the Internet network access and web-browser
would be enough. The cloud calculation technologies introduction allows for the use of the
programs that do not require special licensing, update versions monitoring and eliminates the
need of software technical support as the provider himself exercises control over the functioning,
data saving, antivirus protection and possible cyberassaults. The peculiarities of professional
training of navigators require the students to acquire the knowledge of professionally-oriented
tasks algorithms as well as the knowledge of technologies that can help to implements them.
One of the main routines the officer needs to deal with on the navigational bridge is the use of the
information systems of shipboard hardware. But before usage he needs to assure of the systems
reliability. That is why it is extremely important to gain during the course of professional
training the necessary skills of navigation equipment exploitation reliability assessment by
means of Microsoft Office documents and cloud services. So the subject matter of the article
“The optimum assessment of the information systems of shipboard hardware reliability in cloud
services” [135] by Lyudmyla V. Kravtsova, Tatyana V. Zaytseva, Oleh M. Bezbakh (figure 15),
Hennadiy M. Kravtsov and Nataliia H. Kaminska is the procedure development for the navigation
equipment exploitation reliability assessment by means of modern services use in the course of
professional training of future seafarers. The aim of the paper is the solution of the problems of
optimum assessment of the information systems of shipboard hardware reliability by means
of cloud technologies usage. The following tasks are completed in the course of the research:
the peculiarities and characteristics of navigational information processed by the shipboard
navigation and information system have been analyzed; the results of the information systems of
shipboard hardware usage have been studied; the technological diagram of the basic components
structuring of the “Information systems of shipboard hardware” complex for the Master’s degree
training course has been created; the effective technology of the program Excel documents
processing has been chosen; the system of access and usage of web-services for calculation tables
processing in the system of distance learning has been designed;the process of competency
formation which will enable students to use cloud services has been suggested.
This article highlights further research by the authors, begun in [136, 137, 138, 139, 140, 141,
142, 143, 144].
2.5. Session 5: Cloud-based E-learning Platforms, Tools and Services
The article “Selecting cloud computing software for a virtual online laboratory supporting
the Operating Systems course” [145] by Olena S. Holovnia and Vasyl P. Oleksiuk (figure 16)
provides a survey on cloud platforms suitable for a virtual online laboratory, which contains
Linux online environments and is intended to support the Operating Systems course. The
study justifies the choice of utilizing private cloud as a deployment model and IaaS as a service
model and substantiates the decision to create specially tailored cloud environments adapted
for educational needs in contrast to applying ready-made IaaS (Infrastructure as a Service)
cloud services given by providers. The related works on cloud platforms for teaching operating
systems are analyzed. The study also makes a review of the authors’ previous research on
virtualization tools and environments for the Operating Systems course and Cisco CyberSecurity
Operations course. The basic and additional requirements for cloud computing software for
xxxviii
Figure 15: Presentation of paper [135].
virtual online laboratory supporting Operating Systems course have been elaborated. Finally,
xxxix
the work makes the comparison of Eucalyptus, OpenStack, CloudStack and OpenNebula cloud
platforms and substantiates the selection among these cloud computing software the platforms
of the first and the second choice.
This article highlights further research by the authors, begun in [146, 147, 148, 149, 150, 151].
Figure 16: Presentation of paper [145].
The article “Hardware and software tools for teaching the basics of quantum informatics
to students of specialized (high) schools” [152] by Liudmyla V. Lehka (figure 17), Svitlana V.
Shokaliuk, Viacheslav V. Osadchyi defines the criteria for choosing a cloud-based platform
for mastering the basics of quantum informatics by students of a specialized (high) schools:
cross-browser; intuitive interface; the possibility of free access; access without registration
and simplified registration; the presence of a systematized reference system with examples;
support for the development of the environment by the developer; support for working in a
personal educational environment; support for working with quantum algorithms in graphical
mode; automatic conversion of quantum algorithms from graphic format to program code
text; support for the Ukrainian-language localization; availability of a mobile application;
responsive design. The possibilities of platforms for implementing quantum algorithms from
the following companies are analyzed: Microsoft, QuTech, Amazon Braket, IBM. The choice
xl
of the IBM Quantum cloud-based platform is justified. Work at IBM Quantum Composer and
IBM Quantum Lab is described. Information about quantum operations and gates is presented:
their designation in IBM Quantum Composer and IBM Quantum Lab, the gate matrix, and the
purpose of the gate. An example of implementing quantum teleportation in the form of a circuit
and program is given.
This article highlights further research by the authors, begun in [153, 154, 155, 156, 157, 158,
159, 160, 161, 162].
The article “Using the Yammer cloud service to organize project-based learning methods”
[163] by Dmytro M. Bodnenko (figure 18), Halyna A. Kuchakovska, Oleksandra V. Lokaziuk,
Volodymyr V. Proshkin, Svitlana H. Lytvynova and Olha H. Naboka reveals and interprets the
key features of project-based learning based on cloud-based services: social activity; convenient
communication in a team during the project implementation and at the resulting stage; open
educational space; self-learning and self-improvement; use of interdisciplinary links to combine
students of different years of study (1–4 degrees of the first (bachelor’s) level and students
of the second master’s level) to joint research teams to study through research; purposeful
motivation of cognitive and research activity of students within the discipline with the use of
interdisciplinary connections; formation of digital literacy of students. The advantages and
disadvantages of the Yammer cloud service are presented and a comparative analysis of this
service with similar cloud services is performed. Examples of using Yammer in professional
project activity are given. The stages of using project methods using the small group method
are analyzed and detailed: initiation; planning; conducting/implementation; presentation;
assessment/defense.
This article highlights further research by the authors, begun in [164, 165, 166, 167, 168, 169,
170, 171, 172, 173, 174, 175].
The article “The didactic potential of cloud technologies in professional training of future
teachers of Ukrainian language and literature” [176] by Olha B. Petrovych (figure 19), Alla P. Vin-
nichuk, Oksana A. Poida, Viktoriia I. Tkachenko, Tetiana A. Vakaliuk and Olena H. Kuzminska
deals with the peculiarities of the usage cloud technologies for the organization of students-
philologists’ individual and group work in studying the discipline “Scientific Research Basics”.
The relevance of the introduction of cloud technologies for formation the readiness of the
future teachers of Ukrainian language and literature to the professional activity is substantiated.
Analysis of the scientific sources suggested that the quality of professional training process of
future teachers-philologists has reached a new level by the means of cloud technologies. The
domestic and foreign experience of cloud technologies implementation into current educational
practices is generalized. The features of blended learning organization for professional training
students-philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnyt-
sia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline
“Scientific Research Basics” by using cloud technologies are described. The practical aspects
and experience of preparation the future teachers of Ukrainian language and literature to a
fluent usage of innovative cloud-based means are detailed. It is specified that the educational
process is based on the communication by Gmail, Viber and Telegram messengers, store on
Google Drive resource, work with educational video on YouTube, conducting online classes in
Google Meet, creation publication in any of the social networks (Facebook, Instagram, TikTok),
formation the different styles of references design on The Cite This for Me resource, conducting
xli
Figure 17: Presentation of paper [152].
literature search on various search engines, namely Google Scholar, ScienceDirect, Web of
Science, creating multimedia presentation at Prezi or Canva, making MindMaps on Mindomo,
infographics on interactive board Google Jamboard or Padlet, on services for graphic design
Canva and Visme, etc. Prospects for experimental studying the effectiveness of using cloud
technologies in learning discipline “Scientific Research Basics” are determined.
xlii
Figure 18: Presentation of paper [163].
xliii
This article highlights further research by the authors, begun in [177, 178, 179, 180, 181, 182,
183, 184, 185, 186, 187].
Figure 19: Presentation of paper [176].
Practical training is an integral part of the professional training of future teachers. During
the practical training, trainees not only implement their own theoretical training in practice,
but also increase the level of information competence. The rapid use of e-learning resources
for distance learning during epidemiological constraints caused by biological threats poses
new challenges to education in the availability of e-learning resources. The development of
electronic educational resources is a difficult task, one of the ways to solve it is to involve future
teachers in this process during the initial practice. In the article “Creation of open educational
resources during educational practice by means of cloud technologies” [188] by Vladyslav Ye.
Velychko (figure 20), Elena G. Fedorenko, Vladimir N. Soloviev and Ludmila V. Dolins’ka, the
experiment of creating open educational resources by means of cloud technologies during
the training practice showed the probability of solving this problem. Restrictions in direct
contact between participants in the experiment, both due to epidemiological restrictions and
through practical training in various educational institutions, are solved through the use of
cloud technologies. The latter provides an opportunity to easily disseminate developed open
educational resources and disseminate best practices in creating educational content.
This article highlights further research by the authors, begun in [189, 190, 191, 192, 193, 194,
195, 196].
The system for remote assessment of knowledge automates formation of task (tickets) with
questions and tasks for conducting intermediate and final monitoring of knowledge of students
is offered by Mykhailo I. Sherman, Yaroslava B. Samchynska (figure 21) and Vitaliy M. Kobets in
the article “Development of an electronic system for remote assessment of students’ knowledge
xliv
Figure 20: Presentation of paper [188].
in cloud-based learning environment” [197]. In the process of developing an electronic system
for knowledge assessment, the basic requirements for a web application and the modules
that the system consists of were determined, the main roles of users in the system and their
xlv
functionality were identified, access rights were established. The technical, functional, and
non-functional features of the software product are described, web technologies for creating an
application for knowledge assessment are considered. The diagram of system sequences, the use-
case diagram, which schematically describing roles and functions of agents in an information
system, the diagram of classes of a database structure are presented with UML description.
Based on the defined requirements for the resource in cloud-based learning environment, the
following technologies for its development were chosen: the server programming language PHP,
JavaScript programming language and its libraries were used, as well as the MySQL database
with PhpMyAdmin tool for administration of chosen database management system. OpenServer
software complex system was used to develop and test the application functionality. The usage
of the proposed electronic assessment system of knowledge contributes to the formation of an
open information and cloud-based learning environment of a modern educational institution,
enhances the efficiency and more rational distribution of teacher time in preparing tests or
exams, activates repetition of educational material and knowledge assimilation, indirectly
motivates students to more honest learning.
This article highlights further research by the authors, begun in [198, 199, 200, 201, 202].
2.6. Session 6: Immersive Technology Applications in Education
The article “The use of specialized software for liquid radioactive material spills simulation to
teach students and postgraduate students” [203] by Oleksandr O. Popov, Yurii O. Kyrylenko,
Iryna P. Kameneva, Anna V. Iatsyshyn, Andrii V. Iatsyshyn, Valeriia O. Kovach (figure 22),
Volodymyr O. Artemchuk, Valery N. Bliznyuk and Arnold E. Kiv proves relevance of specialized
software use to solve problems of emergencies prevention of radioactive liquids spills to teach
students and graduate students. Main assessment criteria of accidents at radiation-hazardous ob-
jects associated with radioactive liquids spillage is identified. A model of radioactive substances
transport in emergency rooms is developed. It takes into account physical features of radioactive
liquid spill from the source, air pollution during transition of radioactive liquid from the spill
surface into the air and subsequent scattering in the emergency room under influence of local
air flows. It is determined that the existing software tools for radiation exposure assessment
do not comprehensively cover features of such events and possess number of shortcomings
regarding accidents modeling with spillage of radioactive liquids indoors. Computer modeling
and forecasting examples for hypothetical event related to liquid radioactive spill in the JRODOS
system are presented. The training process of future specialists, specialties 183 “Environmental
Protection Technologies”, 143 “Nuclear Energy”, 103 “Earth Sciences”, and 122 “Computer Sci-
ence” should be based on application of powerful scientific and methodological training base
using modern achievements in the field of digital technologies. It is advisable to supplement cur-
ricula for students‘ and postgraduate students’ preparation in the mentioned above specialties
by studying issues related to: development of mathematical models and software for solving
problems of emergencies prevention in case of radioactive liquids spills; usage of features of
specialized decision software of emergencies prevention during spills of radioactive liquids.
This article highlights further research by the authors, begun in [204, 205, 206, 207, 208, 209,
210, 211, 212, 213, 214, 215, 216, 217, 218, 219, 220].
The article [221] by Ilona V. Batsurovska, Nataliia A. Dotsenko (figure 23), Vladimir N. Soloviev,
xlvi
Figure 21: Presentation of paper [197].
Svitlana H. Lytvynova, Olena A. Gorbenko, Nataliia I. Kim and Antonina P. Haleeva presents the
technology of application of 3D models of electrical engineering in the performing laboratory
work. It was outlined the organizational and methodological conditions, forms and methods,
learning tools of the proposed technology. The organizational and methodological conditions
include the use of computer 3D models in laboratory work; creation and implementation into the
educational process laboratory work that involves the development of computer 3D modeling;
providing the necessary guidelines for the use and development of computer 3D modeling
during laboratory work. Application of the 3D models in the performing laboratory work
of electrical engineering disciplines can be realised on the initial, average and high levels.
Upon completion of the development of the presented technology, an experimental study was
conducted, which included the identification of the appropriate level of use of 3D models in
the process of performing laboratory work in the study of electrical engineering disciplines.
The obtained experimental results were verified using Student’s statistical t-test for relative
xlvii
Figure 22: Presentation of paper [203].
xlviii
indicators. The result of the implementation of technology is the application of 3D models in
educational and professional activities in the field of electrical engineering.
This article highlights further research by the authors, begun in [222, 223, 224, 225, 226, 227,
228, 229, 230].
Figure 23: Presentation of paper [221].
xlix
The article “Immersive learning technology for ensuring quality education: Ukrainian univer-
sity case” [231] by Volodymyr O. Liubchak, Yurii O. Zuban and Artem E. Artyukhov (figure 24)
considers the problem of using immersive learning in the educational and scientific activities of
the university. Literature survey revealed that there is a need for an integrated approach for
introduction of immersive learning at the university. It involves the creation of a specialized
laboratory of virtual and augmented reality with appropriate technical equipment, introduction
of immersive learning methodology in university educational programs, development of soft-
ware and hardware solutions for immersive learning, and research on the immersive learning
effectiveness. Authors present the description of a specialized university department acting as a
developer of software products for immersive learning. Authors show original developments
in the field of immersive education for exact sciences and arts and humanities students. The
article describes products that are designed to fulfill the third university mission: to ensure the
citizens well-being. Authors propose "immersive institute" model which can be implemented
both at the level of the university in general and at the level of its educational and scientific
departments.
Being popular world-wide, virtual laboratories enter into different fields of education and
research and practitioners have to be responsible for choosing the most suitable and then adapt
them to particular field. The aim of the article “Enhancing digital and professional competences
via implementation of virtual laboratories for future physical therapists and rehabilitologist”
[232] by Halina I. Falfushynska (figure 25), Bogdan B. Buyak, Grygoriy M. Torbin, Grygorii V.
Tereshchuk, Mykhailo M. Kasianchuk and Mikołaj Karpiński was to assess the effectivity of the
implementation of Praxilab, Labster, and LabXchange virtual laboratories as the powerful digital
tool into teaching protocols of “Clinical and laboratory diagnostics” discipline for physical
therapists and rehabilitologist. Authors have carried out the online survey for 45 students
enrolled in physical rehabilitation degree program. About 70% surveyed students reported that
implementation of virtual laboratories in “Clinical and laboratory diagnostics” discipline met
individual learning needs of students, helped acquired digital skills (25%), and supported them
to stay ahead of the curve. The virtual lab applications, not only assisted harness students
fair against lack of practical skills, but also brought about a new dimension to the classes and
helped overcome digital alienation and gain their digital skills and abilities. Indeed, a virtual lab
can’t completely replace the experimental work and teacher’s explanation, but it might support
teaching activities of a modern mentor and learning activities of a modern student. Almost all
of surveyed students (82%) expected that in near future the virtual laboratories would take the
dominant place in the education market due to possibility of students’ pre-train the key points
of practical activities before real experiments in lab and better understand their theoretical
backgrounds. Thus, this study is intended to contribute to utilization of virtual labs by students
enrolled in study physical therapy/physical rehabilitation with expected efficiency.
This article highlights further research by the authors, begun in [233, 234, 235, 236, 237, 238,
239, 240, 241, 242].
Nowadays simulation training technology is a priority method of maritime specialists’ practi-
cal training in the world. The main purpose of using VR simulators within an educational process
is to simulate work on real equipment in order to form professional competencies of seafarers.
The article “Formation of professional competency in life saving appliances operation of future
seafarers by means of online and simulation VR technologies” [243] by Serhii A. Voloshynov,
l
Figure 24: Presentation of paper [231].
Halyna V. Popova, Olena S. Dyagileva, Nataliya N. Bobrysheva and Olha V. Fedorova (figure 26)
li
Figure 25: Presentation of paper [232].
describes system of blended learning on the basis of Kherson State Maritime Academy, that
includes alternation of traditional and online learning, virtual training by means of the VR
technology, training on simulators. In accordance with the principles of blended learning in
Academy, there was developed an author’s course “Rescue boats and life rafts specialist”, which
aims at providing theoretical and practical training of seafarers on launching and handling the
lifeboats and liferafts and, as a result, ensures seafarers’ formation of professional competency
“life-saving appliances operation”. The article also reveals the results of an experiment with
implementation of VR technologies in forming the professional competency “life-saving appli-
ances operation”. The deviation of the results in control and experimental groups was 9,8%. The
effectiveness of the research was manifested in the fact that students have gained experience of
practical skills before coming to the vessel and showed higher level of educational achievements
in professional competency “life-saving appliances operation”.
This article highlights further research by the authors, begun in [244, 245, 246, 247].
The article “Clouds of words as a didactic tool in literary education of primary school children”
[248] by Liudmyla L. Nezhyva (figure 27), Svitlana P. Palamar, Maiia V. Marienko reveals the
possibilities of using the words’ cloud in the literary education of primary school children.
The authors consider the possibility of using a cloud of words to visualize the keywords of
the text for the translation of the work of art, the interpretation of the main idea and the
characteristics of the artistic image. The words’ cloud can also be used as a reference summary
to answer questions about the content of the work or to present the results of a school project
by students. Moreover, in reading lessons, this tool can be used as a tool to identify the topic
lii
Figure 26: Presentation of paper [243].
of the lesson. The study reveals the possibilities of the didactic tool of the words’ cloud for
the development of speech of primary school children, in particular, in composing their own
texts and editing them, the ability to explore words that the student uses too often and avoid
tautology. Using the method of a problem situation and visually demonstrating information
through a cloud of words, the teacher pro-motes the activation of students’ mental activity, the
development of creative abilities and critical thinking. The study tested the use of the electronic
resource WordArt in primary school – a website for creating a “word’s cloud” and proved its
effectiveness in reflection, as well as creating an image of the main idea of the lesson, general
liii
Figure 27: Presentation of paper [248].
conversation, its use as didactic material. The authors used the technology of learning using a
cloud office package Google Drive to write a draft of their own statement of primary school
liv
children. The authors investigated the use of the service in the lesson of literary reading during
the organization of reading activities in the following areas: in the “cloud of words” to encrypt
the topic of the lesson; using the cloud as visual material or as basic information to explain
new material; encrypt certain words from the text in the cloud, students’ task to guess the
work; create a cloud of words of positive and negative characters of the work; write a story
on the topic; create an “encrypted postcard” to the writer or hero of the work. In the course of
experimental work, the effectiveness of the use of this didactic tool in the lessons of literary
reading in primary school during the analysis of texts in order to identify the most important
associations of students was confirmed.
This article highlights further research by the authors, begun in [249, 250, 251, 252, 253, 254,
255, 256].
3. Conclusion
9th Workshop on Cloud Technologies in Education (CTE 2021) was organized by Kryvyi Rih
National University (with support of the rector Mykola I. Stupnik) in collaboration with Kryvyi
Rih State Pedagogical University (with support of the rector Yaroslav V. Shramko), Institute for
Digitalisation of Education of the National Academy of Educational Sciences of Ukraine (with
support of the director Valeriy Yu. Bykov) and University of Educational Management (with
support of the vice-rector for research and digitalization Oleg M. Spirin).
Authors are thankful to all the authors who submitted papers and the delegates for their
participation and their interest in CTE 2021 as a platform to share their ideas and innovation.
Also, authors are also thankful to all the program committee members for providing continuous
guidance and efforts taken by peer reviewers contributed to improve the quality of papers
provided constructive critical comments, improvements and corrections to the authors are
gratefully appreciated for their contribution to the success of the workshop.
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