=Paper=
{{Paper
|id=Vol-3364/paper16
|storemode=property
|title=Smart education in the prospective teachers' training
|pdfUrl=https://ceur-ws.org/Vol-3364/paper16.pdf
|volume=Vol-3364
|authors=Natalia Ye. Dmitrenko,Oksana V. Voloshyna,Svitlana S. Kizim,Kateryna V. Mnyshenko,Svitlana V. Nahorniak
|dblpUrl=https://dblp.org/rec/conf/cte/DmitrenkoVKMN22
}}
==Smart education in the prospective teachers' training==
https://ceur-ws.org/Vol-3364/paper16.pdf
Smart education in the prospective teachers’ training
Natalia Ye. Dmitrenko1 , Oksana V. Voloshyna1 , Svitlana S. Kizim1 ,
Kateryna V. Mnyshenko1 and Svitlana V. Nahorniak2
1
Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, 32 Ostrozskogo Str., Vinnytsia, 21001, Ukraine
2
Vinnytsia Cooperative Institute, 59 Akademika Yanhela Str., Vinnytsia, 21009, Ukraine
Abstract
The article reveals the features of smart education as a leading concept in the development of professional
training of future teachers. The main components of smart education, such as a smart student, smart
pedagogy and smart environment were characterized. The main principles of smart education and the
ideas that formed the basis of this concept of education (mobile access, formation of new knowledge,
creation of a smart environment) were defined. The features of smart education were substantiated. The
peculiarities of the implementation of smart education in the conditions of the COVID-19 pandemic
and military events in Ukraine were revealed. The functions of the smart system (site management
system) in the process of studying the disciplines of the pedagogical cycle, its content and technological
components, and facilities of the smart complexes for students and teachers in the process of training
future teachers were defined. The criteria of smart complexes (automation, sequencing, assessment, data
collection in real time, self-organisation) were singled out. The distance learning systems for creating
smart complexes in the process of training prospective teachers were considered. The results of students’
survey as for using smart complexes in the educational process were analyzed. Due to the results, the
advantages and disadvantages of using smart technologies in educational process were determined. The
ways of further research work regarding the introduction of smart education into the educational process
were outlined.
Keywords
smart education, professional training of prospective teachers, fundamentals of smart education, princi-
ples of smart education
1. Introduction
Wide implementation of information and communication technologies (ICT) and digitization
of all fields of social life is considered in the majority of countries of the world as one of the
strategic tasks of the progressive development. The use of ICT in society is changing to a
CTE 2022: 10th Workshop on Cloud Technologies in Education, May 23, 2022, Kryvyi Rih, Ukraine
" nataliadmitrenko0302@gmail.com (N. Ye. Dmitrenko); woloshina5555@gmail.com (O. V. Voloshyna);
kizim@vspu.edu.ua (S. S. Kizim); katerinamazur7@gmail.com (K. V. Mnyshenko); svitlanamnagor@gmail.com
(S. V. Nahorniak)
~ https://sites.google.com/site/dmitrenkonataliaevgenivna/ (N. Ye. Dmitrenko);
https://scholar.google.com.ua/citations?user=7_Wuq74AAAAJ (O. V. Voloshyna);
https://ito.vspu.net/perconal/storinku/Kizim.htm (S. S. Kizim);
http://library.vspu.edu.ua/inform/nauk_profil.htm#mnyshenko_kateryna (K. V. Mnyshenko);
http://irbis-nbuv.gov.ua/ASUA/0087020 (S. V. Nahorniak)
0000-0002-3556-0003 (N. Ye. Dmitrenko); 0000-0002-9977-7682 (O. V. Voloshyna); 0000-0003-1451-3950
(S. S. Kizim); 0000-0003-4640-9568 (K. V. Mnyshenko); 0000-0002-5311-3303 (S. V. Nahorniak)
© 2023 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
Workshop
Proceedings
ceur-ws.org
ISSN 1613-0073
CEUR Workshop Proceedings (CEUR-WS.org)
38
new quality of communication between consumers and producers, citizens and authorities,
students and universities. The education system needs the transformation of educational
technologies that are able to ensure rapid adaptation, coordination and strategic orientation
to the integration of the domestic education system into the international educational space.
Educational technologies are designed not only to accumulate the educational content, but
to serve as a vector for the transformation of the content, methods and forms of education
in the conditions of the modernization of electronic learning and the accumulation of human
capital. Therefore, technologies that were previously based on knowledge and information
are being transformed into technologies related to interaction and exchange of experience in
off-line and online modes. Such technologies are aimed at creating an effective innovative
educational environment by promoting progressive innovations, introducing the most modern
teaching methods, professional mobility and rapid adaptation to changes in the socio-cultural
sphere, management system and labor organization in the conditions of a market economy. The
transformation of educational technologies under such conditions led to the emergence and
development of smart education in the system of training students.
Smart education is a concept that involves comprehensive modernization of all educational
processes, as well as methods and technologies used in these processes. The concept of “smart”
in the context of education is associated with the emergence of such technologies as smart
boards, smart screens, and access to the Internet from anywhere. Each of these technologies
allows to organize the process of content development and its updating in a new way. For
example, learning becomes possible not only in the classroom but also in any other place: public
places such as museums, cafes, etc. The main element that connects the educational process
is active educational content, on the basis of which unified repositories are created, which
allow to remove time and space restrictions, which is gaining relevance in connection with the
COVID-19 pandemic and military events in Ukraine [1, 2].
The purpose of the article is the theoretical substantiation and practical implementation of
the elements of smart complexes in the educational process of the disciplines of the pedagogical
cycle by students in the conditions of the COVID-19 pandemic and military events in Ukraine.
The hypothesis of the study is that creating and using the smart complexes in the pedagogical
discipline environment will improve the students’ level of smart technology using skills and
intensify the educational process.
2. Theoretical background
According to Iqbal et al. [3], the term “smart education” is a unique pedagogical concept
that entitles and facilitates the educational process in the digital age. Hoel and Mason [4]
distinguish the essence of smart education as the creation of an intelligent environment using
smart technologies to facilitate smart pedagogy and provide personalized learning services and
empower students.
Demir [5] defines smart education as an effective way of using ICT in order to reach learning
outcomes using a suitable pedagogical approach.
Zhu et al. [6] characterize smart education as learning that includes formal (learning that takes
place in an educational organization) and informal learning (learning implemented through
39
informal channels: social networks, the Internet, massive open online courses, game-based
learning, etc.), social and collaborative learning, personalized learning, and app and content
focused learning.
Jang [7] defines smart education as “an educational system that allows students to learn by
using up-to-date technology and it enables students to study with various materials based on
their aptitudes and intellectual levels”. Shoikova et al. [8] state that smart education represents a
new wave of educational systems that involves an effective and efficient interaction of pedagogy
and IT and their fusion towards the improvement of educational process.
Alajmi et al. [9] discuss the benefits, challenges, and solutions of smart education implemen-
tation in higher education institutions. Aker and Pentón Herrera [10] note the gap between
education and the workplace which can be filled in by smart education. The scholars ground
that the key scientific and technological advancements with particular reference to the smart
educational systems, smart learning devices, and smart pedagogy technologies have facilitated
maintaining a healthy and smart learning environment, regardless of the educational level.
Such developments in smart learning environments significantly support the students with new
approaches, learning technologies, learning processes, and learning strategies [11].
Summarizing the views of scientists on the essence of the concept of “smart education”, we
can conclude that it is a self-governing, motivated, flexible, resource-enriched, technological
educational system that unites smart students, smart pedagogy and smart environment, includ-
ing both formal, and non-formal learning, as well as a personalized approach to students in
order to acquire the required knowledge, skills, abilities and competencies. The main aspects of
smart education are 1) the use of current information of the curriculum for solving educational
problems; 2) organization of independent cognitive, research, and project activities of students;
3) implementation of the teaching approaches in a multi-aspect educational process environ-
ment; interaction of students with the professional community; flexible educational trajectories,
individualization of education; multifaceted educational activity.
The main elements of this system are a smart student, smart pedagogy and smart environment.
A smart-oriented educational process should be aimed at acquiring the 21st century skills and
competencies necessary for effective use at work and in personal life. So that, the goal of
smart education is to develop smart learners, and prepare them for functioning in a modern
dynamic environment [12]. The smart pedagogy provides students with personalized services
that contribute to the expansion of their capabilities, the development of abilities and creative
thinking. Zhu et al. [6] observe smart pedagogy in the implementation of four learning strategies:
class differentiated learning; group collaborative learning; individual learning based on personal
interests; interactive mass generative learning. These strategies are closely related to each other.
Each of them in its own way is aimed at providing students with educational services that
contribute to their personal development.
Uskov et al. [13] study smart pedagogy from a technological position of using it in the
next generation Smart Classroom systems, classify it as practice-based learning, collaborative,
project-based, gaming, e-learning, as well as advanced technology-based learning and flipped
learning. It should be noted that some researchers consider technological type of smart pedagogy
as a smart technology, which confirms the conclusions of Zhu et al. [6] that the conceptual
apparatus of the topic has not been clearly formed and systematised yet.
The smart environment is an educational environment supported by various technologies that
40
enable students to use digital resources and interact with learning systems anywhere, anytime,
and proactively provide them with the correct learning guidance, aids, and learning offerings in
the proper place, time and form [6]. Bajaj and Sharma [14] state that smart environment delivers
personalized learning, anytime and anywhere. The smart environment includes applications of
the latest smart technologies in collaboration with advanced educational practices, means and
techniques [15] for the effective implementation of education services.
The smart learning environment is considered as a technology-oriented learning environ-
ment that support the quick adaption of the entire educational process and proper interaction
between learners and the environment in a sophisticated manner [3]. The smart educational
environment facilitates individual learners’ needs, i.e., guidance, feedback, hints, or tools. The
learning performance can be determined by analyzing their learning behaviours, performance,
and online and real-world contexts [16]. Based on the smart learning environment framework
[17], the following aspects should be considered while designing the smart learning environ-
ment: (1) smart learning environment and context awareness, (2) smart learning environment
with instant adaptive support from different perspectives, i.e., learning performance, learning
behaviours, profiles, and personal factors, and (3) overall capabilities of a smart learning en-
vironment to adapt the user interface to encounter the personal factors, i.e., learning styles
and preferences, and learning status, i.e., learning performance, quality and the outcome of
individual learners [18]. The learners should be able to interact with the learning environment
through digital devices, such as smartphones, tablets, computers, etc. [18, 15, 19, 17, 20, 21, 22].
The smart environment includes space, place, time, technology, devices, control and interaction.
Therefore, it, being one of the main elements of smart education, provides an opportunity for
smart learners to interact with personalized educational resources and systems used on the
basis of special methods.
Anttila and Jussila [23] shows the development of society diversely through the applications
of various smart technologies influence the education. In study of Gomede et al. [24], the
educators and institutions are concerned about retaining students to make learning effective,
efficient and interesting by means of smart technology. Al-Majeed et al. [25] substantiate the
necessity to improve the development of smart technology.
When considering the structure of smart education, most scholars focus on the special
position of smart technologies in this system. This is justified by the fact that the effectiveness
of the entire educational process largely depends on the set and quality of the used technologies.
Smart technologies (computer programs, online resources, learning games and game situations,
intelligent educational applications, virtual reality, MOOCs, interactive interfaces, etc. [26, 27,
28, 29]) are adaptive, flexible technologies that contribute to the organization of a personalized
training in accordance with the personal differences of students. Such technologies, according
to Spector [30], also take into account the context, respond to the interests and characteristics
of individual students, and are likely to improve with the use. The smart technology provides
communicative interaction between groups of people, makes it possible to simplify the process
of obtaining information in various fields, and also makes the material more accessible for
perception, leads to the development of personal qualities of students. Smart technologies make
it possible to form individual learning trajectories for students (offline, distance and mixed
learning), to optimize the use of electronic resources from around the world. Due to such
training, students receive new opportunities for: 1) integration of educational institutions into
41
the international educational space; 2) attraction of additional categories of students, including
foreign students; 3) stimulating the emergence and development of innovative educational
technologies and tools; 4) creation of new guidelines for teachers, training and assessment of
knowledge; 5) strengthening of scientific research in certain fields of knowledge; 6) ensuring
the development of effective models of administration and management [20].
It should be noted that discussions regarding the prospects for introducing smart technologies
into the educational process are constantly being conducted by the professional community.
According to Dmitrenko and Voloshyna [31], Karakose et al. [32, 33], Spector [30] the competent
application of smart technologies allows:
1) a teacher:
• increase the effectiveness and efficiency of training;
• build an individual educational trajectory for each student;
• develop independence, involvement, and motivation among students;
• to support the independent research of students;
• involve students in active joint activities;
• improve problem-solving, assimilation of information;
• accelerate the pace of mastering the material, cover a larger number of topics, and
content;
• reduce anxiety among students;
2) students:
• acquire a greater set of skills;
• increase motivation, and activity;
• develop independent learning skills, ingenuity, and strategy;
• improve learning outcomes etc.
Klichowski et al. [34] demonstrated an attempt to introduce elements of smart education
in the educational environment. They believed that the results obtained positively represent
the prospects for the further introduction of smart technologies in the content of education.
In particular, they describe the experience of using the CyberParks technology, which made
it possible to obtain a number of interesting results, namely, the teacher was relieved of the
burden of explaining the material and assigned the role of a conductor and assistant, which
allowed to motivate students while studying.
The COVID-19 pandemic and military events in Ukraine have led to serious changes in
education – the replacement of traditional face-to-face education by remote forms [35, 36, 37].
Such changes contributed to the implementation of smart technologies in the training of
prospective teachers. The use of smart technologies does not involve “ready-made” knowledge,
but the creation of conditions for the youth to acquire their personal experience and skills. It
means, according to the concept of smart education, that the teacher’s function is not to transfer
ready-made truths, but to provide high-quality content navigation.
Smart complexes make it possible to implement the main trends of the smart education
concept. A smart complex is an information and educational system, which is designed to
optimize the learning process using digital technologies, as well as the automation of feedback
42
processes, management within the framework of the educational process for the interaction of
participants in the educational process and enriching student’s personal experience by searching
and processing of educational content on the Internet.
In the system of education, with the increase of online services and the possibility of obtaining
knowledge remotely, such systems as site management systems (CMS – Content Management
System) are rapidly developing, which, at the same time, provide for the development of smart
complexes for managing the educational process. Among them: LMS – Learning Management
System; CMS – Course Management System; LCMS – Learning Content Management System;
MLE – Managed Learning Environment; LSS – Learning Support System; LP – Learning Platform;
VLE – Virtual Learning Environments.
The main advantages of smart complexes are 1) immediate response to external changes,
openness; 2) expansion due to the integration of new functionality; 3) easy access to educational
material; mobility; 4) ensuring compatibility between software for different operating systems;
5) lack of dependence on time and place; 6) continuous updating of the content, the possibility
of self-assessment and evaluation of the knowledge of students.
3. Methodology
In order to implement smart complexes in the educational process, we determined the facilities
of the smart complex for students and teachers in the process of studying the disciplines of the
pedagogical cycle using LMS learning management systems (table 1, 2).
Table 1
Facilities of the smart complex for organizing the students’ educational activities in the process of
studying the disciplines of the pedagogical cycle.
N Facilities
1. Log in (registration / password verification)
2. Ability to view: personal individual educational trajectory of learning; personal success in the
student’s journal of success; information on changes in one’s cognitive abilities (characteristics),
necessary for analyzing the success of studying pedagogical disciplines; information about your
mode of interaction with the system.
3. The formation of an individual educational trajectory for the study of pedagogical disciplines and
its adjustment, depending on the acquired level of knowledge of the prospective teacher
4. Obtaining educational material (lectures, assignments, methodological instructions, practical tasks,
tests, laboratory works, etc.) by students in accordance with the individual educational trajectory.
5. System of self-assessment and verification of knowledge acquisition
6. Communication with other students, teachers, pedagogical community on forums, chats, video
conferences, online consultations.
7. The possibility of independent development of educational material for the discipline to fill or
update the content
8. Obtaining assistance for the processing of educational material
9. Taking into account the students’ state and their capabilities in the process of working with the
system
43
Table 2
Facilities of the smart complex for organizing the activity of a teacher / tutor / coach in the process of
organizing the study of the disciplines of the pedagogical cycle.
N Facilities
1. Log in (registration / password verification)
2. Development. Revision and correction: individual learning trajectories in pedagogical disciplines for
students; students’ journal of success; characteristics of acquired cognitive skills (characteristics)
of prospective teachers; setting parameters for different modes of interaction of students with the
system.
3. Control over: system operation; software settings; training results (information about the state of
the training process and the student’s activity); as participants in the educational process.
4. Availability of analytical tools for information analysis in order to optimize the learning process
and its personalization (creation of a psychological portrait, identification of possible mistakes
during training, etc.)
5. Management of educational material
6. Knowledge verification system
7. Communication with students on forums, chats, video conferences, online consultations, etc.
8. Protection against unauthorized access
Based on the analysis of the scientific works, criteria of the smart complex in the educational
process were singled out. Among them:
• automation: the possibility of creating automated processes that reduce the number of
routine operations during assessment, training and achievement of educational goals;
• sequencing: the possibility of ensuring the consistent progression of the student’s compe-
tencies, defined in the final goals, in a fixed or non-fixed unit of time;
• assessment: the possibility of applying a number of criteria, diagnostic and formative
assessment on the basis of greater immediacy and continuity;
• data collection in real time: the ability to collect, calculate and evaluate data from an
array of resources using defined methods in real or approximately real time;
• self-organization: the ability of the system to use the results for the continuous formation
of feedback in the educational process.
The interdependence of the criteria can provide a number of functional features of the
smart complex in the organization of the educational process by all its participants: wide
possibilities of control and management of the educational process; easiness of use; intuitive
interface; maximum automation of the educational process; support for SCORM 2004, SCORM
1.2 formats; possibility of integration with other educational resources; the possibility of studying
autonomously; low requirements for software and hardware configuration of the server and
client terminal [38].
Thus, the main principles of the functioning of smart complexes include: ensuring com-
patibility between the software of different operating systems; mobility, continuity and free
access to any information; autonomy of the teacher and student; definition and application of
various motivational models; assessment of changes and competence; change of education due
to individual capabilities and interests of the student.
44
Therefore, in the process of designing and creating the smart complex, it is important that
the presented criteria and principles are interdependent, that can adapt the smart complex to
the requirements of prospective teachers’ professional.
On the basis of literary sources and our personal experience, we consider distance learning
systems for creating smart complexes in the process of training students in higher education
institutions. The distance learning system Moodle is a system created for distance learning.
Moodle is a free and open source system. This allows developers to download, modify, create
add-ons, and customize the software to their personal needs.
The Edmodo software product is a Web site that allows you to organize lectures and laboratory
classes. The content of which is presented in the form of texts, files, tests, tasks and surveys.
The system allows you to import information from various online resources. The distance
learning system Google Classroom is a product of one of the leaders of the digital industry.
Google Classroom is a free service for educational institutions and non-profit organizations. It is
also available to anyone with a personal Google account. The distance learning system iSpring
Online is a system for organizing distance learning, provides the possibility of registration,
storage and collection of information online. It does not require resources for installation, it
works in online format. It is worth noting that such listed systems are appropriate for the
creation and design of smart complexes.
We described the peculiarities of the organization of the educational process when studying
the disciplines of the pedagogical cycle in the conditions of distance learning. At the department
of pedagogy, professional education and management of educational institutions, the content
of the disciplines of the pedagogical cycle was successfully tested. A peculiar feature of the
organization of teaching of these disciplines was a significant volume of students’ independent
work. We understood that for the effectiveness and quality of the independent educational
activity of prospective teachers, the work had to be carefully thought out, structured and
optimized taking into account the main didactic principles: accessibility at the required degree
of complexity, consistency and systematicity, clarity, connection between theory and practice,
students’ activity. We also took into account the knowledge control and assessment mechanism.
To implement these conditions, an electronic educational system was created as part of the
general educational environment, which also included a traditional lecture component. The
electronic learning environment was created in the form of a website.
The structure and content of the site allowed prospective teachers to get not only access to
educational materials, to the educational environment of the discipline, but also full methodolog-
ical information on its acquisition. The site was designed according to the modular principle:
each module included a video recording and a plan of a thematic lecture, a set of educational
materials and tasks, the implementation of which involved independent study by students of
education, critical analysis and annotation, as well as discussion of the topics studied in practical
classes.
3.1. Instruments
To achieve the goal, the following methods were used in the study:
• theoretical: systematic analysis and generalization of pedagogical and methodical litera-
ture on the problem of implementing smart education; synthesis, abstraction, systemati-
45
zation of theoretical provisions for comparison, comparison of different views regarding
the definition of the concepts of “smart education” and “smart complexes”);
• empirical: methods of collecting empirical material (questionnaires, testing, conversa-
tions, interviews) with the purpose of studying the problem of designing and creating
smart complexes in future professional activities in order to test the effectiveness of the
developed methodology).
Pedagogical practice took place in the educational process of professional training of future
teachers. Students of the specialty 015.39 Vocational education (Digital technologies) were
surveyed during their pedagogical practice in order to assess the state of readiness of future
teachers for the use of smart complexes in their professional activities.
3.2. Participants
In order to obtain experimental data in the process of researching the issue of designing
and creating smart complexes based on distance learning systems, a pedagogical experiment
took place in the professional training of future teachers. In the process of studying the
disciplines of the pedagogical cycle for students of the specialty 015.39 Professional education
(Digital technologies) at Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, a
questionnaire was conducted regarding the organization of distance learning by students using
smart complexes while studying the disciplines of pedagogical cycle. The number of respondents
was 18. Questionnaire questions related to the choice of platforms for creating smart complexes,
the choice of online tools, educational resources and electronic learning tools for creating the
educational content of a smart complex. The participants were informed about the purpose
and the structure of the study and assured that students’ names would not be used in the study
result reports. The participation in the study was voluntary.
4. Results and discussion
Currently, there are a lot of educational platforms for organizing and conducting classes in
the domestic educational space. The results of the survey show that the Classroom platform is
the most popular among prospective teachers for creating smart complexes (17%), the Edmodo
platform is used by 6% of respondents, the Meet platform is used by 28% of students, the Zoom
platform is used by 17%, combined platforms – by 33% of respondents.
Receiving educational materials and communication between distance learning participants is
ensured through the transmission of video, audio, graphic and text information in synchronous
or asynchronous mode. Therefore, the question was devoted to online resources that were
used by future teachers to visualize educational content in their personal smart complexes, the
following resources gained the most percentage: Canva – 11%; Genial.ly – 17%; Prezi – 22%;
Venngage – 17%; Infogram – 6%, combined online services – 28% of respondents.
Due to the results, the following online tools were used by future teachers for interaction
of participants in their personal smart complexes: ThingLink – 11.11%; Glosster – 16.67%;
Jamboard – 22.22%; Padlet – 16.67%; combined interactive services – 33.33%.
46
Figure 1: The use of distance learning platforms for creation of smart complexes.
Figure 2: The use of online tools for data visualization for creation of smart complexes.
An integral component of the educational process is the monitoring of the knowledge of
students. The following services for creating tests scored the most p%; LearningApps – 22.22%;
Classtime – 16.67%, Google forms – 16.67%, Quizlet – 5.56%, Quizalize – 5.56%, combined
services for creating tests.
The analysis of the survey results showed that the platforms and services mentioned above
allow future teachers to create smart complexes of educational disciplines. The smart complex
of the educational discipline acts as an individual personalized online program environment (on
the website/portal/e-platform), which allows the teacher to accumulate his personal educational
digital resources or links to them, provide access to them, and also see the current results of
students in real time.
47
Figure 3: The use of online services for interactive creation of smart complexes.
Figure 4: The use of online tools for knowledge monitoring in creation of smart complexes.
As the survey results showed, future teachers use platforms and services in combination,
strengthening the interactive component of the smart complex of pedagogical disciplines. In the
smart complex environment, the teacher can present educational content, communicate with
participants in the educational process, visualize data, assign tasks individually, for separate
groups or for the entire class at once; instantly receive results after students complete tasks;
save and view performance statistics.
In the survey, the students were asked about the problems that they had in the process of
creating smart complexes of pedagogical disciplines. The most frequent mentioned problems
were:
48
• lack of experience in methodical organization of training using smart complexes – 11%;
• limited access to the Internet – 6%;
• lack of digital devices – 1%;
• insufficient digital infrastructure of the educational institution – 11%;
• unreliable/slow Internet connection at school – 15%;
• limited/absent technical support of the distance learning organization – 17%;
• teachers and mentors helped solve problems quickly – 22%;
• no problems with the creation of a smart complex – 33%.
The results of the survey made it possible to highlight several advantages and disadvantages
of the use of smart technologies in the educational process that can allow intensifying the
process of using these technologies.
The respondents also noted a number of advantages of smart technologies that create a
certain basement for their further intensive use. Among them we can highlight time saving,
visibility, and efficiency of use in distance learning conditions.
For further development students’ smart technology skills, it can be recommended to apply
some additional courses into the educational process of future teachers, that could allow to
eliminate or minimize the identified shortcomings, and to increase the level of students’ readiness
for the use of smart technologies.
5. Conclusions
In general, the research showed that the implementation of smart education was able to ensure a
high level of education, which met the goals and objectives of distance learning in the conditions
of the COVID-19 pandemic and military events in Ukraine.
The conducted theoretical analysis of the research problem showed that the concept of smart
education is a new paradigm of education that can improve the quality of education, focused on
contextual, personalized and continuous learning that contributes to the development of the
students’ intelligence and develops the students’ ability to solve problems in a modern “smart
environment”.
It was concluded that the competent application of smart education allowed the teacher to
increase the effectiveness and efficiency of education; to develop an individual educational
trajectory for each student; to motivate prospective teachers and support their independent
research; to involve in active joint activities; to improve and speed up the rate of assimilation
of the material, to cover a larger volume of content; to reduce anxiety among students. For
students, smart education allowed to increase motivation and activity; to develop self-study
skills, resourcefulness, and improve academic results; to lighten the academic load; to plan time
more carefully.
Smart complexes made it possible to introduce the main trends of smart education into the
educational process. The smart complex is an information dynamic educational and method-
ological system with certain smart criteria: automation, sequencing, assessment, data collection
in real time, self-organisation.
49
The facilities of the smart complex for students and teachers in the educational process of
the disciplines of the pedagogical cycle using the learning management systems (LMS) were
determined. It was stated that the following distance learning systems are appropriate for
creating smart complexes: Moodle, Google Classroom, iSpring Online, and Edmodo.
The survey results showed that the smart education system model is being actively imple-
mented at Vinnytsia Mykhailo Kotsiubynskyi Pedagogical University. The respondents noted
the advantages of smart education (saving time, visibility, efficiency of use in distance learning
conditions), and demonstrated the understanding of the importance of its application in their
further professional pedagogical activities.
Further research should be concentrated on the study of the methodology of the organization
of smart training, the didactic principles of the creation of smart complexes, the students’
activation in the development of electronic educational content of pedagogical disciplines.
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