This article explores and evaluates the practical use of digital resources by Ukrainian teachers in their classroom activities with pupils. It presents various online tools and digital resources that support the implementation of three key subject areas: STEM education, education for democratic citizenship, and entrepreneurship education. The article also showcases the national online resources that foster a sustainable, multicultural, and democratic learning environment for teachers and students, covering key competencies such as entrepreneurship, citizenship, civic education and STEM. The article analyses how the teachers use the digital learning tools to creatively integrate digital technologies into their teaching, identify the needs and didactic approaches of their students, solve technical problems, and assess the gaps in their own and their students' digital and civic competencies. The article highlights the benefits and challenges of using digital resources for teachers, such as improving and updating their digital competence, creating and maintaining a creative and sustainable digital environment in their schools, seeking opportunities for self-development and digital transformation in line with the UN '2030 Agenda for Sustainable Development', and organising distance learning in response to the COVID-19 pandemic. The aim of the article is to share the examples and the experience of Ukrainian educators who use digital educational resources to build a digital environment and develop key competencies: digital, civic and entrepreneurship in accordance with the European trends. The article suggests that the presented experience can be applied in other schools and help to address the existing gaps in the teachers' use of digital learning tools.
The COVID-19 pandemic has posed unprecedented challenges for educators worldwide, and
especially in Ukraine, where the educational system is undergoing significant reforms and
transformations [
The Sustainable Development Goals (SDGs) are outlined in the document ‘Transforming our world: the 2030 Agenda for Sustainable Development’ adopted by the General Assembly of the United Nations in 2015 [11]. This document identifies 17 SDGs, including education. Goal 4 is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. One of the targets of this goal is to substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship by 2030. Another target is to substantially expand globally the number of scholarships for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes by 2030 [ 12]. The development of pupils’ digital competence is considered today as an integral part of the educational process as a whole. The main purpose is to have an educated personality ready to live and act in a democratic, multicultural and information society who has the necessary abilities, knowledge, skills and information culture. The attention of the teachers should be paid to the acquisition by pupils of digital skills and digital competence. The main components of digital competence include: technical problem solving – the ability to identify technical problems in the operation of devices and the use of digital environments, and to solve them; identifying needs and finding technological solutions based on needs analysis, the ability to identify, evaluate, select and use digital tools; customizing digital environments and creative use of digital technologies: ability to use digital tools and technologies to create knowledge, innovative processes and products; participate individually and collectively in cognitive activities to understand and solve conceptual problems; identifying gaps in digital competence: the ability to recognize the need to improve or update one’s digital competence; the ability to support others in the development of their digital competence; look for opportunities for self-development and be aware of modern digital evolution [13, 14, 15, 16].
The modern challenges of society require teachers to act in a multicultural digital environment, be prepared to ofer their pupils innovative ways of learning, communication and investigation that will allow them to form not only their digital skills but also prepare them for the labour market, entrepreneurship and citizenship.
The issues of development of digital literacy and competence of pupils as well as the use of
information and communication technologies by teachers are revealed in the works of Ukrainian
researchers such as Bykov and Lapinsky [17], Kolomoiets and Kassim [18], Kovalchuk et al.
[19], Mintii and Soloviev [
The article aims to present various digital resources that Ukrainian teachers use to ensure the development of key competencies: digital, civic and entrepreneurial, as well as to reveal how teachers support a sustainable and democratic environment in their schools using ICTs. The study of these tools by the authors led to proposals for Ukrainian teachers on how to improve the existing digital educational environment regarding the challenges of quarantine in 2020–2021 school years.
The Council of Europe is one of the international organizations that quickly responded to
the COVID-19 pandemic and to the situation with the quarantine in schools in the European
countries, and proposed to support digital citizenship through the creation and the support of
the digital environment in schools and other educational institutions. As was noted in the CoE
Multi-Stakeholder Consultation Report [
To ensure the development of the democratic digital environment in the classroom the teacher
should first of all take into the account the multicultural composition of the pupils. This makes
it possible to include in the curriculum diferent discourses on the interpretation of history and
geography according to a specific cultural context, mutually enriches pupils by exchanging
knowledge, experiences, values belonging to diferent cultures, allows to use the cognitive
preferences of bilingual children. The documents of the Council of Europe, the EU, the UNESCO,
the UN recognize Multicultural Education as a fundamental principle that guides teachers and
schools of diferent countries to conduct educational activities with the mutual recognition and
interaction of cultures [
The Multicultural Education strategy emerged in response to the exacerbation of ethnic,
national, and religious conflicts in modern society as a result of significant migration processes
between countries in diferent regions of the world. Multicultural competence and multicultural
dimension in education with the use of ICT play a special role in lifelong learning today [
The Ukrainian NGO Association of Teachers of History and Social Studies “Nova Doba”
invites teachers to use electronic teaching materials on intercultural interaction and multicultural
education: “Common history. Dialogue of Cultures”, “Together on One Earth. History of Ukraine
is multicultural”, “New approaches to historical education in a multicultural environment”,
“Common stories for Europe without borders”, “Multicultural history of Ukraine”, “We are
among others. Others among us. Forms and methods of multicultural education”, “Religious
diversity and intercultural education”, etc.[
The Ukrainian experience of implementing multicultural education using ICT includes an
integrated e-learning course “European Studies” for pupils of the grades 8–12 on a modular
basis. Course modules mix elements of multicultural education for use in lessons of geography,
history, and economics [
The use of ICT helps to preserve pupils’ cultural identity, improves intercultural dialogue
between pupils and increases their overall level of academic achievements. A special place in
the development of multicultural education is given to online games (multicultural role-playing
online game), that reproduce the multicultural model of the world [
Such games increase pupils’ language and communicative competence. It should be noted
that online games resources should be used wisely by the teacher, focusing on the importance of
the fact that some pupils tend to overload their time in favor of computer games. It should also
be borne in mind that certain online games can be a threat to students in shaping their behavior
in real life. When discussing online games with pupils, the teacher must first determine their
attitude to how the game takes place and ask for their assessment of game events, etc. [
The multicultural experience of communicating with representatives of other countries and
cultures is of great importance for the development of multicultural competence. Therefore, one
of the most efective means of forming multicultural competence is the “Culture Assimilator”
method [
Another interesting experience is the practice of implementing STEM education and creating
a digital learning environment for pupils. The Concept for the Development of STEM education
adopted in 2017 proclaims the implementation of STEM at all levels of education, in establishing
partnerships with employers and research institutions and their involvement in the development
of this education. The training methods and training programs of STEM education are aimed
at the development of competencies relevant to the labor market: critical, engineering and
algorithmic thinking, skills of information processing and data analysis, digital literacy, creative
qualities and innovation, communication skills etc. [
Lozova et al. [
Stroud and Baines [
Among the electronic educational resources of Ukraine that influence the active development of STEAM education are the following: the Ukrainian project “Quality of education” with the “Web-STEM-school-2020” created by Ukrainian teachers; Distance Academy (https://osnova. d-academy.com.ua/?s=STEM), that proposes the distance courses and webinars; web portal “Na urok” (https://naurok.com.ua/), proposing the distance education by the diferent school disciplines; virtual STEM Center of Junior Academy of Sciences of Ukraine (https://stemua. science) that ofers plans and guidelines for research work for the STEM disciplines.
It should be noted that the Ukrainian teachers use such international electronic educational
resources for the support and development of STEAM-oriented educational environment of the
school, as: Simulate the Natural World with Virtual Biology Lab (http://virtualbiologylab.org/)
which includes Ecology Models, Evolution Models, Cell Biology Models; Experience a Virtual
World of Science Education (https://praxilabs.com/) which includes a number of interactive
3D virtual lab simulations in Biology, Chemistry and Physics; Phet (https://phet.colorado.edu/)
which includes 806 million simulations in Physics, Chemistry, Biology, Mathematics, Earth
Science; workshop for teachers for their skills development to discover and reflect on the
learning benefits of playing with simulations through open play and reflection time; Physics
Simulations (https://www.myphysicslab.com/), that provides open source software under the
Apache 2.0 License; there are around 50 diferent simulations in the source code, each of
which has an example file which is mainly for development and testing; Go-Lab Platform
(https://www.golabz.eu/), which consists of the Go-Lab Sharing and Support platform (Golabz)
and the Authoring and Learning platform (Graasp); there are around 240 teacher training events,
1800 Classroom implementations, 19152 Teachers creating spaces (20 of them are in Ukrainian
language) [
It is important that these environments take into account the following user requirements:
providing a virtual lab that allows project participants to conduct scientific experiments in
the online environment; remotely controlled laboratories (remote laboratories) that allow
experimenting with real equipment at a distance; virtual laboratories that simulate scientific
equipment; data sets representing information from already conducted laboratory experiments
[
Regarding the actual requirements of STEM education the Ukrainian practitioners propose
the online course for teachers “Creation and use the STEAM-oriented learning environment for
the teachers’ digital competence development” which includes three modules: Module 1 “The
STEAM-oriented learning environment for the school”, which includes the following topics:
theoretical principles of creation and use the STEAM oriented learning environment for the school;
creation and use strategies STEAM oriented learning environment for the school; Module 2 “Use
of information and communication technologies to organize and support the STEAM approach
in school”, which includes the following topics: e-Learning resources as the means of teacher’s
digital competency developing to support STEAM oriented learning environment for school;
electronic platform for organizing STEAM oriented learning environment for school; Module 3
“Electronic learning resources on self-assessment and evaluation of teachers’ digital competence
to support the STEAM oriented learning environment for the school”, which includes topics
such as requirements for assessing a teacher’s [
One of the successful Ukrainian online projects that allows to create a digital environment for pupils is the “3D Democracy” Project supported by the non governmental organization “Nova Doba”. There are few educational environments that aim to build civic competence of pupils and teachers. The NGO “Nova Doba” is the All-Ukrainian Association of Teachers of History and Social Sciences. This organisation proposes the “3D Democracy”, “Citizen’s Workshop” online environments (https://citizen.in.ua/about.php). The 3D Democracy online resource aims to support teachers who teach civic education or implement its elements into the school subjects. It allows to involve pupils into the online community where they can master their civic competencies. In particular “3D Democracy” contains the following resources: “Teacher online” – is a community of civic education teachers united in a virtual educational environment; “School block” contains information about the institution that has joined the network, provides information about the educational institution on the map of Ukraine, posted on the site; “Journal of pupil achievements” that allows to provide activity of each registered pupil and to make records in the “electronic class journal” (by topics and sections); “Current information” that contains methodological materials, information about webinars, training seminars, conferences for teachers, etc.
Among the opportunities for the pupils that this resource proposes are: the online textbook /
manual on civic education (texts, videos, life cases); online community for participants from
diferent regions of Ukraine; simulations, games, polls, petitions, elections, flash mobs (on civic
topics); personal ofices of pupils’ portfolio of civic activities; joint blogs, forums, discussions; the
assessment through automatic recording of pupils’ achievements (fixing student activity on each
topic, a three-pronged competency approach to final the assessment of student works in each
section: online testing, situation analysis, practical tasks (essays), and student motivation scale
(through automatic scoring) for involvement in the activities of the “Community”. Participants
will receive information about the beginning of each activity and its results through: news on
the site, e-mail or SMS [
The Citizen Workshop resource ofers tools and steps to engage with the online community. The steps to access the Citizen Workshop resource (“Community” block) are: step 1: teacher’s registration; teacher is registered as “pedagogue” at the website; teacher receives a password to access the site, in particular to the sections “Teacher’s” and “Journal of Pupil’s Achievement”, etc. The site administrator creates a “School Block” on the site; step 2: pupils’ registration; teacher invites pupils from his / her class (s) to register. Each pupil registers on the site; pupil receives the user’s personal account, password to access it; step 3: common activity; working with materials, watching videos, life cases, simulations, games, polls, petitions, elections, flash mobs and new friends for pupils. Methodical materials, webinars, forums, discussions, experiences and new friends for teachers; For students and teachers: additional information, new friends, practical skills and first positive experiences in the field of civic activity / civic education.
The Ukrainian educational platform “Living in Democracy” is supported by the international organizations and proposes the resources of the Council of Europe teaching materials http://www.living-democracy.com.ua. It is launched as a part of the joint Swiss-Ukrainian project “Development of Civic Competences in Ukraine - DOCCU” with the assistance of the Government of the Swiss Confederation, and it ofers the Council of Europe resources for education for democratic citizenship, tools for the lessons and activities on democracy, human rights and civic participation.
The platform contains educational materials, legal documents, videos, illustrated cards on children’s rights, a number of textbooks of the Council of Europe in Ukrainian language including: “Teaching Democracy”, “Growing in Democracy”, “Living in democracy”, “Taking part into democracy”, “Exploring children’s rights “and “Teaching democracy”. Pupils, parents, teachers and school leaders can find useful information on NGO issues.They can learn, develop and improve their knowledge and civic competencies.
The DOCCU online platform presents the Swiss-Ukrainian project supported by the Government of the Swiss Confederation. It envisages the implementation of three main and crosscutting components: Component 1 “Civil Servants”. Introduction of EDC / HRE at the national level in the system of training of civil servants and representatives of local self-government bodies of Ukraine; Component 2 “School Leaders” (school principals). Introduction of Education for Democratic Citizensip and Human Rights education (EDC/HRE) in the system of postgraduate education of school principals in Kyiv, Odesa, Kherson, Poltava, Lviv, Luhansk, Ivano-Frankivsk and Dnipropetrovsk regions; Component 3 “Teachers”. Introduction of EDC / HRE in the system of postgraduate teacher education in Kyiv, Odesa, Kherson, Poltava, Lviv, Luhansk, Ivano-Frankivsk and Dnipropetrovsk regions. The DOCCU online platform proposes to the wide educational community manuals and online educational resourses (video, posters) than can be used in a daily school activity.
The above mentioned examples of Ukrainian projects that use digital resources and tools serve to the teachers and to the schools as a resource of interesting interactive manuals, teaching materials, tasks for students on various topics (media, human rights, economics, socio-cultural environment, cultural diversity, identity and etc.). These digital instruments are in great demand among teachers and schools: thus, as of August 2020, the 3D Democracy community has 5,035 users, of which about 1,500 are teachers. Such indicators prove the popularity and interest of teachers in digital resource support for civic education nowadays.
In order to ensure the efective use of the STEM instruments in school practices with the
pupils the professional development of teachers has to be in the scope of the education policy
in Ukraine. In the same time, the international good practices can be used by the Ukrainian
pedagogues to improve and to deep the knowledge in the sphere of STEM education. Thus,
we have to point the attention on the Massive Open Online Courses (MOOCs) that have being
actively introduced in 2008 [
The European Schoolnet Academy proposes a free MOOCs that includes theoretical material in the form of texts and video lectures, webinars, videos of teachers of European countries with stories and lessons to share their professional experience, instructions for the practical use of ICT in the professional activity in the classroom, their communication on social networks through course questions and professional solutions, tests for each module of the course and the end result, such as a lesson plan or other ICT training course.
Participation in these courses and analysis of the tasks and topics during 2017–2019 years gave us the opportunity to highlight the following important problems regarding the modernization of the educational process by the teacher according to inquiry-based pedagogy: • to provide career information to motivate pupils and present a variety of STEAM and ICTrelated jobs and required skills (“Teaching ICT with Inquiry”; “The Networked Teacher – Teaching in the 21st Century”; “Games in Schools”; “Personalised Learning in Practice – are my students driving their own learning?”; “Yes I can” – Empowering Student Learning”; “TeachUP Course: Collaborative Learning in Practice – are my students learning through collaboration?”); • to become familiar with innovative tools and approaches such as visual programming tools, unplugged activities, robotics, tinkering, and making and coding for all subjects Ukrainian teachers can join to: “EU Code Week - Deep Dive MOOC”; “The Networked Teacher – Teaching in the 21st Century”; “Games in Schools”; “Yes I can” – Empowering Student Learning”; “TeachUP Course: Collaborative Learning in Practice – are my students learning through collaboration?”; “Boosting Bioeconomy Knowledge in Schools”; “Social Media Literacy for Change”; • to learn about active learning, innovative use of ICT and collaborative teaching and learning teachers can join to: “Teaching ICT with Inquiry”; “EU Code Week – Deep Dive MOOC “; “The Networked Teacher – Teaching in the 21st Century”; “Games in Schools”; “Yes I can” – Empowering Student Learning”; “TeachUP Course: Collaborative Learning in Practice – are my students learning through collaboration?”; “Boosting Bioeconomy Knowledge in Schools”; “Social Media Literacy for Change”; “Become the Next eSafety Champion”.
These courses provide suggestions on how to improve the efectiveness of teaching process in the schools, give advice on how to the use the thematic portals and sites, training programs, computer games, etc.
For example, “The Teaching ICT with Inquiry” course allows to use the Go-Lab ecosystem https://www.golabz.eu/ to enhance: • students to conduct experiments in on-line laboratories in STEM fields, to participate in educational projects, in the implementation of which they need to use knowledge, skills and competences in the natural sciences, technologies, engineering, various fields of arts and mathematics; • teachers to create and select didactic materials for teaching their subjects using the STEM approach, to share their pedagogical experience with colleagues from diferent countries of the world, etc.
Go-Lab ecosystem was launched since 2014. The Go-Lab initiative was created thanks to the successful Go-Lab project, which lasted from November 2012 to October 2016. The goal of the Go-Lab Initiative is to promote the use of online labs and applications for teaching and implementing research projects in schools. The Go-Lab Initiative provides a Go-Lab ecosystem for teachers where they can find various online labs and create their own learning spaces. The Go-Lab Initiative provides training for teachers across Europe on science education in schools and the explains how to use of the Go-Lab ecosystem. The Go-Lab initiative is currently funded by the Next-Lab project. The modern Go-Lab ecosystem consists of two main components. Go-Lab is a Sharing platform that provides hundreds of remote and virtual labs, as well as software and applications for query study. The Go-Lab platform enables teachers to create their own learning environments, combining labs, applications, and other resources for sharing with their pupils.
What is important about MOOCs, is that the final result of each of these courses should be a personal training event developed by the course participant, such as a training project using the tools ofered by the online course. This result is evaluated using the peer-to-peer method.
It should be noted that the content of the courses is renewed every year, namely: • new topics (e.g., the use of computer games to teach and teach diferent disciplines, training according to the needs of society, the use of new tools for monitoring, control and self-assessment of knowledge, skills and abilities of students and teachers); • new tools for improve forms of learning (eg, the use of new electronic platforms for STEAM projects in formal, non-formal, informal and inclusive learning; creation of computer-oriented environments, etc.); • new lessons learned from teachers’ experiences in implementing STEAM education in the schools (eg, teaching STEAM projects, lessons on specific topics in STEAM fields, STEAM weeks, etc. using ICT); • updated country reports on the use of ICT in support of STEAM education and analysis of the results of implementation of the STEAM approach in the schools (e.g., Science education now: a renewed pedagogy for the future of Europe: https://ec.europa.eu/research/ science-society/documentlibrary/pdf06/report-rocard-on-science-educationen.pdf • new ideas are being generated to implement the STEAM approach in general education institutions (e.g., to create websites that ofer weeks of STEAM education in schools around the world: https://www.science-on-stage.eu/page/display/5/28/13343/ coding-in-stem-education.
The entrepreneurial education is one of the important issue of the sustainable development
and democratisation of education process. The vital importance of the development of
entrepreneurial competence is defined in the main basic educational documents of Ukraine. The
Law “On Education” proclaims entrepreneurial competence and financial literacy as the key
competencies for modern citizens [
In 2016 the government of Ukraine approved the Concept for the implementation of state
policy in the field of reforming general secondary education “New Ukrainian School” until
2029, which states that one of the areas of education reform is to create a modern educational
environment that will provide the necessary conditions, tools and technologies for teaching
pupils, teachers and parents [
In September 2020, the State Standard for Basic Secondary Education was adopted, which
includes key competencies (entrepreneurship and financial literacy), which include initiative,
the ability to use opportunities and implement ideas, and create value for others in all spheres
of life; ability to actively participate in society, manage their own lives and careers; ability to
solve problems; willingness to take responsibility for decision making processes; ability to work
in a team to plan and implement projects that have cultural, social or financial value, etc. [
The work of Ukrainian scientists is devoted to the problem of formation of entrepreneurial
competence of students as a key competence. Thus, Hilberg [
To identify key competencies in the curriculum, the concept of “cross-cutting lines” was
introduced. The cross-cutting line “Entrepreneurship and Financial Literacy” aims to educate
young people: rationally use funds, plan expenses, save, and implement leadership initiatives, to
operate successfully in a technologically fast-changing environment. Programs of the Ministry
of Education and Science of Ukraine of this content line for grades 5–9 have been developed.
This information is presented on the website of the Institute for Modernization of Educational
Content [
One of the first educational initiatives on the implementation of entrepreneurship education
in Ukraine was the Polish Foreign Assistance Program of the Ministry of Foreign Afairs of the
Republic of Poland, the Polish-Ukrainian project “School Academy of Entrepreneurship 3”. This
project was implemented at the all-Ukrainian level and was aimed at the support of the
socioeconomic sustainable development of the country introduction of elements of entrepreneurial
education in schools. This project is a continuation of the Ukrainian-Polish projects “School
Academy of Entrepreneurship” (2012–2013) and “Lessons with an entrepreneurial background”
(2014). All information and developments of these projects are freely available on the project
website [
The use of ICT in the learning process provides an opportunity to create an efective
computerbased learning environment [
Another useful digital resource is the National Online Digital Literacy Platform “Action.
Digital Education” [
The Ukrainian online education platform Educational Era is a project that aims to make
education in Ukraine at a high quality, accessible and available in a global educational context
[
The Educational hub of Kyiv is also one of the useful learning resources [
The material of each course consists of theoretical information, tests for understanding certain
subtleties of public speeches, illustrative examples of successful and unsuccessful speeches.
Subsequent classes include questions on the material of the previous ones, and the participant
can move forward only after its successful mastering and proper passing of the online test. The
course “Career Guidance for Students” is designed to facilitate the choice of profession by high
school pupils before entering higher education. The course raises the awareness of the pupils
about the benefits of the subjects they study in school and how they will be needed later in their
life, namely: civic education, mathematics, language, literature, physics, chemistry, biology and
ecology, history, geography, physical education and computer science. The course “Efective
job search” teaches modern methods of job search, the rules of writing a good resume, how to
choose the right field of activity, company and interview, how to make a good impression on
the first working day and more. There are also other platforms for mass open online courses,
such as Google Digital Workshop [
From the above mentioned we can conclude that in Ukraine there are opportunities for entrepreneurship education, but there is a lack of the opportunities to create an efective learning environment in school regarding this issue. It remains an important question that needs further development.
Thus, it is necessary to create the most favorable conditions based on the use of ICT to enhance the cognitive activity of children, the development of their intellectual abilities and communication skills necessary for the successful formation of entrepreneurial competence; to create conditions for training teachers in teaching entrepreneurship, providing them with ICT tools and teaching materials, teach them to use existing resources for learning; to develop educational online resources (textbooks, computer programs, games, virtual communities, portals) on entrepreneurship education to support teachers, students and parents; encourage teachers and students to participate in international projects on entrepreneurship education. The use of the achievements and informational resources by Ukrainian teachers allows creating additional opportunities to pupils in the international perspective. This is why the experience of using digital technology by teachers to gain knowledge in business education is interesting. This confirms the creation of European entrepreneurship education resources, such as the Virtual Entrepreneurship Education Handbook, which allows teachers from diferent countries to familiarize themselves with and use practical tools for primary, secondary and vocational education in their work.
Teachers from European countries are now successfully using the digital teaching hub (http://content.ee-hub.eu/). It brings together over 60 best practices in promoting entrepreneurship education in Europe on: national entrepreneurship education policy (Germany, Italy, Netherlands, Flanders, Denmark, Estonia, Croatia, Sweden, Finland, Macedonia, Norway, Denmark); teacher training (Enterprising School Program, Entrepreneurship360, Entrepreneurship Educators Program 3EP, 100 Mirrors, LIFE2 Project, STEP Model 2); partnerships (Cisco Networking Academy Networking, Combining Entrepreneurial Competence and STEM Industry Partnerships Skills, Accelerating the StartUp Ecosystem, YES – Finnish Regional Ecosystem Strategies to Implement National Strategies, Employee Volunteering – Added Value of Practical Entrepreneurial Programs, etc.); Entrepreneurship education ecosystem (integrates educational institutions of Spain, Serbia, Belgium, United Kingdom, Norway, Germany, Finland); tools (Measurement Tool for Enterprise Education (MTEE), Entre Intention Tool: Measuring Impact at the Individual Level Entre Intention Tool: Measuring Impact at Individual Level, EntreComp: Entrepreneurial Competence Framework, etc.); Financial Education (Interaction between Entrepreneurship and Financial Education, Financial Education Programs from Primary to Secondary Levels, MoneyIQ and MoneyOnline, Financial Education Curricula, Your Finances, Your Future; I Can Manage My Money) and others.
In order to efectively integrate entrepreneurship education into the school education
process, modern digital tools are being used to help creation of resources and projects involving
representatives from diferent countries. This digital resource is the Entrepreneurial School
(http://theentrepreneurialschool.eu/) that is co-financed by the European Commission, which
includes 5 key objectives: teachers’ continuing professional development and training;
establishing quality supporting frameworks to measure best practice and to evaluate impact;
development of appropriate support structures and activities; establishing networks between
best practices; focusing on the initial education of teachers and the integration in the curriculum
etc. The Entrepreneurial School project has trained over 4,000 teachers from 18 countries
over the past three years, and has developed a Virtual Guide to Entrepreneurial Learning
(http://www.tesguide.eu/default.aspx) [
The use of digital educational resources in the classroom activities with pupils is one of the vital issues nowadays. The online instruments and digital resources for the realization of STEM education, education for democratic citizenship, and entrepreneurship education are not widely presented in the national educational practice today. These are the modern trends in the world’s educational systems that Ukraine needs to adapt to and meet the requirements of a democratic multicultural society. The Ukrainian online resources presented in the article ensure the creation of a sustainable, multicultural, and democratic environment for teachers and students, covering key competencies areas such as entrepreneurship, citizenship, civic education and STEM.
Moreover, the creation of an appropriate educational environment that enables pupils to gain knowledge, skills and competencies for their participation in a democratic society is one of the important tasks for the educational system in Ukraine. It is also important to use the best experience and educational resources on democratic education, entrepreneurial education and multicultural communication from other countries. Ukrainian teachers should pay attention to the following aspects: • to integrate entrepreneurship education into the school education process. The use of modern digital educational resources can help teachers to create opportunities for pupils, promote their involvement in creating their own projects and finding solutions; • to create possibilities for pupils to develop their democratic culture through participation in the decision making process using ICTs. This will allow promoting the development of digital citizenship that is now one of the life realities.
In this view, it should be concluded that the use of digital tools, digital resources and media in the classroom is closely linked to the digital competence. Therefore, achieving a relevant level of digital competence should be one of the main objectives of the teaching process.
Further research should be carried out in developing approaches, organizational and pedagogical conditions in schools in order to create a learning environment for sustainable development that can promote the development of digital competence and digital citizenship, enhance entrepreneurship education of pupils, and improve the methods and forms of using digital learning tools to create a democratic and sustainable environment in schools. [8] O. Lavrentieva, V. Pererva, O. Krupskyi, I. Britchenko, S. Shabanov, Issues of shaping the students’ professional and terminological competence in science area of expertise in the sustainable development era, E3S Web of Conferences 166 (2020) 10031. doi:10.1051/ e3sconf/202016610031. [9] E. Komarova, T. Starova, Majority values of school biological education in the context of education for sustainable development, E3S Web of Conferences 166 (2020) 10029. doi:10.1051/e3sconf/202016610029. [10] S. O. Semerikov, T. A. Vakaliuk, I. S. Mintii, V. A. Hamaniuk, V. N. Soloviev, O. V. Bondarenko, P. P. Nechypurenko, S. V. Shokaliuk, N. V. Moiseienko, V. R. Ruban, Mask and Emotion: Computer Vision in the Age of COVID-19, in: Digital Humanities Workshop, DHW 2021, Association for Computing Machinery, New York, NY, USA, 2022, p. 103–124. doi:10.1145/ 3526242.3526263. [11] Y. Park, 8 digital life skills all children need – and a plan for teaching them, 2016. URL: https://www.weforum.org/agenda/2016/09/ 8-digital-life-skills-all-children-need-and-a-plan-for-teaching-them/. [12] Resolution adopted by the General Assembly on 25 September 2015. Transforming our world: the 2030 Agenda for Sustainable Development, 2015. URL: https://www.un.org/en/development/desa/population/migration/generalassembly/docs/ globalcompact/A_RES_70_1_E.pdf. [13] T. Bakka, O. Burim, O. Volosheniuk, R. Yevtushenko, T. Meleshchenko, O. Mokrohuz, Mediahramotnist ta krytychne myslennia na urokakh suspilstvoznavstva (Media literacy in lessons of social sciences), TsVP, AUP, Kyiv, 2016. URL: https://www.aup.com.ua/ mediagramotnist-ta-kritichne-mislen/. [14] O. Bondarchuk, V. Balakhtar, O. Gorova, N. Lytvynenko, N. Pinchuk, O. Shmanko, A. Kiv, V. Oleksiuk, Features of responsibility of future specialists of the socionomic professions as an indicator of their digital competence, Educational Technology Quarterly 2022 (2022) 35–55. doi:10.55056/etq.12. [15] T. Vakaliuk, O. Spirin, V. Kontsedailo, Formation of digital competence of CS bachelors in the use of cloud-based learning environments, Educational Technology Quarterly 2021 (2021) 388–401. doi:10.55056/etq.26. [16] O. V. Prokhorov, V. O. Lisovichenko, M. S. Mazorchuk, O. H. Kuzminska, Implementation of digital technology for student involvement based on a 3D quest game for career guidance and assessing students’ digital competences, Educational Technology Quarterly 2022 (2022) 366–387. doi:10.55056/etq.430. [17] V. Bykov, V. Lapinsky, The methodologcal and methodical basis of the creation and use of electronic educational tools, Computer at school and family (2012) 3–6. [18] T. H. Kolomoiets, D. A. Kassim, Using the Augmented Reality to Teach of Global Reading of Preschoolers with Autism Spectrum Disorders, in: A. E. Kiv, V. N. Soloviev (Eds.), Proceedings of the 1st International Workshop on Augmented Reality in Education, Kryvyi Rih, Ukraine, October 2, 2018, volume 2257 of CEUR Workshop Proceedings, CEUR-WS.org, 2018, pp. 237–246. URL: https://ceur-ws.org/Vol-2257/paper24.pdf. [19] V. I. Kovalchuk, S. V. Maslich, L. H. Movchan, Digitalization of vocational education under crisis conditions, Educational Technology Quarterly 2023 (2023) 1–17. doi:10.55056/etq. 49.