1. Introduction
The International Workshop on Professional Retraining and Life-Long Learning using ICT:
Person-oriented Approach (3L-Person) is a peer-reviewed workshop. The workshop’s goal is to bring
together researchers and practitioners from the areas of Information/Communication Technologies (ICT)
and Education/Training (E/T), to support the bridging process between ICT opportunities and
education/training needs. ICT have a profound impact on education and training, ofering new opportunities
and challenges for learners, educators, and researchers. However, there is a need for a better
understanding of the potential and limitations of these technologies, as well as the best practices and methodologies
for their design and implementation. The workshop is cover such topics as ICT tools’ design for: remote
learning, adaptive
learning, day-to-day support for individual’s learning,
synthetic learning environment, life-long learning of individuals,
learning in the workplace, learning/training process of
individuals with special needs, teaching/learning safety and security,
vocational training and carrier guiding, etc.
The workshop is also address the issues of time, space, and
cultural diferences of learners and teachers, and how ICT
can help to overcome them. The specific goal of this activity
is to facilitate a broader understanding of the promise and
pitfalls of these technologies and working (learning/teaching)
environments in global education/development settings, with
special regard to the human as subject in the system and to
the integration of humans with the technical, didactic, and
organizational subsystems.
2. Workshop overview
2.1. Aims and scope
The workshop aims to achieve the following objectives:
1. Identification of needs and opportunities in which coordinated research eforts are required to expand
and understand the emerging technologies in education (such as cloud computing, mobile tools and
services, network infrastructures, systems of computer modeling, simulation, AR/VR/MR/ER, AI
etc.), their efectiveness, the potential risks, and the potential benefits of new ways to educate, learn
and collaborate.
2. Contribution of novel ICT in E/T.
3. Informing the educators about options for global education in near future.
2.2. Topics of interest
3L-Person topics of interest since 2019 [
1, 2, 3, 4
]:
• Personal Learning Environment Design: person-oriented tools, adaptive and intuitive
learning, cloud-based learning environment, social networking, etc.
• AR/VR/ER (Extended Reality): Implementation of immersive learning technologies and
personalization of education, augmented cognition, etc.
• Artificial Intelligence in Education : Development of educational materials, teaching
methodologies, integration with educational practices, innovative teaching methods, ethics of usage.
• Advanced ICT for Professional Retraining and Training in the Workplace: cloud-based
learning tools, mobile-based learning, learning networking tools, etc.
• Blended and Remote Learning/Teaching with Emerging ICT: remote learning and virtual
classroom, flipped classroom, network-oriented collaborative learning, homeschooling, etc.
• Educational Robots, Databases and Language Technologies for Open Learning and
Research: innovative and intelligence tools for data analysis; network labs, robotics learning
tools; machine learning; open learning and research platforms etc.
• ICT in Education of a Person with Special Needs: openness and accessibility of education,
e-inclusion; using ICT in educating gifted, underachieved, disabled individuals; ICT for a human
development, etc.
• ICT in Education Safety and Security: human-system integration, human factors, quality
evaluation of electronic learning resources, etc.
• ICT-support of STEM Education and Professional Career: network labs, robust intelligence,
synthetic environment, 3D technology, systems of computer modeling and simulation, etc.
• Synthetic learning environment: AR/VR/MR, AI in education, computer modeling in teaching
process etc.
This volume contains the papers presented at the IX International Workshop on Professional
Retraining and Life-Long Learning using ICT: Person-oriented Approach (3L-Person 2024) held on September
25, 2023 in Lviv, Ukraine. This year workshop co-located with the 19th International Conference on
ICT in Education, Research, and Industrial Applications (ICTERI 2024).
The workshop received 23 submissions. Each submission was reviewed by at least 3 program
committee members. Based on the reviews, 14 papers were accepted for this volume as regular papers.
2.3. Program committee
The workshop benefited from the expertise of a diverse and distinguished program committee,
comprising leading researchers and practitioners in the fields of educational technology, computer science,
psychology, and related disciplines. The committee members played a crucial role in reviewing
submitted papers, providing constructive feedback to authors, and ensuring the overall quality of the workshop
program.
• Marc Baaden, CNRS, France [
5
]
• Nadire Cavus, Near East University, North Cyprus [
6
]
• Irina Georgescu, Bucharest University of Economics, Romania [
7
]
• Sven Hartmann, Clausthal University of Technology, Germany [
8
]
• Michail Kalogiannakis, University of Thessaly, Greece [
9
]
• Chung-Sheng Li, PwC, United States [
10
]
• Vincenzo Moscato, University of Naples “Federico II”, Italia [
11
]
• Thomas Moser, St. Pölten University of Applied Sciences, Austria [
12
]
• Stamatios Papadakis, University of Crete, Greece [
13
]
• Michael M. Resch, HLRS, University of Stuttgart, Germany [
14
]
• Antonio Sarasa-Cabezuelo, Universidad Complutense de Madrid, Spain [
15
]
• Prem Kumar Singh, Gandhi Institute of Technology and Management, India [
16
]
• Daniel Thalmann, Swiss Federal Institute of Technology in Lausanne, Switzerland [
17
]
• Tetiana Vakaliuk, Zhytomyr Polytechnic State University, Ukraine [
18
]
Additional reviewers
• Oleksandr Burov, Institute for Digitalisation of Education, Ukraine [
19
]
• Oksana Klochko, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Ukraine [
20
]
• Svitlana Lytvynova, Institute for Digitalisation of Education of the NAES of Ukraine, Ukraine [
21
]
• Iryna Mintii, University of Łódź, Poland [
22
]
• Yuliia Nosenko, Institute for Digitalisation of Education of NAES of Ukraine, Ukraine [
23
]
• Serhiy Semerikov, Kryvyi Rih State Pedagogical University, Ukraine [
24
]
2.4. Organizer
The 9th edition of the International Workshop on Professional Retraining and Life-Long Learning using
ICT: Person-oriented Approach (3L-Person) was meticulously coordinated by the Academy of Cognitive
and Natural Sciences (ACNS), a non-governmental organization dedicated to nurturing the growth
of researchers’ expertise in the cognitive and natural sciences arena. ACNS’s mission encompasses
enhancing research, safeguarding rights and liberties, and catering to professional, scientific, social,
and various other interests.
ACNS is engaged in a spectrum of activities, including:
• Spearheading research initiatives within the cognitive and natural sciences domain and fostering
collaborative ties among researchers.
• Orchestrating conferences, workshops, training sessions, internships, and other platforms for the
exchange and dissemination of knowledge in the realm of cognitive and natural sciences.
• Publishing scientific journals, conference proceedings, collections of scholarly works, and related
materials (https://acnsci.org/cms/journals/).
3. Articles overview
Lytvynova et al. [
25
] explores the use of artificial intelligence (AI) in teaching students programming
languages in higher education institutions. This paper highlights the positive impact AI can have on
organizing the educational process and provides an overview of various AI platforms that can be used
to support adaptive learning in programming education. The authors emphasize the need for teacher
training and addressing technical and ethical challenges to efectively implement AI in this domain.
The paper “Using STACK to support adaptive mathematics learning in LMS Moodle” describes
practices of using the STACK system in LMS Moodle to support adaptive mathematics learning at
the university level. It showcases the potential of this technology to enable efective teaching and
learning in mixed or distance environments. Astafieva et al. [
26
] provide examples demonstrating the
advantages of interactive math tests using potential response trees and step-by-step tasks with prompts
for self-study. Student feedback on the positive aspects of using STACK is also included.
Kharchenko and Babenko [
27
] examines the potential and limitations of large language models like
ChatGPT, Gemini, and Copilot in chemistry education. The authors evaluate the LLMs’ performance on
chemistry tasks at diferent knowledge levels compared to average Ukrainian students. While LLMs
show promise in tasks not requiring deep reasoning, challenges are identified related to understanding
nuances of chemistry, abstract concepts, formulas, and equations. Improving prompt engineering skills
is noted as important for efectively using LLMs in this context.
In their study “Research on the feasibility of employing gamification technologies in the training
process of IT specialization seekers”, Smotr et al. [
28
] test several hypotheses related to the efectiveness
of gamification using data analytics methods. Visualizations like scatter plots and heat map correlations
are used to depict relationships between participation levels, active time, task completion, and
performance in gamified courses. Overall, the results indicate participation in gamified courses positively
impacts learning efectiveness.
Ovcharuk and Soroko [
29
] focuses on monitoring the efectiveness of STEAM-oriented environments
in general secondary education in Ukraine. The authors highlight approaches to defining criteria
and indicators for implementation. Surveys reveal significant interest but also gaps and challenges in
funding, equipment, and teacher training. Criteria proposed include academic achievement, resources,
innovative teaching methods, and government attention. The authors emphasize the need for systematic
monitoring and support to address problems in implementing STEAM education.
Sharyhin and Klochko [
30
] examines the automation of checking student assignments in IT-related
subjects using AI systems. The authors compare AI-based approaches to traditional systems that
use simulations for estimating the time complexity of algorithms. They found that AI systems like
ChatGPT, Bard, TimeComplexity.ai and Chatsonic accurately determined algorithmic complexity for
code fragments, taking much less time than simulation-based methods. An API was developed to
partially automate teachers’ work in checking assignments. The paper discusses the potential of AI in
providing prompt feedback and reducing resource costs in evaluating student solutions.
Bazhmina et al. [
31
] explores integrating formative assessment into the design of higher education
learning environments. A pedagogical experiment conducted at a Ukrainian university focused on
the graphic training of Industrial Engineering students. The study found that formative assessment
fosters a culture of independent work among students. A pedagogical model was designed emphasizing
a cyclical structure to enhance assessment skills. Key qualities developed include educational, personal,
professional skills, and collaboration abilities. Digital technologies play a crucial role in the process. The
results demonstrate the positive impact of formative assessment on promoting independent learning,
supported by digital tools.
Yurchyshyn et al. [
32
] analyzes the development of digital technologies in Ukraine and their impact on
society and the economy. The authors highlights the country’s significant potential for progress in this
area, despite challenges. A survey assessed the readiness of Ukrainian SMEs to adopt digital technologies.
To increase eficiency, the authors propose creating an innovation ecosystem integrating the interests
of all stakeholders. The Digital Innovation Hub model based on a Ukrainian university demonstrates
efective collaboration between researchers, educational institutions, SMEs and international partners.
The systematic approach aims to enhance human potential and address economic issues through digital
technologies.
Pokryshen [
33
] presents a study on Ukrainian teachers’ satisfaction with the use of artificial
intelligence (AI) in education. A survey conducted in December 2023 showed high interest and a positive
attitude towards AI among teachers, with ChatGPT and Bard being the most popular services.
Advantages noted include increased availability of materials, improved organization of the educational process,
and automated creation of didactic content. However, technical limitations and risks associated with
over-reliance on technology were identified as obstacles. The paper proposes a model for efectively
integrating AI into the educational process while addressing challenges.
The article “Synergy of virtual learning environments in the context of implementing the principles
of remote learning for higher education applicants: economic aspect” reveals the economic aspect
of implementing educational websites and learning management systems in a remote learning
environment. Kosovets et al. [
34
] analyze the synergistic combination of these components in improving
the educational level of students and developing their creative potential. The teacher’s website is
highlighted as a crucial element for integrating technology into personalized learning strategies.
Pedagogically balanced use of these tools contributes to individualized learning pace, diferentiated tasks,
and catering to students’ interests. The eficiency of such training is enhanced by the integrated use of
digital technologies. The study demonstrates the positive impact of virtual learning environments on
accessibility, safety, and resource savings.
Kostetskyi et al. [
35
] describes the development of a computer system for distance learning with
integrated artificial intelligence. The system introduces a unique functionality that enables the automatic
generation of tests using AI, significantly reducing the time required by educators for test preparation.
The Laravel framework, React library, and ChatGPT service were used for development. An experiment
involving AI-assisted test creation confirmed the system’s efectiveness and eficiency. The results
indicate that the primary goal of developing a system that streamlines the educational process and
reduces the burden on teachers has been successfully achieved.
Nazarenko et al. [
36
] presents a modern take on the potential usage of artificial intelligence and smart
data-driven technologies in educational platforms. The study outlines the smart system design and
provides in-depth data classifications for educational processes and methodologies. The Educational
Assistant web-service software model consists of data-centered smart sub-systems, such as knowledge,
recommendation, assessment, and expert feedback components. Platform-relevant data structures
and algorithms were designed using educational assistant communication system architecture. The
presented platform aims to help overcome obstacles in online education and assist both teachers and
students in the process.
Burov et al. [
37
] analyzes the variation of students’ intellectual and personality qualities necessary
for the formation of ICT competences during vocational high school and university learning. The
study revealed that the structure of intelligence can change at micro-age intervals over high school
and university learning, despite the popular view of a relatively stable level of intelligence after age 15.
The findings suggest adapting the educational process of IT learners to train specific professionally
important psychological qualities, such as the ability to solve practical computational tasks and operate
with spatial objects.
Semerikov et al. [
38
] substantiates the use of an immersive cloud-based educational environment
(ICBEE) for developing digital competencies in higher education students. The authors propose a model
for using ICBEE, define a system of digital competencies for future IT professionals and
engineereducators, and present a methodology for developing digital competencies in pre-service teachers using
immersive technologies. The implementation of the proposed approaches is expected to increase the
level of digital competencies of graduates and promote their successful professional self-realization in
the digital society.
4. Conclusion
The 3L-Person 2024 workshop provides a unique opportunity for researchers and practitioners from
various fields and regions to exchange ideas and experiences on the use of ICT for lifelong learning and
professional development. The goal of 3L-Person 2024 is to create a forum for presenting and discussing
the latest research findings, innovative solutions, and best practices in this interdisciplinary field. The
workshop also promotes collaboration and networking among participants, who will benefit from the
exchange of knowledge and feedback.
We are grateful to all authors who submitted papers and to the delegates for their participation and
interest in 3L-Person as a platform for sharing their ideas and innovations. We also thank all program
committee members for their continuous guidance and the eforts of peer reviewers who helped improve
the quality of papers. The constructive criticism, improvements, and corrections provided to authors
are greatly appreciated for their contribution to the success of the conference.
We want to acknowledge the developers and professional staf of the Academy of Cognitive and
Natural Sciences (https://acnsci.org) and the Not So Easy Science Education platform (https://notso.
easyscience.education) for providing us with the excellent and comprehensive conference management
system that facilitated the smooth running of the workshop.
Since 3L-Person 2016, our workshop is sponsored by the CEUR Workshop Proceedings
(CEURWS.org), the world’s best Diamond Open-Access proceedings publisher for Computer Science workshops.
Finally, we would like to acknowledge that Ukraine has been facing a dificult time due to the ongoing
war in the country. Despite these challenges, the 3L-Person 2024 workshop serves as a testament to the
resilience of Ukraine’s scientific community.