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|title=The use of ICT by teachers for the development of students’ critical thinking in the context of sustainable development in Ukraine
|pdfUrl=https://ceur-ws.org/Vol-3918/paper203.pdf
|volume=Vol-3918
|authors=Oksana V. Ovcharuk,Maiia V. Marienko,Olena O. Hrytsenchyk,Oksana Ye. Kravchyna,Iryna D. Malytska
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==The use of ICT by teachers for the development of students’ critical thinking in the context of sustainable development in Ukraine==
https://ceur-ws.org/Vol-3918/paper203.pdf
Oksana V. Ovcharuk et al. CEUR Workshop Proceedings 250–259
The use of ICT by teachers for the development of
students’ critical thinking in the context of sustainable
development in Ukraine
Oksana V. Ovcharuk, Maiia V. Marienko, Olena O. Hrytsenchyk, Oksana Ye. Kravchyna and
Iryna D. Malytska
Institute for Digitalisation of Education of the NAES of Ukraine, 9 M. Berlynskoho Str., Kyiv, 04060, Ukraine
Abstract
The globalised world and modern society require teachers to use new digital technologies and at the same time set
the task of developing critical thinking of their students. Critical thinking is one of the conditions and components
of education for the sustainable development of society. The purpose of this article is to examine how teachers
in Ukraine use ICT to foster students’ critical thinking in the context of sustainable development. The analysis
and interpretation of quantitative data were carried out using the methods of descriptive and mathematical
statistics, following general scientific approaches. The most effective forms of education today are distance
and mixed learning. One of the important aims and at the same time teaching method is the development of
students’ critical thinking. Results and practical significance. This article discusses the selection of ICT resources
and tools for developing critical thinking skills. It also examines how teachers view the use of digital tools in
their professional development and provides information on how Ukrainian teachers use these tools in wartime
conditions. However, further research is needed to monitor how teachers use ICT tools to promote critical
thinking.
Keywords
critical thinking, sustainable development, digital tools in education, distance learning, blended learning, teacher
professional development, wartime education, 21st-century skills
1. Introduction
The development of critical thinking is an important task for Ukrainian teachers today. Circumstances
related to military actions on the territory of Ukraine actualized the need to responsibly and critically
use digital tools and ICT for education because a large part of educational activities is carried out
remotely. According to the Ministry of Education and Science of Ukraine, 12,926 schools operate in
Ukraine, 955 school children study face-to-face, 4,363 – remotely, and 4,608 – in a mixed form. More
than 510,000 schoolchildren and more than 12,000 teachers continue to stay abroad [1]. This made
it necessary for teachers to select and use digital resources that will contribute to the formation of
students’ responsible and critical behaviour and will form citizenship and democratic values in the
framework of learning school disciplines. Also, the European vector of development and restoration of
educational losses, both after the COVID-19 quarantine [2, 3] and in wartime, directs teachers to the
formation of European and world values of humanity, in particular those related to the preservation
of life and observance of human rights, preservation of the environment, sustainable development of
society. The formation of critical thinking is carried out by teachers both within the framework of
compulsory educational disciplines and within the framework of extracurricular activities and other
activities. The educational practices of using online resources and various approaches to their use
considered in this work allow forming the logical and critical thinking of students. The identification
of several tools and teachers’ attitudes to the use of digital tools forms a modern picture of teachers’
perception of the educational process with the help of ICT.
AREdu 2024: 7th International Workshop on Augmented Reality in Education, May 14, 2024, Kryvyi Rih, Ukraine
" oks.ovch@hotmail.com (O. V. Ovcharuk); popel@iitlt.gov.ua (M. V. Marienko); helenakyiv2017@ukr.net
(O. O. Hrytsenchyk); oxi-krav@ukr.net (O. Ye. Kravchyna); irina_malitskaya@ukr.net (I. D. Malytska)
0000-0001-7634-7922 (O. V. Ovcharuk); 0000-0002-8087-962X (M. V. Marienko); 0000-0003-3173-7649 (O. O. Hrytsenchyk);
0000-0002-3903-0835 (O. Ye. Kravchyna); 0000-0003-1598-0120 (I. D. Malytska)
© 2025 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
ceur-ws.org
Workshop ISSN 1613-0073
Proceedings
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Oksana V. Ovcharuk et al. CEUR Workshop Proceedings 250–259
2. Research methods
The purpose of this article is to examine how teachers in Ukraine use ICT to foster students’ critical
thinking in the context of sustainable development.
The research tasks:
1. Identifying the public opinion of teachers and other school professionals regarding the problems
and readiness of teachers to use digital technologies during the war period.
2. To single out recommendations for the teacher training system regarding the use of digital tools
and means for the development of critical thinking.
In the research process, the results of the monitoring conducted by the Institute of Digitalization of
Education of the National Academy of Sciences of Ukraine were used, which was aimed at identifying
the public opinion of teachers and other school professionals regarding the problems and readiness of
teachers to use digital technologies during the war period. The results of the teachers’ survey presented
in the article are based on the questions formulated according to the “European DigComp for Citizens”
approach proposed by Clifford et al. [4]. The analysis and interpretation of quantitative data were
carried out using the methods of descriptive and mathematical statistics, following general scientific
approaches. The authors used the methods of descriptive analysis of the approaches of different authors
to the use of ICT for the formation of students’ critical thinking, and description of the experience of
using ICT in other countries (Czech Republic, USA, Germany, etc.). The conducted analysis made it
possible to single out recommendations for the teacher training system regarding the use of digital
tools and means for the development of critical thinking.
3. Literature review
Critical thinking is defined as the process and practice of examining evidence to arrive at informed
decisions and beliefs. This process involves examining the evidence and examining the problem from
different perspectives. This approach is common in the Western tradition, dating back to famous
figures from Socrates to R. Descartes and J. Dewey [5]. The theory of critical thinking was developed
in modern cognitive psychology, which is based on a wide experimental and research base. The most
famous representatives of cognitive psychology are G. Miller, J. Bruner, U. Neisser, A. Bandura, N.
Chomsky, S. Carey, R. Gelman and others who have made significant contributions to the field of
cognitive psychology [6].
Since the development of critical thinking is a subject of cognitive psychology, which is projected onto
the pedagogical sphere, it is worth paying attention to the positions expressed by modern educators.
Educators pay attention to the ways and means by which students’ critical thinking can be developed.
Castells et al. consider education and the development of critical thinking that can contribute to social
and political changes in the context of ecology, media, and individual liberty in their pursuit of new ideas
that can inform the fundamental practice of education and promote a more humane civil society [7].
Rashid proposes ways in which critical thinking can be developed in education: encourage students to
ask questions; teach students to evaluate information; teach students to analyse information; encourage
students to think creatively; provide opportunities for reflection; and teach students to communicate
effectively [8]. Terno, the Ukrainian researcher, claims that critical thinking is thinking that is conscious,
independent, reflective, purposeful, grounded, controlled, and self-organized and offers his vision of
the formation of students’ critical thinking in the process of studying history [9]. The technology
proposed by him is based on programmed and developmental learning, which, in his opinion, ensures
students’ assimilation of historical concepts in the system at the theoretical level of generalization, as
well as increases the systematicity, strength and depth of knowledge. Cole, DeLecce and Pisano believe
that there are a variety of ways to parse the skills involved in critical thinking. One way to formulate
the skills involved includes the following seven: emotional skills, inference, observation, questioning,
imagination, consulting, and judging [5]. Semerikov et al. authors state the importance of developing
design methods for immersive e-learning resources, educational, scientific, informational, reference
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materials and tools used in an immersive environment, reproduced by immersive technical tools, and
necessary for effective organization of the educational process [10]. At the same time, investigations in
different countries show, that that even teachers with sufficient technology skills are not comfortable or
prepared to integrate technology into the classroom. Mynaříková and Novotný state that even frequent
ICT users are often not sure about how to implement digital instruments into their specific subjects.
The authors point out that the missing link might be the absence of structured, continuous training in
the use of ICT in teaching [11].
Based on the above-mentioned provisions, it is necessary to focus on important positions regarding
the impact of the use of ICT by teachers on the development of students’ critical thinking. At the same
time, it is worth identifying those aspects related to the transformation of educational activities in
the context of sustainable development. The role and impact of the use of ICT and digital tools by
teachers in the process of the development of student’s critical thinking in the context of sustainable
development is closely related to the quality of education, in particular:
• ICTs have become indispensable tools to deal with different societal needs through a transforma-
tion of educational practices;
• ICTs contribute to inclusive education and the creation of learning opportunities;
• digital tools help reduce social and economic inequalities that may exist in society, as well as
favour the inclusion of people in education, provided that there is equality of opportunity [12].
However, Plaza-de la Hoz states that ICT should not be used merely as a support resource or as
something exceptional, but rather, should be carried out during pedagogical practices aimed at creating
a more sustainable model [13]. In ICT-mediated classroom students, when they search the World Wide
Web, their analytical thinking skills can be developed because students get the opportunity to gain
access to information which provides them with many different perspectives, but these must be used
with other tools [14].
Digitisation provides access to an integrated big data network with potential benefits for society. The
development of digital technologies can create unique opportunities for strategic solutions to problems
related to the UN Sustainable Development Goals [15]. The study by ElMassah and Mohieldin [16]
examines how digital transformation can impact localisation and the achievement of the Sustainable
Development Goals (SDGs). Despite the positive effects and variety of applications of digital technologies
[17], issues such as data scarcity, high power consumption of computing resources, ethical concerns,
privacy, ownership, and security issues stand in the way of achieving the 17 SDGs. Hoosain, Paul and
Ramakrishna [18] explores, through implementation case studies, how digital technologies are being
used across sectors to enable understanding and addressing the framework agreed upon in 2015 by 193
countries, i.e., the 17 UN Sustainable Development Goals.
4. Research results
Based on the work by Sachs et al. [19] six transformations of the Sustainable Development Goals
can be presented as modular building blocks for achieving them: education, gender and inequality;
health, welfare and demography; decarbonization of energy and sustainable industry; sustainable food,
land, water and oceans; sustainable cities and communities; and the digital revolution for sustainable
development.
The first block includes three sets of interventions to promote education and gender equality and
reduce inequality. First, countries must expand and transform education systems. Early childhood
development accelerates children’s cognitive and emotional development with lasting effects into
adulthood but is underinvested in many countries, including high-income countries. General quality
primary and secondary education is the basis of education systems. This requires improved teacher
training, curriculum development, and ongoing assessment of learning outcomes. Vocational training,
school-to-work programs and higher education are underdeveloped in most countries, even though
they improve school-to-work transitions, increase lifetime earnings and reduce inequality. Finally,
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to promote economic growth, most countries need to stimulate innovation and ensure the spread of
research and development. The introduction of new technologies can be accelerated through higher
education; national science funding mechanisms and scientific advisory bodies; innovation hubs [19].
Artificial intelligence [20] and other digital technologies require a comprehensive set of regulatory
standards, physical infrastructure and digital systems to take advantage of the digital revolution to
achieve the Sustainable Development Goals.
The implementation of this block consists of several sets of interventions. First, universal access
to high-quality, low-cost mobile broadband. Second, measures to promote digital inclusion, skills,
privacy and universal identity. Also, it is necessary to strengthen state institutions to manage and shape
digital innovations in the direction of sustainable development. Therefore, it can be argued that the
development of students’ critical thinking is directly related to the implementation of the following
sustainable development goals (presented in the form of blocks): education, gender and inequality;
digital revolution for sustainable development.
Based on the studied sources and scientific investigations, the main stages of the formation of critical
thinking were clarified in the research process. The stages of formation of students’ critical thinking
include the following sequence of actions: asking questions, perceiving new information, self-analysis,
and communication.
The most successful techniques for the formation of critical thinking are: brainstorming, clusters,
working in pairs, associations, etc. Using ICT capabilities, the teacher can involve students in creating
blogs, web applications, presentations, playcasts, exhibitions, electronic libraries, etc. These forms of
organizing work with the class can be used in the process of mastering any educational subject. For their
successful use, it is necessary to rethink the content of the educational material. The teacher should
approach thematic planning from a different point of view. New and interesting forms of working with
students are the use of virtual and augmented reality (VR, AR) [21], and artificial intelligence (AI) [22].
It is difficult for teachers to do this when the mixed form of education or distance learning prevails [23].
Considering these factors, it will be more appropriate to form critical thinking with the use of digital
technologies, as they are an integral part of conducting distance or blended learning. Digital technologies
in the educational process contribute to the development of student independence, adaptation, increased
student motivation, individualization, and comfort.
In the context of the specified stages of the formation of students’ critical thinking with the use of
digital tools, it is worth paying attention to the relationships and interactions between the teacher and
students (figure 1).
Figure 1 highlights the following main positions:
1. The sequence of the teacher’s actions for the development of students’ critical thinking (stages).
2. Forms, methods and techniques of using ICT to work with students.
3. Digital means and tools allow the teacher to apply new forms of learning for the development of
critical thinking.
All the mentioned positions are interconnected and allow us to follow the relationships and interac-
tions of the teacher and students in the learning process. According to Rashid, it should be agreed that
among the teacher’s tasks are the following: encourage students to ask questions; teach students to
evaluate information; teach students to analyse information; encourage students to think creatively;
provide opportunities for reflection; teach students to communicate effectively [8].
It was found that critical thinking develops in the process of creating new content by students. Thanks
to the creation of cartoons, web applications, blogs, animated videos, scrapbooks, presentations, libraries,
exhibitions, and participation in competitions, students acquire new information and master digital
technologies. Working on a joint educational project encourages participation in creative competitions.
Learning material becomes more interesting because it is studied in more detail by a group of students
with common interests. In this way, students can develop critical thinking.
For example, a teacher in a computer science class may not just teach material on the subject of
information security, which is the subject of study in the 9th grade (Basics of Information Security).
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Figure 1: Relationships and interaction of teachers and students in the process of developing critical thinking
with the use of digital tools.
Such a lesson can be built in such a way that it is an active activity of students, that it is an active
discussion. It is important to stimulate discussion and teach students to express their point of view, to
try to listen to others and to correctly treat the opposite point of view that does not coincide with their
own. Together, in groups or micro-groups into which the class is divided, you should come to a common
conclusion, or refute false theses, and false narratives, arguing it with concrete facts. Today, teachers are
offered developed online materials that can be used to form critical thinking in an informatics lesson:
the lesson is the game “Information Security” for the 9th grade [24]; online tests “Basics of information
security” [25]; lesson notes and visual materials [26].
Artificial intelligence is a unique tool for the formation and development of critical thinking. How can
a teacher use this in teaching? There are certain patterns of requests for AI services that students should
be taught how to use correctly. It should be explained that from the way the request is formulated, it is
possible to receive both completely reliable information and distorted or false information. AI does not
always give a hundred per cent guarantee of the correct answer. Therefore, the teacher should explain
to the students that they should be critical of the generation of answers by artificial intelligence. Among
the practical tasks that stimulate students’ critical thinking, one can include, for example, questions
related to how to recognize fake information. At the same time, the teacher encourages students to
use digital resources. So, a computer science teacher can give examples of some services that store an
archive of sites (for example, the Wayback Machine). If a page on a specific site has been deleted, this
service helps to find the deleted page. This is useful if a particular news story has been published and
then deleted. In this way, you can track the process of creating fake information. Google Images can be
used to find the source of an image. This is useful to investigate, for example, when manipulating fake
images. Students should be taught to be critical of anything they read on the Internet. It can be argued
that the Google Image service is a kind of artificial intelligence service.
Critical thinking encourages students to respond to issues related to their position in society and
community, in particular, democratic citizenship and human rights, sometimes in opposition to ex-
pectations of support and answers from teachers. This is important, because critical thinking helps
learners to independently reflect on what are the signs of democratic citizenship, and also contributes
to personal achievements and the ability to take responsibility for their actions and joint decisions
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Figure 2: Digital instruments used by teachers for conducting online classes in 2023 [31].
[27]. This is important for students’ understanding of social values, personal role in preserving the
environment, development of impartial judgment skills and logical thinking in general.
Discussions, working in pairs, and brainstorming are unique incentives for forming the skills to
draw conclusions and conduct their research, express opinions and defend students’ positions, as well
as generate ideas alone or in a group. Cowling states that these methods can be applied to teaching
Mathematics, Science, Reading/Language Arts, and Social studies [28].
To find out the state of ICT use by teachers today, it is necessary to turn to current research that
shows which tools and tools are most popular among teachers. In 2023, the Institute for Digitalization
of Education of the National Academy of Educational Sciences of Ukraine conducted an all-Ukrainian
survey “Readiness and needs of teachers regarding the use of digital tools and ICT in conditions
of war: 2023”. Regarding the type of Information and Communication Technology (ICT) used by
teachers it was found that only a third of schools in Ukraine work full-time, at other institutions and,
accordingly, teachers organize distance and mixed learning for their students [29]. The situation is
further complicated by the fact that some of the institutions are located in the occupied territories,
some of the educational infrastructure has been lost, and a certain number of teachers and children
have left their places of permanent residence, that is, they are internally displaced persons (IDPs) or
refugees. In the course of an all-Ukrainian survey conducted in 2023, it was found out that the following
digital tools are mostly used by teachers to organize distance learning, as can be seen in figure 2: Viber –
78.4%; Zoom – 65.4%; Google Apps for Education – 53.1% (only 20.2% of respondents used this tool
last year). Respondents use an electronic diary twice as much – 34.1% in 2023 compared to 15.4% in
2022. The percentage of Telegram users also doubled – 26% compared to 13.3% in 2022. Among other
tools, respondents indicated the following: Learningapps.org – 26.7%; the website of the educational
institution – 24.7%; MiiKlas – 22.1%; Padlet – 16.8%; Kahoot – 11.9%; Skype – 6.9%; Microsoft Teams –
4.9%; WhatsApp – 4.8%; JitsiMeet – 4.4%; Moodle – 3.8%; Mentimer – 3.8%. Less than 1% scored tools
such as Twitter, Cisco Webex, Wordwall, Liveworksheets, Discord etc. [30].
Special attention during the survey of teachers was paid to their professional development. After all,
teachers are changing traditional education in a variety of ways by taking advantage of technology,
including increasing attention to distance education and its many uses in their classrooms and using it
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as a way to address the inequality of participation and the digital divide in society. Therefore, during
the survey, teachers were asked about the ways that they receive information about training on the
use of digital tools and instruments in the classroom. Teachers were also asked which organisations
primarily provide professional development for them (figure 3).
Figure 3: Teachers’ answers on where they search for information about training on the ICT use for distance
teaching (in %) [31].
First of all, Ukrainian teachers receive the main information from e-mails sent by the administration
of their educational institutions (79.2%). 55.3% of teachers receive such information from the website of
the Ministry of Education and Science of Ukraine, and only 54% receive information from professional
development institutions (figure 3). This indicates the need to introduce more programs to study the
possibilities of using ICT during lessons in such institutions and the existence of certain gaps today. A
positive trend is that social networks have become a certain factor for sharing experiences regarding
the use of digital tools by teachers, and this is evidenced by the results of the survey, which showed
that 52.7% of teachers actively communicate on these topics.
5. Discussion
To compare the results we obtained during the teacher survey, we can refer to the study described by
Lorente, Arrabal and Pulido-Montes [32]. The authors, based on the results of the Global Education
Monitoring Report 2023, conduct a comparative study of the infrastructure, resources and real compe-
tencies of the teaching staff for the development of distance learning. Thus, the percentage of teachers
with effective professional resources to learn to use digital devices was 75–95% in most countries in
Central and East Asia, as well as in the United States, Canada, Norway, Denmark, Estonia, Lithuania,
Austria, the Czech Republic, Slovakia, Bulgaria and the United Arab Emirates. The rest of the European
countries, along with Chile, Panama, French Guiana and the Dominican Republic, achieved figures in
the range of 55–75%. Countries below this range included Germany, Portugal, Ireland and the rest of
the Latin American and Caribbean region, showing values between 35–55%.
As noted in the “Global Education Monitoring Report 2023: Technology in Education: a Tool on Whose
Terms?” technology influences teacher training and is used to create flexible learning environments,
engage teachers in collaborative learning, facilitate coaching and mentoring, develop reflective practice,
and improve thematic or pedagogical knowledge. Distance education programs contribute to the
improvement of the level of teacher training: virtual communities appear, mainly based on social
networks, for the exchange of information and resources. About 80% of Caribbean teachers surveyed
were in professional WhatsApp groups and 44% used instant messaging to collaborate at least once a
week [33].
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The results of the teachers’ survey conducted in Ukraine also revealed several problems that arose
during the war, including power outages and the lack of Internet access, students’ unstable access to
computers and the lack of necessary tools, psychological problems and other issues that need to be
solved. The difficult conditions in which schools and teachers find themselves affect the full-fledged
educational process. It is these conditions that encourage society and teachers to develop the critical
thinking of their students, to develop the ability to independently study and research processes, defend
their own opinions and develop civic qualities. It became obvious that the state and educational
authorities should provide comprehensive support to teachers and students, implement policies aimed
at sustainable development of education, and provide quality educational services.
6. Conclusions
The Sustainable Development Goals require profound transformations in every country, which will
require additional actions by governments, civil society, science and business. For convenience, all
the Sustainable Development Goals have been grouped into six blocks for achieving them: education,
gender and inequality; health, welfare and demography; decarbonization of energy and sustainable
industry; sustainable food, land, water and oceans; sustainable cities and communities; and the digital
revolution for sustainable development. This study partially solves the problems of blocks: education,
gender and inequality; and the digital revolution for sustainable development. The use of digital tools
by teachers and the development of critical thinking in students is related to these two blocks.
The issue of supporting teachers in the use of digital means and tools for conducting lessons is
extremely relevant. This is evidenced by the research results shown. Having analyzed the problem
of the use of ICT by teachers to ensure the sustainability of quality education and the development
of critical thinking, it is necessary to single out certain considerations and suggestions that may be
useful at the current stage. The Ukrainian school entered the second phase of the implementation
of the “New Ukrainian School” reform. This means that today the content of school programs is
being updated and the transition to new textbooks, new online learning resources and new, active
learning methods is taking place. Among the priorities of the reform is the development of soft skills,
including critical thinking, as the main component of such skills. The national report on the results
of the international study PISA-2022 showed disappointing results. For example, there are differences
between schools observed in Ukraine, reflecting the gap between educational institutions located in
large cities and towns and rural areas, as well as between different types of educational institutions; in
many regions, educational opportunities remain unevenly distributed and depend on where students
live. The educational environment and resources of educational institutions in urban and rural areas
differ, which affects the success of students who live in different types of settlements and study in
educational institutions with different educational programs [34].
Based on the mentioned above, attention should be paid to the opportunities of digital tools for
learning. All teachers should receive appropriate training in the use of appropriate ICT. Professional
development programs should include courses on training teachers of various subjects to use digital
tools, teachers should be consulted at their request, individually, according to the needs of the school.
Some work should be done with parents of students so that parents provide support for their children to
access distance learning, and motivate them in the difficult conditions of war in Ukraine. Psychological
support for teachers and students should be provided continuously, remotely and informally by various
educational institutions, regardless of the level and location of the school. For this, tutors should be
trained to work on the specified issues at the school level.
Critical thinking as a component of soft skills should be included in all teacher professional devel-
opment programs, taking into account mandatory training in the forms and methods of using digital
means and tools for the formation of students’ critical thinking. The issue of monitoring the practice of
teachers to form critical thinking using ICT tools, the creation of online networks for sharing positive
experiences, the development of special professional development programs on these issues and the
involvement of teachers require further research.
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Declaration on Generative AI: The authors have not employed any Generative AI tools.
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