Abstract
Nowadays higher education that does not implement information and communication technologies (ICTs) is inconceivable; this places new demands on the level of qualification of teachers and the development of professional competencies in students. Therefore, the study of the readiness of universities for the introduction of ICTs is a relevant issue. The purpose of the research is to determine the predictors of the readiness of higher educational institutions for the introduction of ICTs. For this purpose, 218 students and 196 teachers of Moscow City University (Russia) were interviewed. The respondents were asked to fill in a specially designed questionnaire that included 40 key questions aimed at assessing the use of ICTs and their impact on student performance. The data analysis involved the following two steps: determining the level of ICT use in the educational process and comparing the indicators of the two groups of respondents - students and teachers. Lack of awareness of students on the introduction of new methods of learning in the educational institution was revealed in the course of the study. Although students and teachers note the steady development of the use of ICT in the educational process, they are not inclined to assess this area as the leading strategic goal of the institution. The primary task of ICT use in higher education is to train teachers and improve their skills. The use of ICT improves the quality of education and competitiveness of higher educational institutions, contributes to the development of professional competencies, but does not have a significant impact on the academic performance of students. Predictors of the use of ICTs in higher education are blended learning focused on the use of online technologies and independent work of students, virtual laboratories, as well as the development of open education and the MOOC system. The development of standardized quality control criteria will ensure the equality of diplomas in online and offline education.
Highlights
Global changes raise the problem of preserving the status of education as an inalienable human right and public good [1]
Despite the temporary nature of the solution, it has accelerated the technologization of the educational process of many educational institutions, revealed the problems of the uneven distribution of hardware and staffing of universities in different countries and regions, raised a number of serious issues related to the educational process, the change in the role of teachers, students' self-management and independent work skills, as well as showed the need for the readiness of universities to operate in the context of the changing paradigm of higher education
The competitiveness of higher education is determined by the quality of education received by students, one of the components of which is the introduction of modern information and communication technologies that offer new opportunities for obtaining the information needed, conducting research, learning foreign languages, and interacting with foreign colleagues
Summary
Global changes raise the problem of preserving the status of education as an inalienable human right and public good [1] This necessitates innovations in the educational process, among which the use of ICTs is a priority today [2], which is related to the introduction of open education and its theoretical justification [1]. Despite the fact that in a number of countries both distance learning and open education have been actively developing for many years, the awareness of the urgent need to introduce ICTs in higher education as a new common phenomenon in the post-Soviet countries arose only in connection with the forced quarantine and revealed that a number of educational institutions do not have up-to-date hardware and appropriate staffing that meet modern requirements. The purpose of the iJET ‒ Vol 16, No 14, 2021
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