Technologies In Higher Education Institutions Research Articles

Factors Influencing E-learning Adoption when Teaching Science, Technology, Engineering, and Mathematics (STEM) Disciplines at a Science and Technology University in Ethiopia

eLearning technology in Science, Technology, Engineering, and Mathematics (STEM) instruction may positively impact the quality of education in preparing a competent 21st-century workforce in developing countries. Adopting eLearning technology in higher education institutions' STEM departments in developing countries is critical in allowing its graduates to compete in the global workforce. Information technology integration into STEM disciplines in higher education in developing countries may have two purposes: course access and technology skill development. Training this labor force with skills to use eLearning integrated into STEM disciplines increases their technical competencies. However, using eLearning to teach STEM disciplines in higher education institutes in developing countries still needs improvement. Understanding the factors influencing eLearning adoption and use is critical to understanding this phenomenon. This case study explored factors influencing eLearning adoption when teaching STEM disciplines. The study occurred at a mid-sized science and technology university in Ethiopia. A qualitative research approach examined how faculty members describe factors influencing eLearning technology adoption and use in the STEM departments on campus: the data collection method combined semi-structured individual interviews, focused group interviews, and document reviews. Seven faculty members and department heads participated in the personal interviews, and three participated in focus group interviews. An inductive method was used to analyze data collected from participants. Five themes emerged from qualitative data analysis: nature of the course, technology, institution, user's attitude, and environment. Challenges related to technology infrastructure, lack of training and technical support, the course nature, and lack of eCurriculum design were significant factors in adopting and using eLearning. The concerted effort of stakeholders, specifically faculty members, institutional leaders, and technical support teams, to adopt and use eLearning in STEM instruction positively impacts the quality of education in preparing a competent 21st-century workforce in developing countries.

APPLICATION OF ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION INSTITUTIONS: FOREIGN EXPERIENCE

The purpose of this article is to study the application of artificial intelligence in higher education institutions in foreign countries. The article provides an overview of various tools for using artificial intelligence in the educational environment, reveals examples of successful implementation of digital technologies in higher education institutions, and outlines the shortcomings that should be taken into account when introducing artificial intelligence into educational practice. Methodology. The study used a set of complementary methods based on the principles of general scientific methodology: theoretical methods of analysis, synthesis and generalisation of works corresponding to the stated topic. Theoretical analysis allowed the identification of theoretical concepts, models and technologies used to support the educational process. The method of synthesis enabled the information obtained to be put into a systematic and comprehensible form. By synthesising different sources and data, a general idea of how artificial intelligence can be used in modern education was formed. The method of synthesis helped to build a system of existing knowledge and experience in this area and identify new areas of research. Results. The creation of individualised experiences using artificial intelligence and machine learning has been shown to tailor learning to the individual characteristics of the student, increasing the effectiveness of training. Personalised learning technologies are used to improve the learning process through data mining and the provision of personalised information. Personalised learning can also use methods such as games and virtual activities to make the learning process more interesting and engaging. Disadvantages include insufficient technological development, lack of personal contact, limited AI in the curriculum, limited creativity and flexibility of systems, algorithmic discrimination and loss of skills. Despite these shortcomings, it is noted that the use of intelligent learning systems and adaptive technologies allows for the personalisation of learning based on the individual characteristics of each student, which contributes to more effective training. It is important to find an optimal balance between the traditional approach to learning and the use of the latest learning technologies that will contribute to successful and productive learning. Practical implications include the importance of personalising learning with the help of intelligent systems, the need to find a balance between traditional and modern methods, taking into account the shortcomings of technology implementation, continuing research and developing partnerships for the successful implementation of artificial intelligence in educational practice. Value/Оriginality. The paper proposes specific methods and examples of artificial intelligence application in education, analyses the shortcomings of this process and provides practical recommendations for its further improvement.

Drivers of generative AI adoption in higher education through the lens of the Theory of Planned Behaviour

Drawing on the Theory of Planned Behaviour (TPB), this study investigates the relationship between the perceived benefits, strengths, weaknesses, and risks of generative AI (GenAI) tools and the fundamental factors of the TPB model (i.e., attitude, subjective norms, and perceived behavioural control). The study also investigates the structural association between the TPB variables and intention to use GenAI tools, and how the latter might affect the actual usage of GenAI tools in higher education. The paper adopts a quantitative approach, relying on an anonymous self-administered online questionnaire to gather primary data from 130 lecturers and 168 students in higher education institutions (HEIs) in several countries, and PLS-SEM for data analysis. The results indicate that although lecturers' and students' perceptions of the risks and weaknesses of GenAI tools differ, the perceived strengths and advantages of GenAI technologies have a significant and positive impact on their attitudes, subjective norms, and perceived behavioural control. The TPB core variables positively and significantly impact lecturers' and students’ intentions to use GenAI tools, which in turn significantly and positively impact their adoption of such tools. This paper advances theory by outlining the factors shaping the adoption of GenAI technologies in HEIs. It provides stakeholders with a variety of managerial and policy implications for how to formulate suitable rules and regulations to utilise the advantages of these tools while mitigating the impacts of their disadvantages. Limitations and future research opportunities are also outlined.

The role of digital technologies in higher education institutions: The case of Kazakhstan

The ways of education development are changing, which is largely determined by the introduction of digital technologies and the desire to improve the efficiency of management of educational processes at universities. Therefore, this study aimed to identify the challenges and opportunities in universities related to the use of digital technologies (social media tools, digital online platforms, digital learning platforms) in higher education institutions in Kazakhstan. A sample included respondents (N = 69) from 16 educational institutions in Kazakhstan that combined teaching (conducting training courses or working with students) and administrative management (management or planning of the educational process). The data were obtained using an offline questionnaire and processed using SWOT methodology. Representatives from 16 public and private universities responded to the questionnaire: the rector (2%) and two vice-rectors (3%), deans of faculties (23%), directors, and heads of various departments of universities (71%) were interviewed (managers are engaged in teaching). As a result, six thematic outcomes demonstrated the opportunities for technology application in education: enhancing management quality, motivation, access to electronic resources and materials, transparency and objectivity in grading, the possibility of implementing distance learning, and simplification of routine tasks. It is also noteworthy to mention five thematic outcomes as challenges, which encompassed issues with security, technical errors, reduced communication, dependency, and complexities in grading. AcknowledgmentsThe study was carried out within the framework of grant funding by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan “Modernization of the system of distribution relations and reduction of income inequality of the population of the Republic of Kazakhstan” BR21882165.

Getting ready for digital shift: the level of acceptance towards educational technology among faculty members in higher education institutions in Ethiopia

IntroductionUnderstanding the extent to which faculty members' beliefs, attitudes, and acceptance of educational technologies for learning is crucial for enhancing the effectiveness of technology and ensuring its long-term viability. However, higher education institutions have made significant investments in educational technology for learning without fully comprehending faculty members' beliefs, attitudes, and level of acceptance of these technologies. This lack of understanding has hindered the effectiveness of these investments. Therefore, this study aims to examine faculty members' beliefs, attitudes and level of acceptance towards educational technology in higher education institutions in Ethiopia.MethodsA survey was conducted at five public higher education institutions that offer priority health training programs. The survey collected data using the Unified Theory of Acceptance and Use of Technology, focusing on four key determinants. Faculty members were asked to rate these determinants on a scale of 1 to 5. Each determinant was analyzed separately, examining the mean value and standard deviation. An overall mean score was calculated by combining all the determinants. Additionally, a logistic regression analysis was performed to determine how different demographic factors influenced faculty members' acceptance of technology for student learning.ResultA total of 330 faculty members participated in the study. The majority of respondents were male lecturers who held a second degree qualification. On average, the participants were 32.9 years old and had six years of teaching experience. Interestingly, nearly three fourth (72.6%) of faculty members hold positive beliefs and exhibit a high level of acceptance of educational technology. Furthermore, the likelihood of accepting and utilizing technologies for learning was found to be 2.3 times higher for faculty members working in teaching settings at research institutions.ConclusionFaculty members have a favorable attitude towards educational technology, demonstrating a high level of acceptance. This positive belief holds significant implications and is crucial for enhancing the effectiveness of technology and ensuring its long-term viability.

Introduction of digital technologies and digitalisation in higher education institutions of Ukraine: Current state and prospects

The purpose of the article is to highlight the issues of introduction of digital technologies into the educational process of Ukrainian higher education and digitalisation of higher education institutions, to characterise the current state, and outline the prospects for their development. The research methodology employs systemic and cultural-historical approaches, as well as techniques of analysis, synthesis, generalisation, description, and comparison. This comprehensive application of methods allows for obtaining substantiated research results. The scientific novelty of this research lies in the analysis of scholarly works on the implementation of digital technologies in higher education institutions, which has enabled a detailed examination of the current state of digitalisation in education, highlighted the key tasks in this area, and identified promising directions for the development of educational technologies. Conclusions. The digitalisation of national education is critical for enhancing its quality, aligning it with modern requirements, and improving its position in global educational rankings. At the same time, there are significant gaps in leveraging the opportunities provided by modern digital technologies, including a shortage of digital tools and educational resources, as well as a low level of digital competence among teachers and students. The main challenges for higher education institutions in Ukraine include the digitalisation of internal processes and the development of digital marketing to ensure effective interaction among all participants in the educational process. The effectiveness of educational digitalisation directly depends on the level of digital literacy and competencies of the educational participants, making it a key direction in the development of digital education. Prospective development directions include systematic support for the digitalisation process, enriching educational institutions with modern technologies and resources, and focusing on the systematic development of digital skills among teachers, researchers, and students

Harnessing digital issue in adopting metaverse technology in higher education institutions: Evidence from the United Arab Emirates

This study delves into the intricate landscape of metaverse technology adoption within higher education institutions in the UAE, investigating the multifaceted interplay of accessibility, technology adaptability, and policies and regulations. Using a cross-sectional research design, data was meticulously collected through a multistage sampling approach, combining probability and non-probability methods. A pretested questionnaire underwent rigorous evaluation, ensuring unbiased item formulation and adherence to best practices. The investigation challenges and extends the Technology Acceptance Model (TAM) by revealing unexpected findings. The absence of a significant relationship between accessibility and metaverse adoption prompts a call for an expanded TAM framework. Surprisingly, a negative correlation between technology adaptability and adoption is highlighted, emphasizing the need for a cautious assimilation approach. Moreover, the research underscores the influential role of policies and regulations in metaverse adoption, advocating for a comprehensive TAM framework that encompasses regulatory dynamics. Findings offer practical implications for stakeholders, policymakers, and institutions, emphasizing diverse adoption facets beyond accessibility. The study contributes to the discourse on metaverse adoption and advances theoretical frameworks for technology integration within educational contexts. The methodology's meticulous design underscores the study's rigor, ensuring the robustness of the insights gleaned from the investigation.

Barriers to the Effective Use of Technology in Higher Education Institutions in Yemen: A Case Study of Engineering Colleges

Technology promises to shape new education systems with modern features that accommodate the shortcomings of traditional systems. This study aims to answer these questions: Are Higher Education Institutions (HEIs) in Yemen, Taiz state, prepared to accept technology-based education (TBE) and what are the main challenges for that? 5-point Likert scale questionnaires targeted 221 female engineering students and 87 faculty members from public and private universities in Taiz state, while the survey data were statistically analyzed using SPSS software 23. The study examined many related variables such as skills to use and availability of technology devices, having personal laptops or smartphones, social beliefs, students' self-motivation, and institutions' vision and infrastructures. The results display that students exhibit better involvement with TBE than faculty members, while students' low income and social barriers represent a solid obstruction to the employment of online and blended education technologies in Yemen. The results also indicate that about 30% of the participant in Yemen did not have personal laptops. Besides, HEIs' infrastructure, such as smart classrooms, electricity, Internet, administrative structure, and scientific research incentives suggest that universities are incompatible with TBE. Finally, this study addressed the impact of cost-free social media platforms in enhancing students’ academic attainments. implications for government, HEIs, faculty members, and students were recorded. 
 Keywords: Technology-based education; Academic Achievement; Social Media Platforms; Education Platforms.

Impact of Social Entrepreneurship on Digital Technology and Students’ Skill Set in Higher Education Institutions: A Structured Equation Model

This research paper investigates the impact of social entrepreneurial initiatives implemented by Colleges and Universities on the utilization of digital technology, examining how this utilization, in turn, affects the learning process and the development of students' skill sets. It emphasises the pivotal role of such initiatives in higher education institutions. Various societies and cells have been established within universities, providing students with opportunities for community engagement and social service. The study highlights how integrating social entrepreneurial initiatives and digital technology in higher education institutions impacts the student’s skill development. The research collects data from students affiliated with these societies through a structured questionnaire encompassing inquiries related to social entrepreneurship, digital technology usage, skill development, and their influence on students’ assimilative capacity impacting higher education institutions. Responses from 203 university students from Delhi NCR, India, participating in these cells are analysed using structural equation modelling using AMOS Graphics. The findings indicate that students actively engaged in social entrepreneurial initiatives demonstrate an increased reliance on digital technology in multifaceted ways while fulfilling their responsibilities within the respective cells. This heightened use of digital technology contributes to the enhancement of students' skill sets, fostering a greater sense of social responsibility and ultimately facilitating improved academic performance. Further, the experiential knowledge and skills acquired through these initiatives empower students to excel based on their practical experiences, thereby advancing higher education institutions as a whole.

FEATURES OF THE USE OF INNOVATIVE LEARNING TECHNOLOGIES IN INSTITUTIONS OF HIGHER EDUCATION

In the article, we aim to show the peculiarities of the use of innovative technologies in higher education institutions and the advantages of using e-learning in various forms of education and their extraordinary possibilities

DIGITAL COMPETENCE OF FOREIGN LANGUAGE TEACHERS OF HIGHER EDUCATION INSTITUTIONS

This article addresses the l issue of digital competence of foreign language teachers of higher educational institutions. Digital competence plays an important role in the successful teaching and learning of foreign languages. The study presents findings on the digital competence of foreign language teachers before the COVID-19 pandemic and examines how crisis-induced changes have influenced their professional development. The research explores various aspects of digital competence among foreign language teachers, including knowledge of computer programs, application of Internet resources, integration of multimedia tools in the educational process, and effective use of digital tools for evaluation and student collaboration. The authors also research the existing training programs for teachers on digital technologies and suggest methods for organizing effective training courses on digital competence for foreign language educators. The article highlights the challenges encountered by teachers when incorporating digital tools into their work, such as limited resources, apprehension towards new technologies, and restricted access to educational platforms. Conclusions are drawn on the significance of digital competence for foreign language teachers and its impact on students’ foreign language proficiency, motivation, and engagement in the educational process. In conclusion, the article emphasizes the importance of continuous professional development for foreign language teachers in the realm of digital competence. It also underscores the necessity of creating a supportive environment that encourages the seamless integration of digital technologies in higher education institutions. Overall, the article contributes to the study of digital competence of foreign language teachers and the integration of digital tools into higher education.

Natural Language Processing in Teacher Training : a systematic review

In the previous decade, there has been a growing interest within the research community to apply artificial intelligence (AI), particularly natural language processing (NLP) tech-nology, across various domains such as law, medicine, and finance. More recently, the fo-cus has shifted towards exploring the potential of NLP technology in education, specifi-cally in teacher training. Thus, it becomes crucial to conduct a systematic literature review to comprehensively examine the literature on the use of NLP technology in teacher train-ing. This study concentrates on the applications and use cases of NLP technology in higher education institutions and educational research institutions. Our analysis suggests that significant NLP applications in education include Language Learning, intelligent analysis, assistive technology, automatic content analysis, and speech emotion analysis. Further examination reveals that NLP technology can be effectively utilized to improve teachers professional abilities, such as helping language teachers improve their accents, ultimately contributing to the delivery of high-quality education. Finally, this paper summarizes the critical lessons learned from the application of NLP technology in teacher training that can guide future research endeavors in this rapidly evolving field.

THEORETICAL ANALYSIS OF THE USE OF A STEM PROJECT FOR THE FORMATION OF ENGINEERING COMPETENCE IN THE FUTURE TEACHER OF LABOR TRAINING AND TECHNOLOGY

The article presents the possibility of introducing STEM education in higher education institutions. The general concept of STEM education, which belongs to the advanced innovative educational systems of improving the level of education, in particular the formation of scientific, technological, engineering, mathematical, information and communication competencies, is revealed, the theoretical justification of the relevance of the STEM project for the formation of engineering competence in future teachers of labor training and technology is presented. Engineering competence is knowledge of the basics of technical sciences, practical engineering skills, the desire for engineering activities, professional and value interests, and methods of engineering and pedagogical design.Improvement of the Ukrainian education system is aimed at increasing the competitiveness of future graduates of educational institutions, which is due to by the implementation of the New Ukrainian School (NUS) Concept and driven by the development of scientific and technological progress. The main emphasis is on changing the methodology of education and on developing the ability to see and solve problems that are becoming more complex and global. As teachers are one of the main forces supporting progressive education, they are constantly improving their skills and knowledge.Having carried out a theoretical analysis, we realized that the formation of engineering competencies of future teachers of labor education and technology in higher education institutions is possible with the use of STEM projects. The introduction of STEM projects into the educational process involves mastering knowledge of the basics of engineering, acquiring practical engineering skills, striving for engineering activities, identifying professional and value interests, and techniques for engineering and pedagogical design.
 Keywords: teacher of labor training and technology; STEM project; STEM education; educational process; higher education institution; engineering competence; New Ukrainian School; creative project.

Mastery of modern technologies in higher education institutions as a basis for the work of a future media specialist

In the era of modernisation, mastering modern technologies and innovative working methods is an important aspect of any business. Modern technologies are no less relevant in the work of future directors, because, having mastered them, a specialist can adapt to modern professional trends and improve the quality of their projects. The purpose of this study was to cover the aspects of the use of modern technologies in the training of future directors and to prove that mastering them is necessary for successful professional activity. To fulfil this purpose, the methods of analysis and synthesis, comparison, generalisation, induction and deduction were used. The study revealed the need to use innovative technologies in the work of modern specialists, namely in the activities of future directors. The paper described the specific features of preparing future directors for professional activity in higher education institutions. The study analysed aspects of directing activity in the era of modernisation. The authors described modern technologies and the possibilities of their application in filmmaking. The importance of modern technologies for future specialists in terms of distance education and blended education was covered. The authors described the prospects for the development of film and theatre art if future directors use modern technologies. Positive and negative aspects of the use of modern technologies in filmmaking were covered. Recommendations for improving the process of mastering modern technologies in higher education institutions were provided. It was concluded that future directors need to master modern technologies to develop Ukrainian theatre and cinema. The results of this study can be used by the management of art higher education institutions to develop curricula, by teachers to improve the educational process, and by students when studying and preparing for professional activities.

FORMATION OF SCIENTIFIC RESEARCH COMPETENCE OF MASTER'S DEGREE STUDENTS BY MEANS OF BYOD TECHNOLOGY

The authors of the article analyzed the features of using the innovative BYOD (Bring Your Own Device) technology in the formation of research competence of master's degree students. The European experience of applying BYOD technology is analyzed. Emphasis is placed on the relevant use of this technology in higher education institutions, which is related to the digitalization of the educational process, the pandemic and martial law in Ukraine. The results of the ascertaining phase of the pedagogical experiment are presented, the participants of which were master's degree students of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University and Mykhailo Drahomanov Ukrainian State University (Kyiv). The students are enrolled in such academic programs as “Pedagogy of Higher Education. Tutoring”, “Counseling”, “Preschool Education. Primary Education”, “Preschool Education. Speech Therapy”, “Physical Therapy, Occupational Therapy".The article reveals the educational potential of BYOD technology for the formation of scientific research competence of master's degree students. It is noted that the use of this technology in terms of offline, online and mixed studying helps higher education students acquire skills necessary to analyze, generalize, systematize and compare information. In addition, information retrieval and critical analysis skills are successfully formed. The differences in the application of this technology in conditions of individual and group work with master’s degree students are shown.

Implementing educational technology in Higher Education Institutions: A review of technologies, stakeholder perceptions, frameworks and metrics

In a world driven by constant change and innovation, Higher Education Institutions (HEIs) are undergoing a rapid transformation, often driven by external factors such as emerging technologies. One of the key drivers affecting the design and development of educational delivery mechanisms in HEIs is the fast pace of educational technology development which not only impacts an institution’s technical capacity to infuse hardware and software solutions into existing learning infrastructure but also has implications for pedagogical practice, stakeholder acceptance of new technology, and HEI administrative structures. However, little is known about the implementation of contemporary educational technology in HEI environments, particularly as they relate to competing stakeholder perceptions of technology effectiveness in course delivery and knowledge acquisition. This review fills that gap by exploring the evidence and analyses of 46 empirical research studies focussing on technology implementation issues in a diverse range of institutional contexts, subject areas, technologies, and stakeholder profiles. This study found that the dynamic interplay of educational technology characteristics, stakeholder perceptions on the effectiveness of technology integration decisions, theoretical frameworks and models relevant to technology integration in pedagogical practices, and metrics to gauge post-implementation success are critical dimensions to creating viable pathways to effective educational technology implementation. To that end, this study proposes a framework to guide the development of sound implementation strategies that incorporates five dimensions: technology, stakeholder perceptions, academic discipline, success metrics, and theoretical frameworks. This study will benefit HEI decision-makers responsible for re-engineering complex course delivery systems to accommodate the infusion of new technologies and pedagogies in ways that will maximise their utility to students and faculty.

Sustainable Higher Education Systems - Approaches & Practices with Emphasis on Green Technologies and their Integration in Higher Education Systems

This chapter delves into a diverse range of methodologies and practices pertaining to green technologies and their integration within higher education systems, highlighting the importance of embedding sustainability across all facets of campus life. It scrutinises green campus endeavours, ecologically minded curricula and research, and the inclusion of green technologies in higher education institutions. Moreover, the chapter exhibits exemplary approaches and case studies, emphasises the challenges and potentialities associated with the implementation of green technologies, and explores the prospective pathways for sustainable higher education systems. By adopting green technologies and sustainable practices, higher education establishments can significantly contribute to global sustainability pursuits and aid in forging a more sustainable future.

Faculties Behavioural Intention Toward the Use of the Fourth Industrial Revolution Related-Technologies in Higher Education Institutions

The Fourth Industrial Revolution (4IR) has affected every aspect of our life, including education. Studies related to acceptance and adoption of 4IR related technologies in Higher education Institutions (HEIs) are limited. Therefore, this study aimed to investigate the acceptance of 4IR related-technologies by faculty members in HEIs. An online questionnaire was implemented based on the Unified Theory of Acceptance and Use of Technology (UTAUT) in a sample of 275 faculty members aged between 21 and 60 years old. The results showed that all the five constructs of the UTAUT model have significant impacts on the behavior intention with different degrees of influence: Performance Expectancy (43%), Facilitation Condition (27%), Effort Expectancy (21.5%), Social Influence, and Attitude toward using the technology are equally the same with (15.4%). Gender has only significant effects on Social Influence and Facilitation Condition, while age has only a significant impact on Social Influence. Furthermore, faculty members' acceptance of using 4IR technologies in teaching and learning is significantly higher among the younger group (less than 46 years old) than their counterparts (46 years old and above). However, there was no significant difference in the behavioral intention between male and female lecturers. The obtained results have added scientific evidence to the literature about faculty readiness to adopt IR-related technologies and lead to a better practical understanding of the factors that may incite or discourage them to use 4IR related-technologies in HEIs.

Peculiarities of the use of distance learning information technologies in higher education institutions of Ukraine

The article considers the process of informatization as one of the main directions in the development of higher education. Distance learning technologies that can be used in the traditional educational process to improve the quality of education are analyzed. The main attention is paid to the local (internal university) computer network. A description of the information resources of such a learning system is given. Problem: based on the analysis in the science of research, own research results, the research problem was formulated, determined by the following contradictions: the growing need between high-quality training of specialists and the lack of analysis of problems and prospects for the development of distance learning in Ukraine.

Distance learning as a relevant educational technology in higher education institutions

The relevance of the subject is conditioned upon the fact that the current conditions, namely the COVID-19 epidemic and the introduction of martial law in Ukraine, cause dynamic changes in various spheres of human activity, including education. Despite internal and external obstacles, the educational process does not stop, and there is a need to adapt to large-scale changes in the country. The educational sector has transformed from the conventional form of the educational process, namely face-to-face, to online distance learning. Considering this, the purpose of the study is to analyse the peculiarities of implementing the distance learning process in a higher education institution in Ukraine, namely, the Higher Educational Institution of the Ukoopspilka “Poltava University of Economics and Trade”. For a broad understanding of the problem and outlining the prospects for a quality educational process in the context of global processes, the study used several methods, including analysis, synthesis, deduction and surveys. The study outlines the main changes implemented by the management of higher education institutions in response to the social challenges posed by the pandemic and war. The effectiveness of using special programmes during training sessions in the distance education process is assessed. The flexibility of the educational sphere is substantiated, and the advantages and disadvantages of distance learning in terms of the quality of education are identified. The results of a student survey reflecting the real attitude of students to online learning are presented. The practical value of the work is that its results can be used by teachers to select high-quality tools designed to implement learning tasks in a distance educational format.