Przejdź do treści

Uniwersytet Śląski w Katowicach

Wydział Sztuki i Nauk o Edukacji


full-text article

DOI: 10.34916/el.2019.11.23

Nataliia Morze Borys Grinchenko Kyiv University (Ukraine)
Eugenia Smyrnova-Trybulska University of Silesia in Katowice (Poland)
Mariia Boiko Borys Grinchenko Kyiv University (Ukraine)

Abstract: The rapid development of technology is having an effect on the processes of communication and collaboration in society, which requires the transformation of education and training of the citizen of the digital society. This article presents European experience in the transformation of education, in particular an analysis of legislative initiatives in Ukraine and Poland in the field of digital society formation. The authors look at world trends and educational trends which are considered part of the modernization and digitization of the education system of the two countries. A survey was carried out, in the international project Erasmus + K2 MoPED, on current educational trends, educational technologies and their impact on the digital competence of students. The study showed a high level of interest among students in the presented educational trends, which shows the need to build students’ digital competence. The authors demonstrate the effect of the absence or lack of digital skills on the citizen’s overall life chances. The article deals with the influence of the type of intelligence on the learning E-Learning and STEM Education Scientific Editor Eugenia Smyrnova-Trybulska “E-Learning”, 11, Katowice-Cieszyn 2019, pp. 365-379 process, presents students’ new educational needs, highlights innovative pedagogical technologies and methods that will allow us to take into account educational trends and follow the modern requirements for digital transformation of education.

Keywords: digital competence, educational trends, transformation of education, innovative teaching technologies, digital tools.


  • Adeyemon, E. (2009). Integrating digital literacies into outreach services for underserved youth populations. The reference librarian, 1, 85-98.
  • Alexander, B., Ashford-Rowe, K., Barajas-Murph, N., Dobbin, G., Knott, J., McCormack, M., Weber, N. (2019). EDUCAUSE Horizon Report 2019 Higher Education Edition, 3-41.
  • Apalkova V. (2015). Concept of development of digital economy in the European Union and prospects of Ukraine. European Journal of Management Issues, 23(4), 9-18 [in Ukrainian].
  • Council of the European Union, Council conclusions on a strategic framework for European cooperation in education and training. ET 2020. Meeting of the Education, Youth and Culture Council. Brussels, 12 May 2009, Retrieved from: docs/pressdata/en/educ/107622.pdf (accessed 1 August 2019)
  • DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: the Conceptual Reference Model. (2016). Retrieved from: (accessed 1 August 2019)
  • Digital Agenda of Ukraine – 2020. (2016). Retrieved from: [in Ukrainian].
  • Gladun, M.A. (2014). Features of young children of the Z-generation school age. Research of young scientists in the context of development of modern science: materials of the IV annual All-Ukrainian scientific-practical conference, (pp.193-199). Kyiv, March 27, 2014. [in Ukrainian]
  • Górniak J., (2015) Program rozwoju szkolnictwa wyższego do 2020 r. Cz. 3: Diagnoza szkolnictwa wyższego. Red. J. Górniak. Warszawa: KRASP (KRePSZ). [Higher education development program until 2020. 3: Diagnosis of higher education. J. Górniak (Ed.). Warsaw: KRASP (KRePSZ).]
  • Henriette, E., Feki, M., Boughzala, I. (2015). The Shape of Digital Transformation: A Systematic Literature Review. MCIS (10)
  • Kampylis, P., Punie, Y., Devine, J. (2015). Promoting Effective Digital-Age Learning. A European Framework for Digitally-Competent Educational Organisations, doi:10.2791/54070
  • Kelly, F. S; McCain, T. & Jukes, I. (2009). Teaching the digital generation: No more cookie-cutter high schools. Melbourne: Vic: Hawker Brownlow Education
  • Krumsvik, R. (2008). Situated learning and teachers’ digital competence. Education & Information Technologies, 13(4), 279-290.
  • Ministry of Education and Science of Ukraine. National Qualifications Framework. Retrieved from: [in Ukrainian].
  • Morze, N. (2013). Theoretical and practical principles of building the program of the course “Steps to computer science” according to the State standard of general initial. Retrieved from: [in Ukrainian].
  • Morze N., Vasylenko S., Gladun M. (2018). Ways to improve the motivation of university teachers to develop their digital competence. Electronic Scientific Professional Journal “Open educational e-environment
    of modern university”,
    5, 160-177.
  • Morze N., Vember V., Gladun M. (2019). 3D mapping of digital competency in Ukrainian education system. Information Technologies and Learning Tools 70.2, 28-42. [in Ukrainian].
  • Official EU Site. Europe 2020. Retrieved from:
  • Program Operacyjny Cyfrowa Polska [Digital Poland Operational Program,], 2014–2020. polska_cyfrowa_ 05122014.pdf (accessed 14 July 2015).
  • Proponowane kierunki rozwoju Społeczeństwa informacyjnego w Polsce do 2020 roku. Warszawa [Proposed directions of development of the Information Society in Poland until 2020. Warsaw] 2014. (accessed 2 February 2016).
  • Smyrnova–Trybulska E., (2018). Technologie informacyjno–komunikacyjne i e–learning we współczesnej edukacji. Katowice: Wydawnictwo Uniwersytetu Śląskiego w Katowicach. [Information and communication technologies and e-learning in contemporary education. Katowice: University of Silesia Publishing House]
  • Strauss W. Howe N. (1997). Generations: The History of America’s Future, 1584 to 2069
  • Tapscott D. (2008). Grown Up Digital: How the Net Generation is Changing Your World. McGraw-Hill, 15–16.
  • The Digital Competence Framework. The European Commission’s science and knowledge service. Retrieved from: digcomp/digital-competenceframework  (accessed 20 August 2019)
return to top