TRANSFORMATIONAL POTENTIAL AND PRACTICAL MODELS OF APPLYING WEB TECHNOLOGIES IN EDUCATION
DOI:
https://doi.org/10.28925/2414-0325.2025.1918Keywords:
web technologies, digital transformation, cloud services, DigCompEdu, digital competence, educational environment, digital pedagogy, learning analytics, educational challenges, innovative learningAbstract
The article presents an analytical study of the challenges associated with integrating web technologies into the educational process within the context of digital transformation. It is emphasized that web technologies – such as cloud services, learning management systems, visualization tools, and digital collaboration instruments – not only change the technical dimension of learning but also transform pedagogical models, managerial decision-making, and the very logic of educational interaction. Digital transformation of education is considered a complex and multidimensional phenomenon that requires interdisciplinary analysis and careful consideration of the sociocultural context. The study reviews relevant international and domestic publications, classifies the main challenges (institutional, professional, technological, and value-based), identifies the factors influencing the effectiveness of web technology use (individual, organizational, technological, and pedagogical), and outlines three possible development scenarios: inertial, hybrid, and holistic. It is demonstrated that the success of digital transformations is not solely a function of available resources, but rather primarily depends on teachers’ readiness for pedagogical rethinking, their level of digital competence, managerial support, and the presence of a digital strategy. Special attention is given to the DigCompEdu framework as a multidimensional tool for assessing and developing educators’ digital competence. In conclusion, it is argued that the prospects of applying web technologies extend beyond updating the instrumental toolkit of learning to constructing a new type of educational ecosystem – one that is flexible, personalized, inclusive, analytics-driven, and collaborative. Web technologies appear not as an end in themselves but as a means of achieving the core values of modern education, and their implementation requires a balance between innovation and the humanistic paradigm of teaching. The study introduces an analytical framework that conceptualizes the implementation of web technologies through the interaction of individual, organizational, and pedagogical levels, revealing their transformative potential within the educational process and outlining applicable models for their practical use.
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Copyright (c) 2025 Yurchenko Artem, Ostroha Mariia, Khvorostina Yurii, Bobokalo Andriy, Semenikhina Olena
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