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An important and necessary trend in the modern Ukrainian education system is the digitalisation of the educational process due to the forced transition of many educational institutions to distance learning due to the coronavirus pandemic and the Russian-Ukrainian war. The purpose of the article is to theoretically substantiate the challenges and opportunities for the introduction of digital learning technologies in Ukrainian educational institutions. The following methods were used to write the article and to reveal its purpose: conceptual and terminological analysis, comparative and contrastive analysis, analysis, synthesis, comparison, classification, systematisation and generalisation. The study found that, despite the many opportunities provided by the digital learning environment, including the development of software applications for the development of students' practical experience and access to high-quality and diverse sources of information, the education system in Ukraine needs to rethink the content, determine models of digitalisation of educational institutions, master the digital competencies of all participants in the educational process, and actively use the tools of Google Meet, Zoom, Microsoft Teams, and Cisco Webex, It is determined that the services are not without drawbacks in use, but their effective use contributes to digitalisation. The scientific novelty of the obtained results lies in the interpretation of the concept of “challenges of introducing digital technologies in education” and the identification of the main obstacles and ways to ensure the process of digitalisation of education. The conclusions recommend ways to overcome the difficulties of digitalisation of education, in particular, the need to create a model of digital transformation of an educational institution based on three models: a functionally independent model of information management; a concentric model of information technology for digital transformation of an educational institution; and a model of interlayer information interaction. Prospect for further research is to study the mechanisms for adapting teacher training systems to the use of digital technologies in the classroom.
Krymska et al. (2024) studied this question.
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