The integration of digital management platforms in teacher training: A practice of students

Abstract

The widespread introduction of digital educational platforms in higher education creates conditions for the modernisation of the educational process, increasing its interactivity and individualisation, which is of particular importance in the development of digital competence of philology students as a necessary component of their professional training. The purpose of the study was to analyse the results of monitoring the centralised educational platforms New Knowledge and Eddy by philology students during their teaching practice through their interaction with teachers and secondary school pupils. The methodology included a structured assessment of the functionality, usability, security, and other criteria of the platform using a questionnaire and a test programme, in which teachers, students, and pupils (134 people in total) participated. The survey results allowed comparing the assessments of the New Knowledge and Eddy educational management platforms by different user groups. The most significant differences were found in the assessments of the educational and communication capabilities of the platforms: for New Knowledge, the difference between teacher assessments and student assessments was 1.6 points, and for Eddy, it was 1.3 points. This is explained by students’ desire to have a digital educational environment with various feedback channels. The criteria of reliability and ease of use of the Learning Management System (LMS) were identified as priorities for teachers. The technical capabilities of the New Knowledge platform were rated by teachers and students at 3.4 and 4.2 points, respectively. The reliability of the Eddy platform was rated significantly higher by teachers, 4.5 points. As Ukraine transitions to centralised management of secondary education, feedback from teachers and students on specific management platforms will help to identify optimal solutions for managing the educational process.