Search

The COVID-19 pandemic has accelerated the digital transformation of higher education worldwide. It also has facilitated digital writing in remote classrooms and beyond. During lockdowns, digital writing has become a constant way of communication in our lives. The research examines the COVID-19 pandemic impact on digital writing transformation in higher education. It also assumes the dependence of writing modes on distance learning types. Empirical evidence gathered through quantitative and qualitative research methods involves higher education teachers and students surveyed in a Ukrainian university to understand their perceptions and experience of writing online during the Coronavirus lockdowns in 2020-22. The research results reveal trends in transforming writing modes (traditional vs digital), writing conditions, and educational technology. Furthermore, the research shows that the higher education transition to digital format during the COVID-19 pandemic has encouraged the digitalisation of writing, and even new modes of collaboration through digital writing. They include detailed description and visualisation of interactive learning activities with additional ICT tools that can optimise the educational process. The findings and guidelines can contribute to studying digital writing in higher education during and post-pandemic.

The article reveals trends in emergency higher education digital transformation during the COVID-19 pandemic. Due to the enormous amount of literature discussing global higher education responses to the Coronavirus, the preference is given to publications with a systematic literature review published in 2021. The period indicates the end of the 2-nd wave of the pandemic and the lessons learnt. However, case studies were also the focus of attention, primarily used for a convincing illustration of the trends in a particular country. Moreover, descriptive survey research allows empirical evidence of 468 students and 179 lecturers from four Ukrainian universities and highlights the theoretical insights. The analysis of cross-cultural investigations, systematic literature reviews, case studies, and empirical data from four Ukrainian HEIs makes it possible to receive experience from 30 countries about their responses to the COVID-19 pandemic in 2020-2021. This massive amount of evidence reveals universal consequences for higher education caused by the COVID-19 pandemic and shapes trends in emergency higher education transition to digital format. The findings show that the emergency higher education transition to digitally-based education during 2020-2021 worldwide is characterised as diverse and unprepared. In the case of Ukraine, the empirical data collected from four national HEIs situated in different regions of the country gives grounds for the following insights: 1) in response to the challenges of the COVID-19 pandemic, the national HEIs show trends similar to global higher education; 2) university teachers have considerable responsibility in transitioning traditional teaching methods into a virtual educational environment and have successfully coped with this challenge; 3) universal trends in higher education are observed on the national level, while there is diversity on the institutional level among national HEIs; 4) there is an opposite attitude of lecturers and generation Z students to the preference for the educational mode in the future.

The purpose of this paper is to examine how effective mobile devices are in the process of teaching and learning English through the perspective of university students. The research is aimed at finding out whether using mobile apps for learning purposes, in particular, for learning English, is of interest for students and looks at potential ways of learning the language. It also aims at exploring potential of educational applications downloaded to students' mobile phones in terms of their integration into the classroom activities at university for the purposes of learning English. To fully conceptualize the research in mobile teaching and learning, the authors addressed the mentioned problem by using Google Forms. An online questionnaire was created and sent to students with responses collected in an online spreadsheet and was further analyzed by the authors. 102 representatives from 16 countries who study at 4 universities located in Poland and Ukraine took part in the survey. To link the reported mobile device use obtained from the questionnaire and its actual use for language learning the follow-up interviews for the subset of students were conducted with the relevant conclusions drawn. The issue of using mobile devices in the process of university study as an educational tool was investigated and proposed to potentially expand perceptions of tutorial experience of how we view teaching and learning English. [Note: The issue number (4) shown on the PDF is incorrect. The correct citation is v18 n3.]

This paper presents an analysis of labour market outcomes for Ukrainian graduates with higher education in teaching, based on the survey 2015. Besides, the study investigates the issues of the source of tuition fee, transition period and employment sectors in the labour market. The evidence presented in this article indicates that teacher education graduates with national teacher higher education system are much more likely to be employed according to their qualification. They have a higher employment premium and face fewer difficulties in labour market integration. The empirical findings should contribute to understanding a current state of play in national labour market.

The author of the article presents an analysis of the current situation of demand and supply of specialists in the European Union. The basis for the analysis is the reports of the European Commission, which widely cover this issue. It is worth noting that different EU countries feel the problems of supply and demand in different ways. Their conformity is observed only in Germany, where the number of students graduate each year and enter the labor market in search of work coincides with the requirements of employers in terms of the number of specialists. Other EU countries are in demand for specialists in the scientific, engineering and technology sectors and a quantitative shortage of teachers and doctors. The study is devoted to the questions related to factors that affect the matching between the demand and supply of teachers and doctors. Among such factors is the increase in population, health and education costs. The number of school children is the dominant factor in the demand for teachers. Another factor is educational programs that determine the demand for subject teachers. The policies and priorities of the curriculum have a dominant influence in determining the different types of teachers as well. The demand for physicians depends on the health system. The offer of doctors may differ due to differences in the industry, in particular, the accessibility of education and training for doctors, as well as the conditions of medical service. The results of this study can contribute to a deeper understanding of the current state of the regulating process of higher education interaction with the labor market in Ukraine.

The author of the article presents an analysis of the policy of graduates employment of higher education institutions in the EU. The basis for the analysis is the reports of the European Commission, which are widely covering this issue. Studies examining issues related to the regulation mechanisms of cooperation between higher education and labour market and the current state of their application in the European Higher Education Area. Among these mechanisms there are forecasting the labour market; involvement of employers in the management of higher education and evaluation of its quality; consulting services; practices and training; survey of graduates. The first component of the regulation mechanisms linked to graduate employability concerns labour market forecasting. This process involves estimating the expected future number of jobs available in an economy. Besides there are trends to involve employers in higher education institutions' governing bodies and in external quality assurance (QA) procedures.The results of this study may contribute to a better understanding of the current state of the process of cooperation between higher education and labour market in Ukraine.

The article analyzes the impact of policies on the development of educational systems in the European Union and Ukraine. The sources are independent reports of the European Commission, and state documents on higher education in Ukraine. A detailed study of the European Commission reports helps to identify internal and external factors, which have different effects on higher education in the European Union. The external factors include global process of internationalization of higher education and its consequences. Under internal factors we concider the Lisbon strategy and the Bologna process. One could argue that education systems in the European Union will develop under the influence of external and internal factors, where the dominant position of the Lisbon Strategy and the Bologna process will win the lead role. Since the signing of the Bologna Convention in 2005, higher education in Ukraine has been in a state of current changes. Analysis of the new Higher Education Law of Ukraine made it possible to outline the major innovations in the reforms of higher education and similar policy trends of higher education in the European Union and Ukraine.

Distance learning with its virtual settings has launched the transformation of education delivery, pedagogy, and classroom management. Consequently, it could cause educational discourse transformation in higher education as well. The research is focused on revealing educational discourse transformation in distance learning. Besides, the paper answers the following research questions: how university teachers communicate with students in virtual classrooms; what language patterns they use for giving instructions; whether verbal communication between teachers and students has crucially changed in digitally-based education. A mixed method approach (discourse analysis of 12 video-recorded lessons of ESL university teachers and the survey of students (n = 45)) makes it possible to shed light on the state of play in virtual educational discourse. The paper reveals that 1) communication in virtual classrooms depends on pedagogical activities which allows classifying educational language models into the following categories – preparation of teaching material presentation online, student engagement in an activity online, giving instruction on how to use EdTech, and expressing emotions or attitude; 2) university teachers use special language patterns for giving instructions related to using ICT tools and apps, e.g. screen sharing, chatting and emotional modality; 3) verbal communication between teachers and students except for linguistic and extra-linguistic features includes informal modes of communication – chat emojis and signs. The findings highlight that educational discourse has crucially changed in digitally-based education and has transformed into virtual educational discourse. The insights of the paper can contribute to the investigation of virtual educational discourse analysis. [ABSTRACT FROM AUTHOR]

Copyright of Continuing Professional Education: Theory & Practice is the property of Continuing Professional Education: Theory & Practice and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)