PROBLEMS OF DIGITIZATION OF THE EDUCATIONAL PROCESS FROM THE PERSPECTIVE OF LEADING SCIENTIFIC APPROACHES: THE EXPERIENCE OF POLAND AND UKRAINE

Abstract

Purpose. The purpose of the study is to conduct a theoretical and comparative analysis of the digitalization of the educational process in Poland and Ukraine during 2012–2022, specifically to identify the features of ICT competence development, infrastructure advancement, and the implementation of hybrid learning in general and higher education institutions within the context of relevant scholarly approaches. Methods. A systematic review of professional literature and an analysis of national digitalization strategies (“Cyfrowa szkoła,” ZPE, DigCompEdu, “Diia.Osvita,” “Digital Agenda”) were conducted based on criteria for comparing infrastructural indicators (internet coverage speed, number of computers per school, availability of mobile IT kits) and the level of certification of teachers and learners (DigCompEdu, ECDL, “Cyfrohram”). Results. The study examined findings from national assessments (PISA Digital) and reports of the Ministries of Education of Ukraine and Poland. It was found that Poland employs a centralized digitalization model with clearly defined ICT competence standards and a mandatory teacher certification system; in Ukraine, initiatives are crisis-driven and rely on donor programs. However, the “Diia.Osvita” initiative enabled the training of more than 100,000 teachers, and 85% of educational institutions now have access to LMS platforms. Both countries demonstrate a high level of basic digital literacy among secondary and higher education learners (PISA Digital: +8% above the European average), although disparities in internet coverage remain (up to 15% of schools in Ukraine), along with the absence of unified methodological guidelines for organizing blended learning environments. Originality. The scientific novelty of the comparative study lies in identifying the principal achievements and challenges of integrating ICT into educational practices in Ukraine and Poland, as well as outlining the key issues related to the digital competence of teachers and learners and possible strategies to address them. Conclusion. It is proposed to develop national digital competence standards for all levels of education, standardize certification models for teachers and learners, implement centralized methodological platforms with ready-made scenarios for hybrid courses, and ensure systematic monitoring of IT infrastructure.