Organization of the educational process in the Rural School of the mountain region: a case study

Olena Budnyk; Inna Nikolaesku; Nataliia Stepanova; Olena Vovk; Anna Palienko; Tetiana Atroshchenko

doi:10.20873/uft.rbec.e12647

Autores

Olena Budnyk Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine https://orcid.org/0000-0002-5764-6748
Inna Nikolaesku Bohdan Khmelnytsky National University at Cherkasy, Cherkasy, Ukraine https://orcid.org/0000-0002-9928-9291
Nataliia Stepanova Bohdan Khmelnytsky National University at Cherkasy, Cherkasy, Ukraine
Olena Vovk Bohdan Khmelnytsky National University at Cherkasy, Cherkasy, Ukraine https://orcid.org/0000-0002-6574-1673
Anna Palienko Bohdan Khmelnytsky National University at Cherkasy, Cherkasy, Ukraine
Tetiana Atroshchenko Mukachevo State University, Mukachevo, Ukraine

DOI:

https://doi.org/10.20873/uft.rbec.e12647

Palavras-chave:

proceso educativo; escuela rural; escuela de montaña; la educación a distancia; tecnologías digitales, Organização do processo educativo na Escola Rural da região montanhosa: um estudo de caso O objetivo do artigo é apresentar a problemática de uma típica escola rural de uma região montanhosa no que se refere à organização do processo educacional, em particular ao ensino à distância de alunos em uma pandemia de vírus coronariano. Foram utilizados os seguintes métodos de pesquisa: analíticos e sintéticos, empíricos e estatística matemática. Fundamentamos as especificidades da organização da educação dos alunos nas condições de montanha alta de uma pequena escola rural. Apresentamos os resultados de um estudo empírico realizado no meio de professores das escolas rurais nas localidades montanhosas da Ucrânia. No questionário foram incluídas as questões sobre a atitude dos professores em relação à educação à distância em escolas rurais, as realidades e as dificuldades do uso das tecnologias de informação e comunicação (TIC) no processo educativo. Verificou-se que entre os professores de diferentes níveis de ensino rural (pré-escolar, ensino primário e secundário) 49,12% têm atitude positiva em relação às TIC, 18,42% – demonstram o apoio parcial. Dadas as dificuldades e problemas de uso das TIC, falta de materiais didáticos para aprendizagem online, baixo nível de alfabetização digital e midiática, 23,68% estão fortemente contra essa forma de organização do processo educativo em regiões rurais remotas (montanhosas). Foram determinadas as perspectivas de desenvolvimento de escolas rurais em áreas montanhosas no contexto de digitalização da educação. Palavras-chave: processo educativo, escola de montanha, escola rural, ensino à distância, tecnologias digitais. Organization of the educational process in the Rural School of the mountain region: a case study ABSTRACT. The purpose of the article is to present the problems of a typical rural school in a mountainous region in terms of the organization of the educational process, in particular distance learning of students in a coronary virus pandemic. The following research methods were used: analytic-synthetic, empirical and mathematical statistics. The specifics of the organization of schoolchildren’s education in the alpine conditions of a small rural school are substantiated. The results of an empirical study conducted among teachers of rural schools in the mountains of Ukraine are presented. The subject of the survey were questions about the attitude of teachers to distance learning in rural schools, the realities and difficulties of using information and communication technologies (ICT) in the educational process. It was found that among teachers of various levels of rural education (preschool, primary and secondary school) 49.12% have a positive attitude to distance learning, 18.42% – partially support. Given the difficulties and problems of using ICT, lack of teaching materials for online learning, low level of digital and media literacy, 23.68% of teachers – strongly against this form of organization of the educational process in remote rural (mountainous) regions. Prospects for the development of rural schools in mountainous areas in the context of digitalization of education are identified. Keywords: educational process in a mountainous school, rural school, distance learning, digital technologies. Organización del proceso educativo en Escuelas Rurales de la región montañosa: un estudio de caso RESUMEN. En el artículo presentamos el problema de una escuela rural típica en una región montañosa en cuanto a la organización del proceso educativo, el aprendizaje a distancia de los estudiantes en condiciones de pandemia de coronavirus, en particular. Se utilizaron los siguientes métodos de investigación: estadística analítica y sintética, empírica y matemática. Comprobamos los detalles de la organización de la educación de los estudiantes en las condiciones de alta montaña de una pequeña escuela rural. Presentamos los resultados de un estudio empírico realizado entre profesores de escuelas rurales en zonas montañosas de Ucrania. El cuestionario incluyó preguntas sobre la actitud de los docentes en relación a la educación a distancia en las escuelas rurales, las realidades y dificultades en el uso de las tecnologías de la información y la comunicación (TIC) en el proceso educativo. Se encontró que entre los docentes de diferentes niveles de educación rural (educación preescolar, primaria y secundaria) el 49,12% tiene una actitud positiva hacia las TIC, el 18,42% – demuestra apoyo parcial. Dadas las dificultades y problemas del uso de las TIC, la falta de materiales didácticos para el aprendizaje en línea, el bajo nivel de alfabetización digital y mediática, el 23,68% se opone fuertemente a esta forma de organización del proceso educativo en regiones rurales remotas (montañosas). Se determinaron las perspectivas de desarrollo de escuelas rurales en zonas montañosas en el contexto de la digitalización de la educación. Palabras clave: proceso educativo, escuela de montaña, escuela rural, la educación a distancia, tecnologías digitales.

Resumo

Organização do processo educativo na Escola Rural da região montanhosa: um estudo de caso

O objetivo do artigo é apresentar a problemática de uma típica escola rural de uma região montanhosa no que se refere à organização do processo educacional, em particular ao ensino à distância de alunos em uma pandemia de vírus coronariano. Foram utilizados os seguintes métodos de pesquisa: analíticos e sintéticos, empíricos e estatística matemática. Fundamentamos as especificidades da organização da educação dos alunos nas condições de montanha alta de uma pequena escola rural. Apresentamos os resultados de um estudo empírico realizado no meio de professores das escolas rurais nas localidades montanhosas da Ucrânia. No questionário foram incluídas as questões sobre a atitude dos professores em relação à educação à distância em escolas rurais, as realidades e as dificuldades do uso das tecnologias de informação e comunicação (TIC) no processo educativo. Verificou-se que entre os professores de diferentes níveis de ensino rural (pré-escolar, ensino primário e secundário) 49,12% têm atitude positiva em relação às TIC, 18,42% – demonstram o apoio parcial. Dadas as dificuldades e problemas de uso das TIC, falta de materiais didáticos para aprendizagem online, baixo nível de alfabetização digital e midiática, 23,68% estão fortemente contra essa forma de organização do processo educativo em regiões rurais remotas (montanhosas). Foram determinadas as perspectivas de desenvolvimento de escolas rurais em áreas montanhosas no contexto de digitalização da educação.

Palavras-chave: processo educativo, escola de montanha, escola rural, ensino à distância, tecnologias digitais.

Organization of the educational process in the Rural School of the mountain region: a case study

ABSTRACT. The purpose of the article is to present the problems of a typical rural school in a mountainous region in terms of the organization of the educational process, in particular distance learning of students in a coronary virus pandemic. The following research methods were used: analytic-synthetic, empirical and mathematical statistics. The specifics of the organization of schoolchildren’s education in the alpine conditions of a small rural school are substantiated. The results of an empirical study conducted among teachers of rural schools in the mountains of Ukraine are presented. The subject of the survey were questions about the attitude of teachers to distance learning in rural schools, the realities and difficulties of using information and communication technologies (ICT) in the educational process. It was found that among teachers of various levels of rural education (preschool, primary and secondary school) 49.12% have a positive attitude to distance learning, 18.42% – partially support. Given the difficulties and problems of using ICT, lack of teaching materials for online learning, low level of digital and media literacy, 23.68% of teachers – strongly against this form of organization of the educational process in remote rural (mountainous) regions. Prospects for the development of rural schools in mountainous areas in the context of digitalization of education are identified.

Keywords: educational process in a mountainous school, rural school, distance learning, digital technologies.

Organización del proceso educativo en Escuelas Rurales de la región montañosa: un estudio de caso

RESUMEN. En el artículo presentamos el problema de una escuela rural típica en una región montañosa en cuanto a la organización del proceso educativo, el aprendizaje a distancia de los estudiantes en condiciones de pandemia de coronavirus, en particular. Se utilizaron los siguientes métodos de investigación: estadística analítica y sintética, empírica y matemática. Comprobamos los detalles de la organización de la educación de los estudiantes en las condiciones de alta montaña de una pequeña escuela rural. Presentamos los resultados de un estudio empírico realizado entre profesores de escuelas rurales en zonas montañosas de Ucrania. El cuestionario incluyó preguntas sobre la actitud de los docentes en relación a la educación a distancia en las escuelas rurales, las realidades y dificultades en el uso de las tecnologías de la información y la comunicación (TIC) en el proceso educativo. Se encontró que entre los docentes de diferentes niveles de educación rural (educación preescolar, primaria y secundaria) el 49,12% tiene una actitud positiva hacia las TIC, el 18,42% – demuestra apoyo parcial. Dadas las dificultades y problemas del uso de las TIC, la falta de materiales didácticos para el aprendizaje en línea, el bajo nivel de alfabetización digital y mediática, el 23,68% se opone fuertemente a esta forma de organización del proceso educativo en regiones rurales remotas (montañosas). Se determinaron las perspectivas de desarrollo de escuelas rurales en zonas montañosas en el contexto de la digitalización de la educación.

Palabras clave: proceso educativo, escuela de montaña, escuela rural, la educación a distancia, tecnologías digitales.

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Biografia do Autor

Olena Budnyk, Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine

Doctor of Pedagogical Sciences, Professor, Professor of the Department of Pedagogy of Primary Education, Director of the Center for Innovative Educational Technologies “PNU EcoSystem”. Range of scientific interests: pedagogical management, inclusive education, digitalization of education, social work in an educational institution, educational process in a rural (mountainous) school, information and communication competence of a teacher, etc. The author of more than 300 scientific publications among them 2 monographs and 15 educational and methodical manuals, co-author of 24 group books; author of articles in foreign scientific editions, including those indexed in Scopus and Web of Science databases. Leader of the University Academic Group of the International Project ERASMUS + “MoPED – Modernization of higher pedagogical education with the use of innovative teaching tools” (№ 586098-EPP-1-2017-1-UA-EPPKA2-CBHE-JP, 2017-2021). Head of the research work “Teacher Professional Training: Social and Pedagogical Context” (0117U003281) (2017-2027).

Inna Nikolaesku, Bohdan Khmelnytsky National University at Cherkasy, Cherkasy, Ukraine

Doctor of Pedagogical Sciences, Associate Professor at the Department of Preschool Education. Range of scientific interests: preschool education, social and pedagogical activities of the future educator, pedagogical management, digitalization of education, educational process in a rural school, information and communication competence of a teacher, etc.

Nataliia Stepanova, Bohdan Khmelnytsky National University at Cherkasy, Cherkasy, Ukraine

PhD of Philosophical Sciences, Associate Professor at the Department of Preschool Education. Range of scientific interests: philosophy of education, professional training of future specialists in the field of education, professional burnout of university teachers, preschool education, etc.

Olena Vovk, Bohdan Khmelnytsky National University at Cherkasy, Cherkasy, Ukraine

Doctor of Pedagogical Sciences, Associate Professor at the Department of English Philology and Methods of Teaching the English Language. Range of scientific interests: communicative activity of a teacher, foreign language competence, training of future teachers, teaching English in primary school, educational process of rural school, philological practice, etc.

Anna Palienko, Bohdan Khmelnytsky National University at Cherkasy, Cherkasy, Ukraine

PhD of Pedagogical Sciences, Senior Lecturer at the Department of Foreign Languages. Range of scientific interests: professional training of future journalists, foreign language, media competence, media literacy of a rural school teacher, communicative culture of a university teacher.

Tetiana Atroshchenko, Mukachevo State University, Mukachevo, Ukraine

Doctor of Pedagogical Sciences, Associate Professor. Range of scholarly interests include preservice preschool and primary school teachers’ multicultural competence, professional training; authors of more than 100 publications, monographs and textbooks.

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