In today’s world, online education has become not only an alternative to traditional learning but a necessity in the times of crisis. In the experience of Ukrainian universities, the transformation began during the COVID-19 pandemic and continues under the exceptionally challenging circumstances of full-scale war. Meanwhile, in the United Kingdom, the post-pandemic period has seen online learning as a strategic asset that collaborates with traditional education to meet different demands of learners and educators. This article aims to compare these two contexts to provide reference points for further development of Ukrainian education in the digital environment.
In recent years, online learning has significantly increased in popularity in the UK. According to the report of an independent online educational institution, Oxford Learning College, the percentage of online learning consumers in the UK went up from 4% in 2007 to 21% in 2022, which is steady growth. The COVID-19 pandemic was the game-changer that triggered a widespread shift to distance learning [2]. Currently, school and university students, as well as adults seeking new qualifications all have access to online education.
Based on the above research, about 60% of students prefer blended learning modes. They cite convenience, time savings, and being able to learn while working as the key advantages. Teachers highlight the potential for innovation and the need for new types of student support, e.g., mental health counselling and transitioning to digital formats.
Both students and teachers express reservations about online learning even with its advantages. In the article “‘A freedom of students to choose’: Student and staff perspectives on the future role of online learning in higher education,” R. Turner, O. Webb, and C. Pritchard state that the main concern among young people is the lack of social interaction that on-campus learning provides. Some students find it difficult to concentrate and stay motivated for online classes, with a few of them expressing feelings of isolation. The authors conclude that hybrid learning formats are really necessary and that students should be allowed to choose the learning methods that suit their individual needs, schedules, and lifestyles [4].
The widescale adoption of online learning also advantages secondary and higher education, business skills development, and professional training in the UK. Growth Engineering – a private British company with a specialty in corporate e-learning – has recorded that in 2019, 76% of UK organisations offered online learning to staff members. This number increased to 99% in 2024, suggesting expanding access to skill acquisition, particularly among youth and remote workers [6].
Besides, in the UK, online learning is being actively used as a means of developing transnational education (TNE), where it is particularly relevant in the context of global geopolitical and demographic changes. The tendency has been to play an important role in driving more international students to choose UK universities. American student registrations in online UK university programs have grown 26% since 2011, while those from Canada, Australia, and South Africa have increased by 41%, 125%, and 135%, respectively [5]. Researchers McCullough and Roberts emphasize that there must be cooperation from both universities and industry institutions to frame industry-based training programs [1].
In addition to its educational value, e-learning has also come to represent a significant economic boost for the UK. According to Acuity Training, nearly 44.68% of all UK employees have taken online classes for work reasons – nearly as many employees as those with traditional in-class learning (50.92%) [6]. This indicates that online learning is widespread in the labour market. Moreover, the increasing number of foreign students enrolled in online UK courses contributes to national income in the form of education exports. Online courses are also cheaper for students: between £2,500 and £11,000 annually, far less than the £9,250 price of traditional learning – especially without accommodation and travel expenses. Online learning also drives EdTech expansion: in 2021, the UK EdTech sector was valued at £3.2 billion, representing a 72% increase compared to 2020. As the global online education market has grown 900% since 2000, the UK is well-positioned to be a world leader in exporting innovative teaching services [6]. Online learning is thus central to national economic resilience and competitiveness.
Despite its limitations and inherent challenges, online learning in the UK demonstrates how technology can strengthen accessibility, effectiveness, and responsiveness in the learning process. Ukraine has the potential to implement similar practices drawing on foreign experience, while adapting them to its unique socio-cultural context.
During wartime, Ukraine continues integrating online learning as a key component of its educational process. Over the past few years, Ukrainian researchers have conducted a series of studies on applying online learning to emergency conditions. One of them, “Challenges for Universities to Online Technologies Implementation in the Conditions of War in Ukraine,” examines problems confronting students and lecturers during martial law. Findings from the survey indicate the major issues to be unstable internet access, power supply interruptions, and unavailability of necessary equipment. In addition to these technological problems, the interviewees reported emotional fatigue, lack of motivation, and poor concentration ability. Pedagogic issues involved monotonous content, low student engagement, and the need to enhance the digital competence of teachers [3, p. 200].
Even with such challenges, the majority of the participants view online education as positive – especially where adaptive methods are employed, combining offline and online study. Over 90% of the students appreciated their learning accomplishments [3, p. 202], and 82.6% of the university teachers acknowledged online schooling as effective [3, p. 203]. When answering, respondents always referred to the need for support at the system level in the form of technical, psychological, and methodological assistance [3].
A comparative analysis of online learning in the United Kingdom and Ukraine finds several areas for development in Ukraine's e-learning sector. Firstly, there is a critical need to improve technical infrastructure to ensure reliable internet connection and access to computer technology in order to increase educational opportunities, particularly for the displaced and those living in rural areas. Secondly, professional development courses for teachers should be expanded with a focus on interactive pedagogies and ICT. Thirdly, teachers ought to be trained to use blended learning modes as a standard practice, taking into account wartime conditions. Lastly, the policy of “freedom of choice” must be recognized as a key to enhancing student motivation and inclusiveness in education. Psychological support systems for both the teachers and the students are equally important, especially in situations of stress and emotional burnout.
In conclusion, the UK’s experience underscores the strategic utility of online education for contemporary academic systems, while the Ukrainian context reveals the adaptability of e-learning in extraordinary circumstances. Over the past few years, Ukraine has demonstrated considerable potential in building a robust, up-to-date, and adaptable digital education system – one that can incorporate the best international practices while remaining grounded in the national experience of navigating crisis.
References:
1. McCullough, N. & Roberts, J. Online Learning as a Response to Global Shifts in Higher Education. 2024. URL: https://www.hepi.ac.uk/2024/02/02/online-learning-as-a-response-to-global-shifts-in-higher-education/
2. Oxford College. Online Education &E-Learning Statistics UK. 2023. URL: https://www.oxfordcollege.ac/news/online-education-statistics/
3. Sytnykova, Y., Petrenko, T., Bezkorovaina, O., & Ptushka, A. Challenges for Universities to Online Technologies Implementation in the Conditions of War in Ukraine. Information Technologies and Learning Tools, 99(1), 2024. С. 193-208. https://doi.org/10.33407/itlt.v99i1.5436
4. Turner, R., Webb, O., & Pritchard, C. ‘A freedom of students to choose’: Student and staff perspectives on the future role of online learning in higher education. Innovations in Education and Teaching International, 61(6). 2023. С. 1164–1183. https://doi.org/10.1080/14703297.2023.2292074
5. UK Growth of Online Education 2023-2024. URL: https://www.wardtraining.co.uk/post/uk-growth-of-online-education-2023-2024
6. Virtual Learning Statistics 2024: E-Learning. URL: https://www.acuitytraining.co.uk/news-tips/virtual-learning-stats/
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