The current stage of development of higher education in Ukraine is characterized by increased attention to the problem of learning effectiveness as one of the key indicators of the quality of educational activities of higher education institutions. The digitalization of the educational environment, on the one hand, expands the possibilities for organizing the educational process, and on the other hand, актуалізує the need for scientifically grounded approaches to managing students’ learning activities and achieving the planned learning outcomes.
The reform of higher education, orientation toward European quality assurance standards, implementation of the competence-based paradigm, and the student-centered approach necessitate a reconsideration of traditional views on learning effectiveness. Under contemporary conditions, learning effectiveness is regarded not only as the level of mastery of educational content, but as an integral indicator of the formation of professional and general competencies, the ability for self-directed learning, critical thinking, and the practical application of knowledge.
The problem of learning effectiveness becomes particularly relevant in the context of the development of the digital educational environment of higher education institutions, which encompasses a set of digital resources, technologies, organizational and pedagogical conditions that ensure the implementation of educational programs. In these conditions, the task arises not only of the technical implementation of digital tools, but also of systemic management of the educational process aimed at achieving defined learning outcomes.
In this regard, it is expedient to turn to the systems approach as a methodological basis for the analysis and management of the educational process in higher education institutions. The systems approach makes it possible to consider learning effectiveness as the result of the interaction of educational content, teaching methods and technologies, the digital educational environment, the instructor’s activity, and students’ learning engagement.
The problem of learning effectiveness and the quality of higher education has been the subject of scholarly analysis in the works of many Ukrainian researchers. In the studies of V. Yu. Bykov [1], the role of digital technologies in the development of educational systems and the formation of an open educational environment in higher education institutions is substantiated. The author emphasizes the necessity of integrating pedagogical and technological components of the educational process in order to achieve planned learning outcomes.
Issues of higher education quality and management of educational processes are addressed in the works of V. I. Luhovyi [3], who considers educational quality as a multidimensional category encompassing learning outcomes, conditions for their achievement, and compliance with social and professional demands. A significant contribution to the development of the theoretical foundations of the competence-based approach was made by Yu. M. Rashkevych [7], who emphasizes the connection between learning outcomes, professional training of graduates, and their competitiveness in the labor market.
Pedagogical aspects of education digitalization and the formation of digital competence among participants in the educational process are analyzed in the works of N. V. Morze [5] and O. M. Spirin [10]. The authors focus on changes in the roles of teachers and students within the digital educational environment, which directly affect learning effectiveness.
The methodological foundations of activity-based and student-centered approaches to organizing the educational process are presented in the works of S. O. Sysoieva [9], O. I. Pometun [6] and O. Ya. Savchenko [8]. At the same time, the analysis of sources indicates that the problem of systemic management of learning effectiveness in the context of higher education digitalization remains insufficiently comprehensively studied.
The purpose of the article is to theoretically substantiate the systems approach to ensuring learning effectiveness in higher education institutions of Ukraine under the conditions of digitalization of the educational environment.
Ensuring learning effectiveness in higher education institutions under the conditions of digitalization of the educational environment requires a holistic scientific understanding that goes beyond the use of individual digital tools or technologies. In modern pedagogical science, learning effectiveness is appropriately considered as an integral characteristic of the educational process that reflects the degree of achievement of planned learning outcomes defined by higher education standards, as well as the level of competence formation among students.
Within the systems approach, the educational process in a higher education institution is viewed as a complex multicomponent system in which educational content, pedagogical technologies, organizational forms of learning, the digital educational environment, teachers’ activities, and students’ learning engagement interact. Learning effectiveness in such a system is not a direct result of the functioning of an individual element, but is formed as a result of the coordinated interaction of all its components.
A key position of the study is the clarification of the content of the category “learning effectiveness” in the context of higher education digitalization. Unlike the traditional approach, in which learning effectiveness was often identified with the level of content mastery, the modern understanding of this concept involves analyzing qualitative changes in the cognitive, activity-related, and personal spheres of students.
In this context, the didactic differentiation of the concepts “assimilation,” “mastery,” and “acquisition” of educational content is important. Assimilation reflects primarily the cognitive level of learning activity and is associated with understanding and memorization of educational material. Mastery implies active student engagement and the formation of skills and abilities to apply knowledge in standard learning situations. Acquisition, in turn, characterizes the ability to integrate acquired knowledge and skills into personal experience and to use them in variable, non-standard conditions.
The digital educational environment performs a system-forming function in this process. It creates conditions for the individualization of learning, expansion of access to educational resources, and implementation of formative assessment.
The theoretical results obtained confirm that systemic management of the educational process should be based on a clear definition of learning outcomes as target benchmarks of educational activity.
The conducted research made it possible to theoretically substantiate approaches to ensuring learning effectiveness in higher education institutions under the conditions of digitalization of the educational environment. The proposed provisions may be used in the practical activities of higher education institutions to improve educational process management and to develop internal quality assurance systems.
Literature
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