- Кучаковська, Г.А. (orcid.org/0000-0002-4555-896X) (2025) The use of social networking services in the process of training future primary school teachers Diploma thesis, Київський столичний університет імені Бориса Грінченка.
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Abstract
Kuchakovska H.A. The use of social networking services in the process of training future primary school teachers. – A qualification for scientific work in manuscript form. Dissertation for the degree of Candidate of Pedagogical Sciences in specialty 13.00.10 – «Information and Communication Technologies in Education». – Borys Grinchenko Kyiv Metropolitan University, Kyiv, 2025. Content of abstract. The relevance of the study is determined by the fact that the training of future primary school teachers in Ukraine is a key element of primary education reform aimed at ensuring compliance with modern European standards. In this context, the introduction of innovative approaches, the use of digital technologies, and the development of digital competencies that meet the requirements of the New Ukrainian School are of particular importance. At the same time, the digitization of the educational process creates new opportunities for learning and teaching, promotes interactivity, adaptability, and accessibility of education. The rapid development of digital technologies and their implementation in the educational process place new demands on teachers, who must not only possess modern knowledge and skills, but also be prepared to constantly update them. In the digital age, primary school teachers act not only as a source of knowledge but also as mentors who help children master digital tools for learning and development. Modern educational technologies, including interactive platforms, mobile applications, and distance learning, make the learning process more interesting and flexible, which contributes to the development of critical thinking, creativity, and independence in younger students. The need to digitize the learning process and develop the digital competence of primary school teachers is emphasized in a number of regulatory and legal documents at the level of Ukraine and international organizations. The main ones are: The Law of Ukraine «On Education» (2017), the State Standard for Primary Education (2018), the Concept for the Development of Digital Competence (approved by the Ministry of Education and Science of Ukraine), the Professional Standard for the professions «Primary School Teacher in General Secondary Education», «Teacher in General Secondary Education», «Primary Education Teacher,» National Strategy for the Development of Education in Ukraine for the Period until 2030, UNESCO Recommendations on Open Educational Resources (OER), UN Sustainable Development Goals (SDG 4), European Digital Competence Framework for Educators (DigCompEdu 2.2, 2022), Digital Competence Framework for Ukrainian Citizens DigCompUA for Citizens 2.2 (2023), programs and initiatives of the Vseosvita project, Diya. Digital Education, and the reform «New Ukrainian School». However, an analysis of research on the use of digital technologies and the organization of the educational process in the training of future primary school teachers has shown that their use is insufficient, which prevents the development of digital competence among future teachers. This is due to a number of problems: limited access to modern digital tools and resources in educational institutions that train future primary school teachers; insufficient integration of digital technologies into curricula, which prevents students from acquiring the necessary skills for their further application in pedagogical activities; low level of digital literacy among teachers who train future primary school teachers, which limits their ability to effectively teach students to use digital tools; lack of a systematic approach to the formation of digital competence, leading to fragmented acquisition of knowledge and skills that cannot always be applied in practice; insufficient motivation of students to use digital technologies, which is associated with fear of new tools or a lack of clear understanding of their usefulness in the educational process. These factors limit the ability of future primary school teachers to effectively use digital technologies in their educational activities and future professional life, which in turn affects the quality of education for younger students. Social networks services can be a powerful tool for the professional development of primary school teachers, providing access to professional communities, webinars, educational platforms, and resources. They promote the development of critical thinking, the improvement of teaching methods, and the formation of digital literacy, which is an important component of the professional activities of primary school teachers. Social networks services also help future primary school teachers develop safe behavior skills in the digital environment. In Ukraine, as of 2024, about 71% of the population aged 18 to 25 use social networks, including Telegram, YouTube, and Facebook, which are actively used for learning and obtaining information. According to the online survey «Teachers' readiness and needs for the use of digital tools and ICT in quarantine conditions: January-February 2022» (O. Ovcharuk, I. Ivanyuk), 61.7% of primary school teachers use social networks as a channel of communication, 38% have a basic level of skills in using social networks and online collaboration tools, and 24.5% use social networks (Facebook, Instagram) to conduct lessons. Also, domestic research «Educational groups on social networks and messengers» (presented on the website https://erudyt.net/navchalni-predmety/osvitianski-hrupy-u-sotsialnykh-merezhakh-i-mesendzherakh. html), as of 2022, primary school teachers are actively participating in Facebook groups («Everything for Primary School» (39,260 members), «Teacher to Teacher: Free» (45,851 members), «Primary School Teacher's Drawer» (28,800 members), «NUSH – Let's Work Creatively!» (34,600 members)). Educational communities on social networks during the COVID-19 pandemic and the full-scale invasion of the Russian Federation have become an important resource for teachers, providing an opportunity to exchange experience, receive methodological support, and introduce the latest practices into the educational process. To overcome these problems, the following hypothesis was formulated: the methodical use of social networks services by future primary school teachers will contribute to the development of their digital competence in using social networks services through: involving students in active cognitive activities aimed at increasing their knowledge of information systems and modern digital technologies, developing information search skills, and gaining experience in research and analytical work; developing a scientific and information environment that promotes the formation of cognitive interest, independence, and creative activity in students; the desire to master the research skills and abilities that form the basis of scientific research work; the activation of educational and research activities, which in turn will increase motivation, enrich experience and skills for the effective use of electronic educational resources (EER) in their own educational process and further professional activities. The authors analyzed the Professional Standard «Primary School Teacher of General Secondary Education (2020) and the European Digital Competence Framework for Educators DigCompEdu 2.2 (2022), which regulate the digital competencies of primary school teachers. Both documents emphasize the importance of using digital resources, critical thinking, safety in the information space, and the integration of digital technologies into the learning process. The main difference between the Professional Standard «Primary School Teacher» (Ukraine, 2020) and DigCompEdu 2.2 (2022) lies in the level of detail and approach to the digital competence of teachers. The Ukrainian standard focuses primarily on basic information and communication technology skills for organizing the learning process, creating and using digital resources, assessing students, and supporting their digital literacy. DigCompEdu 2.2 (2022), on the other hand, offers a more structured and comprehensive approach, dividing educators' digital competences into six key areas that include not only teaching and assessment, but also professional interaction, personalization of learning, and the development of students' digital skills. In addition, DigCompEdu pays considerable attention to issues of digital ethics, security, and responsible use of technology, while the Professional Standard addresses these aspects more generally. The main difference between the Professional Standard «Primary School Teacher» (Ukraine, 2020) and DigCompEdu 2.2 (2022) lies in the level of detail and approach to the digital competence of educators. Based on an analysis of the European Digital Competence Framework for Educators DigCompEdu 2.2 (2022), the authors identified a number of DC skills that can be effectively developed through the use of social networks in the professional activities of primary school teachers and highlighted the concept of digital competence in the use of social network services. A model for using social networks services in the training of future primary school teachers to develop their digital competence in using social networks services has been developed and described. It consists of interrelated blocks: a target block (presenting basic principles, approaches, and the regulatory and educational system containing regulatory documents in the field of primary education (State Standard of Higher Education for Specialty 013 Primary Education and Professional Standard «Primary Education Teacher»); organizational and content (defines the specifics of the content of training future primary school teachers using social networking services, built taking into account the organizational and pedagogical conditions of the educational process; describes the content of training, which in higher education institutions is formed on the basis of a structural and content system reflected in educational programs, curricula, working curricula, and academic disciplines; describes the possibilities of selected social networks services in the process of training future primary school teachers); evaluative and effective (contains criteria for assessing the components of digital competence in the use of social networking services by future primary school teachers, methods for evaluating the effectiveness of the implementation of social networking services in the educational process, indicators of their use, and levels of development of the components of digital competence in the use of social networking services by future primary school teachers). Based on the model, a methodology for using social networking services in the training of future primary school teachers was developed, which includes the goal, objectives, content, principles, forms and means of training, control and evaluation of results, organizational and pedagogical conditions; the final result is a sufficient and average level of digital competence in the use of social networking services. As part of the implementation of the methodology for using social networking services in the training of future primary school teachers, the complex of the academic discipline «Special Course in Informatics» was updated and improved for third-year students majoring in 013 «Primary Education» at the Borys Grinchenko Kyiv Metropolitan University. A methodology for using various social networks services has been developed and substantiated. In the process of implementing the methodology, approaches, principles, recommended content blocks, forms, methods, and means of implementation have been identified. Methods that are appropriate to use in the training of future primary school teachers using social networks services have been identified: interactive (creation of educational pages on Facebook, Viva Engage, TikTok, Instagram, where students exchange ideas, complete tasks, discuss topics, publish educational materials, and present their own pedagogical ideas), project method (creation of project communities, organization of teamwork on Facebook and Viva Engage pages; promoting professional networking and presenting results on LinkedIn and popularizing ideas through visual content via Instagram and TikTok), problem-based learning (Facebook and Viva Engage create thematic spaces for discussions and case studies, LinkedIn allows you to join professional communities, TikTok and Instagram allow you to model problem situations in video format, ResearchGate – a source of scientific information and a platform for discussing current issues in primary education), peer assessment (Viva Engage and Facebook provide space for group discussions and peer assessment, while ResearchGate provides space for academic presentation and reflection on scientific materials) and scientific-experimental learning or learning through research (ResearchGate – for working with scientific sources, publications, and discussions, LinkedIn – for establishing professional contacts and presenting results in thematic communities). To deepen the study of the topics of this discipline and for experimental platforms, methodological materials «Innovative Approaches to the Use of Social Networks» were developed in the form of a page on the Viva Engage social network and a separate team in Microsoft Teams, the purpose of which is to provide students with knowledge, skills, and practical experience in using social network services for educational purposes, as well as to teach them to integrate innovative approaches into their own professional activities. The thematic modules of the methodological materials cover the history of the development of social networks, their role in the professional growth of teachers, as well as the practical aspects of using social networking services in the educational process, such as Facebook, ResearchGate, Viva Engage, Microsoft Teams, LinkedIn, Google Blogger, Google Classroom, and others. Particular attention is paid to the topics of digital ethics, network security, countering disinformation, and developing a professional image. The effectiveness of the methodology for using social networks in the training of future primary school teachers has been confirmed by a pedagogical experiment. The results of the empirical study at the experimental stage confirmed the hypothesis set out in the dissertation and provide grounds for asserting that the developed methodology for using social networking services in the training of future primary school teachers is effective. The scientific novelty and theoretical significance of the results obtained lies in the fact that for the first time: a model for using social networking services in the training of future primary school teachers to develop their digital competence in using social networking services has been developed and substantiated; a classification of social networks according to their educational potential and functional purpose has been generalized; the key stages in the formation and use of social networking services in the professional activities of teachers have been identified; indicators of the use of social networking services by future primary school teachers have been identified; criteria (motivational, cognitive, and activity-based) and levels (high, sufficient, average, low) for assessing the components of digital competence in the use of social networking services by future primary school teachers have been developed; the concept of «digital competence in the use of social networking services» has been clarified as an integrated characteristic of the professional readiness of future primary school teachers, based on a system of knowledge, skills, abilities, and value orientations aimed at the ability to use social networking services for professional interaction, self-education, organizing the educational process in a digital environment, and forming a personal digital presence; a periodization of the stages of historical development of social networks has been developed; the theoretical and methodological foundations for the development and use of information and communication technologies in open education, in particular, the use of social networking services in the training of future primary school teachers, are being further developed. Practical significance of the results obtained: a methodology for using social network services in the training of future primary school teachers has been developed; a content module «Organization of educational, methodological, and organizational activities of teachers using social network services has been developed for the academic discipline «Special Course in Informatics» (LMS Moodle kubg.edu.ua); a page has been developed on the Viva Engage social network «Innovative approaches to the use of social networks» (https://surl.li/cuxzpf); methodological materials «Innovative approaches to the use of social networks» have been developed in the Microsoft Teams environment (participant attachment by invitation of the administrator); developed methodological materials «Innovative Approaches to the Use of Social Networks» for studying the discipline «Special Course in Informatics» for students majoring in 013 «Primary Education» (https://surl.li/raqnjj); developed recommendations for the use of social network services in the training of future primary school teachers. The results of the dissertation can be used by teachers of higher education institutions and vocational pre-higher education institutions in the process of training future primary school teachers, creating electronic teaching aids, improving working curricula, in the process of improving teaching and methodological support for students of pedagogical specialties, self-education activities of students, as well as in the system of professional development of teachers of general secondary education institutions (primary schools) and postgraduate higher education institutions.
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