- Zhyhaliuk, A. (orcid.org/0009-0005-4155-8152), Shchehelska, Kateryna (orcid.org/0009-0006-2752-7023) and Dronshkevych, Olesia (orcid.org/0000-0003-0040-6150) (2026) Value orientations of web projects in the digital educational environment Research and Educational Studies (10). pp. 301-312. ISSN 2663-5739
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Abstract
The article substantiates the value orientations of the functioning of web projects in the contemporary digital educational environment. The understanding of a web project as an integral interactive digital ecosystem aimed at implementing a particular value-based and worldview strategy has made it possible to present it as a dynamic environment that transforms passive information arrays into tools for personal development, social integration, and national identification. The relevance of the study is determined by the rapid pace of digitalisation of society and the dominance of virtual content, which necessitates a rethinking of the role of digital platforms in shaping the worldview of learners. The methodological basis of the research is formed by the axiological concepts of M. Scheler, which made it possible to consider an educational resource not as a purely technical product, but as a platform for the realisation of an objective hierarchy of values. The authors analyse the dynamics of the transition of society to the state of ‘Onlife’, where the boundary between physical and digital space becomes blurred, and the algorithmic mechanisms of platforms begin to significantly influence the value choices of the individual. Particular attention is paid to the phenomenon of digital stratification, manifested in unequal access to high-quality resources, algorithmic discrimination, and the fragmentation of users’ worldviews. The key value vectors of contemporary educational web projects are systematised: inclusivity, patriotic engagement, openness, academic integrity, and the ethical use of artificial intelligence. The experience of the functioning of international (Europeana, UFDC) and national (collections of KNUCA, ‘Sukhomlynistika’) resources is analysed. It has been established that the effectiveness of integrating cultural artefacts into the educational process is determined by the combination of scholarly evaluation (quality of metadata, Learning Analytics) and creative strategies for the transmission of cultural codes. It is emphasised that the sustainability of educational resources is ensured through an ecosystem approach, which requires from developers and educators technical resilience, openness of code, and systematic integration into the international scientific and educational space. The article demonstrates that responsible design of web platforms is a prerequisite for building an inclusive society in which digital technologies contribute to the harmonious intellectual development of the individual rather than merely ensuring the satisfaction of vital needs. The obtained results may serve as a basis for the development of regulatory recommendations for the ethical and functional design of future educational digital systems.
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