- Коваленко, В.В. (orcid.org/0000-0002-4681-5606) (2026) Theoretical and Methodological Foundations for the Use of Open Science Systems in the Professional Development of Pedagogical and Academic Staff Other thesis, Інститут цифровізації освіти.
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Abstract
Kovalenko V. V. Theoretical and Methodological Foundations for the Use of Open Science Systems in the Professional Development of Pedagogical and Academic Staff. – Monograph. Dissertation for the degree of Doctor of Pedagogical Sciences in speciality 13.00.10 – Information and Communication Technologies in Education. – Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine. – Kyiv, 2026. The monograph analyses theoretical and methodological approaches to the use of open science systems for the professional development of pedagogical and academic staff. It summarises the current state of research on open science, open access, open research data, digital infrastructures, academic integrity, open scholarly communication, open peer review, and the use of artificial intelligence technologies in education and science. Ukrainian and international experience in implementing open science systems is considered. Based on a review of scientific literature, regulatory documents, and current open science practices, the extent to which the problem has been addressed in the Ukrainian and international educational and scientific space is identified. It is established that open science systems should be considered as a specially organised educational and scientific environment for professional development, providing access to research outputs and open resources, and supporting the creation, dissemination, evaluation, and responsible reuse of knowledge. The conceptual and categorical apparatus of the study is clarified, in particular, the meaning of the concepts «open science», «open science systems», «open science tools», «open science competence», and «methodical system». The specific features of the professional development of pedagogical and academic staff in the context of open science are identified. Its continuous, competence-oriented, and practice-oriented nature is substantiated, as well as its focus on updating knowledge, skills, professional values, and readiness to work responsibly in an open digital educational and scientific environment. The components, indicators, and levels of open-science competence among pedagogical and academic staff are clarified. Its structure comprises value-motivational, cognitive, operational-activity, communicative-collaborative, ethical-legal, and reflective-evaluative components. Four levels of competence development are identified: basic, intermediate, advanced, and expert. Open science tools and the principles of responsible application of artificial intelligence technologies in education, research, scholarly communication, and peer review are characterised, with attention to academic integrity, ethics, transparency, responsibility, and human oversight. A structural-functional model of the methodical system for using open science systems in the professional development of pedagogical and academic staff is substantiated and developed. The model comprises target, methodological, conceptual-organisational, content, technological, and diagnostic-resultative blocks and reflects the logic of staged, differentiated, practice-oriented, and reflective development of open science competence. A methodical system for using open science systems has been developed. It integrates the aims, content, forms, methods, tools, organisational and pedagogical conditions, implementation stages, diagnostics, and expected outcomes. It includes a basic methodology for using open science tools and a specialised methodology for their application in peer review. The basic methodology aims to develop open science competence through work with open resources, repositories, digital identifiers, research data, academic integrity tools, and scholarly communication services. The specialised methodology focuses on the knowledge and skills required for responsible participation in scholarly peer review. Recommendations are provided for using open science systems in the professional development of different categories of staff, including the responsible application of artificial intelligence technologies in educational, research, scientific-methodical, communicative, peer-review, and self-educational activities. The organisation, implementation, and results of the pedagogical experiment conducted in 2024–2025 are presented. The experimental work demonstrated positive dynamics in the development of open science competence. The statistical significance of the results was confirmed using the Stuart–Maxwell test: in 2024, χ² = 125.28, and in 2025, χ² = 147.47. Expert evaluation of the methodical system involved 17 experts; the mean score was 2.72 out of 3, or 90.78 %. The consistency of expert judgments was analysed using Kendall’s coefficient of concordance: W = 0.066 at χ² = 21.23. The results obtained confirm the pedagogical feasibility and effectiveness of the developed methodical system, as well as the possibility of its implementation in the professional development of pedagogical and academic staff. The study also takes into account the transformation of scholarly communication, the growing requirements for openness, transparency, reproducibility, and the FAIR principles of research data management. Particular attention is given to open repositories, digital research infrastructures, academic identification services, bibliographic managers, data management services, and open peer-review platforms as components of the open science ecosystem. The proposed system supports differentiated and cyclical professional development and combines diagnostics, self-assessment, correction, and reflection on learning outcomes.
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