Professional development for open science adoption among Ukrainian educators

- Marienko, M.V. (orcid.org/0000-0002-8087-962X), Shyshkina, M.P. (orcid.org/0000-0001-5569-2700) and Semerikov, Serhiy O. (orcid.org/0000-0003-0789-0272) (2026) Professional development for open science adoption among Ukrainian educators Social Sciences & Humanities Open (14). ISSN 2590-2911

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Abstract

Despite growing policy emphasis on open science practices, little is known about how professional development can effectively prepare educators to adopt these practices, particularly in contexts where digital infrastructure is still developing. This study evaluated a cloud services training program for Ukrainian educators (n = 588 matched participants) using a quasi-experimental pre-post design, examining changes in open science knowledge and repository adoption intentions. Grounded in the European Framework for the Digital Competence of Educators (DigCompEdu), Rogers’ Diffusion of Innovations theory, and the Unified Theory of Acceptance and Use of Technology (UTAUT), we tested six hypotheses regarding training effectiveness, predictors of adoption, and educator response heterogeneity. Results revealed large improvements in open science familiarity (Cohen’s g = 0.91) and cloud service knowledge (g = 0.93), with moderate-to-large effects on repository usage intentions (g = 0.74). However, cluster analysis identified four distinct educator profiles, including a “Supportive Non-Adopters” group (33%) who developed positive attitudes toward open access yet expressed no intention to use repositories – instantiating the attitude-behavior gap theorized in behavioral research. Prior open science familiarity emerged as the sole significant predictor of adoption intentions (OR = 2.85, p <.001), while quiz performance and disciplinary background showed no predictive value. These findings suggest that professional development effectively shifts knowledge and attitudes but that converting favorable attitudes into behavioral intentions requires additional intervention components targeting implementation planning. The study contributes evidence from an underexamined context where open science infrastructure and educator digital competencies are co-developing, with implications for differentiated professional development design globally.

Item Type:	Article
Keywords:	Open science, Professional development, Technology adoption, DigCompEdu, Attitude-behavior gap, Ukrainian educators, Cloud services, Diffusion of innovations
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 001 Science and knowledge in general. Organization of intellectual work > 001.9 Dissemination of ideas Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 Application-oriented computer-based techniques Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 378 Higher education. Universities. Academic study
Divisions:	Institute for Digitalisation of Education > Department of Cloud-Oriented Systems and Artificial Intelligence in Education
Depositing User:	с.д.,п.н.с Майя Володимирівна Мар'єнко (Попель)
Date Deposited:	31 Aug 2026 07:17
Last Modified:	31 Aug 2026 07:17
URI:	https://lib.iitta.gov.ua/id/eprint/750201

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