DISTANCE LEARNING AND GLOBAL EDUCATIONAL PRACTICES: A MODEL FOR INTERNATIONAL DIGITAL PEDAGOGICAL SUPPORT

Nataliia Balycheva, Liudmyla Doskich, Slávka Tomaščíková, Mykola Mokliuk, Halyna Butenko

Abstract


Objective: This study analyzes the necessity, viability, and effectiveness of digital distance support applied to the pedagogical practice of students in teacher education, situating the proposed model within global educational trends and international policy frameworks such as UNESCO, OECD/TALIS, and the EU Digital Education Plan. The objective is to demonstrate how online technologies and digital environments enhance professional teacher training in an internationalized context.

Method: The research adopts a system-activity approach, conceptualizing remote support as an integrated system of goals, content, methods, tools, and results. The study includes theoretical analysis, an extensive literature review, and the design of a digital support model based on LMS platforms and interactive online resources. The model incorporates static components (informational, methodological, and organizational materials) and dynamic components (forums, chats, wikis, and interactive modules).

Results: Findings reveal that digital support strengthens communication among student interns, university instructors, and school teachers, overcoming spatial and communicative barriers. A digital support model integrated with Moodle was developed, defining effectiveness criteria, information-management levels, and pedagogical, organizational, and technical conditions. The model demonstrated a positive impact on the development of professional competence, enhancing interaction, feedback, reflection, and monitoring within teacher training, with applicability in international contexts.

Conclusion: The study confirms that distance learning and structured digital support are essential for modernizing teacher education in a globalized environment. Integrating digital technologies aligned with international educational policies fosters flexible, collaborative, and efficient pedagogical practices. The proposed model reinforces professional competence in future teachers and expands their ability to operate in technologically enriched and globally connected educational environments


Keywords


Education; Distance Support; Pedagogical Practice; Innovation; System

References


Arum, R. & Roksa, J. (2011). Academically Adrift: Limited learning on college campuses. Chicago, University of Chicago Press.

Astin, A. (1984). Student involvement: a developmental theory for higher education. Journal of College Student Personnel, 25(4), 297–308.

Astin, A.W. (1993). What Matters in College? Four Critical Years Revisited. Vol. 1. San Francisco: Jossey-Bass.

Axelson, R. D., & Flick, A. (2011). Defining student engagement. Change, 31(1), 38–43.

Bers, T.H., & Smith, K.E. (1991). Persistence of community college students: the influence of student intent and academic and social integration. Research in Higher Education, 32, 539–556.

Chesnut, C. E., Hitchcock, J. H. & Onwuegbuzie, A. J. (2018). Using Mixed Methods to Inform Education Policy Research. In: Complementary Research Methods for Educational Leadership and Policy Studies, edited by Chad R. Lochmiller, 307–24. Cham: Springer International Publishing.

Chia, Y.M. (2005). Job offers of multi-national accounting firms: The effects of emotional intelligence, extra-curricular activities, and academic performance. Accounting Education, 14, 75–93.

Cole, M. S., Rubin, R. S., Feild, H. S. & Giles, W. F. (2007). Recruiters’ Perceptions and Use of Applicant Resume Information: Screening the Recent Graduate. Applied Psychology, 56(2), 319–343.

Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches / John W. Creswell. — 4th ed. Thousand Oaks, CA: Sage.

Douglass, J. A., Thomson, G. & Zhao, C.-M. (2012). The learning outcomes race: the value of self- reported gains in large research universities. Higher Education, 64, 317–335.

Epstein, J., Santob, R.M., & Guillemina, F. (2015). A review of guidelines for cross-cultural adaptation of questionnaires could not bring out a consensus. Journal of Clinical Epidemiology, 68, 435–441.

Foreman, E. A. & Retallick, M. S. (2012). Undergraduate involvement in extracurricular activities and leadership development in College of Agriculture and Life Sciences Students. Journal of Agricultural Education, 53, 111, doi:10.5032/jae.2012.03111

Fredricks, J.A., Filsecker, M., & Lawson, M.A. (2016). Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues. Learning and Instruction, 43, 1–4.

Hand, J., Betters, C., McKenzie, M., & Gopalan, H. (2011). Increasing Academic Engagement at HBCU’s Through the Implementation of an Undergraduate Research Showcase. Mountain Rise, 6(3), 1–13.

Harvey, L., Drew, S. & Smith, M. (2006). The First-Year Experience: A review of literature for the Higher Education Academy (York, Higher Education Academy).

Kilgo, C. A., Sheets, J. K. E., & Pascarella, E. T. (2015). The Link between High- Impact Practices and Student Learning: Some Longitudinal Evidence. Higher Education, 69(4), 509–525.

Kim, J. & Bastedo, M. N. (2016). Athletics, clubs, or music? The influence of college extracurricular activities on job prestige and satisfaction. Journal of Education and Work, 249–269. DOI: 10.1080/13639080.2016.1165341

Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: American Association of Colleges and Universities.

Kuh, G. D. (2009). What student affairs professionals need to know about student engagement. Journal of college student development, 50(6), 683–706.

Kuh, G.D., Cruce, T. M., Shoup, R., Kinzie, J. & Gonyea, R.M. (2008). Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence. The Journal of Higher Education, 79 (5), 540–563.

Louis, A. (2025). Integrating Digital Innovation and Sustainability to Build Resilient NGOs and NPOs in Global Rural Contexts: An Interdisciplinary Approach. Journal of Interdisciplinary Knowledge, 8(knowledge), e01634. https://doi.org/10.37497/jik.v8iknowledge.1634

Panagiotou , N. (2025). AI Literacy and the Future of Education: A Framework for Ethical and Inclusive Learning Models. Journal of Interdisciplinary Knowledge, 8(knowledge), e01635. https://doi.org/10.37497/jik.v8iknowledge.1635




DOI: http://dx.doi.org/10.21902/Revrima.v3i49.7686

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Brazilian Journal of Law and International Relations e-ISSN: 2316-2880

Rua Chile, 1678, Rebouças, Curitiba/PR (Brazil). CEP 80.220-181