Wirtualna platforma edukacyjnego instytucjonalizmu w kontekście przemian społecznych
Galіna Zhukova
Department of Psychology and Pedagogy, National University of Physical Education and Sports of Ukraine, 1 Fizkulʹtury str., Kyiv, 03150Iryna Mordous
Department of Methodology of Science and International Education, National Pedagogical Dragomanov University, 9 Pyrohova str., Kyiv, 010601Abstrakt
W artykule przedstawiono teoretyczne aspekty edukacyjnego instytucjonalizmu w kontekście wirtualizacji procesu edukacji, które zostały zaktualizowane na skutek współczesnych wyzwań społecznych związanych z pandemią COVID-19. Sformułowane przez autorów wnioski wskazują na istniejące zagrożenia dla podejść instytucjonalnych w edukacji, zwłaszcza w kontekście ich przemian podążających w kierunku wirtualizacji. Wirtualno-cyfrowa transformacja edukacji to nie tylko wiele zmian w zakresie innowacyjno-technicznych, pedagogicznych, zarządczych, ekonomicznych, finansowych aspektów, ale także w zakresie wartości. Sytuacyjne społeczno-edukacyjne doświadczenie korzystania z wirtualnych platform potwierdziło potrzebę systematycznego badania wirtualizacji środowiska edukacyjnego w ramach teorii instytucjonalizmu i jej konceptualizacji w celu stworzenia alternatywnych podejść do już istniejących technologii sprawnego funkcjonowania systemów edukacji.
Słowa kluczowe:
filozofia edukacji, instytucjonalizm, edukacja, edukacyjny instytucjonalizm, przemiany społeczne, wirtualna przestrzeń edukacyjnaBibliografia
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Department of Psychology and Pedagogy, National University of Physical Education and Sports of Ukraine, 1 Fizkulʹtury str., Kyiv, 03150
Department of Methodology of Science and International Education, National Pedagogical Dragomanov University, 9 Pyrohova str., Kyiv, 010601