Research goals: to outline the state of secondary education to implement a cloud-oriented learning environment (COLE), establishing research objectives: to determine the readiness of students to the introduction of COLE, to develop a conceptual framework of cooperation in COLE at the level of the institution, identify the actors interact COLE.The object of research supports the learning environment secondary schools; subject – a cloud-oriented learning environment of secondary schools.Research methods used: analysis of statistics and publications.Experimental research and conducted in secondary schools Obolon district of Kyiv. Intermediate results: the architecture of COLE 44 secondary schools of the district, introduced more than 10 thousand accounts established electronic interaction between teachers and students by e-mail Outlook. Currently under development cloud storage (SkyDrive) training materials teachers practiced the skills of teamwork and planning tools calendars.The main conclusions and recommendations. Implementation of COLE at secondary schools provides endless opportunities both teacher and student, in fact created conditions for innovation and learning. Without a doubt we can say that for the future of Honshu, for full use must have a quality Internet, motivated teachers. For subjects of the educational process, the conditions of access to learning materials anywhere, anytime, and it activates the cognitive and creative activity of students that will improve key indicators of learning.

The article highlights the issues of developing a system for digital competence of the teacher. The paper describes the research that resulted in the development and implementation of the system for digital professional development for university teachers at the Borys Grinchenko Kyiv University. The principle of system adaptation is realized in two directions: to time possibilities of testing and minicourse passing; to needs of teachers according to professional direction and disciplines taught. A model of organisation of this system based on self-assessment, self-education and micro-teaching principles has been developed. The main structural elements of the system are diagnostic test and sets of minicourses. The approaches to the formation of the diagnostic test, including ensuring its integration, variability and validity, as well as the principle of its use in order to establish the level of digital competence of teachers in accordance with the developed corporate standard of digital competence were applied in detail. Using the example of the compulsory level of digital competence Analyst-Researcher (A) the use of mini-course sets for Integrator (B1), Expert (B2), Leader (C1) and Innovator (C2) levels are described. The system allows teachers to build their own professional development trajectory as a digital footprint reflected in a personal study, and the use of embedded business intelligence tools provides a visualised holistic picture of digital professional performance. The place of the system and its further development for professional development in the digital twin of the educational institution is highlighted.

The problem of organizing of Web-based education of bachelors, and the bachelors of computer science in particular, is relevant for higher education institutions. The IT industry puts forward new requirements for future IT professionals training. This, in its turn, requires the educational process modernization: content specification, updating of forms, methods and means of training to meet the demands of socio-economic development of the society in general and bachelors of computer science in particular. The article analyzes and clarifies the notion of Web-based education of bachelors; as well as a line of approaches, such as approaches to the organization of Web-based learning for A La Carte, Station Rotation, Lab Rotation, Individual Rotation, Flipped Learning scenario; the necessity of cloud computing and virtual classroom use as a component of Web-based learning is substantiated. It is established that with the advent of a large number of cloud-based services, augmented and virtual realities, new conditions are created for the development of skills to work with innovative systems. It is noted that the implementation of the approaches to the organization of student Web-based education is carried out on international level, in such projects as Erasmus+ “Curriculum for Blended Learning” and “Blended learning courses for teacher educators between Asia and Europe”. The article features the results of programming students survey on the use of Web-based technologies while learning, namely the results of a new approach to learning organization according to the formula – traditional (30%), distance (50%) and project (20%) training.

This paper describes theory (systemic structural model) of learning activity, as well as demonstrates (on experimental data) changes in intelligence structure on "micro-age" intervals. They are compared specific changes of intelligence structure of pupils of grades 10-11 and students of the 1st year of Kiev University of Economics, masters of psychophysiology, physicians (psychophysiologists), and patent experts. Principles of ergonomic design for learning workplace are proposed.

Наслідки широкомасштабної пандемії Covid-19 підняли на поверхню проблему відсутності цифрового освітнього контенту з природничих дисциплін для забезпечення неперервності навчання та підтримування якості освітнього процесу на належному рівні за дистанційною формою навчання. ІТ-індустрія, що опікується цифровим освітнім контентом, зробила перші кроки щодо удосконалення візуалізації освітнього змісту на сторінках підручників і наповнила їх об’єктами доповненої реальності (AR). У статті окреслено проблеми навчання учнів природничих дисциплін у закладах загальної середньої освіти, зокрема низької зацікавленості у вивченні предмету «Фізика». Запропоновано шляхи підвищення активізації навчальної діяльності учнів за допомогою новітніх цифрових технологій, а саме доповненої реальності. Визначено основні напрями дослідження доповненої реальності в освіті, а саме: використання доповненої реальність в освітньому процесі, професійній підготовці та перепідготовці кадрів, соціальні та технічні проблеми, теоретико-методичні засади, розроблення інструментарію для забезпечення віртуалізації навчання, проєктування освітнього середовища та гейміфікація навчання з використанням доповненої реальності. Описано засоби та програмне забезпечення для відтворення AR з фізики для 8-11 класів закладів загальної середньої освіти. Під час аналізу 160 об’єктів AR виявлено низку проблем, що знижують їх якість. Авторами обґрунтовано критеріально-показникову матрицю визначення якості об’єктів AR, що містять такі основні критерії, як-от: техніко-технологічний, візуально-динамічний, змістово-методичний та десять показників. Запропоновано якість об’єктів AR визначати за чотирма рівнями відповідності: не задовольняють вимогам, потребують ґрунтовного доопрацювання, потребують незначного доопрацювання, відповідають вимогам якості. Перспективними є дослідження щодо визначення ставлення вчителів та учнів закладів загальної середньої освіти до впровадження технології AR в освітню практику.

Modern society is characterized by a significant impact of information technologies on all spheres of human life. In a special way, the processes of digital transformation affect educational institutions, including vocational (vocational and technical) ones. Now vocational (vocational and technical) education occupies an important place in the sector of the country's economy, prioritizing effective training of highly qualified labourers in the state policy of Ukraine. Nowadays, the professional activity of labourers incorporates an intellectual component related to working with electronic devices, artificial intelligence systems, etc. Monitoring of the labor market shows that a skilled worker of the XXI century should be able to think critically, process information analytically, and work with mechatronics systems. The analysis of the European experience in training qualified workers reflects a certain lag of domestic institutions in terms of digital supply. At the same time, the level of teachers' digital competence at vocational (vocational and technical) education institutions needs improving. As a result, the issues of digital transformation for educational institutions are urgent and topical. Provision of modern digital equipment, formation and development of digital competence of all participants in the educational space are becoming the main tasks of teaching stuff in the current conditions. In a special way, the tasks set become relevant during the period of quarantine restrictions, when educational institutions mainly work on distance and mixed forms of teaching.

The article presents the results of a pedagogical experiment on the study of the effectiveness of education with electronic educational game resources (EEGR) in mathematics, conducted during the experimental work “Rozumnyky” (Smart kids). The obtained results, verified by the mathematical statistics, showed the positive effect of the use of EEGR when studying mathematics on the level of educational achievements, the development of memory and thinking of the experimental group pupils. During the experiment there were positive changes in the pupils’ motivation to study; the number of students perceived EEGR as an assistant during the study increased; those, who got tired or was nervous, if something went wrong when using the resource become less. The promising areas for the future research are the development of EEGR for the integrated training of school subjects in primary school and EEGR for training pupils with special needs, the formation of subject and key competencies with the help of the use of EEGR.

The publication provides a comprehensive analysis of the state and development of national education over the 30 years of Ukraine’s independence, identifies current problems in education, ascertains the causes of their emergence, offers scientifically reasoned ways to modernise domestic education in the context of globalisation, European integration, innovative development, and national self-identification. Designed for legislators, state officials, education institutions leaders, teaching and academic staff, the general public, all those who seek to increase the competitiveness of Ukrainian education in the context of civilisation changes.