• Liudmyla Havrilova
  • Olena Beskorsa


Ключові слова:

digital learning environment, open access, open educational resources, e-learning environment, National Educational Electronic Platform, primary school tеаchers.


The issue of designing the learning environment, which opens the access to modern educational resources and contributes to developing a new level of interaction between teachers and students, is extremely relevant for national system of higher education. The development of digital technologies makes it possible to design qualitative, hi-tech learning environment for training specialists of different professions. The signing the Association Agreement between Ukraine and EU accelerates the process of digitalizing national education that is proved by a number of legislative initiatives and strategic documents, Digital Agenda of Ukraine – 2020 (2016), Law of Ukraine On Education (2017), Concept “New Ukrainian School”, Regulation on Electronic Textbooks, and Regulation on National Educational Electronic Platform are among them.

The purpose of the article is to analyse and generalize national and foreign experience about designing open electronic learning environment that gives an opportunity to model digital learning environment for training primary school teachers, as well as to describe the structure and content of this pedagogical phenomenon. The principles of open education and regulations of competence-based approach constitute the theoretical justification of research. The author analyse the national experience of designing innovative e-environment: the model of electronic educational platform – Universal educational environment – ACCENT ( and electronic platform mobiSchool which are designed by Ukrainian scientists and implemented into the practice as web-tools of electronic learning in secondary schools. It is noted that foreign countries have more experience of creating electronic learning resources, including open digital learning tools, courses, and textbooks. Among widespread information and communication environments there are Open Educational Resources (OER,, Coursera (, Academic Earth (, and online platforms of repositories of educational resources of Harvard and Preston Universities, Massachusetts Technological Institution and others.

It is set out that in foreign pedagogy studies more modern generation of learning resources, Next Generation of Digital Learning Environment (NGDLE). NGDLE is designed as a universal digital learning platform for school teachers and students, university teachers and students, locating and providing software, learning services and tools for learning management. The authors describe the project of digital learning environment for training primary school teachers, designed by the teachers of SHEI “Donbas State Pedagogical University”. The educational resource corresponds to the principles of open education and contains the following subsections: digital learning resources, web-conferences, webinars, scientific and methodological repository, methodological portal, distance courses for matriculants, forum and news.


Brown, М. (2017). The NGDLE: We Are the Architects. EDUCAUSE Review, 11 – 18. Retrieved from

Dobbin, G. (2016). Exploring the Next Generation Digital Learning Environment: Opportunities and Challenges. Retrieved from

Inamorato dos Santos, A., Punie, Y., Castaño-Muñoz, J. (2016). Opening up Education: a Support Framework for Higher Education Institutions. JRC Science for Policy Report, EUR27938EN; DOI:10.279.1/293408.

Lynch, M. (2018). What is the Next Generation of Digital Learning Environments? Retrieved from

Wit, M., & Dompseler, H. (2017). How to create a digital learning environment consisting of various components and acting as a whole? Retrieved from

А Digital Agenda for Europe / Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions. Brussels, 19.5.2010. 245 final. Available from

Карташова, Л. А., Бахмат, Н. В., Пліш, І. В. (2018). Розвиток цифрової компетентності педагога в інформаційно-освітньому середовищі закладу загальної середньої освіти. Інформаційні технології і засоби навчання, 68 (6), 193 – 205.

Любарець, В. (2016). Створення електронної освітньої платформи ACCENT – шлях до якісної освіти. Вища освіта України, 3, 58 – 63. Взято з

Нова українська школа: концептуальні засади реформування загальної школи. Взято з

Положення про електронний підручник. № 440. (2018, 2 травня). Взято з

Положення про електронні освітні ресурси. № 1060. (2012, 1 жовтня). Взято з

Положення про Національну освітню електронну платформу. № 523. (2018, 22 травня). Взято з

Стратегія розвитку інформаційного суспільства в Україні. № 386-р. (2013, 15 Травня).Взято зр.

Універсальний освітній простір ACCENT : офіційний веб-портал. Взято з

Цифрова адженда України – 2020. Взято з




Як цитувати

Havrilova, L., & Beskorsa, O. (2019). DIGITAL LEARNING ENVIRONMENT FOR PRIMARY SCHOOL TEACHERS TRAINING. Професіоналізм педагога: теоретичні й методичні аспекти, (10), 50–64.