USE OF THE INFORMATION AND DIGITAL ENVIRONMENT OF SECONDARY SCHOOLS BY PARENTS

Abstract

The article presents the results of a survey of parents (5224 respondents) as participants in the educational process regarding the use of the information and digital environment of the secondary school where their child studies. The purpose of the study is to determine the readiness of parents to use the information and digital environment of the secondary school where their child studies; to identify the needs and challenges faced by parents in using the environment; to find out the parents’ assessment of their child’s skills in independent learning in distance education; to find out the level of material and technical support in the child’s family with a device for distance learning. It has been found that parents are willing to use the information and digital environment of the educational institution where their child is studying, most of them (64%) know and use educational platforms or information and communication systems. It is noted that the vast majority of parents (71.2%) highly appreciate the availability of appropriate skills for the child to use digital resources independently in distance learning, which was influenced by the experience of learning during the pandemic and full-scale war. It was found that 88% of respondents provided their child with a device for distance learning, and 51% of respondents control the child’s learning process, which indicates the provision of appropriate support to the child and the involvement of parents in the educational process. It is noted that, according to the majority of parents, the critical aspects of improving the information and digital environment of a secondary school are material and technical support, access to the Internet, communication and feedback between all participants in the educational process. It is concluded that conducting a regular survey among parents to monitor the effectiveness of the information and communication environment of a secondary school is important in order to assess the quality of communication between participants in the educational process, identify problem areas, increase the level of trust and involvement, take into account the needs of participants in the educational process, maintain the effectiveness of the educational process, and introduce innovations that will improve the overall quality of the educational process.