Iveta Mietule, Serhii Hushko, Irina Maksymova, Nataliya Sheludiakova, Volodymyr Kulishov, Jelena Lonska


This research analyses information and communication technology as an effective tool and infrastructural basis for tertiary education development. The paper aimed to determine common roadmap of ICT implementation into national educational system taking into account variable factors of smart economics, global digitalisation and conditions of the international environment. Sufficient evidence of European countries’ willingness to ICT transformation is illustrated. A subsidiary objective of this research involves the building of a logical model outlining correlation between tertiary education and level of ICT access by the example of some European member states and Ukraine. Statistical data were based on variable indicators describing ICT infrastructure, education effectiveness and economics. The methodology of statistical methods and GAP-analysis was applied. This allowed revealing complex recommendations for the transformation of education into a smart education. The research highlights key considerations and important trends in the development of European education under the digitalisation.


information and communication technology, tertiary education, European education, ICT access, digital education, smart economy

Full Text:



Becker, S.A., Cummins, M., Davis, A., Freeman, A., Hall, C.G., & Ananthanarayanan, V. (2017). NMC horizon report: 2017 higher education edition, 1-60. The New Media Consortium.

Berdnikova, L. F., Sherstobitova, A.A., Schnaider, O.V., Mikhalenok, N.O., & Medvedeva, O.E. (2019). Smart university: assessment models for resources and economic potential. Smart Education and e-Learning 2019, 583-593. Springer, Singapore.

Daniel, J.S. (2001). Using ICT for quality teaching, learning and effective management. UNESCO Asia and Pacific Regional Bureau for Education.

Dutta, S., Lanvin, B., & Wunsch-Vincent, S. (2020). Global Innovation Index 2017. Cornell University.

Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International journal of educational technology in Higher education, 15(1), 1-16.

Elgazzar, R.F. (2017). Smart cities, sustainable cities, or both. Critical Review and Synthesis of Success and Failure Factors. In Proceedings of the 6th International Conference on Smart Cities and Green ICT Systems, Porto, Portugal, 22-24.

European Commission. (2020). The EU ICT Sector and its R&D Performance. Digital Economy and Society Index 2020. EC publishing.

Eurostat. (2019). ICT sector - value added, employment and R&D. Eurostat data base. Retrivered from,_employment_and_R%26D

García-Peñalvo, F.J., Hernández-García, Á., Conde, M.Á., Fidalgo-Blanco, Á., Sein-Echaluce, M.L., Alier-Forment, M., ... & Iglesias-Pradas, S. (2017). Enhancing education for the knowledge society era with learning ecosystems. Solutions for Knowledge Management and Technological Ecosystems, 1-24. IGI Global.

Illanes, P., Lund, S., Mourshed, M., Rutherford, S., & Tyreman, M. (2018). Retraining and reskilling workers in the age of automation. McKinsey Global Institute.

Izmaylov, Y., Yegorova, I., Maksymova, I., & Znotina, D. (2018). Digital economy as an instrument of globalization. Scientific Journal of Polonia University, 27(2), 52-60.

Mussard, M., & James, A.P. (2018). Engineering the global university rankings: gold standards, limitations and implications. IEEE library, 6, 6765-6776.

Orishev, J. (2020). The use of information and communication technologies in the educational process. JSPI, 1(1). Retrieved from

Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3(1), 33-35.

Tatnall, A. (2020). In A Tatnall (Ed.), Encyclopedia of Education and Information Technologies. Springer.

UNESCO. (2017). Education 2030, Incheon Declaration and Framework for Action. World Education Forum 2017, 1 (1).

UNESCO. (2020). Global education monitoring report 2020: inclusion and education: all means all. Paris: UNESCO. Retrieved from



  • There are currently no refbacks.