Impact of international educational projects on e-learning in Ukraine: experience, challenges and prospects

Abstract

As a result of Ukraine's integration into the European educational space, research into the impact of international educational cooperation on the transformation of general secondary education institutions has become topical. The existing scientific gap lies in the insufficient number of studies on how elements of the education system change as a result of participation in international programs. The study aims to determine the impact of international educational projects (Erasmus+, eTwinning, Tempus) on the digitalization of education, pedagogical practices, and management strategies. A mixed paradigm was used: at the quantitative stage (n = 60), ANOVA and multiple linear regression were used to assess the relationship between participation in projects and the level of institutional modernization (IMOS). For quantitative analysis, 60 general secondary education institutions (GSEIs) were selected and divided into three subgroups (based on their level of participation in international educational programs). At the qualitative stage, a thematic analysis of 15 interviews and 12 reports was conducted, yielding over 200 open codes. ANOVA revealed significant differences between groups (F(2, 57) = 19. 82, p < 0.001), and the regression model (R² = 0.73) confirmed the significance of the number of projects (β = 4.86, p < 0.001) and the proportion of digital classrooms (β = 0.37, p < 0.001). Four key themes of change were identified: digital innovation, transformation of the teacher's role, modernization of management, and barriers. Hence, the proposed study contributes to understanding the role of international educational cooperation in transforming the national education system.