Analysis of the State Readiness Teachers of General Secondary Education Institutions in Ukraine for Distance Learning

Abstract. The article highlights key objective factors underscoring the need for further development of distance learning in general secondary education institutions. These factors include global trends such as the digitalization of society, and the reform of national educational systems, as well as region-specific challenges. Russia’s war against Ukraine has created additional obstacles, including the destruction of educational infrastructure, constant threats to the safety and well-being of teachers and students, and the displacement of learners within the country and abroad. The development of distance learning is shaped by positive and negative influences and depends on two essential conditions, namely, 1) access to necessary technical resources, and 2) digital literacy, competence, and culture. Teachers and students must be adequately prepared to ensure high-quality distance learning in general secondary education institutions (hereinafter “GSEIs”). A study conducted from 2020 to 2024 on the readiness of GSE teachers for distance learning reveals significant shifts in their attitudes and preparedness, including digital, technological, and methodological aspects. The study identifies key indicators of teachers’ readiness for distance learning: 1) assessment of distance learning outcomes and quality by teachers, students, and parents; 2) institutional readiness to organize and support distance learning, including the presence of a unified e-learning environment of an educational institution; and 3) teachers’ digital literacy. Furthermore, the effectiveness of distance learning depends on education policies at all levels, ensuring systematic support and resources for teachers and institutions in delivering high-quality online education. Finally, the article presents the results of a survey conducted among teachers (2784 respondents in 2020 and 2406 in 2024). It includes a detailed analysis of the responses and highlights a positive trend in teachers’ readiness for distance learning over this period. A comparison of these results with monitoring studies from the Institute for Digitalization of Education of the NAES of Ukraine has confirmed the validity of the indicators used to assess teachers’ readiness for distance learning and supported the study’s conclusions, which are consistent with one another. Keywords: teachers’ digital competence, distance learning, monitoring the digitalization of education, statistics on the use of digital tools, indicators of teachers’ readiness for distance learning, a unified e-learning environment of an educational institution.