Revista
de la
Universidad
del Zulia
Fundada en 1947
por el Dr. Jesús Enrique Lossada
DEPÓSITO LEGAL ZU2020000153
ISSN 0041-8811
E-ISSN 2665-0428
Ciencias del
Agro,
Ingeniería
y Tecnología
Año 14 N° 39
Enero - Abril 2023
Tercera Época
Maracaibo-Venezuela
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Level of the information ecosystem of an educational institution
and the impact of the digitization process on its development.
Valeriia Loiko
*
Andriy Butenko **
Vladyslav Teremetskyi ***
Svitlana Serohina ****
Viktor Sukhomlyn *****
ABSTRACT
The purpose of the article is the formation of methodological recommendations, an algorithm
for determining the level of an educational institution’s information ecosystem and the
identification of the essence of the impact of the digitalization process on its development
and transformation. The research methods used are monographic analysis, analysis and
synthesis, systemic, economic-mathematical modeling, generalization. It has been
substantiated that modern information ecosystems of educational institutions in Ukraine are
in the process of formation and the development of their information ecosystem is affected
by the process of digitalization. It has been concluded that a person of a new formation is
formed due to the improvement and acquisition of new digital skills. Those skills are the basis
of professional activity and a vital necessity for a person of a new formation. It has been
emphasized that there is a change in the education system – transition from passive learning
by listening to active learning by searching and studying information, sharing knowledge and
skills under the influence of the digitalization process.
KEYWORDS: educational institution, information, digitization, teaching, digital skills.
*
Professor of the Department of Finance and Economic of the Boris Grinchenko Kyiv University, Kyiv,
Ukraine. ORCID: https://orcid.org/0000-0003-3248-1585. E-mail: v.loiko@kubg.edu.ua
**
Associate Professor of the Department of History and Theory of State and Law, European University, Kyiv,
Ukraine. ORCID: https://orcid.org/0000-0002-6946-292X. E-mail: butenko_an@ukr.net
*** Professor, leading research scientist of the Department of International Private and Comparative Law,
Academician F.H. Burchak Scientific Research Institute of Private Law and Entrepreneurship, National
Academy of Legal Sciences of Ukraine, Kyiv, Ukraine. ORCID: https://orcid.org/0000-0002-2667-5167. E-
mail: vladvokat333@ukr.net
****
Professor, Head of the State Building Department, Yaroslav Mudryi National Law University, Kharkiv,
Ukraine. ORCID: https://orcid.org/0000-0002-0107-834X. E-mail: seregina.kharkiv@gmail.com
*****
Associate Professor, Rector of the Academy of Labor, Social Relations and Tourism, Kyiv, Ukraine.
ORCID: https://orcid.org/0000-0001-9558-1968. E-mail: info@socosvita.kiev.ua
Recibido: 31/08/2022 Aceptado: 25/10/2022
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Nivel del ecosistema de información de una institución educativa y
el impacto del proceso de digitalización en su desarrollo
RESUMEN
El propósito del artículo es la formación de recomendaciones metodológicas, un algoritmo
para determinar el nivel del ecosistema de información de una institución educativa y la
identificación de la esencia del impacto del proceso de digitalización en su desarrollo y
transformación. Los métodos de investigación utilizados son análisis monográfico, análisis y
síntesis, sistémico, modelación económico-matemática, generalización. Se ha comprobado
que los ecosistemas de información modernos de las instituciones educativas en Ucrania
están en proceso de formación y el desarrollo de su ecosistema de información se ve afectado
por el proceso de digitalización. Se ha concluido que se mejora la formación de una persona
debido a la adquisición de nuevas competencias digitales. Esas habilidades son la base de la
actividad profesional y una necesidad vital para una persona de nueva formación. Se ha
enfatizado que hay un cambio en el sistema educativo: transición del aprendizaje pasivo hacia
el aprendizaje activo, buscando y estudiando información, compartiendo conocimientos y
habilidades bajo la influencia del proceso de digitalización.
PALABRAS CLAVE: institución educativa, información, digitalización, docencia,
competencias digitales.
Introduction
The dynamic information-technological development of the XXI century provides
new demands on a person as a self-sufficient individual and a professional capable of an
innovative type of thinking, an innovative type of life and competitive professional activity
in the innovative society (Teremetskyi et al., 2017).
Analyzing modern points of view on the formation of the information ecoenvironment
of educational institutions and the impact of the digitalization process, it is necessary to pay
attention to publications focused on the information and digital development of higher
education (Kraus et al, 2021a). The digitalization process affects the methods of knowledge
transfer, the formation of competencies and practical skills of future experts, the methods of
information transfer within educational institutions and external communications. Besides,
the digitalization process affects the management of intellectual capital at Universities in the
modern knowledge economy (Kichuk et al, 2021).
Some scholars research the issue of information ecosystem’s formation in educational
institutions. In particular, they pay attention to the fact that the term of “ecosystem” implies
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the “splicing” people and information into a single system. The dominant point of view is that
the information ecosystem is created and developed by humans and is capable of managing
information and building relationships between objects (Pandey and Pattnaik, 2015).
Information ecosystems for the most part are understood as systems capable of creating,
transmitting and managing information. At the same time, different information ecosystems
are formed for different organizations. However, there are common features inherent to all
information ecosystems (Ugaz, 2015).
The problem of researching the impact of the digitalization process on the information
ecosystems of educational institutions has become especially relevant during the period of
quarantine restrictions due to the spread of the acute respiratory disease Covid-19 and other
social challenges of the present day. Information ecosystems of educational institutions differ
from information ecosystems of other organizations. The entire process of formation of
information flows, their transmission, protection and management in educational
institutions is carried out with the aim of imparting knowledge, formation of students’
professional competences and skills. The digitalization process affects all components of the
information ecosystem of educational institutions. The formation of information ecosystems
in terms of the pandemic caused by the SARS-CoV-2 coronavirus underwent significant
changes and the digitalization process contributed to a significant acceleration of those
changes (Zhukova et al, 2021).
Therefore, the purpose of the article is the formation of methodological
recommendations, an algorithm for determining the level of an educational institution’s
information ecosystem and the identification of the essence of the impact of the digitalization
process on its development and transformation.
1. Literature review
A small number of scientific works are focused on studying the impact of digitization
on the information ecosystems of educational institutions. We believe that this indicates the
relevance and necessity of conducting research within this issue. Thus, the scientific article
by Kichuk et al. (2021) is focused on studying the role of information while forming
intellectual capital in higher educational institutions. The issue of information and digital
development of higher education in terms of the innovative economy of Ukraine has been
studied in the scientific work by Kraus et al. (2021a). The impact of quarantine restrictions
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due to the Covid-19 pandemic on accelerating the informatization of the educational process
has been studied in the scientific work by Zhukova and Tymchyk (2021). The article by
Satyendra C Pandey and Pinaki Pattnaik (2015) is focused on the formation of the ecosystem
of university research in the conditions of digitalization. The model for effective collaborative
learning in virtual worlds with intelligent agents has been studied in the scientific work by
Ugaz Max Alva Bernuy Augusto (2015). The article by Kraus et al. is focused on the
development of the “digital human" mentality as a “genetic code” (2021b). The research works
by Aleksandrova et al. are focused on the isues of the role of information in ensuring the
quality of education at Universities and increasing the level of the Universities’
competitiveness. (2018, 2019). The article by Khoruzha, et al. is focused on the results of the
study of the Ukrainian-Polish experience in the formation of digital competence of teachers
and digital skills of students in the learning process (2019). Based on the results of the
accomplished studies by the indicated scholars, it is advisable to direct scientific research on
clarifying the essence of the concept of “information ecosystem of an educational institution”
and the impact of the digitalization process on this system.
2. Methods
The authors of this research used the dialectical method of cognition and a number of
general scientific special methods of scientific research. Thus, the method of monographic
analysis has assisted to clarify those issues that are currently being researched by scholars
and are covered in scientific publications. The method of analysis and synthesis made it
possible to summarize the information regarding the understanding of the essence of the
concept of “information ecosystem of an educational institution” and to form own authors’
vision of the essence and composition of the information ecosystem of an educational
institution. The application of the system method made it possible to conduct research of the
information ecosystem of an educational institution as an open and dynamic system. The
method of economic and mathematical modeling was applied to establish the mathematical
dependence of the level of the educational institution’s information ecosystem on the levels
of its components: resource provision, communication policy, corporate culture. The method
of generalization made it possible to draw conclusions based on the conducted research.
3. Results and Discussion
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3.1. Specific features of understanding the essence of the concept of “information
ecosystem of an educational institution”
The term of “ecosystem” is mainly used in the environmental field. Ecosystem in its
general form is understood as “a set of living beings who have adapted to living together in a
certain environment, forming a single whole with that environment” (Dictionary-handbook
on ecology, 2013: 82-83). The definition of “ecosystem” by Chessell, M. means: “A networking
community whose members combine their resources on mutually beneficial principles in
order to jointly achieve innovative results” (Chessell, M., 2008). Dr. Tapan Munroe,
researching the sustainability of the innovation ecosystem, provides the following definition
of the concept of ecosystem in his scientific work: “An innovation ecosystem is a dynamic
adaptive organism which creates, consumes, and transforms knowledge and ideas into
innovative products via the continuous formation of new businesses in a complex matrix of
relationships among key elements” (2012).
The essence of the term of “information ecosystem” is that this system combines
people and information into a single conglomerate. A person creates, consumes and transmits
information in a certain way and through certain technical means. Information in the
information system is reproduced, transmitted, accumulated, stored and used by a person in
a certain way.
The information ecosystem of an educational institution involves the creation,
transmission, accumulation and storage of information with a specific purpose: the effective
functioning of an educational institution to fulfill its purpose - providing knowledge, skills
and abilities to future experts. A specific feature of the information ecosystem of an
educational institution is that this system is able to create a relationship between all subjects
through purposeful information management.
The information ecosystem of an educational institution is based on certain values of
both society and a specific organization. Such values are usually: social expectations and
standards of human behavior in society; understanding of the role and content of information
in the organization; expectations of behavior from members of the organization within the
regulated corporate culture. Such values for educational institutions, in particular
Universities, are regulated by the norms of corporate culture, which are introduced to each
new member of the organization.
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The functioning of educational institutions assumes that the organization is
replenished by hundreds or thousands of new students and a certain number of employees
every new academic year. At the same time, there is also a reverse process of graduating of a
certain number of education seekers who have already received a diploma. Therefore, the
information ecosystem of educational institutions is annually updated according to the factor
of users of this system.
Every new student or employee is introduced to the basics of the corporate culture of
the educational institution and he / she becomes a full-fledged part of the information
ecosystem of this institution. Due to the partial renewal of people as users and fillers of the
educational institution’s information system, it undergoes changes every year. Therefore, the
main specific feature of the information system of an educational institution is its dynamism
and annual significant updating of users.
The information ecosystem of an educational institution is an open, dynamic system
that is constantly developing. Schematically, the composition of the information system of a
higher education institution (University) is presented in fig. 1.
If the system is open, then it has “input” information and “output” information. Laws
of Ukraine, resolutions of the Cabinet of Ministers of Ukraine, orders and rulings of the
Ministry of Education and Science of Ukraine are the input information for Ukrainian
educational institutions. All the information that is public and can be distributed via the
Internet or social networks is output information.
All components of the information ecosystem of an educational institution are
interconnected, they influence each other and are equal in the formation of the information
ecosystem. The last thesis is confirmed by the fact that it is impossible to form a
communication policy and corporate culture, and vice versa without resource provision, the
communication policy and corporate culture of an educational institution significantly
affects the resource component indicating exactly what is needed from technical and
technological or personnel support at a certain moment.
The resource support of the information ecosystem of an educational institution
consists of technical and technological, organizational and personnel ones. Traditionally,
higher educational institutions in Ukraine have better technical and technological support
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than institutions of general secondary education. We mean greater equipment with modern
computers, software and internal networks of digital communications.
Fig. 1. Composition of the information ecosystem of an educational institution.
Source: compiled by the authors.
The rapid spread of the pandemic in 2020-2021 has affected all aspects of life and led
to economic crisis in many world countries. The Covid-19 coronavirus outbreak highlighted
significant gaps in public administration in various spheres of public life (Teremetskyi et al.,
2021). Thus, the quarantine restrictions introduced in Ukraine as a result of the Covid-19
pandemic highlighted certain shortcomings of the information ecosystems of higher
educational institutions: functional limitation of internal educational systems, insufficient
qualifications of employees and personnel, lack of practical management experience and
online communication.
The scientific works of the researchers have emphasized that the content of academic
disciplines is significantly changed with the mode of online training. However, scientific and
Input information
Information ecosystem of an educational institution
Resource support
Communication policy
Corporate culture
Technical and
technological
External communications
Social
expectations
and
standards
Organizational
Staffing
Internal communications
Values
Organizational
forms
Mechanism of information’s
management and transmis-
sion
Output information
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pedagogical employees and teachers are forced to spend their time and take advanced
training courses at the same time (Zhukova et al, 2021).
The communication policy of an educational institution is formed in two directions:
external and internal communications (Volkova et al, 2019). External communications
involve a variety of ways of interacting with external stakeholders: representatives of
authorities, representatives of mass media, applicants and their parents, employers and other
interested parties. Internal communications involve the process of creating and exchanging
information between employees of an educational institution, between teachers and
students, between administration and employees and students.
The influence of the digitalization process on the external and internal
communications of an educational institution is manifested in the predominance of the
online format in communications over the offline format (Loiko et al, 2021). Different
communication formats have their advantages and disadvantages. It is obvious that the rapid
spread of the online format in both external and internal communications was caused by
quarantine restrictions due to the Covid-19 pandemic. The online format in the
communication policy of an educational institution has the advantages of significantly
greater involvement of different people in the communication process due to the use of new
technologies, as well as the possibility of communication at a distance, which significantly
saves time and financial costs for transportation.
The online format of education allows those seeking education to accomplish tasks at
a convenient time, which makes it possible to work in parallel. The format of online
communication requires all communication participants to possess a certain set of digital
skills, which employees and teachers of educational institutions can acquire in advanced
training courses, and education seekers – in the process of education (Morze et al, 2014,
Morze et al, 2020).
The influence of the digitalization process on the communication policy of an
educational institution is significant. The transfer of communication to the online format also
demanded the improvement of the qualification of employees, updating technical and
technological equipment from educational institutions. We mean updating both the
computer equipment and the purchase of software or signing up for a subscription to use
already developed software resource communication tools. Those measures require
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additional funding from educational institutions. General secondary education institutions
receive this funding from budget funds, but not in sufficient amounts. Higher educational
institutions have the opportunity to use their own earned funds from special funds. They can
spend those funds on technical and technological re-equipment or the purchase of the
necessary software for online communication. With more financial opportunities, higher
educational institutions are more progressive, because they build their own communication
strategies on the latest achievements of the digitalization process.
The corporate culture of an educational institution is also an important component of
the information ecosystem. The corporate culture of an educational institution has an
external manifestation. The external attributes of the corporate culture of an educational
institution are manifested in the design of the educational institution’s website, symbols,
corporate color (if available), traditions, clothing style (if such a style is adopted in the
educational institution).
However, corporate culture is not only the external attributes of an educational
institution that enable consumers to distinguish one institution from another. Corporate
culture is also manifested in internal factors: corporate leadership, which is the basis for
forming the mission and basic values of the educational institution, corporate style of
communication, support of social norms of behavior, formation of a leadership position
among both scientific and pedagogical employees and students. Corporate culture
significantly affects the formation of the image of an educational institution (Kolyanko et al,
2020). The digitalization process has a significant impact on the formation of the corporate
culture of educational institutions. It is manifested in the presentation of various information
in social networks and through the Internet resource with compliance with the requirements
regarding the essence and design of this information in a corporate style. Requirements for
the compliance with the corporate culture of an educational institution are also presented in
student works and academic disciplines, which are placed in the modular environment of the
University (Brovko et al, 2018).
3.2. Methodical aspects of the process of diagnosing the information
ecosystem of an educational institution
Having presented the information ecosystem of an educational institution as an open
system that has various information flows at the entrance and exit and consists of certain
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components (resource provision, communication policy and corporate culture), it is
appropriate to offer a conceptual algorithm that will allow determining the status of the
information system by using an integral indicator “the level of an educational institution’s
information ecosystem”. It is possible to determine the quantitative value of this indicator
and use this information to make further management decisions according to this algorithm.
The level of an educational institution’s information ecosystem is suggested to be
determined by individual components: resource provision, communication policy, corporate
culture. The level of an educational institution’s information ecosystem (LEIEs) is
represented in the form of the following function (formula 1).
]},[];[];{[ CCCPRPfLEIEs
(1)
where LEIEs – the level of an educational institution’s information ecosystem;
RP – the level of resource support of an educational institution’s information
ecosystem;
CP – the level of communication policy of an educational institution;
CC – the level of corporate culture.
The scheme of the calculation algorithm for obtaining the quantitative value of the
“level of an educational institution’s information ecosystem” indicator is presented in fig. 2.
The system of single indicators in order to determine the quantitative value of the level
of each component of the information ecosystem of an educational institution is developed
according to the theory of a balanced system of indicators (Kaplan et al, 1992).
The quantitative value of each single indicator of the components of the level of an
educational institution’s information ecosystem is calculated according to certain formulas.
Quantitative values of the level of each of the components are calculated as a geometric mean
of all single indicators that are selected to calculate the level of this component.
The comprehensive assessment of the integral indicator of the level of an educational
institution’s information ecosystem for each individual indicator is considered as the
geometric mean for all dj indicators and is calculated according to formula (2):
.
1
n
n
j
j
d
К
(2)
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Fig. 2. Scheme of the calculation algorithm for obtaining the quantitative value of the
indicator of “level of the information ecosystem of an educational institution”.
Source: compiled by the authors.
The scale offered in the theory of E. Harrington (Harrington, 1965) is used to
determine the qualitative status of the level of an educational institution’s information
ecosystem (Table 1).
Table 1. Ranges of the value of the integral index of the level of an educational
institution’s information ecosystem according to E. Harrington theory
Range of values
Characteristics of evaluation
0.00 – 0.20
unsatisfactory level of the educational institution’s information
ecosystem
0.21 – 0.36
low level of the educational institution’s information ecosystem
0.37 – 0.62
satisfactory level of the educational institution’s information ecosystem
0.63 – 0.79
good level of the educational institution’s information ecosystem
0.80 – 1.00
excellent level of the educational institution’s information ecosystem
Formation of a system of single indicators based on the selected components of
the level of the information ecosystem of an educational institution
Forming the equations of Harrington functions according to single indicators to
summurize their values to single measurement limits
Calculation of the quantitative values of the components of the level of the
information ecosystem of an educational institution
Calculation of the integral indicator of the level of an educational institution’s
information ecosystem
Forecasting the level of an educational institution’s information ecosystem in
subsequent periods by using the Brown model
Stage 1
Calculation of quantitative values of single indicators according to the selected
components of the level of the information ecosystem of an educational institution
Stage 2
Stage 3
Stage 4
Stage 5
Stage 6
Stage 7
Assessment of the level of riskiness of the functioning of an educational
institution’s information ecosystem and the possibility of changing its level
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According to the obtained results of the calculation of the integral indicator of the
level of the information ecosystem of an educational institution, it is possible to obtain results
in a qualitative dimension and to conclude whether the current level of the information
ecosystem of the University is sufficient for further management decisions.
3.3. Results of calculations and conceptualization of the algorithm for
forecasting changes in the information ecosystem of an educational institution
under the influence of the digitalization process
The system of single indicators is formed at the first stage of calculating the quantitative
value of the level of an educational institution’s information ecosystem for the specified
components: resource provision, communication policy and corporate culture. This system
includes those indicators that can be calculated by formulas and a quantitative value can be
obtained. Indicators that can be evaluated only in a qualitative dimension can be added to
the system of single indicators in the form of expert evaluation results. The system of
indicators suggested by the authors for determining the quantitative level of an educational
institution’s information ecosystem is shown in the table. 2.
Table 2. System of indices of an educational institution’s information ecosystem
Integral index
Group indices
Single indices
The level of an
educational
institution’s
information
ecosystem
1. The level of resource
support of an educational
institution’s information
ecosystem
1.1. The coefficient of updating technical means of
reproduction and transmission of information in an
educational institution.
1.2. The coefficient of updating technological means of
reproduction and transmission of information in an
educational institution.
1.3. The efficiency of using working time in the processes of
reproduction and transmission of information in an
educational institution.
1.4. The level of experts’ availability in the processes of
reproduction and transmission of information in an
educational institution.
2. The level of
communication policy of
an educational institution
2.1. Efficiency coefficient of external communications.
2.2. Efficiency coefficient of internal communications.
3. The level of corporate
culture
3.1. Index of the compliance with the basic provisions of
corporate culture by employees of an educational institution.
3.2. Index of the compliance with the basic provisions of
corporate culture by students of an educational institution.
Source: Compiled by authors
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Formulas for calculating individual single indicators and recommended desired values
of their quantitative measurement are offered by the authors (Table 3).
Table 3. Formulas and recommended and regulatory values for the calculation of individual
indices of an educational institution’s information ecosystem
Index
Formula for calculation
Name
Recommended
regulatory values
1.1. The coefficient of
renewal of technical
means of reproduction
and transmission of
information in an
educational institution.
TNTM
NINTM
CRTHM
NINTM – the number of
introduced new
technical means for
generating and
transmitting
information during the
studied period of time
(month, quarter, year);
TNTM – the total
number of technical
means for creating and
transmitting
information in an
educational institution
≥0.5-1.0
1.2. The coefficient of
renewal of technological
means of reproduction
and transmission of
information in an
educational institution.
TN TLM
NINTLM
CRTLM
NINTLM – the number of
introduced new
technologies for
generating and
transmitting
information during the
studied period of time
(month, quarter, year);
TNTLM is the total
number of technologies
for creating and
transmitting
information in an
educational institution
≥0.5
1.3. The efficiency of
using working time in
the processes of
reproduction and
transmission of
information in an
educational institution.
TNNHWT
NHWT
EUWT
NHWT – the number of
hours of working time
spent on reproduction
and transmission of
information for the
studied period (month,
quarter, year);
TNNHWT – the total
normative number of
hours of working time
for the studied period
(month, quarter, year);
≥0.5-1.0
1.4. The level of experts’
availability in the
processes of
reproduction and
transmission of
information in an
educational institution.
NSNW
NSAW
LPS
NSAW – the number of
experts who actually
work on the processes of
reproduction and
transmission of
information in an
educational institution;
≥0.8-1.0
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NSNW – the number of
experts who are
expected to work on the
processes of
reproduction and
transmission of
information according
to the regular schedule
of an educational
institution.
2.1. Efficiency
coefficient of external
communications.
TNOC
NECC
ECEC
NECC – the number of
external
communications that
continued during the
studied period (month,
quarter, year);
TNOC – the total
number of officially
confirmed external
communications for the
studied period (month,
quarter, year);
→ 1.0
2.2. Efficiency
coefficient of internal
communications.
TAI
SQRI
ECEIC
SQRI – speed and quality
of production, transfer
and obtaining
information within the
organization (assessed
by expert evaluations in
points);
TAI – the total amount of
information for the
studied period, which is
taken as 1.0 in expert
assessments.
→ 1.0
3.1. Index of the
compliance with the
basic provisions of
corporate culture by
employees of an
educational institution.
TNE
NEF SCC
ICCC
NEFSCC – the number of
employees of an
educational institution
who fully support the
standards of corporate
culture;
TNE – the total number
of employees of an
educational institution.
→ 1.0
3.2. Index of the
compliance with the
basic provisions of
corporate culture by
students of an
educational institution.
TNG
NGFSCC
IC SCC
NGFSCC – the number of
students of an
educational institution
who fully support the
standards of corporate
culture;
TNG – the total number
of students of an
educational institution.
→ 1.0
Source: Compiled by authors
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488
The results of calculations of the integral index of the level of an educational
institution’s information ecosystem should be compared with the range of values according
to D. Harrington theory (Harrington, 1965) (table 4).
Table 4. Results of calculations of the levels of functional components and the integral
index of the level of the information ecosystem of an educational institution
Period
Integral index of the
level of the information
ecosystem of an
educational institution
Interval by
D. Harrington
theory
The level of the
information ecosystem of
an educational
institution
Educational
institution
А
2019
2020
2021
0.436
0.461
0,492
0.37–0.62
0.37–0.62
0.37–0.62
Satisfactory level
Satisfactory level
Satisfactory level
Educational
institution
B
2019
2020
2021
0.312
0.365
0.398
0.21–0.36
0.37–0.62
0.37–0.62
Low level
Satisfactory level
Satisfactory level
Educational
institution
C
2019
2020
2021
0.502
0.564
0.638
0.37–0.62
0.37–0.62
0.63–0.79
Satisfactory level
Satisfactory level
Good level
Educational
institution
D
2019
2020
2021
0.414
0.436
0.478
0.37–0.62
0.37–0.62
0.37–0.62
Satisfactory level
Satisfactory level
Satisfactory level
Educational
institution J
2019
0.469
0.37–0.62
Satisfactory level
2020
0.527
0.37–0.62
Satisfactory level
2021
0.572
0.37–0.62
Satisfactory level
Source: Compiled by authors
According to the conducted calculations of the level of the information ecosystem of
the five Ukrainian educational institutions selected for the research, all educational
institutions had a sufficient level of the information ecosystem. It can be considered positive
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489
that the dynamic trends in the development of the level of information ecosystems of
educational institutions tend to grow over the years. Educational institution S received the
highest level in 2021 out of all educational institutions that were researched, “Good level”.
Conclusions
It can be concluded that the information ecosystems of educational institutions are
being developed. The integral indicator of “level of an educational institution’s information
ecosystem” reflects the situation that has been already developed in a certain educational
institution. To make a forecast for changing this indicator in future periods, it is necessary to
pay attention to the methods of forecasting and assessing the risks and threats. Certain
methods and tools are used for forecasting and assessing the risks. It is advisable to combine
all the calculations that are necessary for diagnosing and forecasting the level of the
educational institution’s information ecosystem into a single complex with the use of
computer technology and a database storage system. An expert system can be such a system,
which will allow both to accumulate data, calculation results, forecast data and to provide
expert conclusions regarding the further development of the information ecosystem of a
particular educational institution.
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