THE METHODOLOGY FOR ASSESSING THE INFORMATION AND COMMUNICATION TECHNOLOGIES READINESS OF EDUCATORS IN OUT-OF- SCHOOL EDUCATION INSTITUTIONS: DEVELOPMENT, VALIDATION AND NORMING

• Maryna Narovlianska

  PhD candidate at Volodymyr Vynnychenko Central Ukrainian State University, Kropyvnytskyi, Ukraine, Methodologist at the Ukrainian State Center for National-Patriotic Education, Local History and Tourism of Student Youth

  https://orcid.org/0000-0001-8693-3714

• Yevhenii Lukatskyi

  Member of the Board of the Ukrainian Startup Association

  https://orcid.org/0000-0003-3352-3230

The article is devoted to the study of the problem of assessing educators’ readiness to use information and communication technologies (ICT) in their professional activities. Based on a synthesis of contemporary scientific approaches, the necessity of creating a valid, reliable, and practically oriented diagnostic tool that reflects the structure of educators’ readiness to integrate ICT into the educational process is substantiated. The author presents a self-assessment methodology for diagnosing educators’ readiness to apply ICT, developed according to the principles of Likert-type scaling. The questionnaire consists of 22 statements grouped into three main scales – а psychological, methodological, and informational-operational – corresponding to the key components of educators’ readiness. Additionally, a control sincerity scale is included to detect socially desirable responses and enhance the accuracy of results.

The content validity of the instrument was confirmed through expert evaluation, while its internal consistency demonstrated a high reliability coefficient (Cronbach’s α = 0.918), indicating excellent scale coherence. Construct validity was verified through correlation analysis with the TPACK questionnaire (p < 0.001), revealing a strong and statistically significant relationship between indicators. The inclusion of the sincerity scale was proven to be an important advantage of the methodology, ensuring data quality control and improving validity levels.

The questionnaire was standardized on a sample of educators from after-school educational institutions specializing in tourism and local studies, with normative ranges established for each scale and for the overall index. The methodology has a universal character and, after normalization on a broader sample, can be adapted for evaluating the ICT readiness of educators in various types of educational institutions. This creates a foundation for further research and the enhancement of diagnostic approaches to measuring educators’ digital competence.

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Copyright (c) 2025 Maryna Narovlianska, Yevhenii Lukatskyi

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