Information technologies in education: innovative approaches to learning in higher educational institutions of Ukraine (second half of the 20th century)

Abstract

The article examines the evolution of computer technology use in higher education, from the first educational systems of the 1960s–1970s to modern digital platforms. It analyzes the development of educational tools in the USA, the UK, the Soviet Union, and Ukraine, particularly their role in shaping an individualized approach to learning. Special attention is given to the early computer-based learning systems focused on programming and their impact on the further development of educational technologies. The aim of the study is to analyze and highlight innovative approaches to the educational process in higher educational institutions of Ukraine. The article explores the development of automated learning systems created at the Institute of Cybernetics of the Academy of Sciences of the Ukrainian SSR under the leadership of V.M. Glushkov, starting from the 1960s. It examines the problem-oriented approach to human interaction with electronic digital computers and its role in forming automated learning systems. Four key stages in the development of this approach are outlined, including the formation of theoretical foundations, software development, and evaluation of the effectiveness of learning systems. Particular attention is given to the “Pedagog” system and other educational platforms developed based on the “Dnipro” series computers. The study highlights the significance of the problem-oriented approach in improving computer-assisted learning methods and organizing an effective dialogue between humans and computers. It analyzes approaches to designing mobile application software packages, including a specialized programming language adapted to the architecture of mini- and microcomputers. Special attention is paid to natural language dialogue systems, where the linguistic processor plays a key role. The research presents the findings of Yu.I. Mashbyts on didactic models of computer-assisted learning based on psychological aspects of organizing dialogue between students and systems. The study also discusses the design of intelligent tutoring systems (ITS) that incorporate adaptive learning tasks and error diagnosis mechanisms. The conclusion emphasizes that modern platforms have significantly expanded learning opportunities compared to early systems, which had limited didactic capabilities