MODELS OF TECHNOLOGY-ENHANCED LEARNING IN HIGHER EDUCATION: POSSIBLE APPLICATIONS IN ENGLISH LANGUAGE INSTRUCTION

Abstract

The article addresses the issue of Technology-Enhanced Learning (TEL) in Ukrainian pedagogical universities with a special focus on English Language Teaching (ELT).

Specifically, it provides a comparative analysis of three renowned TEL models: Technological Pedagogical Content Knowledge (TPACK), Substitution-Augmentation-Modification-Redefinition (SAMR), and Digital Competence of Educators (DigCompEdu). Possible outcomes are examined from the perspectives of theory, usability, and challenges within the ELT model, particularly in the context of Ukraine’s higher education.

TPACK deals with the interaction between technological, pedagogical, and content knowledge in effective teaching. SAMR offers a hierarchical framework to assess these transformative impacts of technology on learning processes. DigCompEdu proposes a guidance for a broad competency-based framework for teachers’ digital competences, aligning with European digital education standards.

The paper also underscores the complementary strengths of the models and recommends their joint use for the enhancement of curriculum design, pedagogical innovation, and staff development. Besides, the article debates the challenges unique to Ukraine, including infrastructural limitations and the urgency of digital literacy, and suggests the corresponding remedies such as curriculum alignment, faculty development, and expenditure on digital infrastructure.

The study concludes by advocating an integrated pedagogical framework combining TPACK, SAMR, and DigCompEdu to construct effective digitally literate English language instructors. Future studies embrace longitudinal studies, model localization, inter-disciplinary comparisons, and analysis of students’ feedback to optimize TEL deployment in Ukrainian ELT contexts.