ICT integration in education: aligning experiences of ESP lecturers in economic universities

У сучасну цифрову епоху інтеграція інформаційно-комунікаційних технологій (ІКТ) в освіту набуває все більшого значення для підготовки студентів до викликів сучасного ринку праці. Ця наукова студія аналізує досвід викладачів англійської мови за професійним спрямуванням (ESP) у контексті інтеграції інформаційно-комунікаційних технологій у сферу економічної освіти з метою виявлення викликів, розгляду стратегій та оцінки можливостей їх ефективного впровадження. Використовуючи змішаний методологічний підхід, дослідження комбінує аналіз результатів опитувань і дискусій у фокус-групах щодо поглядів викладачів на інтеграцію ІКТ у навчальний процес. Результати опитування свідчать про високий рівень упевненості викладачів у власній компетентності та педагогічних знаннях у поєднанні з помітною прогалиною в технологічних навичках. Результати тесту Крускала-Уолліса показали відсутність статистично значущих відмінностей в ІКТ-компетентності викладачів за їх вченими ступенями (викладач, старший викладач, доцент, професор). Однак були виявлені статистично значущі відмінності в середніх балах за різними компонентами ІКТ-компетентності на різних рівнях досвіду роботи серед учасників опитування. Обговорення у фокус-групах розкривають такі проблеми, як обмежений доступ до ресурсів ІКТ та недостатня інституційна підтримка. Проаналізовано успішні стратегії підвищення залученості студентів за допомогою партнерства та інноваційних методів викладання. Дослідження підкреслює ключову роль інтеграції ІКТ у навчальні програми з економіки та наголошує на необхідності розробки спеціалізованих програм професійного розвитку та інституційної підтримки для подолання виявлених викликів і використання можливостей для покращення результатів навчання студентів. Такі висновки підкреслюють важливість постійних навчальних семінарів, доступу до сучасних ІКТ-інструментів та програмного забезпечення, а також співпраці з досвідченими колегами для сприяння ефективній інтеграції ІКТ у навчальні програми.

Ключові слова: викладачі англійської мови за професійним спрямуванням, володіння технологіями, економічна освіта, інтеграція ІКТ, освітні інновації.

Problem statement

The imperative to seamlessly integrate information and communication technologies (ICTs) into education, particularly within the domain of Economics curriculum, underscores the necessity for ESP lecturers to possess the requisite competencies in leveraging digital tools to enhance student learning [2;]. Effective integration of ICTs in pedagogy demands a nuanced fusion of technological proficiency, pedagogical insight, and subject matter expertise, a challenge not only for ESP lecturers but also for their educators [5]. Central to this discussion is the premise that a robust educational system equips graduates with the adaptability and lifelong learning skills essential for navigating a dynamic societal landscape [6].

Wood L. [18] assert that effective teaching precipitates meaningful learning outcomes. To equip ESP lecturers for success in their professional endeavours, it is imperative to furnish them with the requisite knowledge and skills [10]. Embedding technological pedagogy within professional development programs ensures that ESP lecturers gain hands-on experience and familiarity with instructional technologies, thereby enhancing their readiness to integrate these tools seamlessly into their teaching practices [10].

This study is motivated by the observed challenges faced by ESP lecturers in integrating technology into their teaching practices. While extant literature has examined various aspects of ESP lecturers' training experiences, there remains a dearth of research investigating how these experiences influence their ability to incorporate technology into teaching practices [7]. Therefore, this paper addresses this gap by examining the alignment of ESP lecturers' experiences with technology integration in their teaching practices. ESP lecturers encountered difficulties in adopting emerging technologies during their teaching experiences, owing to traditional training methods. Experience sharing meetings and author's observations found ESP lecturers' reluctance to utilise installed technology in classrooms, prompting attention to this issue.

Analysis of relevant research

The literature review provides a comprehensive examination of strategies aimed at enhancing ICT integration in education, particularly focusing on aligning the experiences of ESP (English for Specific Purposes) lecturers for integrating ICT into Economics curriculum education. The review draws from a range of scholarly sources to shed light on the challenges and potential solutions concerning ICT integration in pedagogy [10; 12; 14].

The review underscores the significance of Technological Pedagogical Content Knowledge (TPACK) framework for ESP lecturers in effectively incorporating technology into teaching practices [8]. By synthesising qualitative evidence, Tondeur J. [16] propose six strategies to cultivate a conducive environment for ESP lecturers to enrich their experiences in technology integration. These strategies encompass role modelling, reflection, learning by design, collaboration, authentic experiences, and feedback.

Role modelling emerges as a critical strategy, emphasising the importance of ESP lecturers demonstrating proficient use of ICTs in teaching and learning contexts. However, the review highlights a significant challenge: the scarcity of ESP lecturers serving as effective role models due to limited exposure and competence in technology integration [10]. This finding underscores the need for targeted professional development initiatives to bridge this gap.

Reflection is identified as another pivotal strategy, enabling ESP lecturers to critically evaluate the benefits and limitations of ICT use in education [14]. By engaging in reflective practices, ESP lecturers can refine their instructional approaches and enhance their digital literacy skills. Nevertheless, the review underscores the time constraints faced by ESP lecturers in attending technology integration training, suggesting the need for more extensive support mechanisms and longer durations for practical experiences [7].

Learning by design emerges as a proactive approach to capacitate ESP lecturers, allowing them to select and design learning materials using digital technologies. However, the review notes a significant hindrance: the lack of relevant resources and opportunities for ESP lecturers to develop models independently [11]. This highlights the importance of institutional support and resource allocation to foster innovation and creativity among ESP lecturers.

Collaboration is identified as a valuable strategy for ESP lecturers, enabling them to work in groups to incorporate ICTs for learning [11]. However, the review underscores the necessity of formal partnerships with institutions to ensure consistency and coherence in technology integration practices (Supunya, 2023). Additionally, the potential of gamification in fostering collaboration and engagement among learners is highlighted, suggesting innovative approaches to enhance student professional development initiatives [9].

Authentic experiences are emphasised as crucial for ESP lecturers, allowing them to apply technology skills in real-world settings [17]. Nevertheless, the review identifies a challenge: the limited opportunities for ESP lecturers to engage in authentic learning experiences due to curriculum constraints and resource limitations [3]. This underscores the need for flexible and adaptive curricular frameworks that prioritize experiential learning opportunities.

Feedback mechanisms are deemed essential for understanding ESP lecturers' digital competence development and addressing issues encountered in technology integration. However, the review underscores the importance of timely and meaningful feedback, suggesting a more active role for lecturers in facilitating discussions and providing guidance [3; 9]. Additionally, the review highlights the potential of peer feedback and dialogue to stimulate critical thinking and reflection among ESP lecturers [1].

Thus, the literature review provides valuable insights into the challenges and opportunities associated with enhancing ICT integration in education, particularly within the context of ESP lecturers in Economics curriculum education. By synthesising existing research findings, the review offers a foundation for future empirical investigations and professional development initiatives aimed at optimising technology integration practices in ESP pedagogy.

The aim of the study was to ascertain the degree to which the experiences of ESP lecturers (English Language) were aligned with the integration of Information and Communication Technologies (ICT) into foreign language curriculum for Economics curriculum programmes. The research questions guiding the investigation were as follows:

1. To what degree were ESP instructors provided with chances to conduct experiments involving ICTs?

2. What strategies were employed to enable ESP educators to incorporate technology into their teaching and learning methods?

3. To what degree did ESP instructors exhibit assurance and competence in employing ICTs during their teaching activities?

4. How can ESP lecturers describe the present state of integrating ICT (Information and Communication Technologies) into their teaching practices, considering challenges, successful strategies, and suggestions for improvement?

Research Methods

The study employed a mixed-methods approach, incorporating both quantitative and qualitative methodologies [4]. Quantitative data were gathered through the administration of the adopted TPACK survey questionnaire (see Appendix A, adapted from [12]), while qualitative insights were obtained through three focus group interviews (see Appendix B for the questionnaire). The survey data underwent descriptive statistical analysis to elucidate overall trends. Additionally, inferential statistics, particularly analysis of variance (the Kruskal-Wallis test), were employed to ascertain whether statistically significant differences existed in mean scores for various components of ICT competencies, including Technological Knowledge, Pedagogical Content Knowledge, Technology Pedagogical Knowledge, Technology Content Knowledge, and Technology Pedagogy Content Knowledge, across different lecturer cohorts delineated by varying levels of work experience and academic rank. The reliability of the TRACK tool was established by its authors [13], and Cronbach's a coefficient was computed to assess the reliability of the adopted TPACK survey questionnaire using scores obtained from the ESP lecturers' TPACK responses. The reliability analysis conducted using Jamovi software yielded a Cronbach's a value of.902 for the entire questionnaire, indicating high internal consistency and reliability of the research instrument.

Quantitative data analysis was conducted using Jamovi software (Version 2.2.5) (available at https://www.jamovi.org), while qualitative data from the focus group interviews were analysed using the trial version of the Atlas.ti web app (accessible via https://atlasti.com/atlasti-web). The interviews were utilized to elicit in-depth qualitative information. The survey questionnaire was distributed among ESP lecturers at the State University of Trade and Economics (SUTE), Kyiv National Economic University named after Vadym Hetman (KNEU), and KROK University of Economics and Law. Stringent measures were implemented to ensure confidentiality and obtain informed consent from all participants. The research comprised three focus groups, each consisting of six ESP lecturers from a single university mentioned.

The study employed two sampling methods: stratified sampling for quantitative data and purposeful sampling for selecting focus groups. The survey sample comprised 45 ESP lecturers with varying genders, ages, work experience, and academic ranks (see multiple Picture 1).

Picture 1 Distribution of the Surveyed Sample by Gender, Age, Work Experience, and Academic Ranks Рисунок 1 Розподіл досліджуваної вибірки за статтю, віком, досвідом роботи та науковими званнями

The three focus groups consisted of 18 participants, also characterised by diverse ages, work experience, and academic ranks. Ethical considerations for this study involved obtaining informed consent from all participants and ensuring the confidentiality of their responses. Additionally, measures were taken to protect the privacy and anonymity of the ESP lecturers involved in the research.

Presentation of the main research material

The study addressed the three research questions by analysing the survey data using descriptive statistical analysis. Additionally, the fourth research question was explored through conducting focus group discussions. The study findings are presented in two sections: the first section presents the survey results focusing on the first three research questions, while the second section discusses the outcomes of the focus group discussions aimed at addressing the fourth research question.

The analysis of data from the descriptive statistics table sheds light on the research questions posed regarding the experiences of ESP instructors in integrating ICT into Economics curriculum: RQ 1. To what degree were ESP instructors provided with chances to conduct experiments involving ICTs?

The data indicates that ESP instructors demonstrated high confidence in their subject matter expertise (CK1) and familiarity with subject-specific language and procedures (CK2), with mean scores of 5.00 for both variables. However, their perceived ability to improve content knowledge (CK3) was slightly lower (M = 4.51), suggesting room for enhancement. This may imply that while ESP instructors feel comfortable with their subject matter, there may be limited opportunities for them to experiment and innovate with ICTs in their teaching practices. This interpretation aligns with the need for initiatives aimed at providing ESP instructors with more opportunities for hands-on experimentation with ICT tools and technologies.

RQ 2. What strategies were employed to enable ESP educators to incorporate technology into their teaching and learning methods?

The data indicates that ESP instructors expressed high levels of agreement with statements related to pedagogical knowledge (PK), particularly in assessing student performance (PK1) and adapting teaching based on student understanding (PK2-PK7), as evidenced by mean scores ranging from 3.87 to 4.93. However, their confidence in technological knowledge (TK) and its application in teaching was relatively lower, with mean scores ranging from 1.96 to 2.93. This suggests a potential gap in strategies employed to empower ESP educators in incorporating technology into their teaching methods. Initiatives aimed at enhancing ESP instructors' technological proficiency, such as targeted training workshops, access to updated ICT equipment and software, and collaborative opportunities with colleagues experienced in ICT integration, may be warranted to bridge this gap effectively.

RQ 3. To what degree did ESP instructors exhibit assurance and competence in employing ICTs during their teaching activities?

The relatively lower mean scores for technological knowledge (TK) highlight a critical area for improvement in terms of ESP instructors' assurance and competence in employing ICTs during their teaching activities. With mean scores ranging from 1.96 to 2.93, ESP instructors demonstrated lower levels of confidence in their technological knowledge compared to their confidence in subject matter expertise and pedagogical skills. This reveals systemic challenges and areas for improvement, and suggests a need for targeted interventions aimed at building ESP instructors' confidence and competence in leveraging ICTs effectively in their teaching practices. Measures such as providing guidance on selecting and implementing appropriate ICT tools, creating opportunities for collaborative learning, and sharing of best practices, and offering ongoing support and professional development in ICT integration may contribute to enhancing ESP instructors' assurance and competence in employing ICTs during their teaching activities.

The data presented in Table 1 depicts the results of the Kruskal-Wallis Test, utilised to ascertain whether statistically significant differences existed in mean scores for different components of ICT competencies among survey participants, considering their academic ranks. These components include Technological Knowledge, Pedagogical Content Knowledge, Technology Pedagogical Knowledge, Technology Content Knowledge, and Technology Pedagogy Content Knowledge.

Table 1

Results of the Kruskal-Wallis Test Based on Academic RankRelated Data Таблиця 1 Результати тесту Крускала-Уолліса на основі даних про академічне звання