Abstract. The article highlights key objective factors underscoring the need for further development of distance learning in general secondary education institutions. These factors include global trends such as the digitalization of society, and the reform of national educational systems, as well as region-specific challenges. Russia’s war against Ukraine has created additional obstacles, including the destruction of educational infrastructure, constant threats to the safety and well-being of teachers and students, and the displacement of learners within the country and abroad. The development of distance learning is shaped by positive and negative influences and depends on two essential conditions, namely, 1) access to necessary technical resources, and 2) digital literacy, competence, and culture. Teachers and students must be adequately prepared to ensure high-quality distance learning in general secondary education institutions (hereinafter “GSEIs”). A study conducted from 2020 to 2024 on the readiness of GSE teachers for distance learning reveals significant shifts in their attitudes and preparedness, including digital, technological, and methodological aspects. The study identifies key indicators of teachers’ readiness for distance learning: 1) assessment of distance learning outcomes and quality by teachers, students, and parents; 2) institutional readiness to organize and support distance learning, including the presence of a unified e-learning environment of an educational institution; and 3) teachers’ digital literacy. Furthermore, the effectiveness of distance learning depends on education policies at all levels, ensuring systematic support and resources for teachers and institutions in delivering high-quality online education. Finally, the article presents the results of a survey conducted among teachers (2784 respondents in 2020 and 2406 in 2024). It includes a detailed analysis of the responses and highlights a positive trend in teachers’ readiness for distance learning over this period. A comparison of these results with monitoring studies from the Institute for Digitalization of Education of the NAES of Ukraine has confirmed the validity of the indicators used to assess teachers’ readiness for distance learning and supported the study’s conclusions, which are consistent with one another.
1. The Ministry of Economic Development, Trade and Agriculture of Ukraine. (2020). On the approval of the professional standard for such professions as “Primary School Teacher in General Secondary Education Institutions”, “Teacher in General Secondary Education Institutions,” and “Primary Education Teacher (with a junior specialist diploma)”. Order No. 2736-20. Retrieved from: https://zakon.rada.gov.ua/rada/show/v2736915-20#Text
2. Spirin, O. M. (2013). Criteria and indicators of the quality of information and communication technologies in teaching. Information Technologies and Learning Tools, 1(33), 1–16. Retrieved from: http://eprints.zu.edu.ua/15476/
3. Bykov, V. Yu. (2008). Models of organizational systems in open education. Atika. Retrieved from: https://core.ac.uk/download/pdf/11084479.pdf
4. Roblyer, M. D., Edwards, J. (2000). Integrating educational technology into teaching (2nd ed.). Merrill. Retrieved from: https://books.google.com.ua/books/about/Integrating_Educational_Technolo... AQAAIAAJ&redir_esc=y
5. Kukh, A. M. (2018). Theoretical and methodical principles of professional training for future physics teachers in an educational-information environment [Doctoral dissertation]. Dragomanov National Pedagogical University. Retrieved from: https://npu.edu.ua/images/file/vidil_aspirant/dicer/D_26.053.01/dis_Kukh...
6. Kravets, S. (2016). The essence and components of teachers’ readiness for implementing distance learning for skilled workers. Professional Pedagogics, 12, 78–89. Retrieved from: https://lib.iitta.gov.ua/709017/1/%D0% A1%D1%82%D0%B0%D1%82%D1%82%D1%8F.pdf
7. Noskova, M. V. (2024). Theory and practice of using distance learning in professional development of teachers from general secondary education institutions [Doctoral dissertation]. Lviv Polytechnic National University. Retrieved from: https://lpnu.ua/sites/default/files/2024/dissertation/27354/disnoskova03...
8. Ovcharuk, O., Hrytsenchuk, O., Kravchyna, O. (2024). Monitoring teachers’ readiness and needs regarding the use of digital tools and ICT: 2024. Analytical report. The National Academy of Educational Sciences of Ukraine. Retrieved from: https://surl.li/cpdvyi
9. Bykov, V. Y., Ovcharuk, O. V., Ivaniuk, I. V., Pinchuk, O. P., Galperina, V. O. (2022). The current state of the use of digital tools for organization of distance learning in general secondary education institutions: 2022 results. Information Technologies and Learning Tools, 90(4), 1–18. DOI: 10.33407/itlt.v90i4.5036
10. Ovcharuk, O. V., Ivaniuk, I. V. (2020). Findings of the online survey on teachers’ needs for professional development in using digital tools and ICT during quarantine: Analytical report. Herald of the National Academy of Educational Sciences of Ukraine, 2(1), 1–4. Retrieved from: https://lib.iitta.gov.ua/id/eprint/723120/
11. Lviv Polytechnic National University. (n. d.). The Centre for Innovative Educational Technologies. Retrieved from: https://lpnu.ua/ciot
12. The Ministry of Education and Science of Ukraine. (2020). Some issues of distance learning. Order No. 1115. Retrieved from: https://zakon.rada.gov.ua/laws/show/z0941-20#Text
13. The Ministry of Education and Science of Ukraine. (n. d.). The All-Ukrainian Online School: An educational portal. Retrieved from: https://lms.e-school.net.ua/
14. The Department of Education and Science of Lviv Region. (2020). The Education Development Strategy for Lviv Region until 2027. Retrieved from: https://osvita.loda.gov.ua/files/blog/260/Proekt_OsvIta_LvIvschini_2027.pdf
15. SELFIE. (n. d.). A tool to support learning in the digital age. Retrieved from: https://education.ec.europa.eu/uk/selfie