Studying educational technology usages in Luxembourg

As a result of Russia’s invasion of Ukraine, many scholars and scientists have left the country. More than 30 Ukrainian researchers displaced by the war have temporarily joined the University of Luxembourg mainly as research fellows and in some cases under temporary contracts funded by the FNR. In this series of interviews, we briefly present the researchers and their work.

Kateryna Ivanishchenko was affiliated with the Reform Support Team of the Ministry of Education and Science of Ukraine, a group of Ukrainian professionals (non-civil servants) funded on a temporary basis by donors to provide targeted technical support and assist the Ministry in the design and implementation of priority education reforms. She is now a Research and Development Specialist at the Department of Education and Social Work of the Faculty of Humanities, Education and Social Sciences at the University of Luxembourg.

What is your research field and which specific topic are you working on?

My research interests lie in the area of public policy, higher education, performance-based funding of higher education, and education finance. At the University of Luxembourg, I am involved in the project "Educational Technology Theories and Practices of Luxembourgish Fundamental School Teachers" aimed at examining educational technology competencies (usage, knowledge, skills and attitudes) of fundamental schoolteachers in Luxembourg.

What would you like to achieve in your research work here?

While being in Luxembourg, I hope to gain a better insight into its experiences in developing and implementing diverse digital education policies, strategies, and programs, and to bring the best Luxembourgish practices to Ukraine to promote the further digital transformation of the Ukrainian educational system.

Will your research have a potential impact on people’s everyday life?

The overall aim of the research project is to systematically document and to better understand current educational technology practices in Luxembourg and the factors that influence these practices. We expect this research to contribute to a better understanding of educational technology usages in Luxembourgish educational settings, in comparison with international experiences, and to develop more effective ways and scenarios for technology integration into Luxembourgish fundamental schools.

What do you think is the biggest contribution your work can bring?

I truly believe that my work here may help to build bridges for further efficient cooperation between Ukraine and Luxembourg in the field of education and science, and to raise awareness of Ukrainians on Luxembourg in general, its traditions, practices, and achievements.

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