Professional Art Education Volume 6 (1) 2025

Scientic Journal

107

UDC 159.943.7:378.018.8

DOI https://doi.org/10.34142/27091805.2025.6.01.10

INSTAGRAM AS AN INNOVATIVE TOOL FOR

PROFESSIONAL TRAINING IN LIBRARY,

INFORMATION, AND ARCHIVAL STUDIES AT HIGHER

TECHNICAL EDUCATION INSTITUTIONS

PhD in Philology, Associate Professor,

Associate Professor at the Department of

Document Studies and Ukrainian Language,

National Aerospace University «Kharkiv

Aviation Institute»

Kharkiv, Ukraine

email: m.shleneva@khai.edu

https://orcid.org/0000-0003-4297-6872

This article considers Instagram as an innovative tool for developing educational resources aimed

at training future specialists in library, information, and archival studies at higher technical education

institutions in the context of educational digitalization. Leveraging its functional features, such as Stories,

Reels, infographics, and interactive polls, Instagram facilitates the creation of visually oriented, interactive

content that fosters professional competencies, including visual literacy, media communication, critical

thinking, and creativity. The platform aligns with principles of integrated, competency-based, and student-

centered learning, adapting the educational process to the digital preferences of Generation Z, for whom social

media is integral to daily life. The study analyzes the integration of Instagram into professional training,

evaluates its impact on student motivation, digital literacy, and creativity, and provides recommendations

for establishing specialized educational accounts as virtual learning environments. Particular emphasis is

placed on ethical and psychosocial considerations, including digital addiction, data privacy, and the need for

methodological training to ensure educators’ effective use of Instagram. By supporting asynchronous learning,

removing temporal and spatial barriers, and enabling gamied approaches (e.g., quizzes and quests) and digital

portfolio development, Instagram is especially relevant for distance and blended learning formats. The article

underscores Instagram’s pedagogical value, proposing innovative learning approaches that align with the

demands of the digital economy and contemporary labor market. Future research directions include developing

didactic models for Instagram content tailored to library, information, and archival studies, analyzing its

impact on students’ professional identity and academic mobility, evaluating its effectiveness across diverse

higher education institutions, and formulating methodological guidelines for educators to create ethical and

secure digital learning environments.

Keywords: Instagram, educational tools, professional training, digital education, library, information,

and archival studies, future specialists, gamication, higher education, technical universities

Statement of the problem and its connection

with important scientic and practical tasks.

In the contemporary information society, digital

transformation permeates all spheres of human

activity, including education, necessitating

innovative tools for effective professional training

of future specialists. Social networks, traditionally

viewed as platforms for entertainment and

communication, are evolving into robust

educational ecosystems. These platforms facilitate

interactive, informal, and multimodal learning,

tailored to the preferences of modern users,

particularly Generation Z, for whom digital

environments are integral to daily life.

Among social networks, Instagram stands

out as a leading platform, boasting millions of

active users in Ukraine and globally. Its functional

features, including short-form videos (Reels),

interactive Stories, visual content, and feedback

mechanisms, transcend its recreational role,

positioning Instagram as a dynamic environment

for developing, testing, and implementing

innovative educational tools. These tools align

with contemporary digital practices, enabling the

cultivation of professional competencies in an

engaging, accessible, and dynamic manner.

Despite the increasing prominence of social

networks in informal education, their potential

for systematic professional training remains

underexplored and underutilized. The absence

of evidence-based methodologies for leveraging

Instagram as an educational platform hinders its

integration into formal learning processes.

However, the practical value of this approach is

evident: incorporating Instagram into professional

training can enhance student motivation, foster

media literacy, stimulate creativity, and promote

adaptability to the demands of the digital economy.

Investigating Instagram’s potential as a tool

for professional training is a pertinent endeavor

with both scientic and practical implications.

Scientically, it deepens understanding of

social networks’ role in reshaping educational

paradigms. Practically, the ndings can inform

innovative pedagogical approaches that align with

the needs of the modern labor market and the

digital generation’s characteristics.

Analysis of key research and publications.

The digital transformation of education, as a

cornerstone of modern pedagogical evolution,

is thoroughly explored in the works of domestic

and international scholars, who identify key

strategies for effectively integrating information

and communication technologies into educational

processes. Within the framework of digital

didactics, dened by V. Bykov & M. Leshchenko

(2016) as the science of designing educational

environments using digital tools, social networks

serve not only as communication platforms but

also as robust educational resources. Instagram,

in particular, enables the creation of personalized

learning pathways, supports visually driven

knowledge frameworks, and fosters critical

thinking and digital literacy.

The perspectives of E. Richter et al. (2022) on

digital education within internet-based platforms,

such as Instagram, are highly relevant, especially

given the digital immersion of Generation

Z. Integrating Instagram into educational processes

enhances the motivational aspects of learning

by encouraging active, creative engagement,

as supported by I. Hussain et al. (2018), who

underscore the role of innovative digital tools

in cultivating effective learning environments.

The use of visual tools, such as Stories, Reels, and

IGTV, enables students in library, information,

and archival studies to develop professional

competencies alongside visual and informational

literacy, critical for roles involving information

systematization and archiving.

However, the intensive use of digital

platforms necessitates critical examination due to

their impact on cognitive functions and well-being.

O. Yudenkova (2022) highlights concerns regarding

digital addiction, notably nomophobia, while

Adrian et al. (2017) note the dual nature of constant

digital engagement: it facilitates socialization and

communication but risks cognitive overload.

Within the e-didactics framework, M. Gomez-

Ortiz et al. (2023) propose that Instagram’s tools,

digital stories, visual instructions, and interactive

tasks establish a novel visual-discursive learning

paradigm responsive to the demands of the digital

era. This paradigm is particularly signicant

for developing students’ abilities to critically

interpret visual information, adapt to evolving

digital landscapes, and achieve professional self-

realization in media spaces.

S. Bortolazzo & R. Machado (2021) explore

Instagram’s potential as an educational tool,

highlighting its inuence on reimagining

education, learning, teaching, and curriculum

design. Grounded in Cultural Studies in Education

and a post-structuralist perspective, the study

is structured in three interconnected research

movements. First, it examines Instagram’s

pedagogical features, emphasizing its role as a

learning platform. Second, it reviews the curriculum,

its evolving priorities, and transformations. Third,

it investigates how Instagram fosters innovative

approaches to curriculum development. The

ndings suggest that Instagram supports a mobile,

technology-driven curriculum, promoting digitally

aligned learning practices, as evidenced by expert

insights.

B. Celik et al. (2023) investigate higher

education students’ preferences for social media

platforms as educational tools, with a focus on

Instagram’s role in Turkey. Utilizing a pairwise

comparison method, the research ranks nine

108

Volume 6 (1) 2025

Professional Art Education

popular social media platforms, Instagram,

TikTok, YouTube, WhatsApp, Facebook, Twitter,

Snapchat, Telegram, and Pinterest, based on their

educational utility. Data were collected from

492 higher education students in Turkey and

analyzed using the Thurstone V equation. Results

reveal Instagram as the top-ranked platform

for educational purposes overall, followed

by WhatsApp and YouTube. Gender-based

preferences show variations: female students

prioritize WhatsApp, Instagram, and YouTube,

while male students favor Instagram, WhatsApp,

and YouTube. The ndings highlight Instagram’s

signicant potential as an effective and preferred

educational tool, reecting its adaptability to the

learning needs of digitally engaged students.

L. Cilliers & K. Viljoen (2023) examine

Instagram’s role as a marketing tool for Technical

and Vocational Education and Training (TVET)

colleges in South Africa. Analyzing posts from 19

TVET Instagram accounts (January 2019–June 2020)

through sentiment and descriptive analysis, it nds

only 57% of accounts active, making Instagram the

least used platform for marketing.

Colleges use Instagram to engage followers,

share updates, and promote achievements, with

positive or neutral sentiments. The lack of a social

media strategy leads to inconsistent use. The study

recommends a strategic framework from the

Department of Higher Education and Training to

enhance Instagram’s effectiveness for stakeholder

engagement.

J. Samaniego et al. (2020) explore Instagram’s

role as an educational tool to enhance creativity and

engagement among adolescents. Using Instagram’s

visual and interactive features, such as literary-

themed posts, the research analyzes educational

Instagram accounts to assess their impact on

students and teachers. A survey evaluates the

integration of devices with Instagram, measuring

engagement via likes and comments to determine

its effectiveness in fostering signicant learning

and classroom dynamics.

In the context of global digitalization, the

effectiveness of educational processes increasingly

hinges on educators’ ability to adapt content to

formats that resonate with students’ preferences.

Social media platforms, particularly Instagram,

emerge as powerful tools for pedagogical

interaction due to their widespread use and

interactive capabilities.

M. Shlenova (2025) emphasizes the need

for innovative teaching approaches that ensure

adaptability and exibility amid the evolving

educational landscape. Contemporary students,

immersed in mobile technologies and social media,

exhibit a natural anity for visual and interactive

content. This predisposition creates signicant

opportunities for leveraging Instagram as a

platform to deliver educational content, facilitate

communication, share academic outcomes, and

foster students’ academic identities.

O. Maslova et al. (2023) highlight a direct

correlation between the increased use of digital

devices during online learning and heightened

student engagement with social media. This trend

underscores the potential for a pedagogical shift:

rather than resisting the digital environment,

educators should integrate it into the learning

process.

I. Kolesnikova (2020) argues that Instagram

transcends its recreational role, serving as a

dynamic platform for constructing educational

experiences. By fostering creativity, digital

literacy, multimodal thinking, and self-expression,

Instagram aligns with the developmental needs

of modern learners, enhancing the educational

process through its visual and interactive features.

Instagram’s functionalities, including live

streams, Stories, Reels, pinned posts, polls, and

interactive stickers, offer signicant didactic

exibility, enabling the integration of blended,

asynchronous, and visually oriented learning

approaches. In the context of library, information,

and archival studies, where competencies in

communication, content visualization, media

management, and digital curation are essential,

Instagram serves as a versatile tool for creating

electronic exhibitions, project presentations,

educational storytelling, and digital collections.

Despite its evident potential, the use of

social media for educational purposes remains

unsystematic and suboptimal. The lack of an

integrated approach to developing content

aligned with educational program objectives often

undermines its effectiveness. Neglecting platform-

specic features or relying on monotonous

content delivery methods can diminish student

engagement, as substantiated by O. Pinchuk (2022).

Professional Art Education Volume 6 (1) 2025

Scientic Journal

109

Formulation of the article’s aims and

objectives. This study aims to explore Instagram’s

potential as a platform for developing educational

tools to foster professional competencies among

future specialists in library, information, and

archival studies, and to validate its didactic ecacy

within digitalized education. Specic objectives

include: analyzing Instagram’s functionalities

(Stories, Reels, infographics) for creating interactive

educational materials; examining its integration

into professional training; evaluating its impact on

student motivation, creativity, and digital literacy;

proposing guidelines for establishing educational

accounts; and addressing ethical and psychosocial

considerations associated with platform use.

Presentation of the main material.

Developing Instagram-based educational tools for

training specialists in library, information, and

archival studies represents an innovative approach

to integrating digital technologies into professional

education. As a visually dominant platform,

Instagram signicantly inuences students’

cognitive engagement, as evidenced by V. Bykov &

M. Leshchenko (2016), who highlight the benets

of visual thinking and knowledge visualization.

Amid the rapid digitalization of educational

environments, this approach enhances students’

cognitive activity and learning motivation.

Contemporary higher education demands

differentiated and personalized strategies for

cultivating professional competencies, particularly

in information communication and digital literacy.

Students’ prociency in leveraging Instagram

content correlates closely with their baseline

knowledge and media literacy, necessitating

educators’ careful consideration of individual

learning styles and tailored content differentiation.

Instagram’s format facilitates the integration

of microlearning, visual storytelling, infographics,

short video tutorials, and thematic accounts

or hashtags to structure educational content

aligned with student-centered, digitally active

learning paradigms. A dening characteristic of

the platform is its pervasive presence in the lives

of young people, fostering trust in its role as a

knowledge dissemination channel and enhancing

student engagement in learning beyond classroom

hours.

The temporal and spatial exibility afforded

by Instagram is particularly valuable for

distance learning. This approach removes time

constraints, enabling students to self-regulate their

engagement with educational content, a critical

factor in constructing individualized learning

pathways. However, N. Sachaniuk-Kavets’ka et al.

(2021) note that not all students thrive in visually

oriented environments, underscoring the need

for adaptive instructional design to accommodate

diverse learning needs.

Special consideration must be given to

psychosocial factors affecting learning outcomes.

O. Vlasova et al. (2015) highlight the detrimental

effects of stress, social pressure, and emotional

distress on cognitive performance. In this context,

Instagram-based educational content can serve a

psycho-emotional role, fostering a supportive and

positively reinforcing environment, particularly

through interactive student community

engagement.

The integration of Instagram into the

training of specialists in library, information,

and archival studies extends beyond theoretical

knowledge acquisition to the development of

practical competencies. These include prociency

in managing digital resources, conducting

intellectual searches, organizing and visualizing

information, and engaging online audiences. By

leveraging Instagram’s functionalities, such as

visual communication, microlearning, storytelling,

and gamication, educators can systematically

cultivate these skills, aligning with the demands of

professional practice in a digital era.

The application of Instagram as an

educational platform aligns with the concept

of multimodal learning, which emphasizes

delivering information through diverse perceptual

channels, visual, auditory, and textual. This

approach optimizes cognitive processes, heightens

attention, and enhances retention. Instagram’s

visual focus, concise content delivery, exible

feedback mechanisms, and capabilities for

creating interactive Stories, short-form Reels, and

infographics make it an exemplary platform for

implementing multimodal learning principles.

In training future information specialists,

the cultivation of visual literacy, dened as the

ability to critically interpret, create, and transform

visual messages, is paramount. Utilizing Instagram

as an educational tool actively engages students

in content creation, fostering skills in digital

110

Volume 6 (1) 2025

Professional Art Education

storytelling, visual editing, creative design, and an

understanding of information ethics and copyright

principles. This hands-on approach equips students

with competencies essential for professional

practice in a digital media landscape.

Developing Instagram-based educational

tools involves establishing dedicated educational

accounts that function as virtual classrooms.

These accounts can host thematically organized

content addressing core disciplinary areas, such

as the history of librarianship, digital archives,

classication systems, information technologies,

and metadata management. Content can be

delivered via carousel posts, enabling concise

presentation of material enriched with examples,

diagrams, and visual models. Instagram’s

interactive features allow posts to incorporate

questions, discussion prompts, polls, or links to

external resources, enhancing student engagement.

The Stories and Reels functionalities are

particularly noteworthy, offering opportunities

for mini-lectures, case study presentations, or

showcases of real-world practices in information

institutions. For instance, students might create

Stories featuring brief video tours of archives

or libraries, illustrating document processing,

cataloging, or digitization workows. Such tasks

not only hone professional skills but also develop

competencies in public presentation, aligning

with contemporary expectations for information

specialists.

A primary advantage of Instagram in education

lies in its capacity to facilitate gamied learning,

signicantly enhancing student motivation.

Through the Stories feature, educators can design

daily quizzes, quests, or thematic marathons (e.g.,

“Five Days of Library Terminology”) to reinforce

course material. Such activities stimulate cognitive

engagement, fostering rapid analysis, decision-

making, and collaborative interaction within

digital environments.

Equally critical is the provision of

methodological support and digital training

for educators employing Instagram. Crafting

educational content demands prociency in digital

design tools, storytelling, visual communication

principles, and pedagogically sound format

selection. Consequently, there is a pressing need

for methodological guidelines and professional

development programs to equip educators with

the skills to integrate social media effectively into

teaching practices.

Ethical and legal considerations are

paramount when incorporating social media into

professional training. Issues such as condentiality,

personal data protection, copyright adherence

for visual content, and the creation of a secure

online learning environment must be addressed.

These considerations should be embedded in the

training of both students and educators to ensure

responsible platform use.

The reective dimension of Instagram-

based learning warrants particular attention.

By analyzing their posts, audience interactions,

discussion contributions, and visual diaries,

students develop critical self-reection skills,

enabling them to assess the impact of their content

and cultivate a professional digital identity.

This is especially pertinent for future librarians,

archivists, and information managers, whose roles

increasingly encompass media communication

and cultural inuence.

Integrating Instagram into education

should occur within cohesive modules that

blend traditional and digital learning modalities.

For instance, pairing lectures with social

media activities allows students to consolidate

knowledge, explore broader interpretations, and

pursue independent inquiry. Moreover, Instagram

can serve as a platform for curating electronic

portfolios, showcasing students’ academic work,

projects, multimedia content, reviews, and micro-

research, thereby enhancing their professional

proles.

Instagram holds signicant promise as a

platform for fostering international educational

collaboration and intercultural communication.

Collaborative projects among students from diverse

countries, participation in global information

ashmobs, and content creation in English or other

discipline-specic languages expand opportunities

for academic mobility, elevate the global visibility

of library and archival studies, and promote

national cultural heritage.

Conclusions. The development and

integration of Instagram-based educational

tools into the training of specialists in library,

information, and archival studies represent an

innovative and pedagogically robust approach,

responsive to the demands of the digital era. By

Professional Art Education Volume 6 (1) 2025

Scientic Journal

111

leveraging Instagram as an educational platform,

educators can implement principles of integrated,

competency-based, and student-centered learning,

fostering professional skills in an engaging

and dynamic format. The platform’s features –

Stories, Reels, infographics, and interactive polls

– enable the creation of visually rich content that

stimulates cognitive processes, enhances student

motivation, and strengthens digital literacy.

Instagram facilitates the cultivation of essential

competencies, including visual literacy, media

communication, critical thinking, and creativity,

which are indispensable for information

professionals. Specialized educational accounts,

gamied activities, and microlearning through

short videos and carousel posts provide accessible,

digitally aligned avenues for acquiring professional

knowledge. Furthermore, Instagram supports

asynchronous learning, overcoming temporal and

spatial constraints, making it particularly suited for

distance and blended learning modalities. Beyond

academic benets, Instagram fosters psycho-

emotional engagement by cultivating a supportive

environment through interactive exchanges

and positive reinforcement. This not only boosts

motivation but also shapes professional identity

through digital portfolios, project showcases,

and participation in international educational

initiatives. However, effective implementation

requires methodological training for educators,

adherence to ethical standards, and strategies to

mitigate risks of digital addiction, ensuring a safe

and productive learning environment.

Future research directions. Future research

should focus on developing didactic models for

Instagram content tailored to information studies

curricula, analyzing the impact of these practices

on students’ professional identity and academic

mobility, conducting comparative studies of

Instagram’s ecacy across diverse higher

education institutions, evaluating the long-term

effects of gamied and visual learning approaches

on cognitive and psycho-emotional outcomes,

and formulating methodological guidelines for

educators to create ethical and secure digital

learning environments.

112

Volume 6 (1) 2025

Professional Art Education

СПИСОК ЛІТЕРАТУРИ

Биков, В. Ю., Лещенко, М. П. (2016). Цифрова гуманістична педагогіка відкритої освіти. Теорія і

практика управління соціальними системами: філософія, психологія, педагогіка, соціологія, (4), 115–

130. http://nbuv.gov.ua/UJRN/Tipuss_2016_4_13

Биков, В. Ю., Лещенко, М. П., Тимчук Л. І. (2017). Цифрова гуманістична педагогіка: посібник.

ІТЗН НАПН України. Київ, 181 с. https://lib.iitta.gov.ua/id/eprint/710669

Власова, О. І., Семиченко, В. А., Пащенко, С.Ю., Невідома, Я. Г. (2015). Психологія вищої школи:

підручник. К. : ВПЦ «Київський університет», 405 с. https://kmaecm.edu.ua/wp-content/uploads/2021/06/

vlasovoyi-o.-i.-2015-psyhologiya-vyshhoyi-shkoly.pdf

Колеснікова, І. В. (2020). Цифровізація освітнього процесу в закладі післядипломної педаго-

гічної освіти. Науковий часопис Національного педагогічного університету імені М. П. Драгомано-

ва. Серія 5: Педагогічні науки: реалії та перспективи, (78), 117-120. https://doi.org/10.31392/NPU-nc.

series5.2020.78.25

Маслова, О., Юденкова, О., Гончарова, І. (2023). Гаджети як засіб інноваційного розвитку освіт-

нього процесу в умовах становлення цифрової педагогіки. Актуальнi питання гуманiтарних наук,

59(2), 308-314. https://www.aphn-journal.in.ua/archive/59_2023/part_2/46.pdf

Пінчук, О. П. (2022). Цифрові технології як основа інновацій в сучасній освіті. Інформаційно-ре-

сурсне забезпечення освітнього процесу в умовах диджиталізації суспільства: зб. матеріалів 2-ої

Міжнар. наук.-практ. конф., 10 листоп. 2022 р. Київ. Наук.-метод. центр ВФПО, 5–8. https://lib.iitta.gov.

ua/733385/

Сачанюк-Кавецька, Н. В., Маятіна, Н. В., Новак, О. М. (2021). Цифрова педагогіка у контексті

підвищення якості освітніх послуг. Науковий часопис Національного педагогічного універси-

тету імені М. П. Драгоманова. Серія 5: Педагогічні науки: реалії та перспективи, 80(2), 131-135.

https://doi.org/10.31392/NPU-nc.series5.2021.80.2.27

Professional Art Education Volume 6 (1) 2025

Scientic Journal

113

Юденкова, О. П. (2022). Формування інформаційно-цифрової компетентності у здобувачів освіти

в контексті діджиталізації професійної освіти. Інформаційно-ресурсне забезпечення освітнього про-

цесу в умовах диджиталізації суспільства: тези доп. Міжнар. наук.-практ. конф. (Київ, 10 листопада

2022 р.). Київ, 585–588. https://surli.cc/qzazpb

Adrian, F. W., Kristen D., Ayeet G. & Maarten W. B. (2017). Brain drain: the mere presence of one’s own

smartphone reduces available cognitive capacity. JACR, 2(2). 140–154. https://www.journals.uchicago.edu/

doi/pdfplus/10.1086/691462

Bortolazzo, S. & Machado, R. (2021). An analysis of instagram and its interfaces with the curricular issues.

Comunicacoes, 28(2), 43-56. https://doi.org/10.15600/2238-121X/comunicacoes.v28n2p43-56

Celik, B., Uzunboylu, H., & Demirbas-Celik, N. (2023). Higher education students' social media platform

preferences for educational purposes. RED-Revista de Educacion a Distancia, 23(72). https://doi.org/10.6018/

red.491551

Cilliers, L. & Viljoen, K. (2023). Insights into Instagram use by technical and vocational education and

training colleges. South african journal of information management, 25(1). https://doi.org/10.4102/sajim.

v25i1.1685

Gomez-Ortiz, M. J., Dominguez, R.E., & Bobkina, J. (2023). Instagram as a learning tool to improve

technical vocabulary for sports science students. Journal of Hospitality, Leisure, Sport and Tourism Education,

(32). https://doi.org/10.1016/j.jhlste.2022.100416

Hussain, I., Cakir, O., & Candeger, U. (2018). Social media as a learning technology for university students.

International Journal of Instruction, 11(2), 281–296. https://doi.org/10.12973/iji.2018.11219a

Richter, E., Carpenter, J. P., Meyer, A., & Richter, D. (2022). Instagram as a platform for teacher collaboration

and digital social support. Computers and Education, (190). https://doi.org/10.1016/j.compedu.2022.104624

Samaniego, J., Rivera, A.C., Vásconez, S., Viteri, C., Espinoza, L., Dominguez, K. (2020). Instagram, does

it generate learning in the classroom? 14TH international technology, education and development conference

(INTED2020), 6424-6431

Shlenova, M. (2025). Innovative teaching methods for future specialists in library, information, and

archival studies. Молодь і ринок, 3(325), 121-127. https://doi.org/10.24919/2308-4634.2025.326148

REFERENCES

Adrian, F. W., Kristen D., Ayeet G. & Maarten W. B. (2017). Brain drain: the mere presence of one’s own

smartphone reduces available cognitive capacity. JACR, 2(2). 140–154. https://www.journals.uchicago.edu/

doi/pdfplus/10.1086/691462 [in English]

Bortolazzo, S. & Machado, R. (2021). An analysis of instagram and its interfaces with the curricular issues.

Comunicacoes, 28(2), 43-56. https://doi.org/10.15600/2238-121X/comunicacoes.v28n2p43-56 [in English]

Bykov, V., Leshchenko, M. (2016). Tsyfrova humanistychna pedahohika vidkrytoi osvity [Digital

humanistic pedagogy of open education summary]. Teoriia i praktyka upravlinnia sotsialnymy systemamy:

losoia, psykholohiia, pedahohika, sotsiolohiia, (4), 115–130. http://nbuv.gov.ua/UJRN/Tipuss_2016_4_13 [in

Ukrainian]

Bykov, V., Leshchenko, M., Tymchuk, L. I. (2017). Tsyfrova humanistychna pedahohika: posibnyk. ITZN

NAES of Ukraine [Digital humanistic pedagogy: a handbook. ITZN NAPN Ukraine]. Kyiv, 181 p. https://lib.

iitta.gov.ua/id/eprint/710669 [in Ukrainian]

Celik, B., Uzunboylu, H., & Demirbas-Celik, N. (2023). Higher education students' social media platform

preferences for educational purposes. RED-Revista de Educacion a Distancia, 23(72). https://doi.org/10.6018/

red.491551 [in English]

Cilliers, L. & Viljoen, K. (2023). Insights into Instagram use by technical and vocational education and

training colleges. South african journal of information management, 25(1). https://doi.org/10.4102/sajim.

v25i1.1685 [in English]

Gomez-Ortiz, M. J., Dominguez, R.E., & Bobkina, J. (2023). Instagram as a learning tool to improve technical

vocabulary for sports science students. Journal of Hospitality, Leisure, Sport and Tourism Education, (32).

https://doi.org/10.1016/j.jhlste.2022.100416 [in English]

Hussain, I., Cakir, O., & Candeger, U. (2018). Social media as a learning technology for university students.

International Journal of Instruction, 11(2), 281–296. https://doi.org/10.12973/iji.2018.11219a [in English]

Kolesnikova, I. V. (2020). Digitalization of the educational process in the institution of postgraduate

pedagogical education. Naukovyi chasopys national pedagogical dragomanov university. Series 5. Pedagogical

sciences: realias and perspectives, (78), 117-120. https://doi.org/10.31392/NPU-nc.series5.2020.78.25 [in

Ukrainian]

Maslova, O. Yudenkova, O. Honcharova, I. (2023). Gadgets as a means of innovative development of the

educational process in the conditions of establishing digital pedagogy. Aktualni pytannia humanitarnykh

nauk. 59(2), 308-314. https://www.aphn-journal.in.ua/archive/59_2023/part_2/46.pdf [in Ukrainian]

Pinchuk, O. P. (2022). Tsyfrovi tekhnolohii yak osnova innovatsii v suchasnii osviti [Digital technologies

as the basis for innovation in modern education]. Informatsiino-resursne zabezpechennia osvitnoho

protsesu v umovakh dydzhytalizatsii suspilstva: zb. materialiv 2 Mizhnar. nauk.-prakt. konf., 10 lystop. Kyiv,

Nauk.-metod. tsentr VFPO, 5–8. https://lib.iitta.gov.ua/733385/ [in Ukrainian]

Richter, E., Carpenter, J. P., Meyer, A., & Richter, D. (2022). Instagram as a platform for teacher collaboration

and digital social support. Computers and Education, (190). https://doi.org/10.1016/j.compedu.2022.104624

[in English]

Sachaniuk-Kavets’ka, N. V., Maiatina, N. V., Novak, O. M. (2021). Digital pedagogy in the context of

improving the quality of educational services. Naukovyi chasopys National Pedagogical Dragomanov

University. Series 5. Pedagogical sciences: realias and perspectives, 80(2), 131-135. https://doi.org/10.31392/

NPU-nc.series5.2021.80.2.27 [in Ukrainian]

Samaniego, J., Rivera, A.C., Vásconez, S., Viteri, C., Espinoza, L., Dominguez, K. (2020). Instagram, does it

generate learning in the classroom? 14TH international technology, education and development conference

(INTED2020), 6424-6431 [in English]

Shlenova, M. (2025). Innovative teaching methods for future specialists in library, information, and

archival studies. Molod i rynok, 3(325), 121-127. https://doi.org/10.24919/2308-4634.2025.326148 [in English]

Vlasova, O. I., Semychenko, V. A., Pashchenko, S.Iu., & Nevidoma, Ya. H. (2015). Psykholohiia vyshchoi

shkoly: pidruchnyk [Psychology of higher education: textbook]. Kyiv, «Kyivskyi universytet», 405 p. https://

kmaecm.edu.ua/wp-content/uploads/2021/06/vlasovoyi-o.-i.-2015-psyhologiya-vyshhoyi-shkoly.pdf [in

Ukrainian]

114

Volume 6 (1) 2025

Professional Art Education

Надійшла до редакції / Received: 13.05.2025

Рекомендовано до друку / Accepted: 23.06.2025

Professional Art Education Volume 6 (1) 2025

Scientic Journal

115

INSTAGRAM ЯК ІННОВАЦІЙНИЙ ІНСТРУМЕНТ

ДЛЯ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ

ФАХІВЦІВ З БІБЛІОТЕЧНОЇ, ІНФОРМАЦІЙНОЇ

ТА АРХІВНОЇ СПРАВИ У ЗАКЛАДАХ ВИЩОЇ

ТЕХНІЧНОЇ ОСВІТИ

кандидатка філологічних наук, доцентка,

доцентка кафедри документознавства та

української мови, Національний аерокос-

мічний університет «Харківський авіацій-

ний інститут»

Харків, Україна

email: m.shleneva@khai.edu

https://orcid.org/0000-0003-4297-6872

У статті розглядається Instagram як інноваційний інструмент для розробки освітніх ре-

сурсів з метою підготовки майбутніх фахівців з бібліотечної, інформаційної та архівної справи

у закладах вищої технічної освіти у контексті цифровізації освіти. Використовуючи свої функ-

ціональні можливості, такі як Stories, Reels, інфографіка та інтерактивні опитування, Instagram

сприяє створенню візуально орієнтованого інтерактивного контенту, що сприяє розвитку про-

фесійних компетентностей, включаючи візуальну грамотність, медіакомунікацію, критичне

мислення та креативність.

Платформа відповідає принципам інтегрованого, компетентнісного та орієнтованого на

студента навчання, адаптуючи освітній процес до цифрових уподобань покоління Z, для якого

соціальні медіа є невід’ємною частиною повсякденного життя. У дослідженні аналізується інте-

грація Instagram у професійну підготовку, оцінюється його вплив на мотивацію студентів, циф-

рову грамотність та креативність, а також надаються рекомендації щодо створення спеціалізо-

ваних освітніх акаунтів як віртуальних навчальних середовищ.

Особлива увага приділяється етичним та психосоціальним аспектам, включаючи циф-

рову залежність, конфіденційність даних та необхідність методологічної підготовки для забез-

печення ефективного використання Instagram викладачами. Завдяки підтримці асинхронного

навчання, усуненню часових і просторових бар’єрів, а також можливості використання ігрових

підходів (наприклад, вікторин і квестів) та розробки цифрових портфоліо, Instagram є особливо

актуальним для дистанційних і змішаних форматів навчання.

У статті підкреслюється педагогічна цінність Instagram, пропонуються інноваційні підхо-

ди до навчання, що відповідають вимогам цифрової економіки та сучасного ринку праці. Май-

бутні напрямки досліджень включають розробку дидактичних моделей для контенту Instagram,

адаптованого до бібліотечних, інформаційних та архівних досліджень, аналіз його впливу на

професійну ідентичність та академічну мобільність студентів, оцінку його ефективності в різ-

них закладах вищої освіти та формулювання методологічних рекомендацій для викладачів

щодо створення етичних та безпечних цифрових навчальних середовищ.

Ключові слова: Instagram, освітні інструменти, професійна підготовка, цифрова освіта,

бібліотечна, інформаційна та архівна справа, майбутні фахівці, гейміфікація, вища освіта, тех-

нічні університети

DOI https://doi.org/10.34142/27091805.2025.6.01.10