Pedagogical conditions for organisation of learning in an information and educational environment

In the context of digital transformation of education, the information and educational environment (IEE) has become a key factor in the modernisation of the educational process, highlighting the importance of examining the pedagogical conditions for its effective functioning. This exploratory mixed-methods study aimed to explore teachers’ perceptions of factors associated with the organisation of learning within the IEE using a small purposive sample (n = 24) drawn from higher education institutions in six national contexts: Canada, Spain, Poland, Kyrgyzstan, Finland, and India. The use of IEE varied depending on the disciplinary focus, age, experience and national context. Teachers of natural sciences and technical subjects were more likely to integrate digital simulations, analytical and interactive platforms, while humanities and socio-economic disciplines used IEE mainly for communication and collaboration. Participants from more digitally mature environments more often referred to professional and methodological factors, whereas those from resource-constrained contexts highlighted infrastructure limitations. Participants reported that the coordinated use of digital components supported more effective organisation of learning and greater flexibility in course delivery. Organisational and cultural barriers affecting the regularity and depth of technology integration were also identified. Participants suggested that the sustainable development of IEE may benefit from technological modernisation, improvements in digital competencies, greater tool standardisation, and institutional support. The findings provide exploratory cross-context evidence and offer context-specific implications for institutional support and the organisation of learning within the IEE.