Abstract
It is specified that the normative consolidation of the concepts “educational space”, “educational environment”, “educational process” is determined by the influence of integration processes, and requires their coordination with the main pedagogical categories. It is defined that the concept “educational space” is a debatable category in the literature, which is not enshrined in law. The term “educational environment” with the definition “safe” was first used as a term in Article 1 of the Law of Ukraine “On Complete General Secondary Education” (2020).We agree with the arguments of researchers who interpret the “educational environment” as a broader term, which includ a set of all subject and item characteristics, which are divided into: a) pedagogically determined and purposeful, b) unfocused, socially related, which take place under certain conditions. A broad and narrow interpretation of the term “educational space” is formulated. The first is the functioning and interaction of all processes that take place in the socio-cultural environment wherever there are act formal and non-formal educational organizations, institutional and non-institutional ones, learning and education processes take place, – the subjects of pedagogical interaction influence on each other and evolve. The second – the educational space of the school, class, and study group – is a self-organizing educational environment, which: is formed by the activity and interaction of the subjects of the pedagogical process; it expresses, develops and preserves socio-cultural and pedagogical.It is defined that in accordance with the legislative changes of recent years, in the context of similar documents of European countries, the term “education” is derived from the defined by a state regulator borders of goal and objectives of education and activities of educational institutions, which should be taken into account when compiling textbooks and manuals.
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