СТРУКТУРА ІНФОРМАЦІЙНО - ОСВІТНЬОГО СЕРЕДОВИЩА МЕДИЧНОГО УНІВЕРСИТЕТУ

Introduction. In light of the increasing significance of training highly qualified specialists, enhancing the information and educational environment of Russian universities has emerged as a key trend in improving the effectiveness of teaching practices.Aim. The present research aims to analyse students’ assessments of the characteristics of the information and educational environment in higher education within the context of digitalisation, identifying priorities and deficiencies in its development. Methodology and research methods. The study employs systemic, situational, axiological, and socio-engineering approaches. This article presents the findings of an empirical investigation into the priorities and deficiencies in the development of the information and educational environment within higher education. A total of 1,107 students, aged 17 to 29 years, participated in the study. The primary method utilised was a questionnaire survey, which effectively captured the nuances of the information and educational environment in the context of digitalisation. It also reflected the students’ perceptions of the semantic meanings associated with digital transformations, as well as their opinions on the priorities and shortcomings in the evolution of the contemporary information and educational environment in higher education. Results and scientific novelty. The data obtained allow us to discuss the positive expectations of young people regarding the digital transformation of the educational process in higher education. This analysis examines the influence of teachers’ digital skills on the meaningful enhancement of the information and educational environment, as well as the formation of new psychological and pedagogical opportunities for fostering cooperation during the educational process. Several barriers to the development of the information and educational environment have been identified, including insufficient material and technical resources in universities, a low level of digital competence among teachers, and a limited range of interactive technologies being utilised. Furthermore, it has been established that the psychological and pedagogical risks associated with the development of the information and educational environment are linked to a decline in students’ knowledge and communication skills. Practical significance. The results obtained can be utilised by administrators and educators in higher education institutions when evaluating deficiencies in the development of the information and educational environment.

The article deals with the stage of digitalization of education, which requires the development of information and educational environment (IEE) of universities (including architectural and construction profile), which is understood as a set of conditions for the interaction of all categories of users (students, teachers, parents, administration of educational institutions, the public concerned) with information and methodological support of the educational process on the basis of the information system of the educational organization. The main component of IEE is new electronic resources for educational purposes. The approach within which these resources will be developed by students — future programmers within interdisciplinary design under the leadership of the skilled teachers and the methodologists who are a part of interdepartmental scientific collectives is offered. The proposed approach is aimed at improving students’ professional competencies in the field of programming, the development of information and educational environment of the University, which is declared by the state regulations, as well as the implementation of the social order of the society on the formation of information and communication competence of the modern user in any sphere of public production and private life.

The paper features the changes that take place in the process of adaptation of first-year students to the educational environment of the medical university during the first year of study. The methods research included diagnostic tools and methods of data processing, e.g. T.D. Dubowitzka and A. V. Krylova's technique "Adaptation of students at the university", questionnaire "Student Anxiety" in J. Taylor’s modification, φ-Fisher conversion multifunctional criterion and t-Student parametric criterion for dependent samples. A statistical analysis made it possible to make certain conclusions about the ambiguous nature of the dynamics of adaptation of freshmen to the educational environment of the medical university. The identified reliable differences in the indicators of adaptation to learning activity make significant additions to the scientific perception on the leading role of the given adaptation type, which has an open, pronounced, but fleeting positive character. The absence of significant differences in anxiety rates at the beginning and end of the school year indicates a fairly stable emotional background, with a predominance of average and elevated levels. On the other hand, certain aspects in the educational environment of the university cause persistent negative experience. The emotional state of the respondents by the end of the first year revealed a new aspect of anxiety, i. e. interpersonal relationships within the grouр. The authors believe this is due to the change of orientation in the adaptation process. The change reflects the formation of a community of freshmen with actively flowing processes of status differentiation and the transformation of a diffuse group into a prosocial association. This transformation suggests a different kind of adaptation dynamics to student grouр. This longer and more latent kind of adaptation is determined by intragroup processes.

This article examines the problem of building a safe and reliable educational environment in a university that ensures not only the safety of educational subjects, but also the reliability of the entire educational system of the higher education organization. The main approaches to understanding the essence, content and structure of the educational environment of a university are analyzed, the relationships between the concepts of safety, psychological safety, digital educational environment, problems of their mutual influence and interdependence are considered. For the first time, the safety and reliability of the educational environment are considered in their relationship, as properties of a single educational system that ensures the effectiveness of the higher education organization during its reform and a necessary condition for maintaining and improving its quality. The article presents the results of a monitoring study of the satisfaction of educational entities (students, academic staff and employers) with the educational environment of the university, assessments of its safety and reliability, attitudes towards the introduction of innovations into the educational process system, caused by the need to respond to the challenges of modernity and reflecting the advanced scientific developments of domestic pedagogy, correlated with the dialectical unity of the need to achieve mobility of the higher education system, its flexibility and openness to new trends and at the same time ensuring its sustainability and reliability in achieving priority educational goals.

The leading role of effective managers, leaders, professionals, capable of rapid adaptation to the transformation and modernization processes in the current Ukrainian economy, politics, production, education and services is of particular importance in the context of the dynamic changes that are taking place in the contemporary socio-political, economic and educational space of Ukraine. Therefore, the problem of developing leadership competence of future managers in the university's educational environment arises. The purpose of the research is to substantiate organizational and pedagogical conditions for developing leadership competence of the future managers in the educational environment of universities and to outline the ways of their realisation. It has been found out that organizational and pedagogical conditions should be interpreted as fundamental grounds for combining actions facilitating the process of developing future managers’ leadership competence in the university's educational environment. It is necessary to consider them as well as to implement. The organizational and pedagogical conditions have been defined and substantiated: special training of the scientific and pedagogical tertiary staff in developing future managers’ leadership competence (round tables, workshops, trainings, etc.); enhancement of the process of developing future managers’ leadership competence through the implementation of distance learning in the university's educational environment (realized through the creation of a distance course "Fundamentals of Leadership"); implementation of the “kaizen” system in the educational environment of the university (implemented in the framework of the ongoing seminar-workshop "Kaizen Technology: the Path to Leadership").

The article defines the goals of society's informatization and the content of the university's information and educational environment, reveals the purpose of the university's information and educational environment, and examines the spectrum of characteristics of information technologies that are components of the university's information and educational environment. To implement an information and educational environment at the university that fosters high-quality professional training of specialists and enhances the level of educational services, the higher education institution itself must possess several key properties, as outlined in the article. Using questionnaires and interviews at the ascertaining stage of the study, the position of students and teachers on the organization of the information and educational environment of the university for high-quality professional training of specialists was clarified. It was found that students and teachers are not ready to use the opportunities of the information and educational environment of the university in their activities. After completing the research and experimental work, statistically significant and positive changes were achieved in the levels of readiness of teachers and students to interact in the information and educational environment of the university, with the advantages of high and sufficient levels in the motivational, cognitive, and activity components.

The article is devoted to the analysis of the modern stage of informatization of higher education, which is associated with the development of electronic information and educational environment of universities on the basis of the concept of information services. This concept is the idea of creating a model of functioning and interaction of users in the electronic information and educational environment with the help of information services. Each university is characterized by its own scheme of provision and a set of information services or IT-services, depending on the direction of activity and the tasks they solve. The article emphasizes that the development of the concept of information services is carried out using the mechanisms of modern cloud services based on cloud computing technology, m-learning approaches that allow implementing an innovative approach to the organization of the educational process with the help of mobile applications for access to information services that are used as a single information field for the joint work of teachers and students. As a result, a cloud information and educational environment can be created. The authors note that according to the modern concept of information services, the cloud infrastructure of the university will allow the organization of content storage, the functioning of communication services, virtualization of educational resources, high-performance computing using service models (PaaS, IaaS, SaaS). In conclusion, the article concludes that the implementation of the concept of information services through the mechanisms of cloud services and m-learning approaches in the future can radically transform the possibilities of education, ensuring its availability, openness and flexibility.

Health science students are the future healthcare workforce. Understanding and fostering a sustainable educational environment (EE) is essential in optimising their learning and the successful completion of their studies. A convergent mixed-methods study was conducted to explore health science students’ experiences of their EE at the largest public university in Brunei Darussalam. A cross-sectional design using the DREEM questionnaire (n = 150) and four focus group discussions (n = 31) involving five health science programs (biomedical sciences, dentistry, medicine, nursing/midwifery, and pharmacy) was conducted between November 2021 and May 2022. Descriptive and linear regression analyses and thematic analysis were respectively performed on the quantitative and qualitative data. Although the university EE was experienced by students as “more positive than negative” (86.7%), 13.3% perceived it as having “plenty of problems”. This perception of learning was statistically significant among nursing/midwifery students (p = 0.012). Dentistry students reported positive perceptions across all five domains of the DREEM (an overall mean of 119.3 ± 10.3). The importance of a stimulating home learning environment, supportive peers, innovative teaching methods, soft skill development, and clinical learning enhancement were highlighted. To foster independence and student-centred learning, an educational program that empowers students on their EE, including ‘survival skills’ is recommended. Future research should compare health science students’ experiences in university and clinical EE, nationally and abroad (medical and dentistry twinning program), and develop indicators measuring the sustainability of the EE throughout health science programs.

The article reveals the methodological principles of formation of the educational environment of the modern university as an actual problem of the philosophy of education, a factor and means of functioning of a modern university; traces the development of the educational environment of the Drohobych Ivan Franko State Pedagogical University in the cultural and historical circumstances of the late 20th and early 21st centuries during the period of the administrative, scientific, pedagogical activity of Professor Valeriy Skotnyi (1948–2011). Professor V. Skotnyiʼs scientific, administrative, organizational, managerial, pedagogical activity was connected with the basic philosophical questions regarding the relation of theory and practice, determined the problems of his scientific researches, positioned the name of Professor V.Skotnyi among the first in the history of the development of the philosophy of education in Ukraine the end of the XX – beginning of the XXI century. In his managerial work Rector V. Skotnyi and the teaching personnel of the University (until 1998, the Institute) were guided by the results of the change: with the satisfaction of universalism and the requirements of the fundamental preparation of the challenges and needs of the industrial society for the democratization of the educational process. Understanding of pedagogy as an applied philosophy predetermined the way of philosophical substantiation of the decision of managerial problems, outlined the subject field of individual scientific interests, encouraged the organization of publishing in the educational environment of the university, and determined the direction of philosophical and pedagogical searches in the universityʼs research work. The managerial activity of Professor V. Skotnyi purposefully changed the educational environment of the Drohobych Pedagogical University on the basis of human-centrism, the rule of law, transparency and publicity in the adoption of managerial decisions, ensuring the quality of education, integration into international educational and scientific space, etc., which had a favorable effect on all the components of the educational process including its final result – a good specialist.

One of the urgent problems of modern psychology of education is the question of the psychological factors of the formation of the subject of knowledge in the educational environment of the university. Since the educational environment of different universities does not always meet the needs of a developing subject of knowledge, its psychological qualities play a special role. Therefore, in the modern education system, there is a need to move from the paradigm of competences to the anthropological principle of education, based on the concept of Subjectivity in the tradition of Russian psychology is associated with the ability to self-development and self-education (S.L. Rubinstein, S.N. Kostromina, V.I. Slobodchikov). An important factor in the development of subjectivity is the ability to self-organization. In modern studies there is no description of the relationship between self-organization of the individual and his subjectivity, which is partly due to the inaccuracy of the existing definitions. Many scientists (A.D. Ishkov, V.M. Latushkina, V.I. Morosanova and others) consider self-organization as a set of behavioral traits, such as responsibility, self-control and foresight. However, we understand the self-organization of the subject at the stage of vocational training from the standpoint of a systematic approach, namely, as an integral system of personal qualities of different nature. The integral system is formed on the basis of the dominant personal qualities of the subject, which are included in the activity and are used to achieve certain goals, changing in accordance with the value attitude to the world. In behavior this system is manifested as a subject position regarding the activity and its organization. The purpose of the study was to identify the relationship of the ability of the subject to self-organization with the development of his subjectivity. The study involved students of the VolgaStateTechnologicalUniversity (N = 100). The cross-sectional method allowed us to establish differences concerning the organization of the activities of students enrolled in different courses. It is established that self-organization of the personality of senior students is characterized by the presence of specific integral properties. Integral properties associated with the value setting of students in research activities. Senior students, as subjects of knowledge, are focused on the performance of independent research, which indicates the development of their subjectivity. Self-organization of the personality of second-year students is associated with the presence of qualities that can potentially be involved in research activities and develop in it. However, only to the senior courses the structure of the integral properties manifests itself most clearly, which indicates the formation of students' subjectivity. So, we concluded that the self-organization of the individual is a manifestation of the integrity of the individual and is associated with the formation of the subjectivity of the future professional. Research activities of students can act as a condition for the formation of subjectivity.

The article is devoted to the issue of evaluating the educational environment of a higher educational institution. The issue is of actual character since an optimal educational environment is one of the conditions for training competitive and competent specialists. University educational environment is specific as it purposefully affects the future specialist’s professional and personal development, ensures his readiness for professional activity, successful fulfillment of social roles and self-realisation in the process of life. In the article the educational environment of university is considered from the viewpoint of a competency-based approach wherein the subject-subject relations (teacher-student activity), educational goals and learning outcomes are treated as elements of the educational environment. Due to the fact that there are a few native methods of evaluating the educational environment of university, the DREEM methodology (Dundee Ready Educational Environment Measure) developed by the University of Dundee (UK) in 1997 and actively used by foreign medical universities is suggested to consider. A valid tool for evaluation is the DREEM questionnaire with the aim to identify the strengths and weaknesses of the university educational environment. Although the DREEM questionnaire requires some adjustment in terms of taking into account the realities of the national system of higher education, fields of training and the like, wordings of its questions are quite universal that makes it possible to use the given toolkit to evaluate the educational environment of Belarusian higher educational institutions training specialists in various fields.

The article presents the methodological bases and methodical means of adaptation of foreign students to the educational environment of Ukrainian universities. Characterized essence of adaptation of foreign students to the educational environment of universities in Ukraine as a scientific phenomenon. The pedagogical conditions of foreign students for successful adaptation to the educational environment of Ukrainian universities. Disclosure of the contents and structure of foreign students to adapt the program to the educational environment of Ukrainian universities.

The paper summarized the experience of blended learning of students in quarantine conditions caused by the pandemic of the coronavirus infection COVID-19, which fundamentally changed the blended learning paradigm through the use of LMS Moodle and Google Classroom. The technical and methodological aspects of the implementation of blended learning are considered in the system of classical education. The didactic and methodological support of the educational process has been developed using LMS Moodle and Google Classroom. Using LMS Moodle, educational platforms have been created, both for students and for everyone, in the virtual educational environment of the university. It is shown that the use of LMS Moodle and Google Classroom tools is a new basis for independent work of students, since it completely changes and expands the format of learning: provides a complete electronic box of educational materials and resources during lectures and practical classes, creates an individual educational environment and sufficient methodological support for the chosen specialty. This is especially relevant to ensure quality education during the quarantine caused by the COVID-19 pandemic. Attention is focused on the need to structure educational training and teaching materials in such a way as to provide individual educational trajectories in the mode of synchronous and asynchronous learning with a mandatory system of monitoring and control of knowledge assimilation, in particular by means of LMS Moodle. A system of automated monitoring of knowledge control has been introduced, which is mandatory in the distance education system and includes initial, final control, self-control, an electronic journal with teachers’ grades and comments, which makes it possible for an individual approach to learning, improves the effectiveness of educational activities on the part of the student and increases motivation of teachers to use distance technologies through LMS Moodle and Google Classroom. The paper presents the results of a survey, which was attended by teachers who worked in the blended learning system during the quarantine caused by the coronavirus infection COVID-19 in March 2020 - June 2021 and used LMS Moodle and Google Classroom tools in their classes. Given the introduction of a blended learning system for students in a quarantine environment caused by the COVID-19 coronavirus pandemic, the described experience can be used not only in organizing the educational process, but also to form the prerequisites for creating an open learning system in the virtual educational environment of classical universities.

The article deals with the transformation of higher education institutions, changes in their mission and activities within the transition to knowledge-based society and the formation of an innovative economy. The article aims at determining the development features and criteria for the educational environment of a university within the country’s transition to an innovative economy. The actual value of the study lies in the fact that it deals with the evolutionary transformation of modern universities to new generation universities. This transformation is to change their models, namely: from the academic university model (University 1.0), whose mission is education (quality training), to the innovative-active model of a research university (University 2.0), whose mission is education and research (generation of knowledge and technology); and finally, to the model of an entrepreneurial university (University 3.0), whose mission is education, research, entrepreneurship (commercialization of knowledge and technology generation). Transformation of the university is impossible without the development of its educational environment. The research results in revealing the conceptual development features of the educational environment in various models of an innovative university (academic, research and business universities) by components: value-oriented, subjective, content-related and methodical, informational, organization and activity-related, spatial and subject. To determine the state and purpose of developing the educational environment at a university, the key criteria for the development of a new generation university and the educational environment of academic, research, and business universities are proposed. The key criteria for the development of the innovative university and its educational environment are developed by components: the mission of the new generation university, the quality of development goals, processes, conditions, and results. Prospects for further research in this direction are: to develop instruments for diagnosing and modelling the development of the educational environment in higher education establishments within the transition to an innovative economy.

The article contains a theoretical analysis of the concept of “multiethnic educational environment of the university” as a significant category in modern pedagogical science. Transformations in the global educational area, rise in the quota for teaching foreign students in Russian universities and increase in demand for Russian educational programs within the framework of education expanse become the main factors which determine the need for a comprehensive study of creating an effective multiethnic educational environment of the university. Such an environment is an important condition for the formation and functioning of the processes of multicultural education, relevant in the context of globalization. The article defines the key approaches to the study of the concept of a multiethnic educational environment, reveals the relationship of this concept with the terms "intercultural educational environment" and "multicultural educational environment". The multiethnic educational environment is considered in the article from several positions: as a condition for successful intercultural adaptation of foreign students in a Russian educational organization; as a set of specially organized conditions for ensuring multiethnic interaction of representatives of different nationalities and faiths in the educational process of higher education, as well as a factor of early prevention of interethnic conflicts in the conditions of current internationalization of higher education. In addition, the article describes the organizational structure of the multiethnic educational environment of the classical university, in which there are six interrelated components forming a system aimed at the formation of intercultural competence of the individual. In the structure of the multiethnic educational environment there are educational, formative, informational, methodological, material and technical components, as well as a component of psychological and pedagogical support of participants in the educational process.