Глобальні пріоритети у формуванні освітнього середовища

Abstract

Abstract. Introduction. The authors study the essence, features and priorities of the educational environment, taking into account globalization trends and world development, focus on the possibility of accelerating the process of retraining. The authors prove the importance of the educational environment in the global society and the need for interaction between educational institutions, employers and society, including in view of the social responsibility of business. The authors set the main global priorities in the formation of the educational environment, taking into account the impact of migration processes,technology development, trends in the spread of "green economy", the digitalization of society. The current needs of employers and interaction with world trends in economic development are analyzed. The authors set the main priorities in the development of the educational environment in view of the tasks set by the World Economic Forum in 2022 and the need to expand the scope of global partnership, the use of best practices in the field of retraining. The connection with technical and technological changes and the development of artificial intelligence is proved. Purpose. The aim of the authors' research is to substantiate the essence and priorities in the development of the educational environment taking into account globalization, global trends and needs of employers, the need to ensure effective partnerships, accelerate retraining, personal adaptation to change. Results. Current global trends reflect the need to expand the scope of educational services to meet the needs and interests of the individual, as evidenced by analysts at the World Economic Forum. Changes in approaches to the provision of knowledge and skills are due to trends in digitalization of processes and the Internetization of areas of activity. The World Economic Forum highlighted the issue of working on skills that are relevant to employers and need to accelerate the retraining process, which confirms the need to set appropriate priorities in the educational environment. It is determined that the stimulation and development of the educational environment is an investment in the future with a focus on innovation and personality. Conclusions. The authors proved that the implementation of the tasks in the global educational environment should be focused on practice-oriented learning and providing opportunities for competencies that will contribute to the adaptation and socialization of the individual to global change. The authors determined that the focus on common competencies will contribute to the adaptation of the individual to changes in the global world. Accelerating trends in technology development, digitalization and Internet, as well as migration processes encourage the introduction of changes in the educational environment and the use of mechanisms for training and .retraining