FEATURES OF COMMUNICATION IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT

The article describes the prerequisites for the creation and implementation of an inclusive educational environment in higher education settings in Ukraine. Contradictions have been identified between the legal framework governing higher education for students with special educational needs and the lack of appropriate physical and psychological conditions for the realization of the right to education, and the contradiction between the existence of a tendency to integrate the educational process and the need to individualize the educational process. It is determined that the state of development of inclusive education in Ukraine is characterized by insufficient development of both social and acmeological mechanisms of interaction of key figures of the educational process. The types of inclusive education implemented by higher education institutions are described. The experience of implementation of inclusive educational policy at Lviv Polytechnic National University and the University "Ukraine" is considered. The author's development of the model of acmeological interaction of participants of the inclusive process in the inclusive educational environment is presented, and the criteria and indicators of evaluation of the interaction of the participants of the inclusive process in the inclusive educational environment are explained. It was found that a serious obstacle to the introduction of inclusive higher education in Ukraine is the lack of financial capacity of universities: there is no equipped environment, there are no special programs aimed at such education. Conclusions are made regarding the importance of acmeological interaction of participants in the inclusive process in an inclusive educational environment, which is not only to improve the situation of students with special educational needs but also to create positive aspects of social development in general.

Integration of the Ukrainian national higher education system into the European Higher Education Area (EHEA) has already been traditionally identified as one of the priorities of the Ukrainian national education policy determined by the XXI century. The priority character as well as the urgency of the task leave the contradiction between the public need for the Ukrainian higher education institutions to join the EHEA and insufficient scientific validity of the ways providing the solution of this task unresolved. There are also certain discrepancies between Ukrainian higher education officials' perceptions concerning the directions and scope of reforms, since a fierce competition at the international education market and the process of national higher education system internationalization might lead to the situation when particular aspects of the system at times contradict the requirements of modern social environment in which Ukrainian universities operate. The current state strategy, increased media attention, and public Q&A sessions on specific issues within the specified context indicate that the Ukrainian higher education system is gradually adapting to the current globalized conditions while diversifying management mechanisms by means of step-by-step implementation of the internationalization process. The Ukrainian context of internationalization of higher education under study is outlined through the prism of East European, where the end of the XXth – the beginning of the XXI century can be named as the period of transformations in socio-political life of the countries and as the period of convergence of national higher education systems. It has been emphasized that with the establishment of the EHEA in the context of the integration of European education systems, the internationalization is one of the priority directions for reforming national higher education systems; it promotes greater access to higher education for representatives of different countries; universalization of diverse knowledge; enhancement of international cooperation at national and institutional levels; enhancement of academic mobility; orientation of education to the realities of the globalized world of the XXI century which involves an active development of public-private partnerships in education, etc. It can be concluded that the analysis of the East European experience of national higher education internationalization aimed at further implementation of its elements into the structure of the Ukrainian higher education will facilitate the development of new ideas and approaches to training specialists and will create opportunities and mechanisms for quality improvement of the national higher education. The research states that the accession of the East European countries (such as the Slovak Republic) to the European Union (EU) has given them new opportunities to develop national higher education and has ensured theire active participation in the EU-funded international research and education programmes, the access to the EU funds for developing educational infrastructure and improving the education quality. As a result, national higher education institutions (HEIs) in Eastern Europe have experienced an influx of foreign students and have shown an increase in student and staff outcoming mobility. This situation, in turn, has created a competition in the field of international student recruitment and involvement of external funding into the fields of research and innovation. As the result of the research, the following perspective levels of the Ukrainian higher education system reforming have been identified – political, management-centred, organizational and institutional. Keywords: Higher Education System, Institution of Higher Education, Internationalization, Institutional Level of Internationalization, International Cooperation Programmes, Eastern Europe, Slovakia, European Union.

Introduction. The article is devoted to the development of inclusive education in higher educational institutions. As the authors of the article show, at the present stage of development of education in world and domestic pedagogy, they are increasingly turning to the idea of inclusive education. The driving force behind the development of inclusive education, including inclusive higher education in many countries, including the Russian Federation, has been the ratification of the UN Convention on the Rights of Persons with Disabilities, which is the leading international document that defines strategies, programs and recommendations on the right to education. Particular attention is paid to the development of higher inclusive education, considered as one of the basic and inalienable conditions for the professional self-realization of disabled people and people with disabilities, improving their social status, ensuring their full participation in society. Materials and methods. The article defines the peculiarities of the regulatory and organizational conditions that ensure inclusive education in educational institutions of higher education. The features of the organization of inclusive educational activities at the university are highlighted. Results. The article discusses the monitoring of teacher readiness for inclusive education and a description of the general picture of the readiness of Russian teachers for it, using qualitative and quantitative analysis. Needs for further participation of teachers in continuing education programs are identified. A survey of university teachers was conducted. Based on the results of the monitoring of the readiness of the faculty to work in inclusive groups, the conclusion was substantiated. The effective integration of modern information and technological technologies in the processes of further education is substantiated, which can become a necessary tool for solving one of the main problems, which consists in increasing the level of readiness of scientific and pedagogical workers of higher education to implement inclusive education. Discussion and Conclusions. The article discusses the role of the development of higher inclusive education, considered as one of the main and inalienable conditions for the professional selfrealization of disabled people and people with disabilities. The role of further education in the advanced training of university teachers was considered. The system of training scientific and pedagogical personnel for work in an inclusive education environment is defined. The components of the introduction of information technology education, occurring through a change in the types of information activities.

The article considers the essence of an inclusive educational environment and the peculiarities of its implementation into higher education institutions of Ukraine to ensure the right of every person to education. An inclusive educational environment is defined as a special environment aimed at providing favorable conditions for the learning and comprehensive development of pupils (students) with different levels of health and educational needs. Creating an inclusive environment is aimed at a harmonious combination of psychological and pedagogical conditions, technical means and resources of the educational institution for the organization of the educational process with people with special educational needs. However, in modern conditions, the implementation of an inclusive environment in universities remains at a low level, it faces contradictions and difficulties, including: the lack of a legal framework for the regulation of inclusive education in the higher education system; lack of an adapted model for organizing inclusive education at universities; lack of a system of consistent support for inclusive education from schools to universities; insufficient awareness of students with special educational needs and their parents about the possibilities of higher inclusive education; problems of practical organization of inclusive environment in universities. Effective measures to overcome these difficulties in introducing an inclusive educational environment into higher education institutions are: the development of regulatory support for higher inclusive education; ensuring the availability of inclusive education for students with special educational needs, creating conditions for the development of their personality and socialization; an implementation of structural changes at the university; professional development of teachers who teach students with special needs. The organization of an inclusive educational environment in higher education institutions will promote the emergence of experimental institutions of higher inclusive education; advanced training of teaching staff in the organization of inclusive education of students with special needs; increasing society’s tolerance for people with special needs; expanding opportunities for vocational guidance and employment of young people with special needs.

The environmental component of education determines the socio-economic foundations of society and is the basic component of the state environmental policy. The nature of interaction with the environment at the personal level and society makes it possible to implement the concept of sustainable development, and therefore the assessment of the current state of higher environmental education in Ukraine is an urgent problem. The purpose of article is to analyze the formation and current state of higher environmental education in Ukraine, which is the central link in the system of continuous environmental education. An important step in the development of the system of continuous environmental education, in particular higher environmental education, was the development of the Concept of Environmental Education of Ukraine (2001), the principles of which were not properly implemented. The content of higher environmental education is reflected in four generations of standards for higher environmental education in Ukraine, which took into account changes in the relevant regulatory and legislative documents and requirements for the content and results of educational activities of higher educational institutions within certain areas of training and specialties. The article describes the structure and content of standards of higher environmental education in Ukraine. Despite the fact that the environmental component currently prevails in the form of education that most consider education for sustainable development, yet this is only the beginning of the formation of a new system-integrated model of education for sustainable development. The importance of greening and ideas of sustainable development is reflected in the current standards of higher education in Ukraine for applicants for higher education "bachelor" of all specialties. But the environmental component is still absent in the educational programs and curricula of many specialties of "non-environmental" higher education institutions, is not due attention is paid to the greening of higher education in Ukraine. Some provisions of the existing Concept of Environmental Education of Ukraine are no longer relevant, which leads to the development of a modern Concept, and, perhaps, a separate Concept of higher environmental education in Ukraine. In recent years, there has been a decline in state interest in the training of environmentalists, so it is advisable to develop measures to improve the training of applicants for higher environmental education.

The article is devoted to the consideration of the main challenges and problems that were identified in the higher education system of Ukraine in the conditions of a full-scale war. It has been proven that before the war, the main challenges and problems in the higher education system were mainly focused in the field of industry. It was established that in the pre-pandemic period, problems and challenges in the higher education system were mainly caused by the need to implement the tasks of the European integration course of the Ukrainian state and enter the single European educational space. With the beginning of quarantine restrictions and the legal regime of martial law, the problems and challenges facing the higher education system of Ukraine changed the location of internal origin to an externally determined space. It is substantiated that since 2020, the challenges and problems that were formed as systemic and those that had an extra-branch origin became dominant for the system of higher education in Ukraine. Institutions of higher education of Ukraine in such conditions built the trajectory of their functioning and development taking into account, first of all, the requirements of safety, accessibility and quality of the educational process, development of human capital in the system of higher education. It was determined that the transformation of the higher education system in the conditions of war has content and time characteristics. A list of priority directions for the development of the higher education system in Ukraine for the near future has been created. A conclusion was made about the need for the consolidation of the Ukrainian educational community and international partners for the implementation of innovative approaches in the development of the higher education system in Ukraine in the post-war period.

The article singles out and analyzes the system of higher education as one of the determinant factors of socioeconomic development of Ukrainian nation. It is proved that the constant lack of funds and insufficient amounts of financing slow down the development of the higher education system in Ukraine. The author researches that the financing system of higher education in Ukraine is only the cause of unsatisfactory quality of national higher education and negative results in the educational sphere instead of being a principal reliable instrument of transformational processes in universities. The paper describes the general principles of reformation in financing higher educational institutions, such basis concern the changes in the approach to financing and application of a new model of financing, namely, the introduction of formula approach to the distribution of budgetary funds to higher education on separate indices. The directions of improvement concerning the strengthening and development of the system of higher education in Ukraine are proposed. The attention is paid to keeping the state financing, the introduction of educational crediting, and the increase in investments to scientific and research activities.

The aim of the article is to critically review the effectiveness of the processes of reforming Ukraine’s higher education system in the light of integration into the European educational space. Also, the goal is to define the boundaries of the legislative control of the education system at the state level. The defining theoretical concept for the development of higher education in Ukraine is its leading role in ensuring the sustainable socio-economic development of the country through the implementation and legal protection of the inalienable right of citizens to education, obtaining quality educational services, comprehensive intellectual and spiritual development. The main research methods are the frequency analysis method and the mathematical statistics methods, which were used to process the data of the questionnaire of public officials. It has been determined that in the conditions of socio-economic, socio-political, legislative, administrative and managerial crisis, increasing competitive requirements for the higher education system of Ukraine, the leading purpose of its modernisation is the formation of new content and quality standards of educational services, which will ensure the maximum integration of Ukraine in the world and European educational space. In the context of a sociological survey of civil servants, the circle of threats, the structure of their relationships and sources of origin are outlined, which are the first priorities of the state administration, aimed at ensuring the sustainable development of the higher education system of Ukraine. The novelty of the study is due to a sociological survey of public officials in order to determine the expert opinion on key issues. It is important to find out what legal responsibility people will bear for opposing the laws of Ukraine on education. The authors also collected an expert opinion on key issues that will improve Ukrainian legislation in the field of higher education. The practical importance is determined by the necessity to outline priority areas to counter the existing and more potentially dangerous threats to the sustainable development of higher education in Ukraine

The article analyzes the theoretical and practical foundations of humanization and humanization of domestic higher education in the late twentieth - early twenty-first century. Based on a comprehensive historical and pedagogical analysis, the research identifies and characterizes the essence of humanization transformations of higher education in Ukraine. The research hypothesis is based on the thesis that special value-oriented pedagogical conditions in the process of professional training are a prerequisite for the acquisition of values and sense experience of future specialists in foreign philology, which creates important prerequisites for the formation of axiological competencies. The proposed study is aimed at determining the level of formation of values and sense experience among future specialists in foreign philology at the initial and final stages of the experiment. The paper analyzes the key concepts, the essence of humanization and humanitarianization and its established features. The main periods are singled out: the first (1985-1990) - directive humanization and humanitarianization of higher education in Ukraine; the second (1990-1995) - humanization and humanitarianization in the process of higher education reform; the third (1995-2004) - normative-legal institutionalization of the process of humanization and humanitarianization of higher education; fourth (2005-2012) - international integration of higher education in Ukraine in the process of humanization and humanitarianization with their inherent trends. The article has comprehensively researched tendencies, ways, innovative technologies of humanization and humanitarianization of higher education of Ukraine, the possibilities of the improvement taking into account the European educational standards, accumulated positive experience, national traditions and modern tendencies in the organization of higher education in the conditions of Ukraine’s integration into the European educational space. The course of scientific research has proved that the axiological approach to humanization and humanitarianization of the process of training future specialists in higher education is to focus the learning process on personal growth of the student, ensuring his/her comprehensive, cultural, socio-moral and professional development. The teaching of professional and methodological disciplines does not act as a transfer of information, but as activation and stimulation of the process of independent search for one’s own value position in relation to the world, formation of worldview, development of youth perception, ensuring students’ understanding of human values and harmony of human relations. The results of the study have confirmed the effectiveness of the author’s approach to the formation of the humanistic orientation of future professionals in the higher education system of Ukraine during the study period. The research on the humanization and humanitarianization of higher education in Ukraine in the late twentieth - early twenty-first centuries made it possible to involve in scientific circulation a wide range of materials that are representative in nature and reproduce certain aspects of the studied problem, and therefore need to be generalized. Various principles, methods and techniques of modern methodology used in the process of the research have allowed avoiding subjective and biased assessments, ensuring the scientific validity of the results obtained during the research, confirming a sufficiently representative character of the identified sources.

Purpose. Studying the features of implementing the EU bioeconomy strategy in higher education in Ukraine. Methodology. As the main research method, the authors used the comparative approach and the method of expert assessment. The authors used the methods of functional analysis, the methods of content analysis and systems analysis as additional ones. Findings. According to the recommendations of the European Union, the implementation of the EU bioeconomy strategy in the higher education system is based on ten key principles. The authors considered the features of implementing the EU bioeconomy strategy in Ukrainian higher education, the key features of the recommended principles and the degree of their use in the modern system of higher education in Ukraine. Originality. The possibilities of the key principles recommended by the European Union for the effective implementation of the EU bioeconomy strategy in higher education in Ukraine were evaluated. Practical value. The research results contribute to the effective implementation of the EU bioeconomy strategy in the higher education system of Ukraine; the introduction of European standards in the educational, scientific and innovative activities of universities and enterprises in Ukraine in terms of the development of resource and energy-saving economy and environmental protection.

The article analyzes the process of adaptation of European standards of higher education in Ukraine and considers the challenges and opportunities associated with their implementation. European and national standards of higher education are compared, the role and requirements for educational institutions and scientific and pedagogical workers are determined, the importance of improving the quality of education is considered. The author of the article established that the implementation of European standards of higher education in Ukraine is an urgent task that creates opportunities for improving the quality of education and increasing the competitiveness of Ukrainian graduates on the international labor market. In addition, the implementation of European standards of higher education will contribute to the integration of Ukraine into the European educational space, which will lead to the development of scientific relationship and cooperation between the universities of Ukraine and the countries of the European Union. The article also analyzes issues related to the introduction of European standards in the field of higher education in Ukraine, which were partially studied by Ukrainian and foreign scientists. Thus, there are the opinions of a group of scientists who actively support the process of integration of the higher education system of Ukraine into the European space. Another group of scientists expresses some concern about the implementation of European standards and notes their negative impact on higher education in Ukraine. Therefore, this topic requires further research. The author of the article cited the reasons that prevent the full implementation of European standards in higher education in Ukraine, including the Russian invasion of Ukraine, insufficient financial support of higher educational institutions, lack of sustainable motivation among scientific and pedagogical workers, bureaucratic obstacles and ineffectiveness of mechanisms for monitoring and evaluating the quality of education. For the successful integration of Ukrainian education into the European area of higher education, the author of the article proposed ways to solve these problems, which include, among other things, developing effective mechanisms for monitoring and evaluating the quality of education. The conclusion of the article states that the introduction of European standards of higher education in Ukraine is an important step in the direction of reforming the system of higher education and bringing it in line with the requirements of the modern world. Key words: European standards, higher education, culture of education quality, student-centered learning, tutor, autonomy of universities, challenges, opportunities, competitiveness.

The article substantiates the need to develop strategic approaches to the modernization of the higher education system in Ukraine in accordance with the current needs of social development and European integration processes. The analysis of the formation of educational policy in Ukraine and its strategic priorities throughout the entire period of independence is carried out. Revealed the strengthening of the orientation of the higher education system (HES) in Ukraine in the European educational space, noted certain changes in the modernization of higher education. However, they do not provide sustainable progressive changes in the higher education system, solving existing problems and overcoming the lag of the domestic system of higher education from developed countries. An examination of the draft Strategy for the Development of Higher Education for 2021-2031 was carried out, an assessment of its positive parameters was made, and a number of omissions and shortcomings were identified that would limit its role in the significant modernization of Ukrainian higher education in accordance with the needs of human capital development and in modern processes of transformation of society, can hinder modernization of the highest school and its European integration vector of development. They are associated with a weak conceptual substantiation of the leading role of higher education in modern social progress; lack of adequate attention of the Strategy to the main stakeholders of the HES, primarily to employers who form the labor market for graduates of higher educational institutions, as well as to consumers of educational services – students and the population in general. The prepared draft Strategy does not sufficiently take into account the wide possibilities of digitalization for the development of universities, the priority need to develop students’ skills of innovation and entrepreneurship, the need for a greater orientation of the activities of higher education institutions to the needs of regional development.

Considering the current reality, there are new requirements for the organization of the educational process in higher education institutions of Ukraine. Thus, the problems and ways of the implementation of inclusive education for students with special educational needs are becoming increasingly important. The purpose of the study is to substantiate theoretically the problems and ways of implementing inclusive education in Ukraine based on the experience of the Faculty of Primary Education of H. S. Skovoroda Kharkiv National Pedagogical University. Methodology. A retrospective analysis of the development of inclusive higher education in Ukraine has been used; it has been found that it is necessary to organize an inclusive environment and implement training for students with special educational needs in higher education institutions. The study was based on the Convention on the Rights of Persons with Disabilities, Resolution of the Cabinet of Ministers of Ukraine of July 10, 2019 № 635 “On approval of the Procedure for the organization of inclusive education in higher education institutions”, educational programs on 013 Primary Education, and scientific and pedagogical works on conceptual approaches to the implementation of inclusive education; organization of training of persons with special educational needs; principles and functions of inclusive education, which indicated the need for inclusive education in higher education institutions. Results. The essence of the concept "inclusive education" has been defined. Problems of higher education of people with special needs have been described. The system of education of students with special needs has been determined. It is noted that art HUB for students and university teachers with special educational needs in H. S. Skovoroda Kharkiv National Pedagogical University has been opened. It has been determined that there are elective subjects “Fundamentals of inclusive education” (for the 3rd year students) and “Features of working with an inclusive child” (for the 4th year students) in the educational program “Primary Education” at the Faculty of Primary Education of H. S. Skovoroda Kharkiv National Pedagogical University. The educational program "Primary education with methods of special education" for applicants for the first (bachelor's) level of higher education has been described. The examples of students’ working with an inclusive child are described. Conclusions. The process of successful integration of people with special needs in a higher education institution requires a systematic solution of many tasks. Creating an environment accessible to people with special needs is becoming an unconditional requirement for the development of higher education institutions and significantly affects the competitiveness of a modern IHE.

This study focuses on exploring the issue of ensuring quality higher education in the conditions of Russia’s invasion of Ukraine. It synthesizes and analyzes literature sources, legal documents, secondary data, original (survey) data, and the author’s experiences with enhancing the quality of higher education. Using analysis of the legal documents, such as the National Doctrine of the Development of Education, the Law of Ukraine ‘On education’, and the Law of Ukraine ‘On higher education’, I study the legal framework for Ukrainian higher education. Using secondary data obtained from online sources, I find irrefutable evidence of mass destruction from Russian military aggression on educational institutions of Ukraine and the educational process in general, and specific initiatives from the Ukrainian state, Ukrainian universities, and international institutions to support the Ukrainian higher education system in wartime conditions. Using original data collected through surveys, I present first-hand information on the processes of changes in higher education in Ukraine under the conditions of Russia’s ongoing military aggression and the issue of ensuring quality higher education through the prism of the experience of students at the Ivan Franko National University of Lviv. Using the author’s personal teaching experience in the implementation of joint global classrooms, I analyze the possibilities of developed partnerships for motivating students and ensuring quality higher education in the conditions of war. Based on the analysis and synthesis of secondary data, I identify the main responses of the higher education system of Ukraine which enable it to maintain the quality of higher education as the realization of the Sustainable Development Goals during the war, namely (i) improvement and wider implementation of an online education system; (ii) organization of work of higher education institutions relocated from the occupied territories to territories controlled by Ukraine; (iii) support of international institutions; and (iv) partnership programmes with partner universities. The analysis of the results of the survey of students highlighted that the top priority of a Ukrainian university during wartime should be the safety of all participants in the educational and research process and high-quality education, and the most serious problems that create obstacles to ensuring the quality of education are the distressed psychological states of the participants in the educational process and organizational issues in the conditions of military aggression. By analyzing the experience of the implementation of joint global classrooms format, I also highlight that this format can be an effective additional measure in motivating students and ensuring the quality of higher education in the difficult conditions of war, and a developed partnership plays a crucial role in its implementation.

The article highlights the problem of forming an inclusive educational environment for people with special problems, analyzes the conceptual framework and basic regulations on the development of inclusive education in Ukraine, describes and expands the essence and content of such concepts as «Environment», «educational environment», «inclusive educational environment», «people with special needs»; characterises general didactic principles of inclusive education, determines the main priorities and components of inclusive educational environment that will be formed on the principles of accessibility, humanity and efficiency; establishes its main features, highlights the main areas of psychological assistance to people with psychophysical development problems, their socialization in society. The multidimensionality of definitions and definitions in the process of characterization of the basic components of the educational environment is characterized. Various opinions and approaches to understanding the essence of the concept of «educational environment» are considered. The own understanding of inclusive educational environment as a type of educational environment, which provides all subjects of the educational process with equal opportunities for effective self-development, provides a solution to the problem of educating people with special needs by adapting educational space to the needs of each person, variability, favourable psychological microclimate, re-planning of educational facilities so that they meet the needs of all participants in the educational process without exception and ensure the full participation of people in the educational process. The characteristics of inclusive educational environment as a system of values to the personal development of people with special educational needs, the set of resources (means, internal and external conditions) of their lives in educational institutions and the focus on individual educational strategies.