Innovations in education: the socio-cultural dimension

World globalization processes require changes in all spheres of human life, especially in the education system. Total innovativeness becomes one of the main features of modern specialist's worldview. Therefore, the central project of the modern education is to educate an "innovative person", an individual with a high adaptive and innovative potential, with developed critical and divergent thinking, capable of non-standard solutions and active creative search. At the same time, modernization of education contributes to the emergence of new terminology and requires comprehension of innovative processes in pedagogical theory. Thus, the purpose of the article is to define the essence of the definition " educational innovation" in the studies of Ukrainian and foreign scientists, to find common and specific in the reasoning of researchers on this phenomenon. In addition, the article determines the prerequisites of the innovation process in Ukraine and the need to implement educational innovations in world practice. Summarizing the scientific views on the essence of the educational innovation defined that the research area of educational innovation are: the laws and regularities of all aspects of the educational innovation process, mechanisms of change management states of education and the relationship between past acquired teaching experience and the design of future educational innovation processes; reorganization of the educational process in particular and the impact on the development of the educational system as a whole; the process of updating the relationship of subjects of education in innovative cooperation; preparing young people for future professional innovative activities, etc. In addition, the relevance of the definition of " educational innovation" and the dynamism of the formation of this definition were established; the procedural nature of the essence, the presence of the personal factor of educational innovation and its value as a necessary component of pedagogical and social development were determined And also the article determines the main tasks of educational innovation as a science. It is proved that educational innovation, exercising direct influence on all participants of the innovation process, is a theoretical foundation for effective changes in the educational system in general

This paper aims at proposing a founding manifesto for the International Symposia on Innovation and Sustainability in Education InSuEdu. We analyze two possible interpretations of Innovation and Sustainability in Education: 1 sustainability of methodological and technological innovation processes in education, and 2 creation and implementation of innovation processes that can make education a key driver in sustainable development. After a discussion of these two interpretations we briefly visit the ten contributions to the 1st International Symposium on Innovation and Sustainability in Education and show how the solutions they propose address one or both of these interpretations.

The main aim of the article is to research the essence of the concept of "innovation in education", the main approaches to the development of innovation processes in education. Thus, types of innovations in education, stages of their introduction and realization, their influence on teaching and learning methods and thinking styles of teachers and students, their role in improving the quality of education, training of teaching staff with high level, excellent knowledge, advantages of training based on innovative methods over traditional training are revealed. Relevance of the article. Innovations applied in education, their types, methods and methods, solutions to the problems encountered in the fields of application, researching the impact of innovation on the development of the education organization and quality control system are extremely important and seriously needed issues in the current period. To sump up, from this point of view, the article is relevant and actual. Scientific novelty of the article. The article researches the issues rrgarding innovative education and teaching, the types of innovations, the stages of implementation, the successful results achieved in innovative education, ways to improve the quality of teaching, and ways to increase the effectiveness of learning and teaching. Practical importance of the article. The kinds of innovation mentioned in the article, the analysis and research of their application methods can be used in predicting and evaluating the quality of education, and at the same time, they can be a guiding source for the activities of those involved in education policy. Keywords: education, teaching, innovation, innovative education, innovative teaching, innovative methods, information and communication technology tools, student, teacher, learning, teaching

Innovations created by teachers, teacher communities and schools in their daily practice play a key role in improving the quality and effectiveness of education. As protocols, central regulations, ready-made teaching materials do not provide solutions to all problems emerging in daily practice the invention of new, original solutions are necessary to respond the challenges teachers and schools encounter in their everyday work. Similarly to other knowledge intensive professions creativity and innovativeness are necessary skills for teachers and teacher communities to work effectively. In many countries schools are encouraged to support innovative work behaviour and they are expected to manage effectively change and innovation processes. The increasing importance of innovations and innovation processes in education raises the question of how to measure innovation in this sector and how decision makers can use innovation data. This article presents some of the outcomes of an education sector innovation survey conducted in Hungary in 2018. It demonstrates the possibility to design data collection instruments that allow capturing school/department level innovation processes. The article focuses on one specific problem area: the relationship between organisational characteristics and innovation activity/behaviour.

Secondary education in Spain is being the most controversial educational stage in educational reform processes, in relation to youth cultures and ways of learning and knowing in the emerging digital society. We present the results of the application of a Delphi methodology, as the first phase of a broader research on disruptive practices in Secondary Education. Its aim was to gather the opinion of 20 experts on how educational innovation processes are perceived at this educational level, as well as the mediations on which they are based. The Delphi questionnaire was applied in 3 Spanish regions (Andalusia, Castile and Leon, Extremadura) and was carried out in two consecutive rounds. Subsequently, focus groups were held with these experts in each of the regions. The results are grouped around 4 axes: the school institution, learning in non-formal contexts, educational innovation and innovation culture, and technological mediation. The conclusions reveal the main limitations of Secondary Education in Spain: lack of curricular flexibility, leadership for change and openness to the community, technocentric vision of educational innovation and insufficient training in digital competence of teachers.

Introduction. The international project "Innovations in Higher Education: Trends and Prospects for Development", initiated by the scientific community of our academy together with representatives of higher education institutions and research institutions of foreign countries, has become traditional. The chronological milestones of its implementation were 2004, 2007, 2013, 2017 and 2021. This is the fifth meeting of the participants of the International Project, which at this stage was joined by scientists from 11 countries in Europe, Asia and America: Poland was represented by 8 scientific and educational institutions; Uzbekistan – 4; Belgium, Belarus, Bulgaria, Great Britain, Germany, the USA, Finland and France – 1 each; Ukraine – 22. The peculiarity of the fifth traditional meeting of scientists – specialists in the field of pedagogy – was not only the online format of their work, but also the need to introduce promising innovations in educational and scientific space in the postpandemic nooepoch, and scientists characterized and transformed European and global dimensions. Purpose. The aim is to inform the scientific community about the International Project "Innovations in Higher Education: Trends and Prospects for Development", initiated by the scientific community of our academy together with representatives of higher education institutions and research institutions of foreign countries. Results. The resolution of the scientific forum highlights the need to introduce promising innovations in the educational and scientific space in the post-pandemic era, and scientists have characterized the transformation of innovation and innovation, and distinguished their European and global dimensions. Foreign and domestic participants of the online discourse in the scientific Internet space are presented and the work of the scientific forum, which took place in the format of scientific and studio meetings, is characterized. Originality. The international project "Innovations in Higher Education: Trends and Prospects for Development", initiated by the scientific community of our academy together with representatives of higher education institutions and research institutions of foreign countries, has become traditional. Conclusion. The work of the V International Scientific and Practical Conference "Innovation in Higher Education: Trends and Prospects" ended with a final scientific meeting, which summed up and adopted a resolution. A collection of scientific works has been published based on the materials of the international forum. The prospects of the sixth traditional meeting of scientists-specialists in the pedagogical sphere in 2025 are determined.

La investigación aborda una problemática sobre la cultura de la innovación educativa. El avance de la investigación tiene el objetivo de reconocer los valores que los gestores académicos asocian a la innovación educativa. El método del estudio es cualitativo. Participaron 25 gestores académicos que incluyen equipo directivo y coordinadores académicos de licenciatura en una institución particular. La técnica utilizada fue la entrevista y el instrumento una guía semi-estructurada que incluye cinco categorías analíticas: Concepciones, ámbitos, factores, roles y dimensiones de la innovación. Los resultados que se presentan corresponden a los 19 coordinadores que fueron entrevistados en la primera fase del estudio. Se presentan los datos de los 19 coordinadores con relación a las variables de control y posteriormente a nivel descriptivo se presentan los resultados obtenidos en la categoría concepciones de la innovación educativa. El estudio aporta información sobre los desafíos para la innovación educativa y da evidencia de la diversidad de concepciones sobre innovación, apoya la idea de emprender esfuerzos para un marco común que legitime las intenciones y procesos de innovación educativa. Los resultados brindan elementos para continuar con un itinerario para relanzar la innovación en el contexto del estudio, promover mayores y mejores espacios y momentos para su desarrollo y generar condiciones para la difusión, es decir favorecer la cultura de y para la innovación.

This article aims to propose a framework with the relationship between education and social innovation (SI). To do this, we conducted a systematic literature review using the Web of Science database in two stages: (1) scientometric analysis, using the software CitNetExplorer and VOSViewer: a historiography analysis, co-occurrence of keywords analysis, and author co-citation analysis; (2) filtering and meta-analysis of the papers found, defined based on the number of citations of the papers, the year of their publication, and the presence of impact factors in the publication channels (method ordinatio method). Results indicate that social innovation originates in education, either as a process or as a product. And educational innovation processes are supported by co-creation and institutional articulations in different educational loci, including non-formal education. This study argues that SI can arise through education, having several purposes, and being able to become a vector of initiatives and technologies applied to the educational field, which generates a cycle between the two phenomena. This study contributes socially to the discussion on the emancipation of social actors through education. We also make a practical contribution, providing examples of the application of the theme, which can support new educational policy models and management.

The article considers the theoretical foundations of the creation and understanding of the effectiveness of the development of innovative potential of teachers of universities with a personal point of view. The result of the innovation process in education is the application of innovations in theory and practice. Innovation in the education system is the introduction of innovations for the purpose of education, the transformation of new approaches and practices and forms of education, the introduction and dissemination of new pedagogical systems, the creation, development and implementation of new school management technologies. to meet the new requirements. The concept of an innovative educational process as a system of primary values characterizes it as spiritual production, and its product is not only the acquisition of new knowledge and values, but also the disclosure of the true strengths and abilities of students. Innovations in education are based on socially significant values: people, life, work, home land. This is considered as an indispensable condition for creating an effective model for the development of innovation potential of teachers of universities at the expense of using innovations in additional professional education. The basic concept of "innovative potential of university teachers" is defined. The purpose of this article is to consider the theoretical aspects of the development of innovative potential of teachers in the system of additional professional education.

This article focuses on the attitude to innovations and the stress of innovations in higher education. Numerous researchers identify different types of learning (teaching) focused on more or less innovativeness, including more or less procedural, methodological, etc. creation. Thus, the traditional, reproductive and “theoretically oriented” type of education is associated with the retransmission, reproduction of social experience, the second, “practically oriented” – with a creative search based on the existing experience and thus with its enrichment. However, in reality it is impossible to find such forms and formats of teaching and upbringing, in which the practice of teaching was reduced only to the organization of pure reproduction of knowledge and skills, it is even more unrealistic to imagine teaching on an exclusively creative, practical, research, meta-subject basis beyond the reproductive retransmission of the most important knowledge and skills left by the predecessors to the living generations. We are usually talking about the quality and focus of education, its moral, ideological, social, psychological and other conditions and results. The authors discuss the concept of the stress of innovations. The stress of innovations in educational institutions is the stress that occurs in the process and as a result of the introduction of innovations in education. The innovations cause a situation that gives rise to stress and post-stress disorders in students and teachers (didactogenies in the forms of pediogeny, mathetogeny, eductogeny). The main goal of the study is to comprehend the types of people’s attitudes towards innovations in education in the context of the concept of innovation stress. The main method of this research was a theoretical analysis of the problematics of people’s attitudes to innovation in education in the context of the concept of innovation stress. All productive and effective innovations in education are connected by one idea – the creation of conditions under which the development of a person as a person, partner and student/professional is inevitable, and not just stated or impossible. When developing an integrative model for the prevention and overcoming of the stresses of innovation for students and teachers (in case of mathetogeny, pediogeny and eductogeny) it is important to set and solve the tasks of prevention and correction of stress in the context of the development of subjects of education in different contexts: in the context of educational, professional, personal and interactive development. Prevention and correction of stress in innovative education (and in the stress from innovation) is associated with the prevention and correction of pediogenies (harm caused by the wrong, destructive and pathological attitude of teachers to students), mathetogenies (harm caused by the wrong, destructive and pathological attitude of students to teachers), and eductogenies (harm associated with the deformation of organizational conditions and forms of training and education). One of the components of the work is psychological (psychotherapeutic) assistance to the subjects of education (in the form of one-time consultations and trainings, coaching and systematic support). Such assistance, even in the form of one-time consultations, should nevertheless be aimed at systematic, integrative prevention and correction of stresses in education, including the stresses of innovation.

The problem of formation the professional culture of the future managers is analyzed in the article. The essence of the concepts: “innovation process”, “educational innovation”, ’educational innovation process” from the point of view of different scientific approaches is revealed. The author defines the concept “educational innovation”, which is considered as a complex, purposeful process of implementation, assimilation, use and dissemination in the educational activity of new ideas, orders, customs, methods, techniques, technologies, mechanisms, systems, structures, phenomena, etc., for the purpose ensuring its stability, improving efficiency and development in market conditions. The urgency of the problem of formation of professional culture of the future manager is investigated. Educational innovations are categorized, which give an opportunity to understand the depth of their role, tasks and functions in the organization of educational activities. Among which are innovations by level of innovation change, distinguishing eight ranks (orders) of innovations; by the degree of radicality of novelty (basic innovations, innovations that improve (modify), pseudo-innovations). The classification of educational innovations is given, such as: innovation process, innovative product, innovative service. Emphasis is placed on the importance of step-by-step introduction of innovation into the professional training of managers. The signs by which innovations are grouped (by: environment, place of application, focus) are identified. A model of an innovative process is proposed, covering six stages (introduction, diffusion (distribution) and modernization). The features of the educational process are highlighted, among which the focus is on its cyclicality, which corresponds to the concept of “life cycle” of innovations.

Este trabajo presenta una reflexión sobre la profesionalización docente universitaria, la\n\t\t\t\t formación y sus implicaciones políticas y educativas, teniendo en cuenta el papel del\n\t\t\t\t profesorado en la universidad, en el nuevo contexto social y cultural actual. Se hace\n\t\t\t\t referencia a algunos aspectos relacionados con la profesionalización docente universitaria,\n\t\t\t\t el ser docente universitario en el siglo XXI y la formación para la innovación docente. A\n\t\t\t\t este respecto se indican y cuestionan algunas ideas usuales en la docencia universitaria y se\n\t\t\t\t proponen nuevas visiones sobre la formación y la profesionalización docente. El artículo\n\t\t\t\t finaliza con una reflexión y sugerencias sobre la formación, la profesionalización y el\n\t\t\t\t proceso de innovación docente en la Universidad.

This chapter focuses on the relationship between remediation and educational innovation in Information and Communications Technology- (ICT) intensive learning environments, as exemplified by the language laboratory (language lab) and its digital descendants. Historically, the language laboratory has been affected by a number of technological and instructional changes, transforming the dead-end of behavioural methodology into the current socio-collaborative paradigms of language learning. The language laboratory has thus been transformed into a learning environment that incorporates and refers to several generations of technology-based language learning. The principles of Computer-Assisted Language Learning (CALL) will serve as this chapter’s theoretical framework. It will also deal with the issues of repurposing and remediation raised by Bolter & Grusin (1999). Remediation is defined as a process of transformation wherein older media are represented and refashioned in new media contexts. It will also be argued that there is a dialogical relationship between the processes of remediation inherent in the genealogy of the language laboratory, and the processes of educational innovation. In addition to this, the chapter will suggest ways of rethinking and reforming the language laboratory through Mobile-Assisted Language Learning (MALL).

In England, the Studio Schools model, focused on developing employability skills in young people, represents a disruptive attempt at educational innovation. Through a documentary analysis of foundational documents, interviews with the model’s architects and case studies of five Studio Schools, we map the tensions between theoretical conceptualisations of the model and the messy realities of implementing it. We found that the schools faced a wide range of challenges related particularly to local inter‐school competition, centralised accountability measures and structural assumptions about the ‘gold educational standard’. When facing these challenges, the course of least resistance for the schools was an iterative abandonment of the distinctive aspects of the Studio Schools model and a move back towards mainstream approaches to schooling. This process of institutional homogenisation is discussed through the lens of neo‐institutional theory, with the challenges schools faced and their trajectories framed in terms of coercive, mimetic and normative isomorphism. We argue that the use of isomorphism as a heuristic device provides important insight into the process of educational innovation in an educational system that combines competition and the risk of market failure with coercive accountability measures and embedded assumptions about the ‘gold standard’ schooling pathway.

Managing innovation in education is key in facing the era of globalization and constant technological development. Innovation plays an important role in creating a dynamic and relevant learning environment. However, managing innovation in education is not easy, because it involves a deep understanding of various aspects, including student needs, resources, scientific developments, and social and political factors. The innovation management process includes the stages of identification, development, implementation and evaluation of innovation. The aim is to improve the quality of education, student competitiveness, efficiency and inclusiveness. However, in the real world, the introduction of innovations often encounters resistance to change, resource limitations, technological problems, and administrative barriers. In the digital era, the use of artificial intelligence (AI)-based technology in education has changed the paradigm. AI technology enables personalization of learning, efficiency, and collection of data for improvement. However, challenges include infrastructure, staff training, data privacy, and cultural change. A participatory approach, involving all stakeholders in decision-making and implementation of innovation, is an effective method in overcoming challenges and maximizing the benefits of AI technology in higher education. Both case studies underscore the importance of managing innovation and AI technology in education to improve the quality of learning, student engagement and development of relevant skills. But challenges such as infrastructure, training and privacy issues need to be addressed tactfully according to the context of each educational institution.