“LIVING LIBRARY” AS AN INTERACTIVE EDUCATIONAL METHOD IN A UNIVERSITY UNDER MARTIAL LAW

The article examines the features of organizing and conducting the educational process under martial law in Ukraine. It focuses on the formation of organizational conditions for collaboration with various groups of service recipients. This includes social support for citizens who have been discharged from military service or retired, as well as their families, work with internally displaced persons, and other categories affected by the war. The features of organizing the educational process under martial law have been identified. An analysis has been conducted, and forms and methods of distance learning have been substantiated, which include elements of electronic and modular learning for students in higher education institutions. Particular attention is paid to the development of platforms such as Moodle, Classroom, Zoom, Google Meet, and others. For the rapid exchange of information, teachers and students use corporate emails, as well as platforms like Viber and WhatsApp, which contribute to the formation of theoretical knowledge and practical skills in modern conditions. The aim of the research is to analyze the features of organizing the educational process in higher education institutions, as these issues require more in-depth study during the period of martial law. In this context, distance and blended learning, as well as the combination of classroom and extracurricular activities, have become commonplace for all participants in the educational process. It is essential to ensure that nothing threatens the life and health of higher education students. The main tasks of the research identify a number of key aspects that contribute to a deeper understanding of the organization of the learning process in higher education institutions. Structuring the content of educational material is an important element that ensures logical and sequential knowledge acquisition by students. Thanks to this structuring, the learning process becomes clearer and more organized, allowing students to systematically achieve their educational goals. The organization of modular distance learning in higher education institutions has its peculiarities due to the introduction of martial law in Ukraine and depends on the material and technical resources, as well as the safety conditions for both teachers and students. This includes the duration of classes, breaks, the format of the educational process established by the academic council of a specific institution, as well as the academic workload. An important aspect is the formation of individual educational trajectories for students who, for objective reasons, have missed some classes. A key task for the management of higher education institutions is to adapt the educational process to the conditions of martial law by implementing appropriate methods and tools that will help minimize traumatic experiences and negative psychological states, as well as ensure the effective realization of the learning process. These tasks require urgent resolution. It is particularly important to develop an algorithm and sequence of actions during air alarms, as well as to consider possible Internet disruptions that students may experience during classes and the psychological state that affects their ability to actively engage in the educational process. The conclusions of the research indicate that the organization of the educational process in higher education institutions during martial law must take into account the main trends of distance, online, and blended learning. In particular, attention should be given to: adjusting curricula based on the chosen form of learning; recording video lectures, creating presentations, and conducting online classes in video format; ensuring the mental and psychosocial health of both students and teachers; as well as learning to assess the reliability of information and respond promptly to potential threats.

Pedagogical conditions that ensure the organization of the educational process in higher educational institutions with specific studying conditions in terms of martial law based on the right to autonomy of higher educational institution and legal regulation of its activities are presented in the article. The purpose of the article is to determine the pedagogical conditions for the organization of the educational process in higher educational institution with specific studying conditions in terms of martial law throughout Ukraine. Methodology of the article. Consideration of the peculiarities of the organization of the educational process in higher educational institutions with specific studying conditions. It is revealed that in terms of martial law, there is a need to introduce pedagogical conditions to address issues related to: limiting opportunities for the use of information and communicative technologies in the educational process while the absence of the Internet and mobile communications; ensuring timely completion of course and qualification papers by all applicants for higher education; conducting group classes that provide for the circulation of language information with limited access; involving scientific and pedagogical workers and cadets in scientific work. It is highlighted that the normative legal acts regulating the educational process provide general recommendations for ensuring two-way communication between the subjects of the educational process in a higher educational institution. The effectiveness of the introduction of pedagogical conditions related to the organization of the educational process in terms of martial law has been demonstrated, on the example of the Academy of the State Penitentiary Service. The educational process is represented through a system of scientific and methodological and pedagogical measures that have proven their worth in terms of martial law. Results. The analysis of normative legal acts regulating the activity of higher educational institutions contributed to the highlighting of the peculiarities of the organization of the educational process in the terms of martial law. It is proved that in terms of martial law the organization of the educational process is significantly influenced by factors caused by difficulties in using informative and communicative technologies for group classes, setting educational tasks that require additional sources in a special library, ensuring academic integrity, effective development of general and special (professional) competencies. Practical significance of the obtained results is that they contribute to choosing the pedagogical conditions that promote the organization of the educational process in higher educational institutions with specific studying conditions in terms martial law. Key words: autonomy of higher educational institution, pedagogical conditions, individual schedule, informative and communicative technologies, academic disciplines.

The purpose of the article is to identify ways to ensure that the educational process in higher education institutions meets the modern requirements of social development. The methodology of the comprehensive study allowed to identify priority areas of adaptation of universities to changes in the external environment; to summarize the main comprehensive measures to ensure the quality of education; to substantiate the feasibility of organizing continuous monitoring of the market of educational services to promptly provide the educational institution with the information necessary to make effective decisions; to generalize and supplement the principles of the adaptive process in higher education institutions; to develop recommendations for the formation of a support system for the adaptive process in higher education institutions. Methodology. The study is based on a systematic approach to the substantiation of the nature and directions of adaptation of the HEI to changes in the external environment, to the formation of a system to support the adaptation process of the HEI. It is shown that the priority directions of adaptation of the HEI are determined in relation to a particular educational institution and should include: reforming of the educational institution in accordance with modern requirements; implementation of market ideology; innovative development of the educational process; provision of modern education; development of interaction with employers – customers of educational services; diversification of funding sources. The scheme of information support for HEI adaptation to the requirements of the external environment was developed. The study of adaptive activities of successful HEIs allowed to complement the principles of reform and transformation of the organizational and economic foundations of HEIs with the principles of adaptive process organization, such as the practical experience of purposeful modernization of other HEIs to solve similar problems; analysis of the current situation of the HEI, the market of educational services and the prospects for their development; reliance on the corporate culture of the team; integrated systematic approach to economic and social problems; project approach to the formation and implementation of measures to ensure the adaptation program. The results of the study show that the system to support the process of adaptation in higher education is a set of management tools, which are based on the principles of adaptation process organization; adaptation strategy is aimed at improving the quality of education, competence of graduates; policy of adaptive management and reform of the educational process; development of market logic; development and implementation of programs to improve educational and scientific activities and their organic combination; diversification of educational activity; internal institutional restructuring; application of collective and individual forms and methods of economic, social, moral, psychological and other types of stimulation to intensify the adaptive process. Practical implications. An algorithm for forming a system to support the adaptation process in higher education institutions, including organizational and economic tools of institutional support for continuous adaptation process to coordinate the activities of the HEI with the dynamic conditions of the external environment, was developed. Value/originality. Determination of ways to ensure compliance of the educational process in the university with modern requirements of social development should be based on understanding the essence of the concept of adaptation of the university to changes in the external environment as a process of purposeful change in the educational and scientific activities of the university and its units to the current and future changes in the external environment to ensure effective functioning, addressing certain goals and objectives of development, compliance of graduates' competencies with the requirements of the current and prospective labor market, competitiveness of the institution on the market of educational services; the essence of adaptive management as a process of creating conditions for the implementation in the educational process of society's requirements for quality, up-to-date knowledge received by graduates of the educational institution, compliance with the requirements of the current and future economy.

INTRODUCTION
 There are several socio-political challenges facing the choice of multi-media and ICT use for the implementation and acceptance of electronic education and export education (e-education) as new smart technologies are applied to the teaching-learning process of higher education (HE) institutions. As a result of a proliferation of smart technologies use in this domain, there is a need for smart educational institutions to export education through electronic education across their international boundaries and for them to assess the socio-political problems facing this form of digital education.
 This study will examine and identify the socio-political challenge facing smart technology use in e-education through electronic education across international boundaries.
 This is important as HE institutions have witnessed a growth of technological expansion and uses as helpful means to increase the effectiveness and efficiency of digital education and the changed academic lives and perspectives of digital world.
 It will support and suggest improvements to the continuous development of ICT use for e-education that will result in an efficient and cost effective means of teaching-learning in HE institutions.
 HYPOTHESES
 
 How does the socio-culture attitude and political policies affect the expansion and multi-media technology uses for e-education and electronic education in HE institutions?
 How do we promote this continuous expansion and multi-media technology use in digital education through a transformation of users’ socio-cultural attitude and political policies affecting its effectiveness and efficiency?
 
 H1 – Users’ socio-cultural attitude and government-political policies have considerable effects on the expansion and multi-media technologies’ uses for e-education through electronic education.
 H2 – Users’ socio-cultural attitudes can be modified and improved towards more effective and efficient digital education for e-education in HE institutions.
 LITERATURE REVIEW
 The essence of this research study is based on the derived assumptions that:
 
 Multi-media technologies’ use in web-based learning environments are carried out within the influence of societal culture and cultural adaptation in creating successful ICT tools for use in digital education.
 Uses of web-based learning environments are carried out within the influence of social culture and learners’ learning culture (Senouci et al 2015; Ogunbase, A. 2016; Ogunbase, A. & Raisamo, R. 2017).
 
 These researches highlighted the techniques that were expected to be relatively easy to use and could be adopted by many students and teachers. These techniques include an elaborative learning culture, learning styles and acceptability designs for digital education.
 This new study will focus on previous studies’ results/findings and examine/identify expected new results of users’ socio-cultural attitude and political policies affecting effective and efficient technology use for e-education.
 METHODOLOGY
 Mixed-methods methodology will be used that will involve a questionnaire and interview questions. In analysing the data collected, relevant statistical techniques will be adopted to report results.
 RESULTS
 It is expected that this study will get to the extent at which socio-cultural attitude and political policies affect the expansion and multi-media technologies’ use for e-education in HE institutions which will help learning management systems, researchers and education actors in using new smart technologies in the teaching-learning process of HE institutions.

The article shows the possibility of using hardware ProComp Infiniti System with BioGraph Infiniti Software in the educational process of higher education institutions in Ukraine in different directions of training, including specific training conditions. The Infiniti system monitors and records a wide range of physiological and mechanical signals, analyzes and provides real-time biofeedback through various auditory and visual aids. The authors analyzed scientific and professional literature on the development and introduction of specialized software products in the educational process of higher education institutions in Ukraine and across the globe. The paper defines the advantages and prospects of carrying out a cycle laboratory work and research with BioGraph Infiniti tools and the principles of work with ProComp Infinity hardware. The didactic conditions of use of BioGraph Infiniti Software in the educational process of higher medical education institutions and universities of internal affairs of Ukraine are defined for formation of informational and subject competence of Ukraine’s students. Attention is focused on ensuring the flexibility of the educational process by means of variability, changes in the content and methods of education, forms of organization of educational classes with a direct practical component, a combination of different education methods for students of various types of higher education institutions. The possibilities of development of a series of laboratory works with their further placement in the virtual educational environment "Laboratory works system with specialized software Biograph Infiniti" are considered. Each laboratory work is created according to the principles of scientificity, integrity and professional orientation of education and includes 3 levels: general (basic), psychological and medical-biological.

In the article based on the analysis and study of scientific and methodical literature the concepts “competence” and “professional competence” are defined. Modern software that can be used in organizing the educational process of a higher education institution is presented and analyzed. It is stated that the offered technologies provide additional opportunities for organizing the educational process, contribute to improving information literacy of students at higher educational institutions and realizing their educational opportunities. The purpose of informatization of the higher education system is to increase the efficiency of education by improving the methods of using information, as well as focusing on the use of cloud technologies in the educational process of higher educational institutions. The relevance of the article is due to the need to develop the professional competence of students using cloud technologies in the organization of the educational process at higher education institutions. Possibilities, advantages and disadvantages of using cloud technologies in the process of learning at higher educational institutions are considered. It is emphasized that introducing cloud technologies in the process of preparing the students at higher educational institutions is one of the important factors for enriching their professional and personal experience and an important means of forming their professional competence. Also, based on the analysis of scientific literature, undoubted prospects of using cloud technologies at higher education institutions of Ukraine are indicated. It is noted that creating an informational educational environment at a higher education institution depends to a large extent on the innovative climate. Practical examples of the use of the Moodle system in the preparation of future specialists are given and the results of an experimental study at the Donbas National Academy of Civil Engineering and Architecture are presented.

Interactive technologies during implementation of the olympic education into the student educational process

This contribution analyzes the main characteristics of realization control of educational process in the Russian and foreign higher education institutions with the purpose of identifying the leaders in higher education. Representing a process of integration of educational institutions, network form of education helps along harmonization of educational institutions. Important aspect of this activity is the quality of education and improving of education systems in different countries. It is worth to take into account that education can be viewed as a process of getting knowledge or as benefit on modern economic commodity market and services. An important condition of the development of the harmonious relations between educational institutions is the balance of educational process, availability of education, and rendering of high-quality educational services. Comparison of educational process in various higher education institutions makes possible the optimization of educational system and identification of the most unique educational technologies. In order to achieve the required degree and status of leadership, science and education have to be an essential part of any educational system. Our comparative analysis of educational process in higher education institutions in Europe, the USA, and the Russian Federation shows their uniqueness, originality, achievement of optimal results of a research, advance of science, self-learning activity, and the improvement in the quality of the provided educational services.

Purpose. The requirements for training teachers for the general education system in the Russian Federation are defined by the Federal State Educational Standard for Higher Education in the field of "Pedagogical Education". The standard document defines universal and general professional competencies that are mandatory for all education (preschool, primary, basic general education and others). Professional competencies are defined on the basis of the professional standard "Teacher", specifically for each field and type of professional activity. The subject of the analysis is the search for an approach to forming the future primary school teachers' professional competencies. The main purpose of the article is to describe the technology of forming the future primary school teachers' professional competencies within a specific academic discipline. Methods. The research is based on a regulatory documents review, psychological and pedagogical literature analysis, and educational process examination. Results. The article presents the experience in organizing the study of a particular discipline. The discipline provides emotional and personal immersion of the future teachers into the professional activity and practical skills development. The author describes the ways to implement and apply effective teaching methods when organizing various types of classes in higher education institution. Practical application of the results. The findings are of direct practical relevance as can be useful for organizing the educational process in higher educational institutions in terms of the successful completion of basic educational programs and programs of additional education (specifically, retraining).

On the basis of the content analysis of the scientific literature on the outlined problem and the study of practical experience of organising the educational process of higher education applicants studying on an individual training programme and options for using various learning formats, the authors reveal the essence of adaptive learning and describe the features of its application in higher education institutions (HEIs) under martial law. The methodological foundations of the study are the conceptual developments of domestic and foreign scientists in the field of organization of adaptive learning, the study of innovative methods of organization of the educational process in institutions of higher education using adaptive learning formats. The methodological foundations of the study are the conceptual development of domestic and foreign scholars in the field of adaptive learning, the study of innovative methods of organising the educational process in higher education institutions using adaptive learning formats. The research was organised using a set of general scientific methods: theoretical, empirical and data content analysis methods. Theoretical methods contributed to the synthesis and analysis of psychological and pedagogical literature, the regulatory framework for the development and implementation of adaptive learning in the educational space. Empirical methods of selecting scientific and research material (surveys of higher education applicants, development of the regulatory framework), interviews with academic staff on their readiness to implement ideas, forms and models of adaptive learning in the educational process of modern educational institutions. The use of adaptive learning technologies in the educational process of higher education institutions allows to prevent the appearance of educational losses and gaps in knowledge, provided that students are individually trained, and acquire the desired level of knowledge. The authors emphasise that adaptive learning provides a flexible system of organising training sessions taking into account the individual characteristics of higher education applicants. In this process, special attention is paid to the student's personality, the leading kinds of activities chosen by him/her, personal and professional qualities, and the level of competence. It is noted that the optimal solution for the use of adaptive learning technologies is to organise learning interaction with a personal tutor according to an individual schedule at a convenient time for everyone.

Modern Ukrainian society is in a complex process of transformation in various spheres at the present stage of its historical development, including, in the field of education. The humanitarian development of the country and the world sets new tasks for the national education system, the solution of which is inefficient within the framework of the existing methodology. Currently, the issue of analysing the efficiency of the higher education system and its adaptability in the field of training specialists of various profiles to constant and changing processes in various spheres of the society is of particular relevance. The inconsistency of the scientific-theoretical and scientific-practical level of the quality control model of higher education has determined the problem of the necessity to analyse the existing models in order to improve their individual aspects. The purpose of the academic paper is to study the existing models of quality control of the educational process in higher education and to clarify the practical features of the development of such models from the perspective of participants in the learning process in higher educational institutions. Methodology. In the course of the research, the analytical-bibliographic method was used to study the scientific literature on the issues of quality control of the educational process in higher educational institutions, as well as a questionnaire survey in order to clarify in practice the certain aspects of developing the models for the quality management of education in higher educational institutions. Results. Based on the results of the research, the features of implementing the individual models of quality control of the educational process in higher educational institutions were studied, and the main principles and characteristics that should be taken into account when developing such a model for each individual institution of higher education were clarified.

The article highlights the current issues of management and organization of the educational process in higher education institutions during the military aggression of the Russian Federation. It was determined that the full-scale invasion caused significant damage to the educational sector, in particular, to higher education. The author considered the main components of the administrative activity of the leadership of the HEI during the operation of the legal regime of martial law. The normative-legal aspect is defined, in particular, an overview of changes to the legislation and letters of the Ministry of Education and Culture regarding the regulation of labor relations in the field of education is provided. The author emphasises the need to develop an internal regulatory framework for the work of higher education institutions in times of war. As the most important, aspects of ensuring safe conditions for the educational process are considered. Attention was also paid to the organization of higher education activities in different regions of the country, depending on the danger of hostilities, the organization of distance learning during martial law, attention was focused on the problem of ensuring high-quality practical training of students under martial law and distance learning, recommendations were made to improve the organization of educational process The need to ensure further professional development of the scientific and pedagogical workers are noted, an overview of institutions that provide services for professional development of scientific and pedagogical workers, forms and types of professional development provided free of charge is presented. It was noted that during the martial law, increased attention needs to be paid to the spread of informal education not only in the professional sphere, but also in other vital spheres that ensure the vitality of the individual and provide him with positive motivation and life optimism. Special attention is paid to the psychological support of all subjects of the educational process. It was determined that for psychological adaptation it is necessary to introduce and develop psychological services in higher education institutions and, with their assistance, to form in the participants of the educational process: skills of psychological self-regulation and self-help in difficult life situations arising under martial law; the ability to provide psychological help and support to the participants of the educational process and to all those who need them during the war. A review of good practices of domestic higher education institutions regarding psychological support was conducted. Aspects of the activities of educational institutions regarding improving the quality of the educational process during martial law are highlighted.

The article updates the role of studentship and student self-government as an active participant in the educational process, a partner in the processes of reforming higher education, that is involved in the government structures of the higher education institution, particularly, in the process of ensuring the quality of higher education. Based on the analysis of normative legal acts and scientific sources, the authors highlight the state and institutional level of influence of student self-government on decision-making regarding the processes of ensuring the quality of education. The foundation for the development of opportunities for student self-government is provided by the state level, that adopts normative legal documents that create prerequisites to the participation of student self-government in the procedures of ensuring the quality of education, particularly, the Law of Ukraine «On Higher Education», that regulates the activities of student self-government bodies in Ukraine; «Standard of higher education»; «Regulations on the Accreditation of Educational Programs for the Training of Higher Education Candidates», that prescribe requirements for the participation of representatives of student self-government in the system of internal quality assurance. The implementation of the above-mentioned legal acts and the student-centered approach in the educational process of higher education institutions are ensured at the institutional level. Student self-government at the institutional level has a significant number of mechanisms and tools for influencing the internal quality assurance of education, for example through: procedures for the formation and implementation of educational programs at higher education institutions; procedures for ensuring the quality of teaching and learning at higher education institutions; procedures for preventing academic dishonesty at higher education institutions. The authors also highlighted the main tools used at higher education institutions considering the opinion of student self-government, such as: surveys, meetings of project groups, academic councils of faculties and higher education institutions, etc. The implementation of the above-mentioned measures, discussion and response to existing problems with representatives of the student body, are the key to improving the quality of education and the prestige of higher education institutions.

The purpose of the research is to investigate the process of formation of a model of providing educational services of higher education institutions under the martial law. Research methodology consists of the general scientific and special research methods, in particular analysis and synthesis, comparison, generalization, system-structural and statistical analysis. Scientific novelty. A model of providing educational services of higher education institutions has been formed. The methods of organizing the educational process in the conditions of martial law have been determined. Conclusions. The proper organization of distance learning consists in ensuring an uninterrupted connection to the Internet, reducing the process of social isolation, as well as implementing measures to ensure high-quality distance learning in higher education institutions. The main tasks for the Ministry of Education and Science of Ukraine were the development and implementation of the formed practical recommendations regarding the organization of the educational process in the conditions of martial law. It was determined that in order to implement the model of providing educational services, first of all, it is necessary to ensure the remote coordination of the work of all specialists, which requires the use of electronic technologies not only for training, but also for managing educational processes or ensuring electronic document circulation. The criteria that must be observed in order to maintain the effectiveness of distance learning in Ukraine are highlighted; it is determined that the educational process, even under martial law, must retain its basis, which consists of the theoretical component of education, the practical activities of students, and the control system. The main electronic services for providing distance learning have been analysed. It is concluded that for the effective implementation of the model of providing educational services in the conditions of martial law, it is necessary to implement a number of general universal steps for the purpose of psychological and pedagogical adaptation of the educational process. The measures that will become the basis of the psychological and pedagogical features of the adaptation of the educational process in higher education institutions have been defined. Key words: distance learning, educational process, educational services, higher education, martial law.

The basis of modern educational policy is the quality of higher education. It is higher education that contributes to the solution of a set of tasks aimed at forming the personality of a competent specialist, focused on lifelong learning, constant personal and professional self-improvement. Attention is being increased to the general moral-legal development of the individual as well as to the professional-ethical. The objective level of professional training is determined by the formation of professional and personal qualities. It is obvious that not only the amount of knowledge, skills and abilities, but also the synthesis of competencies, practical experience and professional-ethical qualities are an indicator of a thoroughly and comprehensively trained specialist. Therefore, a modern social worker is not only to demonstrate the necessary skills, knowledge and abilities, but also to acquire values in order to prevent and treat social diseases of people of all ages. The State Sectoral Standard for Social Workers Training in higher education institutions defines among the main general requirements in the field of social work: the ability to adhere to ethical principles and standards of social work; the ability to identify ethical dilemmas and contradictions in the professional sphere, to use means of supervision to solve them. Thus, the formation of professional and ethical competence is the basis of professional training in higher education institutions. The aim of the article is to study the state of formation of professional and ethical competence of future specialists in the social sphere in the educational process of higher education institutions. Research methods used: survey and diagnostic methods (questionnaires, conversation, testing, interviews, diagnostics) – for identifying the state of formation of professional and ethical competence of future social professionals. The obtained results allow us to state that the modern system of training of specialists in the social sphere at the present stage is quite slowly reoriented from reproductive education to competence-oriented innovative education. The results of research in this area lead to the following conclusions: the formation of professional ethics of future specialists in the social sphere is unsystematic, and this is seen as a problem in the formation of the main components of professional and ethical competence; most future specialists in the social sphere need concrete and effective assistance in forming the main categories of morality that form the foundation of professional and ethical competence; most often teachers focus on how students learn the content of the discipline, rather than on the formation of professional and ethical skills, personal and moral qualities, which are the key components of professional and ethical competence; teachers mainly use traditional educational technologies, which does not motivate students to the subjectivity of the educational process in higher education institutions.