THE PLACE AND ROLE OF EXCHANGE PROGRAMS IN THE PROFESSIONAL DEVELOPMENT OF TEACHERS OF HIGHER EDUCATION INSTITUTIONS

The article is focused on the role of exchange programs in the professional development of higher education academics. Academic mobility is important for the personal and professional development of the academics, as it puts him in the conditions of analysis and resolution of life situations from the standpoint of their own and other cultures.

Problem setting. Modern global challenges have significantly changed the landscape of higher education and intensified the process of its internationalization, the consideration of which has become one of the most discussed scientific problems in the field of higher education. Socio-philosophical understanding of the internationalization of higher education allows us to present it not only as an effective tool for improving the competitiveness of universities, but also as a basis for their social responsibility, a significant factor in improving the quality of higher education. This is extremely relevant to the study of the process of internationalization of higher education in a globalized world. Recent research and publications analysis. The study of the problems of internationalization of higher education belongs to the sphere of scientific interests of both Ukrainian and foreign scientists. Among modern domestic researchers who deal with theoretical and methodological issues of internationalization of higher education and analysis of the peculiarities of internationalization of higher education in Ukraine in the context of global challenges should be noted such scientists as Boychenko M., Verbytska A., Voronkova V., Gorbunova L., Debych M. , Zinchenko V., Kiykov A., Krasovska O., Kurbatov S., Mishchenko M., Nitenko O., Sbrueva A., Sikorska I., Stepanenko I., Terepyshchy S., Shipko O. and others. Significant contribution to the theoretical development of ideas for the internationalization of higher education in the context of globalization has also made foreign scientists ‑ Altbach F., Bergmann H., Branderburg W., Brooks R., Wang M., H. de Wit., Geissler M., Knight J. , Robertson S., Scott P., Hudzik J., Hundt S. et al. Despite the fact that the scientific literature has widely reflected the understanding of various problems of internationalization of higher education, still remain debatable a number of issues that need to be constantly considered. Paper objective. The aim of the article is to study the essence of the concept of internationalization of higher education in modern socio-philosophical discourse; consideration of methodological approaches to the analysis of internationalization of higher education; identifying the prerequisites for the development of internationalization of education in a globalized world; disclosure of the national strategy for the internationalization of higher education in Ukraine. Paper main body. The development of modern higher education takes place in the context of global challenges, among which the most important, as stated in the founding document of UNESCO "Higher Education in a Globalized Society", are: the growing importance of the knowledge society / knowledge economy; development of new trade agreements, which include, inter alia, trade in educational services; innovations in the field of information and communication technologies; the growing role of the market and market economy. To date, according to many scholars, the most comprehensive and scientifically sound of the existing definitions of the internationalization of higher education is the definition given by H. de Wit and F. Hunter. According to them, the internationalization of higher education is a deliberate process of integrating the international, intercultural or global dimension into the purpose, functions and methods of higher education in order to improve the quality of education and research for all students and staff and make a significant contribution to society. Experience shows that in the field of internationalization of higher education there are two institutional models: traditional and complex. The first model includes components such as academic mobility; internationalization of the curriculum; international cooperation in the field of scientific research; partnerships with foreign higher education institutions. The comprehensive model of internationalization of higher education includes academic mobility; internationalization of the curriculum; international cooperation in the field of scientific research; partnerships with foreign higher education institutions; international educational programs of joint / double / multilateral diplomas; branches abroad; online / electronic training courses. Currently, the main ideas of the strategy of internationalization of the market of educational services in Ukraine are: 1. strengthening international competitiveness in higher education and research; 2. active participation of Ukraine in the development of European higher education; 3. expanding the opportunities of Ukrainian higher education institutions to enter the European educational market; 4. positioning Ukraine as a leader in the international market of educational services; 5. expanding opportunities for improving the system of higher education and research infrastructure of universities; 6. development of cross-border higher education. Conclusions of the research. For leading Ukrainian universities seeking to become competitive members of the global education market, internationalization has already become an imperative and has become one of the most important tools for innovative development of higher education in Ukraine, its successful integration into the European and global educational space.

Forced migration during the war led to significant changes in academic mobility in Ukraine. This challenge received a worthy response thanks to the support of Ukraine from the European Union, the USA and other countries of Western democracy: many Ukrainian students and professors received greater opportunities to study and work in European and Western universities in general. This article aims to identify the main threats to inclusivity and new opportunities to provide additional resources and educational space for the development of inclusivity, which is directly related to forced migration as one of the challenges to higher education in Ukraine during this war. The methodology of this article is a philosophical approach based on the use of interrelated concepts of challenge and response. The case study of challenges for academic mobility in Ukraine is used as well. Obstacles and limitations of academic mobility during the war appear to be partially overcome, thanks to distance education. The new opportunities that have opened up for the Ukrainian higher education system provide broad and strategic prospects for the deep integration of the Ukrainian higher education system into the European and world educational space.

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.

The research aims to study the peculiarities of education in wartime. Despite many challenges that have arisen as a result of Russian aggression against Ukraine, the modern higher education system has development opportunities. The first of these is international academic mobility, which provides opportunities for teachers and students to attend leading European universities. The second is the intensive introduction of information technology into the educational process and the professionalization of teachers. The third is the use of flexible learning technologies, and the fourth is a cooperation between Ukrainian and foreign higher education institutions. The fifth possibility is the introduction of the "lifelong learning" model, and the sixth is distance learning, which can be a full-fledged form of education in some specialties. For students, this form of education allows them to study and gain practical experience at the same time, and for teachers to work in education and other fields, passing on practical experience to students. The seventh possibility is to improve the territorial organization of higher education in Ukraine, in particular, to relocate higher education institutions from areas where active hostilities are taking place to large cities. Improving the territorial organization of higher education in Ukraine (relocation of higher education institutions to large cities from areas where active hostilities are taking place) is worthy of attention. Finally, the ability to identify hidden problems in the higher education system and work on solving their causes. The key is to identify threats timely and develop mechanisms to mitigate their impact. Each opportunity should be realized to the fullest extent possible. All these points should be considered in the operational plans for the implementation of the Strategy for the Development of Higher Education in Ukraine for 2022-2032. It is concluded that technological influences are used in modern life to achieve various goals, including obtaining confidential information. User training and increased technical protection are the best defenses against social engineering attacks. To reduce the occurrence of social engineering attacks, technical protection is needed to help prevent such attacks.

The system of higher education is undergoing renewal aimed at the internationalization of higher education and the cultural integration of teachers from different countries, at improving the quality of higher education according to the international educational standards. The integration of higher education of Ukraine into the global educational space determines the development of international exchange, namely academic mobility in the system of higher education. Every year, academic mobility expands the number of participants, both at the expense of domestic and foreign institutions of higher education. Academic mobility is one of the most important aspects of the process of integration of Ukrainian higher educational institutions into the international educational space. Academic mobility is important for the personal and professional development of a teacher, as it puts him in the conditions of analyzing and solving life situations. This contributes to the development of the ability to think, compare; the ability to choose ways of interaction taking into account the peculiarities of another culture; and the readiness for intercultural communication. The participation of teachers in academic mobility programs gives them the opportunity to improve their own qualifications, develop professionally, familiarize themselves with teaching methods at universities abroad, and develop personal and professional potential.

Internationalisation of higher education in the global South manifests in different ways through different modalities. Using a multi-disciplinary mobility-lens, this paper discusses outcomes of geographical mobility practiced by African scholars going to universities in the global North as part of research capacity-building programmes. Over the past 30 years, Danida (Danish International Development Assistance) has provided financial assistance – including research visits at Danish universities – to academics in the global South, who would work with problems in their home countries. This type of internationalisation through research capacity building is used in many European countries and is interesting because it facilitates geographical mobility across the North-South socio-economic divide. Based on a survey sent to 499 current and former African scholars as well as 15 qualitative interviews, the aim of this paper is to analyse the reflections from African academics being involved in this type of internationalisation practice. Thereby we give voice to scholars from the global South who are the practitioners of South-North mobility. More specifically, we analyse the role of different locations for becoming an academic and for their knowledge production. Thus, the paper critically examines the impact made by ‘internationalisation as mobility’ on the personal and professional development of African academics.
 Key words: Internationalisation, Academic mobility, Knowledge production, Africa, Capacity building
 How to cite this article: Adriansen, H.K. & Madsen, L.M. 2021. Internationalisation through South-North mobility: Experiences and outcomes of research capacity-building programmes for African scholars in Denmark. Scholarship of Teaching and Learning in the South. 5(1): 46-65. DOI: 10.36615/sotls.v5i1.166.
 This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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 major purposes of this paper is to firstly explore the relationship among three variables namely professional development of faculty members, teachers’ performance and quality of higher education, and secondly to provide solution to perceived issues and challenges faced by higher education system with the help of comprehensive model. Authors have deeply reviewed previous research studies conducted by researchers and have elaborated their views in connection with the current debate. This paper is purely qualitative in nature and authors have formulated comprehensive model that can be helpful for the policy makers and administrators of the higher education system. This comprehensive model clearly explains that if teachers are equipped with proper and well organized pedagogical as well as administrative training programs then their performance can be greatly improved which can further enhance the quality of education delivered to the students. Both pre-service and in-service professional development programs should be organized for faculty members that will improve their knowledge, skills and abilities, which in turn will further improve their academic, pedagogical and administrative job performance resulting the improvement of overall quality education. Moreover the relation that has been explored can be used to minimize many emerging problems, and perceived issues and challenges faced by higher education system. The model proposed by authors will be useful for policy makers who can then make better policies and can design improved procedures to enhance quality of education. Besides all this, the model is also helpful for management/administrators of higher education system to train and develop their faculty members on specified patterns to inculcate healthy learning among their students. Key words: Professional Development of faculty members, Perceived Issues and Challenges to Higher Education, Quality, Quality of Education, Professional Development Programs, Performance of Faculty Members.

How do institutional policy documents espouse the approach towards the professional development of academics in their role as teachers at one South African University? In order to answer the above question, the researcher conducted a document analysis of the case study institution's documents relating to the teaching and learning agenda focusing specifically on the development of academics as teachers. Using the Archeri an social realist theoretical framework, the paper analyses the cultural, structural and agential mechanisms in relation to the professional development of academics as espoused in institutional policy documents at a University. The findings from the document analysis suggest that while an espoused culture exists, structure and agency do exert an influence on the extent to which this espoused culture is translated into reality. The documents show the need to strengthen agency that will work in the domain of culture to effect a paradigm shift in terms of seeing the development of academics as teachers as an integral aspect of an academic's career. In addition the documents suggest a strengthening of the structures responsible for supporting the professional development of academics. The study recommends strengthening of synergy among the various structures and agents that deal with staff development to avoid duplication and the re-inventing of the wheel.

Formulation of the problem. The Ukrainian higher education system has been undergoing a painful process of reform for over thirty years, trying to achieve international quality standards and harmonize the national educational space with the global one. Along the way, the community of domestic scholars in the field of education carefully studies the positive experience of foreign developed countries and transforms its achievements in order to improve the educational sector of Ukraine. In the context of reforming the higher professional education system, Ukraine needs to train competitive, professionally motivated teachers, starting from the master's level of higher education, in accordance with regulatory documents, in particular the National Qualification Framework and the system of standards for higher education in Ukraine. The purpose of the article is to characterize the theoretical and practical principles of the formation of professional and pedagogical competence of master's level higher education applicants (using the example of a technical higher education institution − ESI “Prydniprovska State Academy of Civil Engineering and Architecture”); to investigate the acquisition of primary experience in pedagogical activity by senior students who acted as teachers for junior courses in higher education; to analyze the effectiveness of such an approach in the educational process, as well as to determine its impact on the academic success and professional development of both groups of higher education applicants. It is important to emphasize that this study is carried out within the framework of the Laboratory of Pedagogical Mastery of the Department of Ukrainian Studies, Document Studies and Information Activities of the ESI “Prydniprovska State Academy of Civil Engineering and Architecture”, one of the tasks of which is to contribute to improving the quality of training of future scientific and pedagogical personnel, in particular, in the conditions of a master's degree. Conclusions. The study proves the importance of forming professional and pedagogical competence in master's level higher education applicants (in accordance with the legislation of Ukraine), especially during the acquisition of a technical specialty. Interaction between senior and junior courses contributes to the development of pedagogical skills, which allows master's students to gain primary experience of pedagogical activity, which is important both for their further professional career and for increasing confidence in teaching. The results of the study confirm the feasibility and effectiveness of integrating practical pedagogical elements into the educational process, which contributes to the formation of competent specialists.

Higher education institutions in Ukraine recognize the economic and educational benefits of academic mobility for students and teachers. However, only 2% of foreign students participate in academic mobility program in Ukraine, while 87% of foreign students have chosen Ukrainian universities as the basic educational institution. That is why it is of vital importance to examine the phenomenon of academic mobility and develop recommendations on increasing the level of academic mobility of students and teachers. This study provides insights into the main characteristics of the academic mobility of students and teaching staff. The hypothesis regarding increasing student and teacher mobility in Ukrainian universities is confirmed through a set of tasks. It examines how different factors (push factors) affect academic mobility. Looking in particular at the state of internationalization of higher education in Ukraine the study develops recommendations for increasing the rate of students and academic staff participation in international programs. Literature review involved searching literature on academic mobility, evaluating sources, identifying debates and gaps in the research problem. A comparative historical approach is used to examine major historical transformations in the history of academic mobility. To examine academic mobility as a unity of forms, types, procedures, requirements, motivation factors and results the holistic approach is implemented in the paper. The content, types, forms and procedure of academic mobility, credit transfer system in Ukraine are regulated by Law on Higher Education and are developed to enable the students and academic staff from different countries to participate in academic mobility programs. The findings suggest that to increase the level of internal academic mobility the students and academic staff should be regularly informed about new exchange programs, extra-curriculum activities focused on writing a motivation letter, CV and filling the application forms in. To help Ukrainian students and scholars to participate in the academic mobility programme English language courses should be organized.

Higher education institutions in Ukraine recognize the economic and educational benefits of academic mobility for students and teachers. However, only 2% of foreign students participate in academic mobility program in Ukraine, while 87% of foreign students have chosen Ukrainian universities as the basic educational institution. That is why it is of vital importance to examine the phenomenon of academic mobility and develop recommendations on increasing the level of academic mobility of students and teachers. This study provides insights into the main characteristics of the academic mobility of students and teaching staff. The hypothesis regarding increasing student and teacher mobility in Ukrainian universities is confirmed through a set of tasks. It examines how different factors (push factors) affect academic mobility. Looking in particular at the state of internationalization of higher education in Ukraine the study develops recommendations for increasing the rate of students and academic staff participation in international programs. Literature review involved searching literature on academic mobility, evaluating sources, identifying debates and gaps in the research problem. A comparative historical approach is used to examine major historical transformations in the history of academic mobility. To examine academic mobility as a unity of forms, types, procedures, requirements, motivation factors and results the holistic approach is implemented in the paper. The content, types, forms and procedure of academic mobility, credit transfer system in Ukraine are regulated by Law on Higher Education and are developed to enable the students and academic staff from different countries to participate in academic mobility programs. The findings suggest that to increase the level of internal academic mobility the students and academic staff should be regularly informed about new exchange programs, extra-curriculum activities focused on writing a motivation letter, CV and filling the application forms in. To help Ukrainian students and scholars to participate in the academic mobility programme English language courses should be organized.

Статья посвящена экспериментальному исследованию притязаний студентов в процессе изучения иностранного языка на разных этапах обучения в ВУЗе. В статье представлен краткий анализ работ, посвященных влиянию мотивации и притязаний личности на успешность овладения иностранным языком. Анализируются экспериментальные материалы, позволяющие выявить специфику притязаний студентов разных курсов в процессе изучения иностранного языка.Целью исследования является изучение особенностей притязаний студентов на разных этапах обучения в ВУЗе в процессе изучения иностранного языка. Методологическую основу исследования составили теоретический анализ психологических работ по проблеме исследования, эмпирические методы исследования, количественный и качественный анализ эмпирических данных. Результаты. Полученные экспериментальные данные показывают, что большинство студентов при традиционном обучении в ВУЗе имеют средний и низкий уровни притязаний при изучении иностранного языка, что негативно сказывается на процессе и результате деятельности студентов.Область применения результатов. Материалы исследования могут быть применены в системе высшего психолого-педагогического образования в курсах «Возрастная психология», «Педагогическая психология», «Психология высшей школы», а также использованы в системе переподготовки и повышения квалификации преподавателей.

Key global trends with direct managerial implications for higher education systems have been identified, including demographic decline, digitalization, changes in the labor market, and the privatization of education. These trends have a significant impact on the functioning of higher education in Ukraine, particularly in the context of the ongoing war and the anticipated post-war recovery. Special attention is given to the adaptive function of strategic management, which enables higher education institutions (HEIs) to respond proactively to emerging challenges and capitalize on new opportunities. Strategic management serves as a vital mechanism for ensuring institutional resilience and long-term development amid uncertainty. Several managerial challenges and opportunities have been identified in relation to the transformation of financing models, the acceleration of digitalization, the expansion of international partnerships, and academic mobility. It is established that Ukraine is currently undergoing a structural transformation in the management of higher education institutions, characterized by increasing institutional autonomy, diversification of funding sources, and the growing prevalence of international cooperation. Among the key managerial challenges are the reduction of public funding, demographic decline, and the outmigration of young people abroad. These challenges contribute to a gradual decrease in the number of prospective students, heightened competition among HEIs for enrollees, and a pressing need to optimize the network of higher education institutions through restructuring, mergers, or downsizing. The full-scale invasion by the russian federation has become a critical factor driving radical transformations in Ukraine’s higher education system. The war has brought about complex changes that impact both the educational process and the institutional framework. Notable wartime consequences for the education sector include: large-scale internal and external displacement of students and faculty, resulting in significant shifts in the geography of learning and teaching; rapid development and integration of digital technologies, making distance and online learning formats dominant and virtually standard; partial militarization of academic programs, with increased demand for disciplines related to national security, information technologies, and military-technical fields; destruction of the physical infrastructure of HEIs, which has prompted the intensification of international cooperation for institutional recovery and capacity building. In response to these challenges, several strategic directions for the development of HEI management are proposed, including enhancing the digital literacy of administrative and managerial staff; implementing crisis management strategies; expanding international cooperation; and developing flexible, adaptive models of institutional governance. Among the critical challenges facing Ukrainian HEIs are the need to maintain competitiveness in the global education market and to mitigate the brain drain of talented professionals. Additionally, the integration of internally displaced persons (IDPs) and veterans into the higher education system emerges as a significant task, requiring inclusive, responsive, and sustainable management approaches. Keywords: strategic management, education, educational institution, adaptability, leadership, human resources, university management, sustainable development, efficiency, globalization.