University: Toward “Beyond the Horizon” Strategy

The study deals with issues related to the construction and development of corporate knowledge in modern conditions caused by transformational processes in the socio-economic sphere of Ukraine conditioned by the war and other challenges that stimulate the need for new knowledge. The need for rapid response to these requests actualises in theoretical and applied terms the definition of the subject segment of new knowledge and its use. The purpose of the study is to highlight the features of construction and the necessity of developing corporate knowledge in modern conditions. To achieve this goal, the study uses the following methods: analysis, synthesis, system method, combinational grouping, modelling, and statistical method. As a result of the study, the need for new corporate knowledge is generalised and the following main groups are identified: knowledge on reorientation of the labour market through war; on security activities; related to mental health and emotional stability; related to the skills of psychological adaptation and flexibility in war conditions; knowledge on the strategy of change, and their characteristics are given. It is proved that new corporate knowledge acquired during the war changes the labour market and reorients the current business processes, social processes, communication and worldview processes in various types of economic activity, which requires a revision of the principles of corporate knowledge construction. As a result of the research, a model of the life cycle of corporate knowledge management was created, the use of which will increase the efficiency of knowledge exchange and the use of intellectual resources, and the process of constructing corporate knowledge based on the factor of intellectual culture was proposed. The conclusions obtained from the results of the study are of applied value and can be useful for representatives of business, the public sector, educational and scientific institutions in developing strategies for change and development and forecasting trends in order to improve and update the corporate knowledge base

Introduction. The article examines the problem of digital transformation of higher education. The purpose of the study is to identify the specifics of the new paradigm of higher education in the context of its digitalization. Materials and Methods. The methodology of scientific research consists of phenomenological, philosophical and anthropological approaches and the principle of correlation, which allow us to consider the problem under study in the context of substantiating a new paradigm of higher education, identifying its specifics. The research methods include a comparative analysis of scientific theories and concepts, which allows to reveal the opportunities and risks of digital education in the international field, as well as synthesis and generalization. Following the paradigm approach makes it possible to explain addressing the interpretation of the new educational paradigm. Results. The authors consider the problem of digital education, defined as a change in the relationship between a person and digital technologies, on the one hand, and as the development of a relationship between a person and a cultural and communication environment, on the other hand. The specifics of the new (techno-anthropo-oriented) paradigm of higher education in the context of its digitalization are revealed. The new paradigm is a reflection that demonstrates the interaction of a person with the technological environment; its content is the cultural and communication environment where a new type of dialogue is formed on the basis of practice. Within the new paradigm, a person who creates meaning appears as a creator of themselves and the meaning of cultural communication by means of digital technologies. The techno-cultural function of the paradigm allows to act in the educational process of value-semantic and digital cultural-instrumental practices. The authors argue that in the new paradigm of education, a person surrounded by technology is focused on a new type of dialogue, strives to possess digital culture, to be its member and creator. Conclusions. The authors summarize the characteristic features of the new paradigm of higher education in the context of its digitalization.

Purpose: This paper presents arguments and contra-arguments related to the dominant ‘learnification’ paradigm in higher education based on Gert Biesta’s selected works. Study design/methodology/approach: The methodology is a deep and critical analysis of Gert Biesta’s views on the dangers of the widespread ‘learnification’ paradigm in education. Findings: . The criticism focuses on six areas, namely on (1) purpose of education, (2) learning, (3) teaching, (4) role of the students, (5) role of the teachers, and on (6) curriculum, didactics, and pedagogy. Originality/value: We believe that our paper is a modest contribution to the recent discourses and critical debates in education.

The article presents the results of a sociological analysis of changes in the educational behaviour of various groups of the Russian population. This analysis is significant because education is one of those social domains that are associated with the accumulation and application of human capital. The latter is relevant not only to the stage of modern socioeconomic development but also to the current geopolitical situation. Theoretical and methodological approaches to studying the social behaviour of various population groups in these areas are multidimensional. In this article, the primary focus of research is on educational and professional trajectories and strategies. The author defines these concepts, emphasising the non-synonymous nature of trajectories and strategies. The objective of the article is to clarify the dynamics of educational trajectories of different generations. The length, content, and variability of educational trajectories in an intergenerational context are being analysed. The empirical basis is formed by the combined RLMS HSE database for individuals from 1994 to 2021, that identifies six generations of Russians according to the classification proposed by V.V. Radaev. An exploratory analysis of the 30th wave of the survey allowed us to identify four generations for further comparative analysis: the "stagnation" generation, the "reform" generation, the millennial generation, and the zoomer generation – 25%, 19.8%, 24.1%, and 24.6% of the total number of respondents in 2021, respectively. A substantive analysis of the educational and professional trajectories of 16,465 respondents was conducted. A typology of their educational trajectories is proposed: direct, multi-component, shortest, absent, and extended. An increase in the proportion of those choosing multi-component trajectories among representatives of the millennial and zoomer generations is demonstrated. The conditions for implementing the chosen educational and professional strategy are examined, as well as the combination of factors associated with the choice of a direct or multi-component educational trajectory. It was found that, while the median lengths of educational trajectories for different Russian generations, expressed in years of schooling, are similar, their variability and fullness are not homogeneous. On the one hand, the increasing number of young people among millennials and zoomers choosing multi-component trajectories for vocational education is associated with the development of vocational education. On the other hand, from the perspective of practical recommendations and social management in education and the labour market, it is a priority to note the relative flexibility of the Russian vocational education system, that allows for the reduction of inequality in educational opportunities.

Current trends in medical education affecting allergy and immunology physicians and learners

In recent years, several trends can be recorded in the educational space. There is a great variety, including the emergence of new competing educational theories and practices that represent different educational paradigms. This situation makes it relevant to address the issue of the nature of the existence of educational paradigms and their role in the formation of future teachers ' competencies, including social and personal ones. The purpose is to analyze the polyparadigmality of modern Kazakh education and its role in the formation of the teacher's social and personal competence. We used methods of analysis, synthesis and deduction. The analysis of the competence approach is based on the descriptive-analytical method. Polyparadigmality in the field of education is analyzed as a natural phenomenon. The methodological basis for the analysis of various positions of researchers and teachers was the general scientific definition of the paradigm given by T. Kuhn. According to him, it is a set of theoretical and methodological attitudes, a concept more general than a theory, concept or approach. Several pedagogical theories, concepts, or approaches may correspond to the same paradigm that serves as their ideological basis. Returning to the general scientific interpretation of the paradigm will eliminate confusion in understanding the accumulated experience and prospects of education, and will help to adequately perceive the pedagogical reality in the formation of competencies. The expansion and development of knowledge in the field of formation of teachers' competencies is inevitable, so a change in the pedagogical paradigm is inevitable and necessary. The synthesizing core in it should be a culture that combines science, art and spiritual teachings into the integrity of the noosphere. Today, in pedagogy, much attention is paid to the combination and complementarity of pedagogical paradigms. Competent perception of the polyparadigmality of education by both teachers and students, as well as awareness of the complex nature of the polyparadigm approach in the education of the future teacher, in our opinion, will provide a qualitative level of formation of a competent teacher at the stage of their training at the university. Most modern scientists (S. V. Belova, O. S. Gazman, I. G. Fomicheva, etc.) admit the simultaneous existence of several paradigms in the same conditions of education, possibly with the dominant role of one of them at a particular stage. Thus, as the main strategy for the formation of the teacher's social and personal competence, we assume the harmonization of various educational paradigms.

Modern processes of reforming of the higher education system states as it’s goal renewal of the educational system as a whole, in order to ensure its optimal functioning. In this context, higher education institutions face that thy priority task is to provide highly professional training of specialists capable of ensuring the development of a democratic state. At the present stage of development of the educational system, there is a shift in the emphasis of the educational paradigm, from one focused on a certain level of knowledge into a developing one, which, accordingly, leads to the formation of various concepts of personality-oriented education. Project activity nowadays is the most common type of research practice of the students. The use of project activities in the educational process ensures the priority of socially significant knowledge and skills, implements the paradigm of personality-oriented education, since this knowledge and skills allow young people to be successfully implemented in their chosen professional activity. The practical use of project activities, in the process of training of future specialists in recreational tourism, provides an improvement in the quality of the educational process. Participants in the educational process are exposed to a number of factors, which, in turn, are determined by internal and external conditions. Taking into account the above, we will consider the presence of factors that ensure the maximum efficiency of the educational process, that is, pedagogical conditions, as an obligatory component of the process of forming readiness for project activities among future specialists in recreational tourism. The conducted research of scientific and pedagogical literature makes it possible to define that project activity belongs to the most common type of student research work. It is considered as an alternative to the classroom system in higher education institutions, while not completely replacing it. The content of the pedagogical conditions for the formation of the readiness of future specialists in recreational tourism for the use of project activities are determined based on the structure of readiness for such activities, which includes: motivational-target, operational, reflective and creative elements. The project readiness components have specific readiness levels, such as: initial, intermediate, advanced and high. We offer the following pedagogical conditions for the formation of readiness for project activities among future specialists in recreational tourism: the formation of students' motivation to use project activities in the educational process and future professional activities; ensuring the theoretical qualification of students for the implementation of project activities in the educational process; organization of the systematic and justified application of various types of project activities at different stages of the educational process.

Research FocusThe promotion of domain-specific knowledge is a central goal of higher education and, in the field of medicine, it is particularly essential to promote global health. Domain-specific knowledge on its own is not exhaustive; confidence regarding the factual truth of this knowledge content is also required. An increase in both knowledge and confidence is considered a necessary prerequisite for making professional decisions in the clinical context. Especially the knowledge of human physiology is fundamental and simultaneously critical to medical decision-making. However, numerous studies have shown difficulties in understanding and misconceptions in this area of knowledge. Therefore, we investigate (i) how preclinical medical students acquire knowledge in physiology over the course of their studies and simultaneously gain confidence in the correctness of this knowledge as well as (ii) the interrelations between these variables, and (iii) how they affect the development of domain-specific knowledge.MethodIn a pre–post study, 169 medical students’ development of physiology knowledge and their confidence related to this knowledge were assessed via paper-pencil questionnaires before and after attending physiology seminars for one semester. Data from a longitudinal sample of n = 97 students were analyzed using mean comparisons, regression analyses, and latent class analyses (LCAs). In addition, four types of item responses were formed based on confidence and correctness in the knowledge test.ResultsWe found a significant and large increase in the students’ physiology knowledge, with task-related confidence being the strongest predictor (apart from learning motivation). Moreover, a significantly higher level of confidence at t2 was confirmed, with the level of prior confidence being a strong predictor (apart from knowledge at t2). Furthermore, based on the students’ development of knowledge and confidence levels between measurement points, three empirically distinct groups were distinguished: knowledge gainers, confidence gainers, and overall gainers. The students whose confidence in incorrect knowledge increased constituted one particularly striking group. Therefore, the training of both knowledge and the ability to critically reflect on one’s knowledge and skills as well as an assessment of their development in education is required, especially in professions such as medicine, where knowledge-based decisions made with confidence are of vital importance.

The subject matter of the article is the construction of an educational trajectory in the environment of an electronic learning management system (ELMS). The goal of the study is the development of information technology ensures the effective use of web-resources in technical disciplines at a university for the acquisition of professional competencies in modern conditions. The tasks to be solved are: to organize the web environment in the e-learning management system (ELMS) for studying the discipline in a technical university on the principles of information technology; to construct an educational trajectory for the acquisition of professional competencies in technical disciplines at a university according to Bloom’s taxonomy; to search ways to optimize the processing of information on web resources using the mathematical apparatus of graph theory; to develop of a recommendation on the construction of an educational trajectory for the professional competences acquisition. General scientific and special methods of scientific knowledge are used. The following results were obtained: The process of acquiring professional competences in the web-environment of the e-learning methodological complex is presented in the structure of information technology. Based on the functional distribution of teaching aids, a flowchart of the e-learning methodological complex and an algorithm for achieving the formed competence as the ultimate goal of the educational trajectory according to Bloom’s taxonomy have been created. The use of web-resources in technical disciplines at a university for the acquisition of professional competences is presented in the form of a network graph, the optimization of which provides recommendations for building an educational trajectory. Conclusions. The e-learning management system of the technical profile disciplines at the university is an information technology that ensures the implementation of an individual approach to learning and the gradual assimilation of educational material according to the principle “from simple to complex”. According to the functional purpose, learning tools can be divided into elements of the traditional system, which provide for an off-line learning format and elements of the distance learning system, which are part of the complex. In general, information technology for the acquisition of professional competences can be based on an educational trajectory based on Bloom’s taxonomy. In order to create conditions for effective information interaction between teachers and students, integration of applied software products, databases, as well as other teaching aids and methodological materials that provide and support the educational process, it is advisable to conduct it through decentralized placement of teaching materials on relevant web resources and organization of intermediate control in a manner sufficient to conclude on the formation of professional competence.

ABSTRACTIn consideration of the international landscape relating to pathways to higher education and college admissions systems, an increased focus has been placed on college readiness within the discourse pertaining to this area in recent years. Academic success in secondary school is critical for college readiness and progression to higher education, particularly in contexts which focus on high‐stakes testing for admission into higher education institutions. Previous research identifies that students' academic knowledge, skills and competencies, particularly in relation to literacy, influence their academic achievement in secondary school. This raises questions regarding the foundation laid by the acquisition of literacy skills in primary school for students' later engagement with the secondary school curriculum. Thus, this mixed methods systematic literature review investigates the relationship between students' experiences and attainment within literacy education in primary school and their educational trajectories in secondary school. Through the examination of the most current and relevant research conducted in relation to this phenomenon, three main themes of findings emerged within the data synthesis: (i) literacy skill development as a multistage process, (ii) transitions and structural influences, and (iii) leadership, pedagogy, and school reform practices. The findings of the paper emphasize the cumulative nature of students' educational trajectories in relation to literacy, highlighting the critical importance of early literacy intervention, supporting students within their transitions across the continuum of education, and the ways in which practices adopted by school leadership and teachers can influence the school environment and shape students' educational trajectories.

Amblyopia is a neurodevelopmental condition resulting in reduced vision for which whole population child vision screening is undertaken. Cross-sectional studies have established an association between amblyopia and lower academic self-concept, slower reading speed. No difference has been found in educational performance in adolescence whilst there are mixed associations with educational attainment in adults. Educational trajectories and intentions have not been studied previously. We analyse if those treated for amblyopia have different educational performance and trajectories for core subjects during statutory schooling, or subsequent higher education (university) intentions than their peers without eye conditions. Data from the Millennium Cohort Study of children born in the United Kingdom in 2000-01 and followed-up to age 17 years (n = 9989). Using a validated approach drawing on parental self-report on eye conditions and treatment coded by clinical reviewers, participants were grouped into mutually exclusive categories: no eye conditions, strabismus alone, refractive amblyopia, strabismic/mixed (refractive plus strabismic) amblyopia. The outcomes were levels and trajectories of passing English, Maths, Science at ages 7-16 years, passing national exams at age 16, and intentions at ages 14-17 to pursue higher (university) education. Adjusted analyses showed that amblyopia status was not associated with performance in English, Maths, and Science at any key stage, attainment in national exams, or intending to go to university. Similarly, the age-related trajectories of performance in core subjects and higher education intentions did not differ between the groups. There were no significant differences in main reason for having or not having university intentions. We found no associations between a history of amblyopia and either adverse performance or age-related attainment trajectories in core subjects during key stages of statutory schooling as well as the absence of an association with intentions for higher education. These results should be reassuring to affected children and young people, and their families, teachers and physicians.

The development of Technology Enhanced Learning has been dominated by the education paradigm. However social software and new forms of knowledge development and collaborative meaning making are challenging such domination. Technology is increasingly being used to mediate the development of work process knowledge and these processes are leading to the evolution of rhizomatic forms of community based knowledge development. Technologies can support different forms of contextual knowledge development through Personal Learning Environments. The appropriation or shaping of technologies to develop Personal Learning Environments may be seen as an outcome of learning in itself. Mobile devices have the potential to support situated and context based learning, as exemplified in projects undertaken at London Metropolitan University. This work provides the basis for the development of a Work Orientated MoBile Learning Environment (WOMBLE).

Requirements for engineering education in the field of professional and personal characteristics provide conditions for self-development and self-realization of the individual, as well as rational management of new knowledge. The need for constant updating of knowledge and maintenance of readiness to perform more complex social and professional functions led to the emergence of various types of further additional to higher education. The existing conditions call for addition of the framework of the traditional educational paradigm with the settings of innovative ones for effective implementation of educational programs. The paper shows the interaction of educational paradigms as an innovative way to aсquire knowledge at the university by the example of additional education. In the current situation, an appropriate organization of the educational process is necessary, ordering the action of various educational strategies. The role of cognitive management as the organizing factor of a new perception of knowledge that does not reject any of the directions of social transformations and adapts them to a specific situation is highlighted. Conclusions are drawn that when implementing the programs of additional higher education, traditional and innovative educational paradigms are effectively complementary. The simultaneous functioning of various paradigmatic settings is noted at each stage of implementation of the educational program, with the determining role of one of the paradigms. A combination of different educational paradigms is due to the general trend of the cognitive management, involving the preservation and adaptation of any new knowledge for the most effective organization of social processes, including the educational one.

Various presentations of the current strategies for economic development increasingly stress the need to abandon the existing model of economy, its redefinition and the necessity to develop a new concept of knowledge-based economy (KBE). Consequently, knowledge is attributed an essential role in stimulating socio-economic development, including also sustainable development. The direction of changes designated by the development of knowledge- -based economy, however, carries with it a number of challenges that must be dealt with and which are gradually being included in numerous sustainable development strategies. Similarly, implementation of certain visions of sustainable development generates the need to make specific assumptions, different from the guidelines defined for the mainstream economy (e.g. taking into account global modelling and system analysis or the law of entropy) (Czaja 2011: 164). Implementation of the preferred directions of development, requires not so much efficient, but proper management, i.e. one which would translate itself onto the plane of decision-making and, subsequently, that of application. Management processes, including management of sustainable development which draws on the principles of a knowledge-based economy, require also taking into account those factors that can really support the sphere of praxis and hence help to shape a knowledge-based society. This article aims at examining the relationship between a knowledge-based economy and the concept of sustainable development, especially in relation to its economic implications. It will, moreover, concentrate on the assessment of practical functioning of a sustainable knowledge-based economy which constitutes an important development strategy in the process of shaping an information society.

Introduction. In modern conditions, project activity is an important part of professional practice in various fields. The successful implementation of projects largely depends not only on the professional knowledge and skills of specialists, but also on their personality traits, which are key components of professional competence. Despite the recognition of the importance of personality traits in the structure of professional competence, there is a shortage of research in scientific literature devoted to the analysis of personal qualities of specialists in project activities. Materials and Methods. To study the personality traits of specialists in project activities, an abbreviated version of the "Big Five" was used – the HEXACO questionnaire. The sample includes specialists involved in project activities. Results. The study showed that the most pronounced trait of project specialists is openness to new experiences (4.0), which indicates their propensity to generate new ideas, flexibility of thinking and a predisposition to non-standard solutions. A moderately high level of honesty and modesty (3.5) indicates a commitment to moral principles and honesty in professional activities. Conscientiousness (3,5) indicates the organization, consistency and responsibility of specialists. Emotionality at 3.4 reflects the ability of specialists to maintain self-control. Indicators of benevolence (3.0) and extraversion (2.9) indicate a balanced approach to social interaction and moderate social activity. Taken together, the results indicate that the specialists have a balanced personal profile, which contributes to successful professional activity in a project environment. Discussion and Conclusion. The study allowed us to create a psychological portrait of specialists in project activities. He included a description of six personality traits: honesty, emotionality, extraversion, benevolence, conscientiousness, and openness to experience. The results can be used in professional selection, personnel development programs, and models for evaluating the effectiveness of specialists in project activities.