The main tasks were determined: the study of innovative methods of teaching foreign languages involved a theoretical analysis of the Ukrainian pedagogical experience; essential characteristics of the main concepts in the context of the investigated problem are carried out. The article analyzes the meaning of the terms “bilingual education” and “bilingual instruction”. The author concludes that these two concepts are used quite often in pedagogical sources. It was revealed that a special place today is occupied by an approach in which a foreign language is used as a means of mastering the content of various general education subjects. This approach is not new, its varieties have been used to study non-linguistic subjects for centuries, and today it is considered an effective way of forming bilingualism. Nowadays, students’ native language is also used during education, so this approach has different names, such as “immersion education” or “bilingual teaching of subjects”. In this case – mixed use during learning of two languages – native and foreign. On the basis of the analysis of thepositive European experience in the development of school bilingual education, it was proposed to: intensify the cooperation of general educational institutions with European schools and representations (embassies) of certain countries on the territory of Ukraine; to improve the level of training of specialists who is to possess multifaceted competence, which includes subject, language, general pedagogical (didactic, communicative, organizational skills) and additional (“intermediary”) competence, which involves the teacher’s ability to convey the essence of the subject to students by means of a foreign language.

The architecture of blended learning (BL) in the training of prospective English teachers in higher education establishments was illuminated, particularly emphasizing the synchronous and asynchronous content and learning modes, which are an integral basis for the development of their professionally oriented communicative competence (POCC). A multi-faceted methodological approach – encompassing analysis, synthesis, comparison, and generalization – served as the analytical lens for scrutinizing the extant scientific literature, undertaking categorical evaluations of core concepts, and delineating their interrelations. BL was positioned as a purposeful process of dissemination and assimilation of knowledge, enhancing an array of speech fluency, linguistic understanding, sociocultural awareness, educational and strategic competences, cognitive activities of Master’s degree students. It offers a nuanced hybridization of distance (remote) and traditional (conventional) learning paradigms, effectively enriching the learning process while enabling their independent (self-study) learning. A functional scheme of the content area of BL covers three generic notions and is considered as a multifarious interactive space that serves as a catalyst for educational synergy, fostering holistic interactions between students, teachers, and the curriculum, where two subcategories of asynchronous learning mode are distinguished: collaborative (group-based) and independent (individual-based). The research introduced a pedagogical blueprint encompassing a repertoire of synchronous and asynchronous learning modes that can be configured in the following varieties: synchronous-group, asynchronous-group, synchronous-individual, asynchronousindividual, virtual-synchronous and face-to-face-synchronous.

The work is devoted to the study of the issue of the peculiarities of the higher education system of Finland from the point of view of professional training of teaching staff in Finnish universities. It is noted that becoming a teacher in Finland is a very competitive process. It is shown that the concept of professional training of teachers in Finland is comprehensive and continuous, covering all stages of the teaching career. It is highlighted that there is no detailed “curriculum of teacher education” in Finnish universities, however, there are principles and general features that all universities follow in the field of education. It is also highlighted that Finnish universities offer opportunities for individual course selection, allowing students to adapt their studies to their interests and career goals. It is shown the main methods, on which current system of professional training of teaching staff in Finland is based. Our recommendations, which are important from our point of view to become the aspects for the implementation of the successful Finnish experience in training teaching staff in the activities of higher education institutions of Ukraine, are presented. Some results of the empirical research of the peculiarities of the training of teaching staff in the higher education system of Finland through the prism of the experience of students of Ivan Franko Lviv National University – participants of international academic mobility in the University of Turku and the University of Jyväskylä under the Erasmus+ program as well as the experience of students of the University of Turku and the University of Jyväskylä are also presented.

The purpose of this study was to explore teachers’ sentiments regarding the use of workshops as a strategy for professional development regarding effective implementation of inclusive education in rural schools. The study followed a qualitative research approach in which a case study design was applied. Eight teachers who attended inclusive education workshops were purposively selected from four primary schools in Lebopo Circuit. Data was collected through semistructured interviews. The data was analysed thematically. Bernstein’s pedagogic discourse was used as the theoretical lens to explore the way in which the Department of Education conducts workshops or teacher-training to provide teachers with pedagogical knowledge and skills to ensure quality implementation of inclusive education in the circuit under the study. The study found the following: workshops or teacher-training do not achieve the desired purpose of equipping teachers with pedagogic knowledge and skills to ensure quality inclusive education. Furthermore, the study showed that the facilitators lack confidence during workshops or teacher-training, which raises the question of whether they have adequate knowledge and skills of inclusive education or not. The study also found that the time allocated for workshops is inconvenient and insufficient. Thus, the study concluded that the use of the cascade model should be reviewed as it limits the time for training and workshops. The study recommended that the Department of Education should consider having few members of the School-Based Support Teams for in-service training (SBSTs in-service Training) and also to conduct workshops or teacher training at the beginning of the year. This will bring about quality in the implementation of inclusive education and also foster enabling school environments.

The article deals with the problem of implementation of STEM/STEAM/STREAM education in the context of the implementation of the transdisciplinary paradigm. It is emphasized that updating the paradigm of STEM-education to STEAM-education and, then, to STREAMeducation is necessary, since humanitarian components can actively contribute to the formation and development of competences in the field of communication, cooperation, creative and critical thinking, etc. With the application of humanitarian components, school education will become more transsubjective. Examples of transdisciplinary learning through STEM/STEAM/STREAM project activities are given. The problems of the implementation of STEM/STEAM/STREAM education in the context of the transdisciplinary paradigm are identified and the ways of their solution are outlined. Conclusions are made that the introduction of STEM education incorrelation with the transdisciplinary educational paradigm will allow: to significantly improve the quality of general education; to increase students’ motivation and interest in studying school subjects and education in general; to promote conscious life and professional self-determination of future graduates; to orient students in various fields of knowledge; effectively work with a large amount of information, create own knowledge bases; develop different types of thinking: analytical, critical, creative, etc.; consciously integrate and transfer knowledge to various areas and use the acquired knowledge when solving various problems in simulated and/or real situations; to form and develop various competences of students, including in the field of communication, cooperation, creativity and critical thinking.

The article presents the problems of overcoming of educational losses through the prism of normative regulation and planning of the post-war development of higher education in Ukraine. It is noted that in the conditions of hostilities, the problem of moving a significant number of participants of educational process to safer regions within Ukraine and abroad has become urgent. It is noted that the Ministry of Education and Science of Ukraine provides regulatory and legal support for the functioning of education and science system and issues orders on the securement of safe educational environment, the organization of education, the educational process, etc., which are not regulated by law during martial law, emergency or state of emergency (special period). The article proposes the development of the National Program for Overcoming the Educational Losses and Educational Gaps, which will be effective both during the period of martial law (special period) and after its end and will provide for the improvement of legislation, the definition of the terms “educational losses” and “educational gaps”, will establish the obligation of monitoring the quality of higher education, analysis and introduction of security components for higher education, in particular in the field of distance learning and components of psychological assistance for students, teachers and staff.

The study is devoted to the analysis of Europeanization policy in the area of teacher education in the 21st century and the characterization of mechanisms and instruments for the formation of the European Teacher Education Area. The authosr emphasize the effective roles and influences on the integration processes of European professional organizations: European Association for Teacher Education, European Association of Educational Researchers. The contribution of thematic networks to the Europeanization of teacher education, in particular, the European Policy on Teacher Education, the Thematic Network for Teacher Education in Europe, and others, is highlighted. Attention is drawn to the potential of European research projects under the auspices of the European Commission, and the experience of developing and implementing the European Doctorate in Teaching is analyzed. The political dimension of the processes of Europeanisation of teacher education is analysed through the analysis of the EC’s landmark documents on rethinking education; European principles on teacher competencies and qualifications; improving the quality of teacher education with a forecast of the development of the European teaching profession as 1) highly qualified; 2) requiring lifelong learning; 3) mobile); 4) based on partnership. A number of documents developed by the thematic working group, which directly deals with the development of national policies on education and training of teachers/lecturers throughout their professional careers and the analysis of strategies to support teacher development at the European and national levels, have been introduced into the national scientific circulation. At the level of theoretical positions, it is proved that the focus of modern European research in the field of teacher education is on the narratives of professional identity, professional learning and professional development of teachers in the context of new professionalism with a European perspective.

The article presents the materials of a research aimed at identifying the peculiarities of the socialization of students of general secondary education institutions of communal and private forms of ownership in the conditions of digitalization of the educational environment and war, collected through an online survey. Based on the data of the empirical research, the socialization contexts of the development of students of the 5th – 11th grades were singled out; its interpretation was carried out in relation to the actual needs of schoolchildren and satisfaction in the conditions of the educational environment. Socialization contexts are structured into ten lines of development of schoolchildren, namely: social-emotional development, social-communicative interaction, social behaviour, sociallyoriented activity, social activity and initiative, social competence, social well-being, social experience, social (digital) identification, social expectations, which are revealed in an integrative relationship and with a certain penetration of the socio-emotional. Using examples of the features of the socialization contexts of schoolchildren’s development in the conditions of digitalization of the educational environment and war, signs of the manifestation of tendencies are outlined and possible risks of their development are predicted. The study reflects the age-specific peculiarities of thinking and skills of adolescent and senior schoolchildren, their assessment of the situation of social development in the educational environment and the possibilities of their own participation in its optimisation, as well as their idea of an ideal educational environment. The data of the experimental section can also be interpreted in terms of the state of the social component of learning losses in its individual characteristics, and can be used to optimise educational practice, in particular, to design the educational and developmental environment of general secondary education students during the war and in post-war reconstruction.

The introduction of the concept of the New Ukrainian School provides for the transformation of the national system of full-time general secondary education on a new conceptual basis for all its levels, including at the level of upper secondary education. The strategic function of the final stage of secondary education is to provide educational applicants with the opportunity to meet their educational needs depending on their future life plans – continuing their studies or obtaining a profession. Therefore, upper secondary education should be based on the principles of deep individualization and differentiation of learning, considering students’ needs and interests, their abilities and life intentions of self-realization. Based on the generalization of domestic and foreign experience, the article presents the main conceptual foundations for the introduction of upper secondary education in two areas – academic and professional. In the content of education, it is proposed to distinguish two components: 1) the core of general education training, which is mandatory for all those who receive a full-time secondary education; 2) content that, depending on the direction, provides in-depth mastery of profile-oriented knowledge, competencies, methods of activity, etc. The first component can be reflected in four areas: Language and Literature, STEM, Social and Humanitarian Education, physical development and security. The second component, depending on the direction, is implemented by specialized subjects studied in depth, or professionally oriented disciplines for institutions of vocational and professional pre-higher education. In accordance with this division of content, educational institutions create educational/educational-professional programs in agreement with the selected training profiles, professions or specialties. To meet the educational needs of applicants for education, local selfgovernment bodies form a network of upper secondary education institutions of various types (academic and professional lyceums, colleges, specialized education institutions), which function mainly separately or in combination with other educational institutions and establishments.

The article deals with the problem of digital transformation in secondary education. The purpose of the article is to determine the relevance and possibilities of digital transformation of school education in Ukraine in times of war. The author notes that traditional educational practices are disrupted in the context of the conflict, and innovative solutions are needed to ensure that the education system continues to function effectively and provide educational opportunities. By harnessing the potential of digital transformation, Ukraine can overcome some of the challenges caused by the war and ensure accessibility, inclusiveness, and high quality of education even in difficult conditions. The author emphasizes that the digital transformation of the secondary education system in Ukraine during the war can be a difficult task and be associated with certain problems. In particular, access to technology and internet connectivity may be limited in conflictaffected areas, which hinders the implementation of digital initiatives. It is important to address gaps in infrastructure, including ensuring broad access to electricity, internet connectivity, and necessary equipment. Efforts should also be made to bridge the digital divide and ensure that all students have equal access to digital resources and opportunities. In addition, proper training and support for educators is crucial for successful digital transformation.