Development Of Educational Environment Research Articles

Research on Student Management Platform Based on Big Data Under Low-Carbon Environment

This paper makes a comprehensive investigation on the development and implementation of low-carbon student management platform in educational institutions. The platform adopts advanced information technology, including cloud computing and big data analysis, aiming at solving urgent environmental problems by analyzing the dynamic learning data and daily behavior data of college students. The implementation of the platform has greatly reduced carbon emissions, especially greenhouse effect variables and dormitory electricity consumption. The observed impact highlights the effectiveness of using academic management platform to promote carbon emission reduction. However, this study acknowledges the existing limitations and predicts the long-term challenges, and emphasizes the need for continuous innovation and research in the intersection of artificial intelligence and environmental sustainable development. Generally speaking, the development and deployment of low-carbon student management platform is a key step to promote the sustainable development of educational environment.

COORDINATOR OF INCLUSIVE EDUCATION AS A CHALLENGE FOR UKRAINIAN EDUCATION SYSTEM

Education of children with special educational needs (SEN) in Ukraine continues to find the ways of its realization under the conditions of the deficit of different supportive factors, among them – provision of the specialists. There is no position in Ukrainian schools, which would deal with the issues of inclusive education on the competent basis. At the same time there are several similar positions in the US schools (special education teacher, case-manager) as well as there is a position, which is directly related to coordination activities – Special Educational Needs Coordinator (SENCO). We believe that existence of the position of coordinator in the support team is one of the main conditions of coordinated work of the support team, which would provide continuity in the process of education, upbringing and socialization of the person with special educational needs. The article provides generalization of the main directions of activities of such a coordinator according to the professional profile and offers the assumption regarding the possible coordination role, which could be conducted by one of the members of the support team in Ukrainian schools. The article provides analysis of the existing legal and scientific-methodological materials, focused on the issue of the support team as well as the issue of coordinator of such a support. The lack of Ukrainian educators` awareness on the content of the team interactions and the role of the coordinator is defined, which became a condition to formulate a need to withdraw from the formalism and to look for the real coordinator, who would deal not only with the issues of learning of persons with special educational needs, but will be capable of introducing the culture of inclusive educational environment development, which would be barriers-free, supportive and developmental for all participants of educational process. In this process professional profile of Special Educational Needs Coordinator became the main guide regarding the defining process of the content of activities of this coordinator. According to this profile the specialist has to influence the school policy towards inclusive education, to assess the needs of children with SEN, to monitor their development, to train teachers and to coordinate their activities, and to support families of children with SEN. We analyzed how some of these coordinator`s functions can be realized in Ukraine, and we emphasized that these functions can be brought to life by other team members in the process of providing support to children with SEN. However, we hope that the special teacher – the new profession, which was introduced into Ukrainian classificatory of professions recently, would be the best option for this role.

EVALUATION OF THE RESULTS OF THE VIRTUAL LEARNING OBJECT FOR IMPROVING WATER MANAGEMENT AND CONSUMPTION HABITS IN THE INHABITANTS OF THE UPPER BOGOTÁ RIVER BASIN

The purpose of this article is to describe the results of the evaluation of a virtual learning object to help improve the consumption habits and management of water resources in the inhabitants of the upper reaches of the Bogotá River. The evaluation was developed in 4 stages.Stages 1 and 2 evaluated 20 users with the profile of students of the systems engineering program at the Universidad Cooperativa de Colombia.Stage 3 evaluated 10 users with advanced knowledge of the problems and the management of at least one computer system in the upper basin of the Bogotá river. Stage 4 evaluated 20 users inhabitants of the upper basin of the Bogotá river. The surveys of stages 1, 2, 3 and 4 were divided into 5 dimensions distributed by groups of questions that evaluate the perception of the developer and the users. This information generated positive results allowing to visualize the scope of the functionality and the perception of the users, additionally evaluated the impact of the application on the different types of users for the application of these systems in the upper Bogotá river basin, allowing generating important conclusions that establish the evaluation of the virtual educational environments as important supports in teaching, not only of environmental systems, and that should be evaluated by the users that integrally interact with the system. The above process allows for establishing essential conclusions resulting from the evaluation of virtual educational environments as necessary supports in the teaching process, not only of environmental systems; it establishes clear parameters for measuring virtual learning objects in which different professionals are involved in the development of educational environments and people in the learning process.

Psychological Factors in Students’ Attitudes towards the Digital Educational Environment (Case of Russian and Belarusian Universities)

Introduction. The common educational space of Russia and Belarus is a condition for deepening integration processes underpinned by common historical roots, long experience of common development, goals and principles of cooperation. However, many aspects, including the prerequisites and factors of studentsʼ acceptance of digital technologies in higher education, are not sufficiently studied. The aim of the article is to present the results of research into the psychological factors of digital educational environment acceptance by students of Russian and Belarusian universities. Materials and Methods. The study involved 1 582 students from universities in Russia and Belarus aged 21,3 ± 6,3 years. To identify personality traits, Big Five Inventory-2 was used. The resources of self-regulation were determined using Personal Self-Activation Inventory and Self-Regulation Style Questionnaire. To determine the attitude to learning in the digital educational environment, AUDEE Scale was used, and to determine the attitude to learning activities – Activity-Related Experiences Assessment Technique. Results. The most important factors of digital educational environment acceptance for both samplings (Russia and Belarus) are not personality traits but activity-related experiences: the experience of pleasure in the absence of experiences of effort and void leads to acceptance of the digital educational environment. Modeling of significant conditions for achieving goals, evaluation of results and programming of actions, and insistency for the Belarusian sampling were also noted as important elements of digital educational environment acceptance. Therefore, the main factors are not the personality traits of the student, but the experiences that s/he experiences during the learning activity and some structural components of self-regulation. Similarity in models’ quality and structure for two different countries supports the reliability of the results and serves a basis for practical recommendations for digital educational environment development and preparing students for work in it. Discussion and Conclusions. The conclusions made by the authors contribute to the problem of studentsʼ attitude to the university’s digital educational environment. The materials of the article can be useful for university administration and teaching staff to improve both the university’s digital educational environment and the methods of teaching using digital educational environment.

Analysis of trends in the development of the educational environment: education of the future

As the experience of the world pandemic has shown, constraints are also a source of innovation. Education was able to cope with the challenges that confronted the world during the lockdown. Since then, education has developed in an environment full of uncertainty. The paper analyzes the problems of the development of the modern educational environment. The aim is to describe the main trends of changes in the educational environment, to identify the triggers of new trends in the perspective of modern educational reforms and global transformations. Theoretical methods were used: analysis of scientific-pedagogical research, synthesis of research results, and the main transformations of education in Poland. The empirical method of research in combination with the modern method of the survey online focus group, observation, and survey (closed questionnaire survey) was used. The closed questionnaire method of the study, observation, and survey of teachers of experimental and control institutions of higher education allowed to highlight the main issues of the study. The results of the study showed that new trends in the educational environment are influenced by external and internal factors and processes: global, geopolitical, technological, and socio-cultural. Among them: accessibility of education, changes in teaching methods, new learning skills, lifelong learning, the introduction of new educational start-ups, educational technology. Scientific novelty - the results of the work allowed to identify problematic points, the main trends of development, and to express a hypothesis about the presentation of the education of the future. The practical significance of the article is that further research into the trends of educational changes in order to identify the problems and prospects of creating an effective educational environment will ensure the quality of education and the needs.

Research of senior high school students’ economic culture formation in the conditions of development of the digital education environment

The work is devoted to the problem of finding approaches to assessing the level of formation of economic culture among high school students, as one of its important components. Recognition of the significance of the phenomenon in question in the educational sphere and the realization that the system of pedagogical support of continuous economic education in educational organizations is, somewhat, outdated requires their essential updating. In this regard, the problems of finding approaches to the study of ways of senior high school students’ economic culture formation in the context of the development of the digital educational environment of the region are becoming urgent, which requires the construction of the model itself. The aim of the work is to study, analyze the state and model of the process senior high school students’ economic culture formation. The main research methods are theoretical analysis of scientific, psychological and pedagogical literature on the research problem, study and generalization of experience on the problem; observation, questioning, conversation, qualimetry, testing, method of expert assessments; ascertaining and formative experiment; analysis of the study; methods for mathematical statistical processing, statistical processing empirical data. The study was conducted on the basis of Krasnoyarsk State Pedagogical University named after V. P. Astafiev with bachelor’s and master’s degree students, high school students, teachers from educational institutions, students of universities and secondary professional educational institutions of Krasnoyarsk and Krasnoyarsk Territory. The analysis of the state of the problem of high school students’ economic culture formation based on the diagnosed test tools revealed correctional dependences between the indicators of four components in the structure of high school students economic culture formation and the levels of this formation under the conditions of digital education environment development in the region. The obtained dependencies and research data made it possible to form a model of this process in the context of the development of the digital educational environment of the region, describing the degree of formation of each component at each level.

MECHANISMS FOR IMPROVING THE QUALITY OF SOCIAL WORKERS’ TRAINING

In the context of the environment approach, the social professionals’ training is seen as a holistic system, the components of which are interconnected. It has been found that improving the quality of social professionals’ training, in particular social workers, can be ensured by developing and introducing strategies for building the educational environment of the university. Social innovations are presented as an important resource for developing the social workers training that contribute to the innovative educational environment development of the university. The article notes that the values of the innovative educational environment of training are the norms of all participants interaction in the educational process, and strategies become the basis for improving the social workers’ training. A critical analysis of the possibilities of highlighting strategies for building an innovative educational environment of the university was carried out: partnership between all participants in the educational process and specialists in social institutions; engaging teachers in innovation; support the process of mainstreaming the future social workers’ innovative potential. The article presents the professional training should be aimed at the social specialist development capable of introducing innovations of social work, taking into account the clients’ needs and the realities of modern practical activities. Emphasis is placed on the importance of developing appropriate scientific and methodological support for the social workers training.

Emotions in the Electronic Educational Space

The study of the role of emotions in education has already established traditions. The relevance of studying emotions in the electronic educational space stems from the expansion of distance education both in Russia and in other countries. System analysis allows us to identify many functions that emotions perform in learning, which include: motivational, meaning-formative, regulatory, communicative, directing, activating, the function of increasing creative potential, integrative, socializing, goal-setting. The retransmission of emotions in the electronic educational space has its own characteristics. Text information plays an important role in e-education. Therefore, the linguistics of emotions, discursive emotions and forms of verbalization of emotiongenic information are of great importance. The concepts of “emotional design” are of methodological importance for the study of emotions in the electronic educational space. The study revealed the different significance of cognitive and transactional emotiongenic factors of electronic space design for students. The most important cognitive emotiongenic factors were named: brightness and accessibility of visual signs, traditions and “customs”, feedback, reliability of the electronic system. The most significant transactional emotiongenic factors were: social communication, visualization, individualization in the design of the site, retransmission of values through the electronic educational space. The significance of emotiongenic factors differs on ZOOM, MOODLE, and LMS. The study of emotions when working in the electronic space allows us to identify areas of University information educational environment development.

Этнокультурные аспекты развития инклюзивного образования в

The growth of globalization and digitalization leads to the development of educational environments in which people of different cultures, mentalities, traditions, worldviews, possibilities and abilities meet with each other. We need to find ways and educational strategies which will support such multi-dimensional diversity. The relevance of the study is the need to take into account ethnocultural factors in order to build inclusive education environments which will promote respect for other cultures, considering the abilities, health status, and at the same time, facilitate knowledge about own ethno-cultural identity. The purpose is to justify theoretically the model of inclusive professional education development taking into account the ethno-cultural specificity of the countries of Russia and Kyrgyzstan, to test this model experimentally in the Kyrgyz Affiliated Campus of Kazan National Research Technological University (Kant, Kyrgyzstan) and in the Kazan Innovative University named after V.G. Timiryasov (Kazan, Russia). The methodology is based on the concept of geographical determinism (Montesquieu), the principle of unity of consciousness and activity (Rubinstein), cultural-historical theory of personal development (Vygotsky), dialogue of cultures’ theory (Bakhtin and Bibler). The novel aspect of the work is that the model of inclusive education development in the vocational educational institutions is developed for Russia and Kyrgyzstan taking into account the ethnocultural specificity of these countries, as well as the system of enhancing the psycho-pedagogical and intercultural competence of students and teachers. The results have been implemented in the vocational educational institutions in Russia and Kyrgyzstan through the inclusive teaching technologies and methods in the Elective course for students ‘Ethno-cultural aspects of inclusive education’ and methodological seminars and the training course ‘Inclusive Education in ethno-cultural context’ for teachers and directors of educational institutions.

УПРАВЛЕНИЕ РАЗВИТИЕМ ПСИХОЛОГИЧЕСКИ КОМФОРТНОЙ И БЕЗОПАСНОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ

In the article, the authors consider the issues of managing the development of psychologically comfortable and safe educational environment in rural school. During the discussion of this problem at the All-Russian scientific and practical conference with international participation «Formation of a psychologically comfortable and safe educational environment in rural school», held in Yaroslavl, management issues were raised in the format of a traditional section, as well as a problem group. Discussion of the management aspects of the educational environment development in rural school was carried out in the form of a foresight session, a Google survey. It was concluded that it is necessary to design the educational environment at three levels of management: regional, municipal and at the level of rural schools. The article notes the importance of creating educational environment to increase the availability and quality of education, to ensure psychologically comfortable and safe life in the village as a whole, since virtually the entire population of rural areas passes through the education system. The participants in the discussion recognized the importance of combining the efforts of government authorities, teachers, parents and other participants in educational relations in the formation and development of the educational environment of rural school and their interaction, taking into account mutual interests. At each of the management levels unified management approaches can be developed: a concept for the development of the educational environment, a strategy for the implementation of the Program, model local acts, methodological recommendations, personnel and financial support for innovative processes. The authors of the article note that the conference participants proposed ways to improve the efficiency of management activities for the development of the educational environment.

Організація дистанційної форми навчання в закладах загальної середньої освіти у період пандемії Covіd-19

У статті схарактеризовано питання дистанційного навчання учнів закладів загальної середньої освіти (ЗЗСО) у період пандемії. Доведено, що, незважаючи на рекомендації ЮНЕСКО, дистанційне навчання у вітчизняних закладах загальної середньої освіти реалізувалося як взаємодія педагогів та учнів із метою виконання навчальних програм засобамиінтернет-технологій. Пандемія COVID-19 змусила українських педагогів добирати прості інструменти для підтримки освітнього процесу. Незважаючи на наявність значної кількості цифрових інструментів для організації дистанційної форми, навчання учнів не сприяло швидкому та ефективному переходу ЗЗСО до неперервного навчання під час пандемії, зокрема для виконання навчальних програм і задоволення освітніх потреб учням, які активно використовують мобільні телефони, планшети, ноутбуки тощо, часто не вистачало компетентного в цифрових технологіях та цифрового освітнього контенту вчителя. Проаналізовано міжнародні статистичні дані стосовно діяльності закладів освіти у період карантину, стан використання інтернет-ресурсів вітчизняними педагогами, діяльність керівників ЗЗСО із метою забезпечення неперервності в навчанні. Обґрунтовано такі моделі дистанційного навчання, як «Урок-вебінар» і «Віртуальний клас», окреслено систему сервісів для їх реалізації, зокрема проведення лабораторних і практичних робіт, узагальнення,комунікації та обговорення. Запропоновано чотири кроки до впровадження дистанційного навчання у систему вітчизняних ЗЗСО. Установлено, що поліпшення освітнього процесу здійснюється за такими напрямами: розвиток освітнього середовища, використання інноваційних засобів навчання, впровадження новітніх технологій навчання, удосконалення організаційних форм навчання.

ОСВІТНЄ СЕРЕДОВИЩЕ УНІВЕРСИТЕТУ: МЕТОДОЛОГІЧНИЙ ДИСКУРС У КОНТЕКСТІ СКЛАДАННЯ МІЖНАРОДНИХ РЕЙТИНГІВ

This article is devoted to the analysis of scientific discourse about possibilities how to use educational environment of the university as a comprehensive system and methodological tool in order to make a rating of Ukrainian universities.Having analyzed scientific studios, they distinguish environmental approach as methodology of scientific and pedagogical research; method of studying personality development through educational environment; theory and technology of indirect- environmental management in the educational process; a tool for diagnosing and evaluation results of educational and pedagogical activities. They found out a tendency to expand the research and thematic field in studying of educational environment. They show the system of research sections about problems of formation and development of educational environments at different levels of the educational system and types of educational institutions.They found out criteria, indicators of methodology of popular world rankings of universities: Shanghai (Academic Ranking of World Universities); British Quacquarelli and Times Higher Education; World Ranking Web of World Universities; Higher Education Evaluation and Accreditation Council of Taiwan and others. They generalized features, achievements and gaps in the process of ranking higher education institutions in Ukraine.They discovered contradiction about the differences between the strategic course of Ukraine’s integration of higher education into the world educational space and evaluation of national achievements and gaps as basic guides which determine the progress towards this goal.In order to eliminate this contradiction it is expedient to introduce phenomena into educational space of Ukraine which are connected with the creation of the open educational environment; methodologies Webometrics: adaptation of rating approaches Times Higher Education.

ДОСВІД І ПЕРСПЕКТИВИ ЗАСТОСУВАННЯ СУЧАСНОГО ТРЕНАЖЕРНОГО ОБЛАДНАННЯ У НАВЧАЛЬНО-ТРЕНУВАЛЬНИХ ЦЕНТРАХ МОРСЬКОГО ПРОФІЛЮ

Проаналізовано та узагальнено досвід використання сучасних тренажерних устаткувань у комплексі з інформаційно-комунікаційними технологіями (ІКТ) для формування інформаційно-освітнього професійного середовища у навчально-тренувальних центрах (НТЦ) морського профілю та визначено перспективи його розвитку в системі морської освіти. З’ясовано, що це безпосередньо пов’язано з проектуванням і впровадженням в їх освітню діяльність нових типів тренажерних устаткувань у комплексі з ІКТ, якими обладнані сучасні суднові системи управління та експлуатації морського транспорту. З’ясовано, що професійна підготовка майбутніх моряків із їх використанням ІКТ суттєво впливає на підвищення безпеки судноводіння, зменшення ризику виникнення небезпечних та аварійних ситуацій на морі. Проте ефективність їх використання в освітньому процесі НТЦ повністю залежить від здатності рядового та командного складу успішно опановувати та застосовувати найсучасніші досягнення інформаційного суспільства для реалізації посадових обов’язків на судні. Для цього слід в їх професійній підготовці враховувати як основні досягнення традиційної педагогічної системи і водночас запропонувати нові методологічні підходи та дидактичні основи формування їх професійної компетентності з використанням сучасних ІКТ. З цією метою запропоновано впровадження сучасних ІКТ у цих центрах і розвиток їх інформаційно-освітнього професійного середовища, яке надає можливість контекстно використовувати тренажерне устаткування для створення віртуальної реальності професійної діяльності моряків. З цією метою обґрунтовано педагогічні основи використання сучасних тренажерних устаткувань у комплексі з ІКТ. Проаналізовано сучасні наукові напрацювання у сфері експлуатації морських суден, які пройшли випробування або плануються до впровадження у сферу морського транспорту в інших державах і будуть використані при розробленні сучасних тренажерних устаткувань. Особливу увагу приділено підготовці моряків до роботи у багатонаціональних екіпажах і рекомендовано освітній процес будувати з випередженням, шляхом використання іноземної мови при формуванні практичних навичок і вмінь на тренажерних устаткуваннях у комплексі з ІКТ для зменшення небезпеки катастрофічного розвитку аварійних подій у сфері підвищеного ризику на морі.

THE PROBLEMS OF DESIGNING: A PSYCHOLOGICAL AND PEDAGOGICAL DISCOURSE

The article analyses theoretically the modern psychological and pedagogical researches on designing. The scientific research on this problem in psychology and pedagogy were systematized and put into the chronological order; the stages of dissemination of the ideas on designing, formation and development of psychological designing / self- designing and pedagogical designing were characterized. The general and specific ideas about these phenomena in each subject area are analyzed; the content and functional attributes of designing and self-designing, the features of psychological and pedagogical designing are defined. The pedagogical designing is specific because of: its focus on the development of innovative pedagogical systems of different scales, the development of educational environment and an educational space, on processes (educational, pedagogical, educational), the content of education and its forms; it basing on the principles of human priorities, self-development of the designed systems, characterized by dynamism, completeness, constructive integrity, and the possibility to be assessed; corresponding documenting with description of the history of creation and operations of designated objects; its research, analytical, prognostic, transformative, constructive functions; its representation with structural and dynamic components - forecasting, modeling, development, implementation, generalization of results. The psychological designing is characterized by the dialectical unity of designing with the aim to create a project for the development of another person (them) and to self-designing, focused on ideal modeling of oneself and one’s own development. Psychological designing is embodied not only in the projects of personality development, but also in narratives, myths, legends about oneself, in personal self-concepts and self-projects. The structural and dynamic components / stages of self-designing are: a proto-project, a landmark project, an event project, a life project, a project to change personal characteristics. The trends in the development of ideas about the content and dynamic patterns of designing as a special human activity are identified. There is a whole range of “measurements” of this phenomenon and its psychological modes in time and space: “individual – social”, “functional – intentional”, “unconscious – conscious” as a basis for multidimensional modeling. The prospects for the further development of designing and designing culture in psychology and education are determined in the direction of designing, reflecting meta-modern trends with the synthesis of designing and self-designing on the psychological and pedagogical planes. &nbsp

SOCIO-CULTURAL EDUCATIONAL ENVIRONMENT OF THE UKRAINIAN CARPATHIAN REGION AS A SUBJECT OF INTERDISCIPLINARY DISCOURSE

CHERVINSKA Inna – PhD (Education), Associate Professor of Primary Education Pedagogy Department, Vasyl Stefanyk Precarpathian National University, 57 Shevchenko Str., Ivano-Frankivsk, 76000, Ukraine E-mail address: inna.chervinska@pnu.edu.ua ORCID: http://orcid.org/0000-0003-0745-1413 CHERVINSKYI Andriy – PhD (History), Lecture of Geography and Natural Sciences Department, Vasyl Stefanyk Precarpathian National University, 57 Shevchenko Str., Ivano-Frankivsk, 76000, Ukraine E-mail address: andrio2323@gmail.com ORCID: http://orcid.org/0000-0003-0745-1413 To cite this article: Chervinska, I., & Chervinskyi, A. (2020). Socio-cultural educational environment of the Ukrainian Carpathian region as a subject of interdisciplinary discourse. Human Studies. Series of Pedagogy , 10/42, 101‒112. doi: https://doi.org/10.24919/2413-2039.10/42.198817 Article history Received: January 27, 2020 Received in revised form: March 3, 2020 Accepted: March 11, 2020 Available online: April 28, 2020 Journal homepage: http://lssp.dspu.edu.ua/ p-ISSN 2313-2094 e-ISSN 2413-2039 © 2020 The Authors. Human studies. Series of Pedagogy published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license ( http://creativecommons.org/licenses/by-nc-sa/4.0/ ). The article methodologically justifies and determines the educational potential of the socio-cultural environment of the Ukrainian Carpathian region in the process of interdisciplinary discourse that is relevant in the context of educational and socio-cultural research. The essence of sociocultural environment as one of the environment formation components of a certain region is described. The purpose of the study is to reveal the essence of socio-cultural environment of the educational institutions in the Ukrainian Carpathians region as a subject of interdisciplinary discourse in the context of ensuring Ukrainian regions sustainable development. The socio-economic, socio-cultural, educational and environmental problems of educational establishments and the psycho-pedagogical and socio-cultural conditions of their formation are distinguished. Sociological methods, content analysis of scientific publications, methods of system analysis, synthesis, and scientific abstraction were used in the research. The scientific reflection of the research is aimed at understanding how the authentic heritage of regional culture determine the real state and dynamics of culture and education environment development of this unique in all features and characteristics area. The authors present the interpretation of the region characteristics as a component of the socio-cultural environment, which determines the scientific and philosophical knowledge and modern interpretation of this multifaceted phenomenon. They reveal the essence of interdisciplinary discourse on the formation of Ukrainian Carpathian region socio-cultural environment, point to the peculiarities of the Ukraine regions as relatively independent units, formed on the basis and due to the interaction of territorial and natural conditions, common history, culture and language, demographic, social and economic indicators. A successful solution of the problems facing the society requires the analysis of the basic components of a long-term process formation of a certain region socio-cultural environment in order to determine the promising directions of its further sustainable development. The subject of the interdisciplinary scientific discourse is the Ukrainian Carpathians region. The formation of its cultural and educational environment is based on historically accumulated rich ethno-cultural experience, a unique originality of the cultural heritage and ancient traditions, the achievements of the national pedagogy. It has been determined that in modern humanities the category of environment acquires the character of a metaphor, by means of which various spaces and environments are described, both in physical extent and in its mental or virtual essence. For successful solution of mentioned problems, the strategic goal of these territories development must be creation of effective educational and socio-cultural life support systems that will be able to contribute to their sustainable development. The authors emphasize that the definition of “environment” is the most suitable for describing phenomena that have qualitative characteristics of extent, meaningfulness and representation. The main problems and prospects of preserving the identity of the region are revealed. Acknowledgments. The authors are grateful to the management and staff of the Vernadsky National Library of Ukraine, the State Archives of Ivano-Frankivsk Region, I. Franko Regional Universal Scientific Library in Ivano-Frankivsk for their help in compiling and systematizing materials on the investigated problem. Funding. The authors received no financial support for the research, authorship, and/or publication of this article. No potential conflict of interest was reported by the authors.

Universal Design Of Selected Secondary Schools In Akwa Ibom State, Nigeria: Students’ Perception Of Accessibility Provisions In Meeting Their Needs

A building or environment is usually expected to be designed to meet the accessibility and usability needs of its potential user, which include both able-bodied persons and physically challenged. Universal design (UD) is a development strategy for planning and developing buildings and environments to be easily comprehended, accessible and usable to the highest degree possible by all individuals regardless of their age, size, ability or inability. It is however observed that the physically challenged are often sidelined with inadequate or inappropriate accessibility provisions in public environments, including schools in Nigeria. To this end, the study examined the effectiveness of accessibility provisions in meeting users’ needs in selected secondary schools in Akwa Ibom State, Nigeria, with a view to making contributions on how to improve access to use such environments for users, irrespective of their mobility status in conformity with the ambition of UD ideology. The study was conducted in other to identify areas for further improvements based on users’ perception, towards enhancing social inclusion in academic environments in Nigeria. The study was designed as a cross sectional survey research that spans across three selected secondary schools in the study area. The study employed quantitative research methods, using structured questionnaire to gather data from a sample size of 136 students across the three secondary schools. The data was analysed with the 2016 version of Microsoft Excel software. Descriptive approach with the use of tables was used to present the findings. The result indicates that the only accessibility provisions considered not effective in meeting users’ needs are ramps. Among the key recommendations of the study is for locations where ramps are necessary, but not provided for in the schools, to be retrofitted with accessible ramps for the benefit of physically challenged users, towards improving social inclusion in the schools. The outcome of the study will be useful for providing direction to building professionals and policy makers towards making adequate and appropriate provisions for accessibility components that are effective for encouraging social inclusion in the development of educational environments.

TUTORING AS A FACTOR OF SUBJECTNESS DEVELOPMENT OF ADULTS IN COMBINED FULL-TIME AND DISTANCE LEARNING

The article shows theoretical analysis of the issue of subjectness development of adults in combined full-time and distance learning, in particular it suggests the understanding of tutoring as a technique of learning’s individualization, which involves the formation of real conditions for an «entry» of each applicant of education with one’s personal aspirations and resources into educational process, as managing one’s own educational trajectory. It is proven that nowadays to consider the application of contemporary innovations in education is no longer possible separately from techniques of designing of virtual educational environments, created using software and computer networks. Combined full-time and distance learning is defined as a dynamic configuration of full-time, independent and online learning, and its integrative potential – as a productive combination of experience of classical learning with cotemporary technological innovations in education. The author explains that the full-time and distant educational environment is formed in the interaction of multiple subjects, and their relations are determined by fundamentally new functional specificity. The article shows that an important condition for subjectness development in educational environment is the dialogicity of pedagogical communication, which enables the implementation of subject- subjectness relations in the process of learning. The implementation of subjectness strategy of pedagogical dialogue is based on the awakening of creative activity of interaction’s participants, which is accompanied by increased motivation towards learning and development of a person in general. It is explained that prospects for development of education, and in the first place, of combined learning, are related to the institute of tutoring, which is able to actualize and accumulate processes aimed at expanding the semantic range of the «Other» in educational environment. It is the idea of tutoring that can be implemented and effectively applied in the creation of contemporary practices and techniques of combined learning, which main idea is to construct personal «possible worlds» in communicative educational space. Keywords: subjectness, combined full-time and distance learning, dialogicity, tutor, tutoring. Accepted: 04. 0 9 .2018 Reviewed: 18 .0 9 .2018 Published: 12 .10.2018 DOI: https://doi.org/10.31108/3.2019.2.9.3 * * * * * Завантажити/прочитати статтю PDF

SOCIO-CULTURAL CONDITIONS OF EDUCATIONAL ENVIRONMENT DEVELOPMENT

Purpose: The article conducts the study socio-cultural conditions of educational environment development.
 Methodology: The criteria for assessing the quality of synchronization actions of heads of educational institutions are determined as well as the criteria for assessing the quality of inter-agency cooperation and self-organization of actors of educational systems and the cooperation among themselves.
 Result: We found out that the current process of educational environment development is in crisis at the level of goal-setting; selection of approaches and principles, forms, methods, and means; selection of criteria for the effectiveness of actors’ activities.
 Applications: This research can be used for universities, teachers, and students.
 Novelty/Originality: In this research, the model of socio-cultural conditions of educational environment development is presented in a comprehensive and complete manner.

Economic efficiency of management automation in educational organizations

The problem of using management automation in digital educational organization environment is considered in the article. The purpose of research is calculation of management automation performance indicators and rationale of using them. The empirical method of comparison, theoretical methods for forming a structure, making a conclusion about the composition, such as study, synthesis, analysis, are used in the article. The article is based on domestic and foreign research about information technologies in educational service management problems. The results consist in calculation of management automation performance indicators and allow justifying the position about using management automation in an educational organization based on Omsk State Railway University. The authors believe that the result of the research can be used in science and pedagogical activity concerning informational systems in the educational process and management automation in educational organization problems and digital educational environment development.

INFORMATIZATION AND DIGITALIZATION: COMPLEXITY APPROACH TO ASSESSING THE TRANSFORMATION OF EDUCATION

The authors try to comprehend the fea­tures of promising areas of the processes of informa­tization and digital transformation of education as a complex phenomenon. Using the theoretical con­cepts of complexity created in Russian and foreign philosophical thought, the authors prove the need to develop integrative approaches to assessing the transformations that take place in the process of in­formational changes in the sphere of education. The comparative analysis of existing models of the «сom­plex vision» of education in the process of its digital transformation and a critical review of its content revealed the advantages and disadvantages of using the principles of epistemology of complexity in the study of education. Education is a sphere of cogni­tive complication, where the development of creative and adaptive competencies necessary for success­ful implementation of activities in the conditions of the high-rate variability of the social environment takes place. Systematic update of the results and content of education, methods and organizational forms of academic work requires understanding of the complexity of this complicated process, since the changes in each of the components are interlinked, mutually complement and support each other. Orien­tation to the procedural rather than the substantial nature of the phenomena of the educational sphere should be ascribed to the advantages of the com­plexity approach to studying transformations of the educational sphere. Understanding the complexity of education involves addressing the organizational specifics of educational processes, the development of educational environment and pedagogical tech­nologies. The study of the transformation of educa­tion as a complex phenomenon involves the organi­zation of interdisciplinary interaction aimed at the synthesis and interaction of diverse forms of reflec­tion and study of education, which involves the use of transdisciplinarity principles.