Distance Learning Technologies Research Articles

Использование цифровой образовательной среды в профессиональной деятельности педагога

The article is devoted to one of the important problems of the modern education system – the creation of a modern digital educational environment in educational organizations through the use of digital educational resources, which requires the teacher to have a set of professional competencies. Particular attention is paid to digital educational platforms that can be used to organize educational activities using distance learning technologies and e-learning.

A thousand reasons to hate e-learning: a comparative analysis of empirical data and theoretical considerations pertaining to dissatisfaction with e-learning

Purpose E-learning has become a polarizing issue. Some say that it enhances accessibility to education and some say that it hinders it. While the literature on the subject underscores the effectiveness of the pedagogical frameworks, strategies and distance learning technologies, the firsthand accounts of students, parents and practitioners challenge the validity of experts’ assessments. There is a gap between theory and practice and between the perceptions of providers and consumers of online learning. Following a period of lockdowns and a transition to online learning during the recent pandemic, the prevailing sentiment toward a distance mode of instruction became one of strong skepticism and negative bias. The aim of the study was to examine why e-learning has struggled to meet stakeholder expectations. Specifically, the study posed two research questions: 1. What are the reasons for dissatisfaction with online learning? 2. What are the implications for future research and practice? Design/methodology/approach The study used a mixed methods approach to examine the reasons behind negative perceptions of online learning by comparing the firsthand accounts posted on social media with the literature. To this end, n = 62,874 social media comments of secondary and postsecondary students, as well as parents, teachings staff and working professionals, covering the span of over 14 years (2008–2022), were collected and analyzed. Findings The study identified 28 themes that explain the stakeholder’s discontent with the online learning process and highlighted the importance of user-centric design. The analysis revealed that the perceived ineffectiveness of distance education stems from the failure to identify and address stakeholders’ needs and, more particularly, from the incongruence of instructional strategies, blindness to the cost of decisions related to instructional design, technology selection and insufficient levels of support. The findings also highlight the importance of user-centric design. Practical implications To address dissatisfaction with e-learning, it is imperative to remove barriers to learning and ensure alignment between technology and learners’ needs. In other words, the learning experience should be personalized to account for individual differences. Despite its cost-effectiveness, the one-size-fits-all approach hinders the learning process and experience and is likely to be met with resistance. Originality/value Drawing from the extensive literature, the study offers an explanation for stakeholders’ discontent with e-learning. Unlike survey research that is prone to social desirability bias, the sample provides a rare opportunity to observe and measure the visceral reactions that provide a more authentic sense of stakeholders’ perceptions toward online learning. The authors offer recommendations and identify areas for future research.

Orthopaedic Sport Medicine Surgeons and Fellows Value Immersive Virtual Reality for Improving Surgical Training, Procedural Planning, and Distance Learning

BackgroundOverall, the potential utility of iVR technology in orthopaedic surgery is promising. The attitudes of medical students and surgical trainees on VR simulated surgical training have been overwhelmingly positive. However, further research and understanding of the attitudes of practicing orthopaedic surgeons and Fellows are needed to appreciate its benefits for clinical practice. PurposeThe purpose of this study was to assess the attitudes of Canadian orthopaedic surgeons and Fellows on the value of iVR for surgical training, clinical practice, and distance learning. MethodsForty-three orthopedic surgeons and Fellows attended a VRthrscopy™ Knee Module (Conmed Corporation, Largo, USA) demonstration. The view and audio from the lead headset were cast to a large screen so the audience could follow the procedure in real-time. Immediately after the presentation, the audience members were given a paper questionnaire assessing their perceptions and attitudes toward iVR or use in orthopaedic learning, clinical practice and distance education and mentoring. ResultsiVR was perceived to be valuable for the field of orthopaedic surgery. All 13 questions were rated with mean Likert scores of five or greater indicating observed value for all 13 questions. The respondents indicated that iVR had value (score of 5 or greater) in each questionnaire domain, with agreement ranging from 78-98% for teaching and learning, 66-97% for clinical practice, and 88-100% for distance education and mentoring questions. ConclusionThis study has demonstrated that a group of Canadian sport medicine orthopedic surgeons and Fellows had favourable attitudes towards, and perceived that iVR has value in, orthopaedic surgical training, clinical practice, and distance learning and mentorship. The potential for utilizing iVR technology for distance learning, mentorship and global education appears promising.

Modern technologies in the development of higher education teachers’ professional competence

   The relevance of the research. The current stage of the historical development of the world community is characterized by the acceleration of scientific, technical and social progress, the large-scale dissemination of new ideas and technologies. Therefore, the reproduction of knowledge carriedout on an innovative basis is relevant and has an increasing impact on the rate of economic growth.   The problem statement. The modern education system is gradually beginning to fully use theresources of the competency-based approach. In vocational education this approach is the conceptual basis for the implementation of an innovation system. The problem of the research is to identify the features of the formation of professional competence of higher education teachers.   The purpose of the article is to substantiate modern technologies for developing the professional competence of vocational education teachers to increase their readiness to train future specialists on innovative principles.   The research methods used are theoretical analysis of scientific literature on the research problem; study of regulatory documents in the field of education; analysis and synthesis; systematization and generalization; survey.   The results and key conclusions. The need for continuous professional development of teachers based on innovative principles and updating of the problem under consideration has been identified. The use of modern pedagogical technologies of distance learning, project-based learning and production technologies for the formation of professional competence of higher education teachers, as well as modern forms of training future qualified specialists, have been justified.

RESEARCH OF THE EFFECTIVENESS OF DISTANCE LEARNING TECHNOLOGIES USE IN THE PROFESSIONAL TRAINING OF THE MILITARY STAFF

In the article the use of distance learning technologies in the professional training and advanced training of personnel of the State Border Guard Service of Ukraine is substantiated. It is proposed to conduct a survey among teachers on a certain list of questions. Each issue of the effectiveness of distance learning technologies is fundamentally described and analyzed. The survey was conducted among the academic staff of Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine (then – SBGSU) and the teachers of Major General Igor Momot Central Training Centre of the SBGSU. The results of the survey are presented in the form of tables and diagrams. It is noted that due to distance learning, the teaching staff mainly uses Zoom, Viber, and Google Meet applications. It was found that foreign distance learning platforms are used by teachers mainly for professional self-development, as well as for additional tasks for cadets, research projects and assignments.Based on these results, the advantages and disadvantages of using distance learning technologies for border guard training were identified. A third of the teachers chose distance education, as it provides training in conditions of forced dispersion and distance, thanks to Internet access. The practical use of technical devices among teaching staff is considered and a comparison with the use of the same means by cadets is proposed. As for the quality of assessment of cadets by teachers when using distance learning technologies, the reasons for its bias are stated, which is related to the difficulty of monitoring the actions and integrity of cadets.

Педагогічні умови формування графічної компетентності майбутніх фахівців у галузі електроніки та телекомунікацій засобами цифрових технологій

The article deals with the actual problem of determining the pedagogical conditions that ensure the formation of graphic competence in the future specialists in the field of electronics and telecommunications by means of digital technologies and other professional qualities necessary for the implementation of successful professional activities in the modern digital world.
 To determine the pedagogical conditions for the formation of future specialists in the field of electronics and telecommunications graphic competence by means of digital technologies, the method of survey and independent expert evaluations was used.
 Of the 11 pedagogical conditions proposed for expert evaluation, four were selected that have a high and very high degree of agreement of the experts' opinions. Therefore, we believe that the following pedagogical conditions will have a positive impact on the formation of graphic competence of future specialists in the field of electronics and telecommunications using digital technologies: creating conditions for the development of cognitive interest and providing motivation to carry out professional activities of future specialists in the field of electronics and telecommunications; willingness of scientific and pedagogical workers to promote the development of graphic competence of applicants; gradual development of graphic competence as an integral component of the applicant's professional competence; the use of innovative pedagogical technologies in order to activate the educational and cognitive activities of the applicants.
 The use of innovative pedagogical technologies in order to activate the educational and cognitive activities of future specialists in the field of electronics and telecommunications in order to form their graphic competence by means of digital technologies has a number of advantages, in particular: improving the quality of education, developing creative abilities and independence of students, increasing motivation to study, etc. Among the promising methods for forming the graphic competence of future specialists in the field of electronics and telecommunications using digital technologies are the following: interactive technologies that allow students to actively interact with each other in the process of mastering educational material, in particular, the brainstorming method, the project method, etc.; game technologies, among which we see promising didactic games, scenario games, simulation games, etc.; distance learning technologies as a means of improving graphic skills and abilities; problem-based learning technologies that allow students to develop critical thinking, creative abilities, and practical skills.

NEW CHALLENGES OF DISTANCE TEACHING AT THE INTERNATIONAL MEDICAL FACULTY DURING THE WAR AND CORONAVIRUS PANDEMIC IN UKRAINE

The aim of this work is to address specific challenges related to the organization and future prospects of distance teaching in medical higher education institutions, especially pertinent amidst the current military situation in Ukraine. Materials and methods. In our analysis, we reviewed relevant experiences and documentation, considering the participation of medical students in higher education. The data analysis on student’s performance and engagement in online courses to assess the effectiveness of current distance teaching methods was performed. Results and discussion. The education of medical professionals at international faculties holds significant national importance, contributing to addressing various societal challenges and enhancing Ukraine's educational reputation. However, recent events such as the COVID-19 pandemic and martial law have posed new challenges for distance teaching practices in pedagogy. Ii is crucial for educators who work with international medical students to possess high levels of professionalism and moral integrity. Across the globe, simulation technologies are increasingly employed in medical training, offering innovative methods for preparing highly skilled medical personnel. One such technology is the "virtual patient," which allows learners to engage in realistic clinical scenarios, make diagnostic and treatment decisions, and understand the consequences of their actions without compromising patient safety. The development of communication and language skills among future medical professionals remains a pressing concern within higher education institutions. Utilizing technological storytelling methods to illustrate the journeys of successful specialists can provide valuable insights and inspiration for students. In the context of distance learning, maintaining prompt feedback channels between students and departmental teachers is essential for effective learning outcomes. Conclusion. Practical application of innovative methodological approaches provide with opportunity for teachers of medical higher education institutions to implement and improve the novel methods of work, to increase the effectiveness of the educational process and the level of knowledge of students of the international faculty. Innovative distance learning technologies stimulate the teacher's work, increase his/her professional level, since the organization of the educational process requires preparation for each class, constant pedagogical research, development and use of additional new materials, study of innovative technologies.

Development of professional competencies of students with distance learning technologies in the School-College-University system

Relevance. The relevance of the study lies in presenting the problems faced by participants of the educational process during distance learning, and proposing possible mechanisms for their solution based on global experience. Here, it is necessary to develop a new way of professional implementation of remote technologies, considering modern achievements in science and technology. In addition, it is necessary to ensure the availability of material and technical equipment and the training of qualified specialists.Purpose. The purpose of the study is to develop a full list of recommendations for the qualitative comprehension of educational material through using distance learning technologies in educational institutions of different levels.Methodology. The methodology of distance learning is based on conventional approaches to the organisation of the educational process. Theoretical, empirical, statistical and other methods were used to achieve this purpose. In this study, the problem of assessing the quality of distance education in an educational institution was theoretically analysed.Results. Considering the experience of developed countries, distance learning is applied with some restrictions. These restrictions are related to the level of the educational institution, the educational programme, and other important circumstances. In terms of the academic hours distance learning can be compared with low-residency programme. At the same time, it is possible to study at a convenient time, combining classes with work or homework. Access to quality education, considering its definition within the framework of long-term socio-economic development, is the most important value to citizens.Conclusions. Distance learning was presented as a conscious, organised, and systematic process of independent control of knowledge, skills, and abilities under the guidance of remote teachers.

Distance learning technologies and their legal regulation in the Republic of Kazakhstan

This study addresses the pressing relevance of implementing distance learning technology in the Republic of Kazakhstan across various educational levels, guided by the framework of legal regulation. The study aims to investigate the benefits of using diverse distance learning technologies in modern education, improving access, motivation, and flexibility while fostering environmental awareness and societal prosperity. The chosen methodology is based on the diagnostic testing method to assess and analyze the educational needs and preferences of students. The study involved 100 participants, ranging in age from 19 to 26, from the Abai Kazakh National Pedagogical University. The study shows important signs and criteria for incorporating distance learning into legal rules in a way that works. These include factors related to the environment, motivation, cognition, analysis, and culture. This transformation of education aligns with real-life situations, adapting to changing circumstances and allowing students to select distance learning when necessary. The implementation of modern technology in distance education facilitates profound knowledge acquisition while accommodating evolving personal circumstances, ultimately fostering a conducive environment for continued high-quality education at cognitive and social levels.

The problems of introducing distance learning technologies into the process of education for convicts in the context of digital transformation

The subject of this article is the problem of the introduction of distance learning technologies in the process of education by convicts in the context of digital transformation. The article examines the main normative legal acts regulating the right of convicts to education; characterizes the problems existing in the penitentiary system when convicts receive education; examines the experience of using distance learning technologies by foreign countries, evaluates the possibility of applying their experience in the Russian penitentiary system. The relevance of the topic is due to the fact that the possibility of convicts receiving education in Russia applies only to certain categories of convicts, which is considered ineffective in the current conditions of humanization. In addition, remote technologies that have proven their worth and importance are practically not used in the modern penitentiary system, which is seen as a serious disadvantage and requires special attention. The main purpose of the study is to develop the possibilities and prospects for the implementation of the process of distance learning of convicts in Russia. Along with general scientific methods, the authors also used special legal methods (system-analytical, comparative legal, statistical) in the preparation of this article. Based on the conducted research, prospects have been identified that contribute to the successful introduction of distance learning technologies into the Russian penal system. The optimal way to solve the stated problems will be the legislative regulation of the possibility of obtaining education using distance learning technologies for all categories of convicts, as well as the development of effective programs and courses through which persons serving imprisonment could gain knowledge and master a particular profession.

Exploratory data analysis to reveal learning loss condition in Islamic religious education

One of the negative impacts of this prolonged distance teaching and learning activity during the pandemic is that students lag in absorbing lessons, known as learning loss. Islamic religious education (IRE) as value education, especially in Indonesia, can also cause learning loss. This study aims to identify possible indications of learning loss experienced by madrasa students in IRE. This study uses data science methods with an exploratory data analysis (EDA) approach. Respondents are students in the sixth grade of <em>Madrasah Ibtidaiyah</em> (MI), the ninth grade of <em>Madrasah Tsanawiyah</em> (MTs), and the twelfth grade of <em>Madrasah Aliyah</em> (MA). The total respondents in this study were 38,326 MI students, 29,350 MTs students, and 13,474 MA students. The results of the EDA found that most madrasas in Indonesia experienced indications of learning loss in IRE subjects during distance learning during the COVID-19 pandemic, both at the MI, MTS, and MA levels. This study found that the learning loss condition is influenced by various states and readiness for distance learning, both the preparedness of students to learn independently, the availability of digital content that is interesting and easy to understand, as well as the availability of facilities and technology for distance learning.

Программы повышения профессиональных компетенций и поддержка деятельности специалистов сферы защиты детства в России

<p>The article was prepared based on the results of the round table "Specifics of the development of professional development programs for specialists in the field of child rights protection, guardianship and guardianship", held in November 2023. The review of the regional experience in the development and implementation of programs to improve the professional competencies of specialists in the field of child protection in Russia is presented. Options for the modernization of vocational education are described, including through the replication of the experience of resource centers, the introduction of adaptive, practice-oriented and flexible educational programs. The search for opportunities to improve the effectiveness of traditional and distance learning technologies in the context of digital transformation (using the example of data collection and processing) is shown. The forms and types of support for specialists in the field, including mentoring and supervision, are considered.</p>

ВИКОРИСТАННЯ В ОСВІТНЬОМУ ПРОЦЕСІ ТЕХНОЛОГІЙДИСТАНЦІЙНОГО НАВЧАННЯ

The integration of Ukraine into the European educational space involves strengthening the requirements for the quality of professional training of future specialists. The main task is to create all the conditions for learning, personal and professional development of students, to ensure the effective formation of their professional competence, regardless of the modern challenges and dangers faced by society in the 21st century. Currently, higher education institutions have a dilemma: are they able to move away from the traditional academic style of teaching to innovations, to focus not on knowledge and skills, but to ensure the process of forming the competence of the future specialist. Considering the circumstances, digital technologies are becoming more and more widespread, and in scientific publications there is a debate about the effectiveness of their use in the educational process of higher education. The integration of digital technologies in higher education creates new opportunities for both students and teachers, making learning more interesting, dynamic, visual, etc. The advantages and features of the use of remote technologies to improve the quality of professional training of future specialists in the conditions of a mixed form of organization of the educational process in institutions of higher education, which creates new conditions of learning and cooperation for all participants of the educational process, are considered. The most promising technologies of distance learning are characterized, which have important advantages, taking into account the peculiarities of the professional training of future specialists in the conditions of mixed learning in institutions of higher education. Such technologies include: gamification of the process of professional training of future specialists, quest technologies, cloud-based learning technologies, intelligent information systems in education, mobile learning technologies, immersive technologies. Currently, in the conditions of modern existence and development of society, innovative technologies are offered to higher education seekers, which gradually replace traditional methods of learning and ensure flexibility and quality of the educational process. We see the prospects for further research in the improvement of the educational process by determining the optimal ratio of classroom and remote components in the conditions of a mixed form of education in the process of developing the professional competence of future specialists and developing appropriate educational and methodological support.

Television Journalism: Information Technologies during Distance Education

<p><strong><em>The purpose of the article</em></strong><em> is to analyze new forms and methods of distance education for television journalism students in a higher education institution during the Covid-19 pandemic and the use of modern digital technologies for the production of audiovisual content during the full-scale invasion of Ukraine by Russia.</em><em></em></p><p><strong><em>Research methodology. </em></strong><em>A set of methods was used in the course of the research. The description of distance learning technologies is based on the analysis, synthesis and systematization of the material; the method of comparison has become the key in the study of modern mobile applications as the main tools in the acquisition of practical skills and abilities by prospective television journalists.</em></p><p><strong><em>Results.</em></strong><em> The formation of new approaches to online teaching of practical television journalism courses is an urgent need nowadays. The systematization of the research results shows that distance education in times of emergency in Ukraine has become one of the most effective learning technologies, and it is developing quite rapidly due to advances in information technology and computer hardware. Today, the Moodle e-learning system is a powerful platform for mastering a number of practice-oriented courses. At the same time, new tools and instruments are emerging to help develop practical skills in the chosen specialty. Thanks to a number of mobile applications with various editors, prospective TV professionals can use in practice their library and a fairly wide range of both traditional and more complex functionality: Emotion Sense Technology (Magisto), 4D special effects (Likee), live broadcasts, filming and simultaneous publication of audiovisual content on the web, etc.</em></p><p><strong><em>Novelty. </em></strong><em>Analyzing the best practices of teaching professional disciplines in television journalism in a distance format and finding new forms and methods for mastering these practical courses is the way to provide quality educational services and the key to successful graduate fulfillment in the media industry.</em><em></em></p><p><strong><em>Practical significance. </em></strong><em>The use of modern technologies and mobile applications in distance education (along with available educational and methodological materials) will help students acquire the set of practical skills necessary for further independent work, despite the challenges of today.</em><em></em></p><p><strong><em>Key words: </em></strong><em>television journalism, distance learning, digital technologies, mobile applications, media content production, distance media education.</em></p>

ACTIVE DISTANCE LEARNING FOR TUTORS

The COVID-19 pandemic made the most of universities' teaching staff involved in emergency distance learning. Yet, about 80% of the staff was unfamiliar with the distance technologies, especially with the process of distance learning. The previous experience of preparing teachers to distance learning has revealed the presence of significant psychological barriers to synchronous and asynchronous communication. At the same time, the system of refresher training almost does not help due to the excessive workload of teachers. The paper offers an option for training tutors, in which the university teachers are provided with access to general-purpose distance courses created by experts. Teachers register in the distance course "Practicum of the Tutor " where they master the theories and technologies of distance learning and gain practical skills during conducting classes with their students, who are registered in the above mentioned courses. Such training resembles the on-the-job training, which is very popular in Western countries. The " Practicum of the Tutor" course was delivered to 74 teachers. 11 teachers have successfully completed the course, among them 7 teachers have involved 132 students in expert-made distance courses. The research demonstrated the effectiveness of training tutors on the basis of high-quality expert-made distance courses with the participation of their developers and the simultaneous conduction of the learning process with students. The experience of on-the-job training is used to support teachers in the course "Practice of blended learning" during the semester. The results of the student survey were discussed at a Round table at the Institute. The attention of teachers who develop and work with distance courses was focused on the problems indicated in the questionnaire, and the ways to further improve the educational web resources of the Institute were developed.

DEVELOPMENT OF THE REGULATORY BASIS FOR DISTANCE EDUCATION IN RUSSIA

The article analyzes the legal regulation of distance education in Russia from 1995 to 2020. The article considers the basic concepts in the field of implementation of distance learning distance learning technologies, electronic informa- tion and educational environment. The author analyzed the approved methods of using e-learning, distance learning technologies by organizations engaged in educational activities in the implementation of educational programs for 2002, 2005, 2014 and 2017.

Peculiarities of the Application of Information and Communication Technologies for Distance Learning of the Canadian Border Guard Service Personnel

The paper reveals the peculiarities of the development of distance education in Canadian educational institutions. The specifics of distance learning in the most popular land-based and virtual universities in different provinces of Canada are highlighted. The main tasks of distance education in the Canadian higher education system are identified. The key problems that hinder the development of distance education at the international level are identified. It is proved that distance learning in Canada is successfully integrated into the educational process and is aimed at training highly qualified specialists in various fields. It is known that due to changes in security legislation in 2001, the practice of visiting different checkpoints was cancelled. It is proved that Second Life is an online world in which users (residents) create avatars and interact with other participants, places or objects. It was noted that a virtual border crossing point was created using Second Life to train cadets to conduct interviews with people crossing the border at checkpoints to Canada. It has been researched that in order to enroll in distance learning and continuing education courses, certain requirements must be met. It is indicated that distance education offers hundreds of courses available on a monthly or semester basis. The article describes the distance learning course "Border Services" on the website, which is divided into two parts. It is known that the first part of the course is designed to provide students with an understanding of the activities and functions of the Canada Border Services Agency and the second one is to provide students with an understanding of Canadian citizenship and immigration.

Moodle Platform in The Study of German as a Second Foreign Language

The article considers the methodological principles of the organization of blended learning in the study of German as a second foreign language at the Department of Applied Linguistics of the National University “Lviv Polytechnic”. The authors summarize the experience of domestic and foreign researchers on the implementation of blended learning and technology for distance learning in the virtual learning environment Moodle.It is noted that the German language courses developed and posted on the e-learning platform contribute to the formation of communicative competence, readiness to communicate in various spheres of public life. This exploration demonstrates the possibility of using the Moodle platform to develop a foreign language course by students, because there is the possibility of online presentation of educational material in a group, at the student’s workplace, as well as sufficient methodological assistance in the form of audio and video materials. Simultaneously with full-time learning, tests are used in a distance format, the learning process is the result of cooperation between teachers and students in the network by means of information technology such as video conferencing, chats, forums, e-mail. With the help of this platform, a system of automated control and self-control of acquired knowledge, initial and final control and an available electronic journal with assessments has been developed, which improves learning efficiency and increases motivation of participants in this type of learning. This study proves that the electronic platform for learning a foreign language is effective for both parties to the initial process: not only students but also for teachers.

Моделювання інноваційних програм розвитку комунікативної компетентности публічних службовців

The study highlights the issue of the development of the communicative competence of civil servants, heads of local state administrations, their first deputies and assistants, officials of local self-government, and local council deputies.
 The study focuses on the dynamics of advanced training programs offered for the continuous personal and professional development of persons authorized to perform the functions of the state and local self-government in the professional training system, the priority directions (topics) of which are: ways to improve the mastery level of the Ukrainian business language, communication and interaction, strategic communications, etc. The analysis is carried out on the case study materials of the Volyn Regional Center for Professional Development (formerly the Volyn Regional Center for Retraining and Professional Development of employees of state and local self-government bodies, state enterprises, institutions, and organizations). The author has considerable experience in cooperation with the Center from 2008 to 2023, in particular in the field of development and implementation of general and special short-term advanced professional training programs. Emphasis is laid on the need for more active implementation of distance learning technologies in the organization of the educational process, which is not limited to telecommunication. The study elucidates the specifics and content dominants of training programs for professional development in the context of the main aspects of language and communication activities of public servants at the beginning of the 21st century: work with documents (in particular, in the electronic document management system), the ability to conduct interpersonal and social dialogue (especially with the use of media), taking into account the principles of barrier-free communication, and the ability to speak in public.
 The study findings made it possible to design innovative programs/projects for the development of the communicative competence of public servants, which were developed following the principle of the practical orientation of training, taking into account military-political, social, and economic factors, as well as the individual needs of training participants (according to questionnaires), in particular, in conditions of martial law and post-war period.

STRATEGIC EDUCATIONAL QUALITY FOR CRISIS ADAPTABILITY

This article examines the central role of educational quality as a linchpin for crisis management in the education sector. Faced with challenges ranging from economic downturns to public health crises, the study seeks to unravel the complex relationship between educational quality and the resilience of educational institutions. Using a comprehensive approach, the paper delves into the multiple dimensions of educational quality, examining indicators such as curriculum design, teaching methods and institutional accreditation. Methodology. The study uses a mixed-methods approach that combines quantitative analysis of educational indicators with qualitative assessment of crisis management strategies. Data is collected from a variety of educational institutions, including schools, colleges and universities, to provide a detailed understanding of the current situation. Surveys, interviews, and case studies contribute to a comprehensive examination of the dynamic relationship between education quality and crisis response. Results. The findings underscore the critical role of quality education in building resilience to crises. Institutions with a strong emphasis on educational quality demonstrate greater adaptability, use technology for distance learning, implement effective contingency plans, and foster a culture of adaptability among educators and students. The study identifies key indicators that serve as predictors of an institution's ability to successfully manage crises, providing valuable insights for policymakers and educational leaders. Practical implications. The research offers practical implications for educational institutions seeking to improve their crisis management capabilities. Recommendations include the integration of technology for distance learning, the development of comprehensive contingency plans, and the maintenance of a flexible learning environment. The practical strategies outlined in the article aim to enable institutions to respond proactively to crises and ensure the uninterrupted delivery of quality education. Value/Originality. The originality of the research lies in the comprehensive analysis of quality indicators and the identification of practical strategies that can strengthen the education sector against unforeseen challenges.