Education In Ukraine Research Articles

Trauma Education in Ukraine: What We Did and What We Learned.

Trauma Education in Ukraine: What We Did and What We Learned.

RELEVANCE OF COMPETENCE DEVELOPMENTAND ADVANCED TRAINING PROGRAMMES FOR PHYSICAL THERAPISTS WORKING IN PAEDIATRICS

Physical therapists in Ukraine complete six years of study (4 years of first (bachelor's) degree and 2 years of second (master's) degree) to obtain a speciality and diploma of physical therapist, which involves the acquisition of a number of professional competencies described in the relevant educational standards and curricula. These educational standards and the vast majority of educational programmes contain a minimum amount of paediatric physical therapy component. Therefore, additional training based on the competency-based approach in paediatrics is needed to enable physical therapists to provide effective, qualified services to children. The aim of the study is to substantiate the need to develop a list of competencies to improve the training of physical therapists in Ukraine who will specialise in paediatrics. Materials and methods. The study was conducted by questionnaire survey of physical therapists working in paediatrics from 1 to 14 September 2023. The questionnaire was developed to assess the need for advanced training programmes for physical therapists working in paediatrics, as well as to assess the areas of clinical activity and the level of competencies of specialists. Results. The survey involved 82 physical therapists working in paediatrics. Of the 82 physical therapists, 59 (71.9%) were representatives of public institutions, 13 - private, and 10 respondents did not indicate the type of institution. In 80.4% of physical therapists, the total length of service is equal to the length of service in paediatrics. Only 10.97% of the surveyed physical therapists agree with the statement that university education in Ukraine is sufficient to start an effective practice in paediatrics. 6.10% believe that there are sufficient opportunities for advanced training in paediatric physical therapy in Ukraine, while 21.95% disagree with this statement. The majority of respondents provide services on an outpatient basis, only 25.60% - in acute rehabilitation. Among the proposed areas of physical therapy in paediatrics, most physical therapists work with patients with musculoskeletal disorders (79.26%). The next area in terms of the number of physical therapists working in it is physical therapy in neurology (70.73%). Almost not covered areas in physical therapy for children were assistance in neonatal intensive care (only 8.53% of respondents work in this area) and assistance in intensive care units (only 12.19% gave an affirmative answer to the question about this area). Only 4.87% of respondents work with burns, 7.32% - with amputations, 24.4% - with cardiovascular and respiratory disorders. Few specialists are engaged in physical therapy for such complex conditions as Spina bifida (24.4%), spinal cord injury (21.95%) and traumatic brain injury (24.9%). In addition, 14.63% of the surveyed physical therapists indicated other areas of clinical activity. The total number of educational components in paediatric physical therapy is very low compared to the total number of all disciplines in educational and professional programmes. Conclusions. Practicing physical therapists believe that university education in Ukraine does not sufficiently develop professional competencies for work in paediatrics. It is advisable to form the competencies of a physical therapist in paediatrics, which would be the basis for improving university curricula, educational components and the development of postgraduate training programmes.

Legal regulation of education in Ukraine. Part 6: Features of admission to higher education in Ukraine

This article examines the legal issues of regulating the access of citizens of Ukraine to higher education of the third educational and scientific degree (doctor of philosophy) in the paradigm of international acts, the Constitution of Ukraine, the Laws of Ukraine, and Resolutions of the Cabinet of Ministers of Ukraine in the field of education. This is related to the existence of certain legal conflicts in the education sector, which arose as a result of the ambiguity and imperfection of the legislation of Ukraine on education, which the Ministry of Education and Science of Ukraine uses to illegally restrict the access of citizens of Ukraine to higher education of the third educational and scientific degree. Taking into account the requirements of the Constitution of Ukraine, the Universal Declaration of Human Rights of the United Nations, and the Convention for the Protection of Human Rights and Fundamental Freedoms, the article presents the results of a study of the peculiarities of the application of the provisions of the relevant legislative acts in the field of education (with all changes and additions introduced as of September 1, 2024), namely the Law of Ukraine “On Education” (dated September 5, 2017, under No. 2145-VIII), the Law of Ukraine “On Higher Education” (dated July 1, 2014, under No. 1556- VII) and the “Procedure for Training Candidates for Higher Education Degrees of Doctor of Philosophy and Doctor of Sciences in institutions of higher education (scientific institutions)”, approved by Resolution No. 261 of the Cabinet of Ministers of Ukraine (dated March 23, 2016). At the same time, the research is mainly focused on the peculiarities of applying the above­mentioned legislative acts to determine the differences in the conditions of access to free and paid education and the established legitimacy and feasibility of certain elements of such conditions. Principally this concerns the introduction by the State of Ukraine of unified professional exams and other tests (with the use of external independent evaluation) as a condition for access to the next stage of tests, namely, entrance exams and other tests for admission to study introduced by higher education institutions of Ukraine. That is, the legality of establishing a two-level system of competitions and entrance tests for those who wish to obtain a higher education of the third educational and scientific degree (doctor of philosophy) on a paid basis (i.e., at their own expense or the expense of non-state grants and scholarships) is being considered. The article is the sixth one within the cycle of studies in which the peculiarities of access of Ukrainian citizens to higher education in martial law conditions are addressed.

Enhancing trauma care in Ukraine amid conflict: A successful implementation of the modified advanced trauma life support course in an active war zone.

Following the 2022 Russian invasion, Ukraine's healthcare system suffered extensive damage, with over 1000 medical facilities destroyed, exacerbating the trauma care crisis. The absence of standardized trauma training left Ukrainian healthcare providers ill-equipped to manage the surge in trauma cases amid conflict. To bridge this gap, we implemented advanced trauma life support (ATLS) courses in Ukraine amid active warfare, aiming to enhance trauma care expertise among healthcare professionals. A consortium, including the International Medical Corps, Harvard Humanitarian Initiative, and others, responded to a request from the Ukrainian Ministry of Health. The ATLS curriculum, translated into Ukrainian, guided the training, with US-based instructors sent to Ukraine for teaching. Despite logistical challenges, such as missile attacks and curfews, the courses ran in multiple Ukrainian cities over 3months. Course effectiveness was evaluated through pre- and post-course knowledge tests, self-efficacy surveys, and satisfaction assessments. Ten ATLS courses trained 213 Ukrainian healthcare providers across five deployments. Significant improvements in knowledge scores (p<0.05) and enhanced self-reported confidence in trauma management were observed. Notably, no casualties were reported among instructors or students, highlighting program safety despite security challenges. Our study demonstrates successful ATLS course implementation in an active war zone, filling a critical gap in trauma education in Ukraine. Despite challenges, the program significantly enhanced participants' trauma care knowledge and confidence. Collaboration between international and local partners was pivotal. This model can serve as a valuable framework for trauma education globally, improving outcomes in conflict zones and resource-limited settings.

Experience in teaching the course “Theory and Methodology of Education”at the Rivne State Humanitarian University (Ukraine): good practices and challenges

Reforming the system of higher education in Ukraine has set requirements for changes in approaches, paradigms, content and forms of work with students, including pedagogical specialties. Forced changes in the teaching of future teachers took place during the Covid-2019 pandemic, and later during the full-scale war in Ukraine, which was launched by russia in 2022. The authors of this study have analyzed the educational programmes of twelve Ukrainian pedagogical universities. The purpose and tasks of the "Theory and Methodology of Education" course are outlined, and the positive experience of its teaching at the Rivne State Humanitarian University is characterized. The challenges facing pedagogical universities today regarding the preservation and updating of the analyzed course are outlined. For this purpose, a survey was conducted among students – future teachers. The results of the survey are presented in the study, and its prognosticity is outlined.

Comparison of the experience of using digital games in mathematics education in Ukraine and Israel

Abstract The study examined the opinion of school students regarding the expediency and possibilities of using digital mathematical games in the process of teaching mathematics, and also carried out a comparative analysis of the results of the research conducted in Ukraine and Israel. The issue of the distribution of digital mathematical games in Ukraine and Israel was studied, and it was found out which digital mathematical games are the most popular in the process of teaching mathematics to students in schools in these countries. It was found that the vast majority of students from these countries played digital mathematical games. In the study of students’ interest in playing digital mathematical games, the questions were whether students played digital mathematical games, whether their mathematics teachers used digital mathematical games in mathematics lessons, whether students would like to use digital mathematical games when learning mathematics at school. Also, most students responded that their teachers used digital math games in math lessons and would like their teachers to continue using them. However, despite a relatively high percentage of students who are interested in using digital math games in math lessons, there are students who consider traditional math lessons to be more appropriate. It was established that there is a statistically significant difference between the results of a survey of schoolchildren in Ukraine and Israel regarding the expediency of using mathematical digital games in teaching mathematics: with a probability of 95% more surveyed schoolchildren in Ukraine (9.6%) are supporters of traditional teaching of mathematics (without the use of digital games), compared to 2.4% of surveyed schoolchildren in Israel. The statistical significance of the differences in the answers of students of the schools of these countries was checked using the ϕ*-Fisher criterion. As a result of the research, it was found that the interest of schoolchildren of both countries in the use of digital mathematical games in the learning process is growing. Almost half of the respondents in these countries expressed the opinion that they would be interested in learning more about digital math games and trying to play them. However, there remain a number of unresolved important issues related to the methodology of this process, including didactic ones.

The role of technology in the development of higher education in Ukraine in the context of global challenges

The article examines the role of technology in the evolution of higher education in Ukraine, with a particular focus on the challenges posed by global change. The author analyses the impact of digitalisation on the learning process, the organisation of educational activities and the interaction between students and teachers. The article discusses both the positive aspects of the introduction of digital tools, such as increased student engagement, curriculum flexibility and effective management of educational resources, and potential problems, such as technical difficulties, the need to improve the digital literacy of teachers and students, and the possible decline in the quality of education due to the use of low-quality teaching materials. The article is based on an empirical study of the introduction of digital technologies in higher education institutions, as well as on the results obtained in EU countries in 2022. The practical and theoretical implications of the study are discussed separately. This includes the development of recommendations for the integration of digital technologies into the educational process, as well as the development of educational theory in the context of digitalisation.

PECULIARITIES OF THE FUNCTIONING OF DOMESTIC ELITE INSTITUTIONS OF HIGHER EDUCATION

The article provides a theoretical and practical analysis of the problem of the formation and development of elite higher education in Ukraine. In the context of the specified problem, the authors singled out: trends in the activity of educational institutions in the conditions of a full-scale invasion of Russia; factors of increased interest of researchers in studying the problem of elites, elite thinking, elite educational institutions; growth trends of private educational institutions in Europe and Ukraine.An analysis of different approaches to the interpretation of the concepts of "elite", "private school", "alternative educational institutions", "elite education", "elite university", etc. is offered. The authors proposed a description of different types of private schools, in particular, elitist, denominational, compensatory, conjunctural, national and alternative models. The article presents the classification of private schools (preschool, primary, day, non-formal, with moderate and high tuition fees, with historically developed traditions and modernity, etc.), and highlights their characteristic features.A comparative analysis of research and elite universities was partially carried out, and the characteristic features of a research university were singled out and characterized (the multi-functionality of the institution, the presence of a system of training specialists with a scientific degree, a wide selection of specialities and specializations, the formation of an intellectual environment around the university, a competitive and selective approach to the selection of students; the presence of corporate ethics, etc.). The article focuses on the specific characteristics of elite universities (autonomy, compactness, own traditions, small numbers, etc.), highlights the most significant factors of the emergence and development of elite higher education institutions in Ukraine (growing demand of the population for appropriate education, creation of an appropriate educational environment, expanded network of social provision of the most gifted students, etc.).

Professional Values of a Modern Teacher as the Basis for Ensuring the Quality of Education During War Conditions

The article substantiates the relevance of the problem, provides a theoretical analysis of scientific sources on the concepts of “values” and “professional values of a modern teacher,” and defines their role in ensuring the quality of higher education during wartime. It was found that teaching in wartime has become a challenge for all the participants in the educational process and a real test for higher education institutions, which enable young people to receive not only knowledge but also psychological support, and maintain a sense of belonging to the Ukrainian community. Ukrainian educators demonstrate lessons of resilience, struggle, and victory to the world daily. Due to their work, Ukrainian youth can continue learning despite numerous challenges and threats. Ensuring access to quality education at all levels has become a priority of state educational policy. This direction includes creating conditions for continuous learning, developing new models of the educational process, supporting teachers and students, and providing access to innovative technologies and educational materials. It is emphasized that the professional values of teachers have gained particular significance in Ukraine's higher education system. Their activities during the war focus on training specialists who uphold and affirm the values of Ukrainian statehood. Teachers not only educate the new generation but also strengthen belief in the future, inspiring active citizenship, readiness to defend their values, and build a peaceful society. Conclusions are drawn that the modern teacher possesses values that determine the success of their professional activities and ensure the quality of higher education. The main values include: respect for the dignity and rights of higher education students, academic integrity, continuous professional growth, innovation and creativity, collaboration and partnership, empathy, and social responsibility; determination, etc. It is worth noting that emotional resilience and balance are crucial for teachers working in wartime conditions.

AVAILABILITY OF CHINESE LANGUAGE AS AN ACADEMIC DISCIPLINE IN UKRAINE

This article explores the increasing interest among Ukrainian citizens, particularly students, in learning the Chinese language. This trend is influenced by several key factors: China’s significant achievements on the global stage, its open-door policy, the expansion of Confucius Institutes, and the strategic partnership between Ukraine and the People’s Republic of China (PRC). The article discusses various dimensions of collaboration in higher education, including the development of academic exchange programs and joint educational initiatives aimed at enhancing mutual understanding and cooperation.The study highlights the critical importance of establishing favorable conditions for teaching Chinese in Ukrainian universities. It identifies several challenges that educational institutions face, such as a shortage of qualified Chinese language instructors, inadequate teaching resources, and limited opportunities for student engagement with native speakers. Additionally, the article emphasizes the need for improved infrastructure and institutional support to facilitate effective language instruction.The findings suggest that while there is a growing demand for Chinese language education in Ukraine, many higher education institutions currently lack the necessary organizational and economic resources to meet this demand. The article calls for further research to investigate the barriers to implementing Chinese language programs and to explore potential solutions, including increased international collaboration and support from Chinese organizations.

REGULATORY AND METHODOLOGICAL PRINCIPLES OF TEACHING STANDARDISATION OF MEDICINES TO FUTURE MASTERS OF PHARMACY IN THE CONTEXT OF DIGITALISATION OF EDUCATION IN UKRAINE

The article substantiates that the strategic vector for ensuring the quality of educational services chosen in Ukraine under martial law has increased the need to update state and local regulations of the educational process, as well as to find effective methodological approaches to teaching higher education students, including the transformation of all teaching and learning materials into digital format and the creation of publicly available knowledge bases on their basis. Based on the analysis of national educational legislation, strategic priorities for the development of the healthcare sector, the article features the regulatory and methodological aspects of the implementation of educational initiatives aimed at improving the level of digital literacy of masters of pharmacy, the practical use of digital technologies in their educational and future professional activities, as well as amendments to educational standards and educational programs in terms of the list of general and special (professional, subject) competencies of the above-mentioned specialties. Generalisation of the content of local acts, websites of higher medical/pharmaceutical education institutions of Ukraine made it possible to identify the main innovations in the organisation of training of future masters of pharmacy, to illustrate these with examples of the introduction of digital technologies in the training of future masters of pharmacy, in particular the discipline «Standardisation of Medicines» at the Bogomolets National Medical University. The leading direction for improving the effectiveness of teaching standardisation of medicines to future masters of pharmacy in the context of digitalisation of higher education in Ukraine is identified, which is to harmonize the regulatory and methodological foundations of this process in accordance with the current and future (post-war reconstruction of the educational sphere) challenges of socio-political life of society, compliance with the security system, the provision of quality educational services in the context of the dynamic deployment of the electronic healthcare system, as well as the desire of government institutions and stakeholders to integrate with the European pharmaceutical market.

FEATURES OF THE USE OF THE TERMS “OVERSEAS STUDENT”, “FOREIGN STUDENT” AND “INTERNATIONAL STUDENT” IN DIFFERENT EDUCATIONAL AND CULTURAL CONTEXTS

The article analyzes the peculiarities of using the terms “overseas student”, “foreign student” and “international student” in various educational and cultural contexts. It was found that British scientists prefer to use the term “international student”, because it better reflects the realities of globalization, internationalization and student mobility, which meets the modern needs of educational institutions and the international community. It is emphasized that the term “foreign student” remains the dominant term in Ukrainian education due to its legal certainty and established practice, however “international student” is also gradually coming into use, especially in the context of European integration and educational exchanges. Analysis of the use of the terms “foreign” and “international” student on the example of the British Council and HESA shows how important is the correct definition of students in international education statistics. A change in the HESA counting methodology in 2009, when students were classified by nationality rather than place of residence, revealed a significant difference in the number of international students in the UK (a difference of 32%), highlighting the extent to which counting methodology can influence research outcomes and state policy.

Legal scientific and research infrastructure in ukraine and the world, its impact on the development of innovations

Problem setting. The absence of a systematic state policy regarding the development of research infrastructures and insufficient funding of scientific institutions and institutions of higher education significantly affects the decrease in the competitiveness of scientific research in Ukraine and negatively affects the development of the national economy. Therefore, one of the priorities of state policy should be the development of scientific and research infrastructure, including the legal one. Analysis of recent research and publications. Ukrainian scientists who studied this issue are: Hlibko S.V., Lyubchych A.M., Kokhan V.P., Rozgon O.V., Golovashchenko O.S. etc. Foreign researchers are Adrian Dusha, Dietrich Nelle, Günter Stock, and Gert G. Wagner and others. Purpose of research is to analyze the state of development of the legal research infrastructure in Ukraine and the world to determine the prospects for its improvement in Ukraine. Article’s main body. The Concept of the State target program for the development of research infrastructures in Ukraine for the period until 2026 states that a significant decrease in the competitiveness of scientific research has a negative impact on the development of the national economy and, accordingly, on the quality of life of its citizens. The reasons for this are lack of a systematic state policy regarding the development of research infrastructures; multi-year underfunding for support and renewal of the material and technical base of scientific institutions and institutions of higher education; low remuneration of scientists; inability of scientists and young lawyers to fully realize their scientific and professional potential in Ukraine; migration of scientists abroad. All the factors listed above make it impossible to build a society based on knowledge and make it impossible to develop the spheres of scientific and innovative activity. Lawyers note the problems of inconsistency of legal education in Ukraine with the modern requirements of the legal market. Thus, in 2021, the Committee of the Verkhovna Rada of Ukraine on Education, Science and Innovation approved the Concept of the Development of Legal Education, which provides for a comprehensive reform of legal education. Ways to solve the outlined problems are improvement of the regulatory framework for the regulation of this sphere of relations, attraction of various forms of funding for scientific research, modernization of the material and technical base of research infrastructures. Conclusions and prospects for the development. Legal research infrastructures play a significant role in the development of modern legal science and the training of experts in the field of law, on whom the legal order and welfare of society depend. In our opinion, it is necessary to create and develop such elements of the legal research infrastructure that will allow future lawyers to acquire, first, real practical and empirical knowledge. In our opinion, the question of sufficient funding of research infrastructures and decent remuneration of scientists and lawyers is extremely important to create a comfortable and safe environment for conducting research at the highest level.

Some issues of public administration of education and science

Problem setting. The essential globalization changes require new approaches to the management of the educational sphere, which is an integral set of educational structures, relations, activities and consciousness that ensures the reproduction and development of the intellectual potential of society. At the same time, it is necessary to ensure an optimal ratio of newly introduced elements with traditional ones intended for the management of an educational institution. Analysis of recent researches and publications. The article mainly analyzes the provisions of Ukraine’s regulatory legal acts. Among domestic scholars, attention is drawn to the works of: V. E. Khoustova, O. I. Reshetnyak, V. A. Zinchenko, M. V. Kryvanych, I. V. Borisov. Purpose of research is to examine the legal regulation of the system of public administration of education and science at the conceptual level. Article’s main body. The draft Strategy of Innovative Development of Ukraine for 2010-2020 in the context of globalization challenges envisaged the need to reform the management of science and innovation and the need to create a new government body the Ministry of Science and Innovative Development, which would play a coordinating role in the scheme of innovation development management. The newly created ministry would have to formulate state scientific, technological and innovation programs that would be implemented in the interests of all ministries and departments, control and direct budget funds to the scientific, technological and innovation sphere, organize an examination of the effectiveness of scientific teams. Conclusions and prospects for the development. The state has experience in the establishment and functioning of an independent central executive body directly accountable to the Cabinet of Ministers of Ukraine, so the proposal for the functioning of such a specialized body is considered to be worthy of support and is quite possible to implement (using this experience with appropriate adaptation to current global challenges and improvement of certain provisions). In our opinion, the main drawback that contributed to the liquidation of the state committee was the lack of a systematic combination of the powers of the committee and the NAS of Ukraine in the field of science. 2. Specialized bodies for the development of science and innovation in Europe play a crucial role in the development of scientific research, technology and innovation, provide funding and support for scientific and technological projects, contributing to economic growth and social progress, so it is important to adopt this experience to ensure optimization of the management of science and education in Ukraine.

Legal regulation of education in Ukraine. Part 3: equal rights, security and dignity of students and language requirements for admission to an educational institution under the conditions of military emergency

The purpose of this article is to continue the analysis of Ukrainian legislation and international acts that regulate or affect the process of regulating basic human rights and freedoms in Ukraine’s education field. The conduct of this study is due to the activities of the Cabinet of Ministers of Ukraine and the Ministry of Education and Science of Ukraine in 2024, which intervened directly during the admission process of students to higher educational institutions during the 2024 admission campaign. The mentioned aspects especially affected the education seekers who declared their desire to study full-time and on a paid basis in graduate school to obtain the third (educational and scientific) level of higher education. Regarding the above, it became necessary to legally examine the observance of basic human rights and freedoms when conducting the admission process under martial law along with implementing and regulating educational activities. In particular, the article examines the main conditions and guarantees of equality of rights of education seekers when enrolling in educational institutions. Additionally, the study underlines the main legal provisions on the human right to safety and dignity, which shall be observed during the admission campaign and when carrying out educational activities in conditions of military emergency as well as in conditions of economic crisis. At the same time, special attention is focused on the need to establish different admission conditions and study conditions for free education and paid education recipients. In addition, the authors analyze the legislation of Ukraine regarding the possibility of using the factor of knowledge of foreign languages as a condition for admission to institutions of higher education, both in the general context and taking into account the specifics of the education received by the student. Thus, this article is the third article from the cycle of research and contains the results of a legal study of the principle of equal rights in the field of education, the principle of safety and human dignity in education, in particular, during the period of military emergency in Ukraine, as well as the principle of Ukrainian-language education in Ukraine.

Legal regulation of education in Ukraine. Part 2: The accessibility of education under military emergency

After receiving the results of the first study from the cycle of research on the principle of the supremacy of law in education under military emergency, it turned out to be necessary to conduct the next study on the accessibility of education in Ukraine during the mentioned period. It is also associated with the activities of the Cabinet of Ministers of Ukraine and the Ministry of Education and Science of Ukraine, which in 2024 changed the rules for admission to higher educational institutions and limited access to education for those seeking education who declared their desire to study full-time and on a paid basis in postgraduate studies for obtaining the third (educational and scientific) level of higher education. The Ministry of Education and Science of Ukraine, as has always been the case, defended its discriminatory reforms regarding the availability of education, referring to the introduction of a military emergency in Ukraine and problems in the process of mobilizing students for war. At the same time, access to education was limited both for paid education recipients (at their own expense) and for free education recipients (at the expense of state and local allocations). In turn, taking into account the fact that in Ukraine the system of grant education at the expense of scholarships from universities, philanthropists, and sponsors practically does not operate, this situation became a certain cataclysm in the field of education, which negatively affected both students (who began to go abroad en masse) and higher educational institutions. First of all, it is connected with depriving a number of young scientists of the opportunity to continue their research through postgraduate study, and secondly, with depriving higher educational institutions of income, the absence of which can lead such educational institutions to bankruptcy. As a result, the legality of the actions of the Cabinet of Ministers of Ukraine and the Ministry of Education and Science of Ukraine regarding restricting access to education became acute in Ukrainian society. This article is the second article from the cycle of research. It contains the results of a legal study of education accessibility during the military emergency in Ukraine.

INNOVATIVE TOOLS IN THE ACTIVITIES OF PSYCHOLOGICAL SERVICE SPECIALISTS

The article examines the issue of improving psychological services in the educational system of Ukraine. The psychological service is defined as a necessary component of the educational system which ensures the development of the personal, intellectual and professional potential of the society. The basic principles of the work of the psychological service of the educational system of Ukraine are considered. According to the results of the analysis of this work, attention is drawn to the fact that specialists of the psychological service should pay more attention to practical work with students during their working hours, and not to filling in documentation. Methodology. The study used theoretical and empirical research methods, in particular, theoretical analysis and generalisation of psychological practice; design of theoretical approaches and organisational and methodological conditions for improving the practical activities of psychological service specialists; questionnaires; study of methodological and reporting documentation; methods of statistical processing of experimental data. The purpose of the article is to analyse the effectiveness of the introduction of a unified electronic reporting system for psychological service specialists in the Ukrainian education system. Results. The paper presents the findings of a survey of psychological service specialists on the aforementioned issues. Furthermore, the publication provides evidence to support the necessity of implementing a unified electronic reporting system for the activities of psychological service specialists. The article examines the principal methods of methodological assistance for psychological service personnel, which facilitate the development of professional competencies, the exchange of experience, the theoretical and practical training of practical psychologists and social educators. The work highlights the importance of information and communication technologies (ICT) in ensuring the effective operation of the psychological service within the Ukrainian education system. Conclusion. The authors put forth a series of recommendations aimed at enhancing the system of psychological services through the implementation of a unified electronic reporting system. This system is distinguished by its multifunctionality. The efficacy of a unified electronic database for psychological service professionals has been demonstrated to enhance and expedite the process of data aggregation and analysis, thereby ensuring the prompt availability of diverse information for the purpose of effective managerial operations and the formulation of superior strategic decisions pertaining to human capital.

Case method in the aspect of forming the values of future lawyers

In the context of the ongoing Russian-Ukrainian war, the Ukrainian education sector is facing new challenges, including, in particular, the revision of training for specialists in strategic areas, including lawyers. A developed nationally conscious civil society with strong democratic beliefs and rejection of corruption, which puts the interests of the state at the forefront, is the ideal that today's generation of higher education students should embody. With this in mind, educational practices should be revised, primarily in terms of forming a system of values, as well as maximizing the actualization of learning. We consider the case method to be one of the effective tools that meets these important tasks. The purpose of the study is to comprehend the experience of using the case method with a view to forming the values of future lawyers and is realized through such tasks as studying the educational practices of using the case method, considering examples of the use of the case method in teaching future lawyers, and finding out the impact of the case method on the formation of the values of respect for the law and the inadmissibility of corruption in future lawyers. The examples of case studies, discussed in the article, are devoted to a specific topic – exposing cases of corruption in the higher education system of Ukraine. The author formulates the requirements for the content of cases and the sequence of work with them, which provides for a gradual increase in the degree of independence of students. It is proved that the case method contributes to the formation of such important values for future lawyers as respect for the law and the inadmissibility of corruption. The development of a mature civil society in post-war Ukraine, to which today's students will be involved, depends on the formation of these values. Prospects for further research are seen in the study of the use of the case method to analyze situations related to academic dishonesty

Innovation and interculturalism are important features of future teachers' training in modern society

The processes of globalization, the formation of a post-industrial society, the European integration aspirations of Ukraine and the integration of the Ukrainian education system into the European educational space set the pedagogical science the task of bringing the traditional scientific apparatus into line with the system of pedagogical concepts generally accepted in Europe. The developing Ukrainian society needs highly educated people with appropriate professional and general competences who can independently make responsible decisions in a choice situation, predicting their possible consequences, capable of cooperation, distinguished by mobility, dynamism, constructiveness, a developed sense of responsibility for the fate of the country. Decisions and programs aimed at the implementation of scientific achievements, civilizational and cultural trends are implemented through the activities of subjects who perceive them. In this connection, the level of requirements of modern society for the activity and training of teachers in higher education institutions is increasing. Strengthening the integrative and cultural status of education dictates the need to train pedagogical staff capable of realizing its cultural focus. The needs of modern educational practice create the need for cross-cultural training of the future teacher of the Ukrainian language and literature, who not only acts as a mediator between the student and culture, but also contributes to the formation of the young generation's readiness to live and act in an open intercultural space of general civilization.

Democratic Education in Ukraine:Specifics, Problems, and Ways to Solve Them

The relevance of the article is due to the development of civil society, the presence of democratization processes and the search for effective mechanisms for strengthening democratic institutions and values, globalization, which requires the active formation of cooperation skills, the emergence of which should be facilitated by democratic education, given its orientation to the formation of democratic values and beliefs, involvement in the adoption decisions, development of pluralism of opinions, dialogue between different groups, etc.The article aims to highlight the specifics of democratic education in Ukraine, outline its problems, and propose ways to solve them.Methodology. The descriptivemethod, the analysis, synthesis, generalization and systematization were used.Research results. The article examines trends in democratic competencies in Ukrainian educational institutions and verbalizes risk zones that can inhibit the process.Conclusions. Therefore, democratic education can be effective only under the condition of the existence of real democracy in Ukraine, the presence of a comprehensive approach to the implementation of democratic education and the formation of state policy in the field of youth education according to the principles: violation of rules, misdemeanors, crime –responsibility», observance of the balance of rights and obligations of the It is necessary to ensure real, not formal, equality of all participants in the educational process, by putting people-centrism as the basis of education , as specified in Ukrainian legislation, and not child-centrism, the active implementation of which can lead to the undermining of the foundations of a democratic society, in particular, itwill contribute to the education of a free but selfish personality. unable to respect the rights of others. Keywords : democratic education, Ukraine, student self-government, democracy.