Education Institutions In Europe Research Articles

THE CURRENT STATE OF TRAINING OF FUTURE SPECIALISTS FOR SPORTS AND RECREATIONAL WORK WITH PEOPLE OF THE THIRD AGE IN HIGHER EDUCATION INSTITUTIONS OF UKRAINE AND THE EUROPEAN UNION COUNTRIES

The article deals with some aspects of training future specialists for sports and recreational work with people of the third age. The Ukrainian socio-economic location dictates new requirements for training. It is necessary to expand the possibilities of choosing the directions of the curriculum of the educational process, which allows students to increase the level of self-education. Today, there is an increase in the level of professional and social prestige of sports education, improvement of material resources, increased funding, and the growing role of interregional institutions. The system of sports education should develop dynamically, using the achievements of science, the latest educational technologies and best practices. The main strategic course of higher education should be aimed at improving the level of professional skills, qualifications, and ethics. The article examines the current state of training future specialists for sports and recreational work with people of the third age at European universities (on the example of Norway, Sweden, Poland), the main types of universities that train students in European countries, the management system of European universities, and the peculiarities of organizing the educational process. The education system of each European country has centuries of experience, its own traditions in the field of education and is characterized by a number of national peculiarities. Differences are manifested in the structural organization of the learning process, in the content of education, in the methods and forms of organizing the learning process, as well as at the level of governance. The trend of the modern system of student training in higher education institutions in Europe is the priority of state classical and pedagogical universities.

IMPLEMENTING OF BOXING ELEMENTS IN THE PROCESS OF PHYSICAL EDUCATION IN GENERAL SECONDARY EDUCATION INSTITUTIONS IN EUROPE AND UKRAINE

Introduction. The lack of physical activity among the youth of Ukraine is increasing every year. In recent years, there has been an increasing trend of lack of interest among students in physical education classes. This is due to the fact that the content of physical education lessons at school is not interesting and of little use, it has hardly changed since the independence of Ukraine, and there are also no sports for students to choose from. One of the ways to modernize the content of the physical education process is the inclusion in the program of the subject "Physical culture" of exercises borrowed from such a sport as boxing [7, 8, 9]. The aim of the study is to analyze and summarize the application of boxing elements in the process of physical education in educational institutions in European countries. Material and methods: analysis and synthesis of data from scientific-methodical literature sources and informative data from the Internet to clarify the key features of using boxing elements in general secondary education institutions in Europe. Results. In many European countries, boxing as a school sport is becoming more and more popular, it is often recognized as a valuable tool not only for the physical development of students, but also for improving discipline and self-confidence [7, 9]. The combination of physical activity and thinking makes boxing an exciting sport that goes far beyond the simple study of punching techniques. In this article, we will consider the prospects of using boxing tools in the process of physical education and emphasize the numerous advantages. Conclusions. Based on the analysis of the experience of implementing boxing into the physical education process in educational institutions in Switzerland, Germany, and Ukraine, it can be concluded that integrating boxing into the physical education curriculum in educational institutions can make a significant contribution to enhancing the physical education process in Ukraine.

Студентоцентрична спрямованість у медичному освітньому просторі України на прикладі Івано-Франківського національного медичного університету

The issues of student-centred learning are fundamental in the organisation of educational activities of higher education institutions in Europe and are covered in many final documents of the Ministerial Conferences of the European Higher Education Area. Student-centredness is the accumulation and concentration of efforts focused more on the needs of the student, based on the consideration of the individual qualities of students, the ability to form individual educational trajectories. The essence of student-centredness is to create a model of education development in which a student turns from an object into a subject of educational activity, i.e. an active participant in the educational process. Purpose - to analyse the peculiarities of student-centredness as a modern direction of organising the educational process in higher education institutions and to determine the peculiarities of implementing a student-centred approach in the training of students at Ivano-Frankivsk National Medical University. On the example of Ivano-Frankivsk National Medical University, student-oriented/student-centred learning is one of the most effective pedagogical and methodological approaches. It is implemented by creating an individual educational trajectory in the first place. This is an individual way of realising the personal potential of each faculty applicant in educational activities, which is formed by determining and taking into account his/her personal abilities, own interests, educational and social needs, professional motivation, opportunities, and experience, based on the choice of types and forms of education of participants in the educational process and the proposed educational programmes, selected academic disciplines, their level of complexity, methods and means of teaching. An individual educational trajectory at the university is carried out through an individual curriculum, in particular, through the individual choice of disciplines, courses and educational programmes, the applicant’s research work, the development of spiritual potential and professional training. No conflict of interests was declared by the authors.

AXIOLOGICAL DIMENSION OF HIGHER EDUCATION IN UKRAINE AND THE IMPACT IT MAKES ON ITS DEVELOPMENT

The article presents the main principles of the axiological approach to the formation of the content of higher education in the context of current global trends and challenges caused by the modernization of the educational environments in Ukraine and the EU. The socio-economic, political, technological and cultural transformations that have been taking place in the world over the recent decades have had a significant impact on the development of education. In 2018, the EU adopted the key competencies for lifelong learning, including digital competence and entrepreneurship, which were introduced for the first time. This demonstrates that in order for the graduates to be employed universities have to respond quickly to the new labour market requirements and promote the formation of a competitive personality that has well-developed life, career and study skills. The EU-Ukraine Association Agreement was signed in 2014, and since then the cooperation between Ukrainian and European educational institutions has got intensified. In this respect, it is vital to consider the axiological aspects of higher education and the determination of value components of the content and criteria of high quality education. By definition, the axiological approach proclaims the human being as the highest value of society and allows integrating the development of universal, national, professional and personal values in the educational process. The university is able to be the environment where the formation and consolidation of the value sphere of the individual takes place. The content of the value component of education is formed at the state level within regulatory documents and at the university level within the framework of educational and professional programs, training courses, compulsory and elective disciplines. However, formal copying of the value-based education of other countries cannot bring the desired results, as the factors that determine which values are the basis for the content of higher education in European countries differ from those in Ukraine. A comparative analysis of the value component of the content of university education in Ukraine and the EU countries shows that national traditions of lifestyle, production practice, politics and culture are essential the development of education

Content and Language Integrated Learning (CLIL) in European Higher Education

The following article discusses Content and Language Integrated Learning (CLIL) in European higher education, which has become popular in recent years due to the status of English as a foreign language. Firstly, the difference between CLIL and English Medium Instruction (EMI) is explained, then CLIL modules in higher education are presented. Furthermore, CLIL special pedagogy in higher education is described. The subsequent section is devoted to the benefits and challenges of CLIL in higher education as listed in the literature; finally, insight into research on language in the CLIL higher education context is addressed. The data presented in the article is based on an in-depth literature review and research conducted in higher education institutions in Europe. The findings show that even though CLIL has become a popular approach in higher education in recent years, adapting this concept has been a great challenge due to the very little preparation, proper methodological training and complex linguistic learning situations.

PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS OF FUTURE TEACHERS’ MOTIVATIONAL READINESS FORMATION IN UKRAINIAN AND EUROPEAN EDUCATIONAL INSTITUTIONS

The article is dedicated to the problem comparative analysis the motivational readiness formation of future teachers for professional activity in Ukrainian and European educational institutions. The analysis has shown similarities in theory of Ukrainian and Swedish scientific understanding are in the approaches: educational and professional dialogue stimulated independent thinking, created a space for communication, and activated the application of knowledge already acquired by students. The investigation demonstrated, that work in small groups, as well as the "brainstorming" method, which allowed to significantly increase the creative activity of students in a short time, proved to be effective. At the same time, it was noticed that it is not easy for students to depart from existing stereotypes in solving any problem and to offer a new, original solution that goes beyond the possible. In general, the “brainstorming” that was used in seminars, laboratory-practical classes included the following stages: preparatory – defining the conditions of group work (group rules and time budget), creating several groups of “idea generators” and groups of “experts”, formulating the problem to be solved; basic (“brainstorming”) – problem solving, maximum manifestation of creative possibilities, free expression of ideas, recording of all expressed ideas; revision - on the basis of defined criteria, "experts" chose the best ideas (up to 10 minutes); final – discussion of the work, substantiation and presentation of the best ideas, recommendation for their practical implementation. The participants of the "brainstorming" were placed in a circle in the auditorium. "Experts" were located outside the circle, monitored the work and recorded all statements based on the need to receive the largest number of ideas. The teacher managed the course of work, but did not exert any pressure on the participants. It was also distingiushe that the principle differences are in the practice of the motivational readiness formation of future teachers for professional activity in Ukrainian and European educational institutions: in European universities, these practices are more case oriented, investigations practices usage; on the contemporary in Ukraine – more pedagogical and theoretical practices are included.

The Divergence of Experts’ Views on a Mentor Competence Profile

Aim. The paper focuses on the divergence of views of experts from four European educational institutions on key competences, which would become the basis for a successful performance of a mentor position. They should be taken as the key items of a mentor competence profile. Methods. A panel discussion – specifically, a focus group interview as its alternative form – was used to determine how the experts assessed particular competences of the mentor competence profile, i.e. to identify which competences they considered to be the key ones of the mentor competence profile. The panel discussion was led by six focus groups, members of which were experts representing four different countries from six universities: two from Slovakia and the Czech Republic, and one from Hungary and Serbia. Results. The intention of the conducted panel discussion was to find a common view and consensus on the key competences required for a successful performance of the mentor position. However, the results of the panel discussion showed a significant divergence of the opinions on the fundamental mentor competences depending on the country the experts were from. Differences in the views on the issue examined by experts representing different institutions from the same country also occurred, but proved to be inconclusive. Conclusion. Mentoring is currently considered one of the most important means of developing pedagogical competences of future and novice teachers. The results of the conducted panel discussion may contribute to the creation of a platform on which an adequate professional mentor training can be designed.

Learning-by-Doing Methodology towards Urban Decarbonisation: An Application in Valletta (Malta)

Since approximately 75% of Europeans currently live in cities, and this number will rise, urban areas are the most important testbeds for energy transition, climate change adaptation measures, and decarbonisation models, on which studies and efforts for concrete change must focus. The teaching of mitigation and adaptation measures to climate change and decarbonisation models has gradually taken up space within university courses. However, the complexity of the decarbonisation issue is raising awareness on the urgency of an interdisciplinary approach that can be conveyed by spatial planning. Currently, this approach is not widespread in Higher Education Institutions in Europe but is nonetheless necessary to let new professional profiles emerge who are able to coordinate different stakeholders, data, and information sources. The Erasmus+ project CITY MINDED (2020–2022) has worked in this direction, by developing and testing a methodology for the design of a structured ordinary practice for teaching urban decarbonisation to students in Higher Education. This practice (at the same time, interdisciplinary, collaborative, experiential, and place-based) aims to offer students a combination of different approaches and working methods to investigate and improve urban neighbourhoods and districts, resulting in the definition of an operative roadmap for decarbonisation in the medium-to-long-term. The aim of this article is to highlight the learning-by-doing experience developed by the project consortium, with reference to the testing of the methodology conducted within an Intensive Course in the City of Valletta (Malta). In particular, the paper illustrates how this experience succeeded in stimulating students with different academic backgrounds to establish connections across disciplines, in raising their awareness about the complexity of city decarbonisation processes. Overcoming the strict time and budget constraints of an EU-funded project, such an approach can be further developed, replicated on theoretical grounds, and implemented within different degree programmes dealing with urban sustainability.

Engineering Learning Outcomes: The Possible Balance between the Passion and the Profession

What is an engineering student expected to learn to become a competent engineer? Which is most desirable in higher education: hard skills or soft skills? Are there differences between master’s and bachelor’s learning outcomes, or between public or private schools? Previous works point out the relevance of hard rather than soft skills in engineering higher education. The implementation of learning outcomes (LOs) in higher-education curricula has been a common challenge for European educational institutions. Despite the efforts undertaken since the Bologna Declaration, the effective implementation of the learning outcomes paradigm is still in process. This research intends to analyse the LOs proposed in the scope of graduate and postgraduate electrical or computer electrical or computer engineering programs submitted to the Agency for Assessment and Accreditation of Higher Education (A3ES) in Portugal since 2004. Conducting a qualitative analysis, data documents were coded according to the Nusche typology of LOs. The results suggest that cognitive skills are a core dimension in electrical or computer engineering LOs. References to non-cognitive LOs are not representative. Different institution sectors (private vs. public), systems (universities vs. polytechnics), and study cycles (first vs. second vs. integrated master) highlight distinct cognitive and non-cognitive categories in their definition of LOs. The results are discussed in terms of a changing or a recycling paradigm in higher-education practices.

Soft skills of a teacher as a category of conceptual and applied research

The article analyzes applied and theoretically oriented studies of scientists devoted to the development of soft skills of a teacher, starting with his training in higher school. The authors of the article, along with the analysis of scientific papers, offer a list of declarative documents of the European and American pedagogical communities, in which soft skills are integrated into institutional domestic policy. The article states a single (not systematic) description of the content aspects of teachers’ soft skills in foreign studies. When reviewing teaching and learning in higher education institutions in Europe, the authors emphasize the great variability of methods and approaches to the study of the degree of proficiency in soft skills of higher schoolteachers and students. The article notes a shift in the focus of research on teachers’ soft skills to Asian countries, due to the pace of development of China, Indonesia, Malaysia, Thailand, and other countries. The authors actualize the general trend of Western and Asian studies of soft teacher skills: the overwhelming number of scientific papers is based on social questionnaires and surveys, without involving extended theoretical analysis. In this context, the key position of this article is the need to change the goal setting of socio-pedagogical experiments on soft skills, the result of which, from the authors’ point of view, should be the creation of prospective educational programs for teacher training based on systemic theoretical generalizations and

Analysis of the impact of the “double reduction” policy on the educational processes of Chinese students studying in Europe

The relevance of the stated topic of scientific research is determined by the presence of many problems associated with the need to study the impact of the “double reduction” policy on the educational processes of Chinese students who are educated in Europe. This research work is aimed at studying the features of the “double reduction” policy, its advantages and disadvantages, as well as its impact on the educational processes of Chinese students studying in European educational institutions. The basis of the methodological approach in this research work is a qualitative combination of various theoretical research methods. In particular, analysis, synthesis, interpretation and generalization were used to study the “double reduction” policy, and the descriptive method and the comparative method were used to analyse the impact of this policy on the education of Chinese students studying in Europe. The results of this scientific study, as well as the conclusions formulated on their basis, are of practical value for teachers, methodologists, government officials and many other scientists who are actively involved in the topical problems of modern education in China, the issues of improving the quality of education and the overall improvement of the educational process in educational institutions in China.

Электронное образование в зарубежных высших учебных заведениях: критерии и оценки

E-education is characterized by dynamic development all over the world, and therefore the mechanisms for assessing its quality do not have time to adapt to the current state in the educational environment. This study focuses on the experience of ensuring the quality of e-education in higher education institutions in Europe and Latin America. The article highlights the approaches that ensure the quality of e-education, as well as an analysis of the policy of universities involved in this area. It was revealed that external agencies for ensuring the quality of education occupy an important position as a supervisory authority in foreign higher education institutions. The process of developing a quality assurance system is characterized by openness and dynamism, therefore it needs to be integrated into the internationalization of education programs and specifically into e-learning. Assessment of the quality of education involves problematic issues, therefore, this phenomenon should be comprehensively investigated.

The Development of Education in Medieval Iceland

The Development of Education in Medieval Iceland

Effective School Management in the Implementation of the Curriculum and Legal Basis

The purpose of this study is to present an effective strategy and model for school management in support of the implementation of the curriculum and the legal basis, based on the latest most successful models in the field of education, the experiences of Western countries. To meet this goal, the study focuses on four research questions in the spectrum of managerial functions: (1) Organization- Are the schools well organized and run and to deal with their informational and educational mission in the future? (2) Change Management - Who should initiate change? (3) Planning-Who should plan the development of the school? (4) Implementation-Who should prepare and train children for the choice of complicated tasks and work in a well-organized, knowledge-based society? The study sample consists of principals of primary and secondary education schools, focusing on all types of schools in Durrës, in total about 7 schools (5 of primary education and 2 of secondary education), about 10% of schools in the Municipality of Durrës. Participants in this study are over 7 school leaders, 15 teachers, 50 parents, 50 students. For the collection of primary data from this sample were used interviews with individuals with special experiences (psychologists), focus group interviews with from 5-10 individuals in three categories, free written interviews, on teaching issues and teachers from open survey questions. Statistical programs were used for data processing and the method of applied multiple linear regression statistics was used for their analysis. The conclusions of the study are oriented towards two main pillars: the qualitative method and the quantitative one. The importance of the study lies in the presentation of a multifaceted model of a fruitful school management as it will provide instruments, paths, experiences and standard models of planning, management and real functioning of the school, the result of which are high achievements. and satisfactory fulfillment of official indicators for the school. The main limitation of this paper is the inability to directly contact and be present in European educational institutions where the problems of effective school management can be widely discussed. This limitation is balanced by the large sample size and advanced statistical methods for testing research hypotheses.
 
 Received: 10 January 2022 / Accepted: 20 March 2022 / Published: 30 March 2022

A common framework for MOOC curricular development in climate change education - Findings and adaptations under the BECK project for higher education institutions in Europe and Asia

The Sendai Framework for Disaster Risk Reduction has identified the climate change education as a key motivation for improving energy efficiency, climate change adaptation and disaster risk reduction by encouraging changes in the attitudes and behaviour and helping adapt to climate change-related trends. Delivering climate change education via Massive Open Online Courses (MOOC) in higher education is considered as an effective method for wider community engagement, scientific networking, and knowledge sharing. The BECK project funded by the ERASMUS+ Programme is aimed to address this approach by introducing new harmonized MOOC modules to the higher education curricular of 4 European, 5 Russian and 5 Asian higher education institutions (HEI). Based on the cross-institutional capacity needs assessment survey, the project adapted a common framework for the MOOC development and implementation across the partner institutions. The aim of this research is to develop a framework to ensure the curricular development is followed by pedagogical principles while adhering to the quality benchmarks in its implementation. This framework establishes common grounds for BECK MOOC while assisting the partner institutions with necessary capacity building for teaching and learning measures. The BECK project continues to disseminate the MOOC modules via the BECK virtual interuniversity and support the effective implementation of the developed framework.

Development, state and perspectives of urban geography with special review of Serbia

Urban geography is a complex and synthetic geographical discipline, which makes an immeasurable contribution to the integral and interactive perception of geographical elements and factors that have influenced the formation and transformation of settlement-geographical features. The first papers containing urban-geographical content appeared in the first half of the 19th century, but since urbanization became a worldwide process in the 20th century, it can be stated that urban geography became a geographical discipline in the 20th century. Contemporary urban development contributed to the affirmation of urban geography as an independent scientific discipline, where object of study is not only the city within its administrative boundaries, but also urban expansion (urbanization). Today, urban geography has evolved into a complex geographical discipline, where theoretical and methodological roots of knowledge corpus related to the phenomenon of the city have been shaped by an interdisciplinary approach between geography and other sciences that study the city from different theoretical and methodological angles. With the increase in the number of inhabitants in the world, cities have become ?magnets? of economic, socio-cultural and political processes. They are increasingly studied from a global perspective, while urban geography is becoming the main focus of research. In other higher education institutions in Europe, urban geography is established as a special scientific discipline. However, although it has a wide and complex subject of study and occupies a very important place in various types of social practice, urban geography is still studied in Serbia within its mainstream subject - Geography of settlements.

Імпламентація західноєвропейських освітніх моделей у освітній простір України в період XVI–XVII ст.: спроба діалогу

The article describes the formation of Western European educational models in the educational space of Ukraine in the 16th-17th centuries on the examples of Ostroh Cultural and Educational Center and Lviv Fraternal School. This period is marked by the establishment of rationalist tendencies in all spheres of social life and, as a result, the strengthened role of scientific knowledge. It is shown that the demand for the school as a social institution grew significantly during the specified period. Traditionally, Ukrainian education was based on the school model borrowed from Byzantium (11th –12th centuries), but at the intersection of the 16th – 17th centuries it became obvious that the knowledge provided by the traditional Ukrainian school was not enough to meet the demands for advanced scientific knowledge that were in need of the society at that time. Ukrainian education was challenged to organize a national school that would compete with European educational institutions of the period and at the same time rely on its own cultural and educational tradition. The compromise was found after establishing the Ostroh Academy, or Ostroh Cultural and Educational Center (1576), where for the first time in the history of national education and pedagogy an attempt was made to organize an educational institution by synthesizing Western European and Eastern Slavic (Greco-Byzantine) traditions. The Ostroh School was the first to introduce the "seven liberal arts" and the Latin language of teaching into educational practice. The reluctance of the Ukrainian society to accept Western educational standards in the late 16th century resulted in the decline of the Ostroh Cultural and Educational Center. A few decades later, Western European educational models were integrated into the practice of fraternal Orthodox schools, Greek Catholic educational institutions and were most fully expressed in the educational practice of the Kyiv-Mohyla Academy (1632). The study analyzes the Statute of the Lviv Fraternal School, the practice of the subjects taught and the content of the library from the standpoint of humanistic pedagogy. It is concluded that the reorientation and development of national education in the next historic periods was determined by the implantation of Western European educational models in the Ukrainian educational space. Keywords: Ukrainian cultural and educational space, Western European educational model, educational institution, school, implementation, transfer, adaptation, dialogue.

RESERVES FOR THE DEVELOPMENT OF ORGANIZATIONAL CULTURE IN THE CONTEXT OF IMPROVING THE EFFECTIVENESS OF THE EDUCATIONAL INSTITUTION

The article presents a system of reserves for improving the organizational culture of European educational institutions, ensuring the development of the system of values of educational institutions in response to modern changes and threats, the system of their promotion and adaptation to the changes occurring under the influence of the spread of digital technology and distance learning. This system is based on the principles of social responsibility and academic integrity, the value of academic freedom and culture, and a focus on continuous improvement in the quality of educational services. The following were identified as the main reserves for the development of organizational culture to improve the effectiveness of the educational institution: changing the management style in organizations to ensure a higher quality of educational services and the necessary level of academic culture of all participants in the educational process; ensuring a high level of academic integrity; increasing the level of social responsibility of educational institutions, the introduction of values of social responsibility in their activities; Improving the efficiency of interaction with stakeholders involved in the educational community and building a monitoring system; increasing the involvement of online employees in the activities of the educational institution based on modern distance learning technologies and online communications.

Возрастание роли образовательного туризма в системе подготовки кадров мировой туриндустрии: социально-философский анализ

The article presents the theoretical generalization of educational tourism as a social phenomenon of modern society. It is shown that educational tourism is now an integral part of the international systems of higher education for training in tourism. Educational tourism is seen as a particular social institution included in the life of the modern state and aimed at continuous modernization and stratification. The specificity of educational tourism, consisting of the synergistic unity of education and tourism, pedagogical principles, and forms of organization of tourist activity, is deduced. Methodologically, the work is done based on a comparative analysis of the training system for the tourism industry in the Russian Federation with relevant educational institutions of some European countries (in particular, Great Britain, France, Germany, Switzerland). The author reveals the specifics and characteristics of Russian and European educational systems, considering modern societies' economic, technological, and cultural features for training professional staff for the tourism industry. It is emphasized that European educational institutions have significant historical experience in training specialists for the tourism industry. In this regard, proposals for the use of positive foreign experience in training specialists for the tourism industry in the educational activities of Russian universities are outlined. External and internal conditions and factors influencing the educational systems of tourism and hospitality training have been revealed. Particular attention is paid to the requirements imposed on such systems by the professional community. The article reveals the goals, objectives, and forms of implementation of educational tourism in European and Russian systems of training for tourism and hospitality. The most crucial goal of educational tourism at the state level, according to the author, is the formation of a multilateral personality, capable of active and constructive activities in a multi-ethnic and multi-religious environment, with the ability to live in peace and harmony with people of different ethnic cultures and religions.

Listening to the Student Voice – Student Engagement in Professional Higher Education

The practical orientated education and training of professional higher education institutions attract a very diverse student body and more and more non-traditional students are finding their way to higher education institutions in Europe. In order to sufficiently address the different needs of this group, non-traditional students must be given opportunities for student engagement in student organisations and extracurricular activities outside of lectures. Furthermore, the diversity characteristics of non-traditional students within professional higher education institutions need to be analysed, as well as the barriers and challenges to student engagement. With the help of qualitative expert interviews and focus groups, five problem areas were defined and an outlook on possible improvements was given in order to sharpen the view of an inclusive university environment outside of the lecture hall.