Employees Of Educational Institutions Research Articles

ОСОБЛИВОСТІ ВЗАЄМОЗВ’ЯЗКУ ЕМОЦІЙНОГО ВИГОРАННЯ ТА ПЕРЕЖИВАННЯ ЗАЗДРОСТІ У ПРАЦІВНИКІВ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ

The article presents the results of a theoretical analysis and an empirical study of the peculiarities of the relationship between emotional burnout and the phenomenon of envy among education workers. Psychophysical, emotional, intellectual, behavioral, socio-psychological symptoms of emotional burnout are distinguished. Its development is related both to external factors of the environment and the organization of activities, and to personal characteristics. Envy is a complex psychological phenomenon that is a mechanism of destructive behavior. Having a number of positive functions, envy is mostly interpreted as a negative feeling in society. Envy is determined by the lack of internal worldview and psychological balance, harmony. It occurs in dependent, insecure individuals with problematic self-esteem and a history of psychological trauma. The purpose of the study is to determine the characteristics of the relationship between emotional burnout and the phenomenon of envy among employees of higher education institutions. Scientific novelty. It was found that subjects with the “Envy-hostile” type have less pronounced symptoms of emotional burnout. They expect a more positive attitude from others, are self-confident, have self-acceptance and self-sympathy, and less self-blame. Subjects with the “Envy-distrust” type are characterized by a certain degree of hostility to their own “I”, self-rejection, emphasis on their own shortcomings, inadequate self-esteem and readiness for self-blame, reduced self-interest, expectation of a positive attitude towards them from those around them, and a decrease in self-control. Psychological characteristics of people with different types of envy are one of the factors that influence the development of emotional burnout among employees of higher education institutions, since the attitude towards oneself and the world determines the mental and emotional state of the individual. Conclusions. The results obtained in the study confirmed the proposed hypothesis, namely the assumption that employees of higher education institutions diagnosed with a high level of envy-mistrust are more prone to the development of emotional burnout than employees with pronounced envy-hostility. Key words: emotional burnout, envy, employees of educational institutions.

Servant leadership, brand love, and work ethic: important predictors of general health in workers in the education sector.

Building a path aimed at the wellbeing of workers in the education sector is the fundamental basis to encourage quality education. To fill the gap in knowledge and address this aspect by understanding the behavior of the study population, it was proposed as with the objective of determining if servant leadership, brand love and work ethic predict the general health in workers. A non-probability sampling was applied for convenience. For this purpose, a sample of 509 workers from Peru was submitted to study, who completed a questionnaire consisting of: scale of servant leadership, work ethic, GHQ-12 and brand love. By applying a quantitative method using a structural equation modeling partial least squares approach. The present study demonstrated that the three constructs (servant leadership, brand love, and work ethic) predict the general health of workers in a positive and significant way, in a sample of Peruvian workers in the education sector. Furthermore, the results suggest that these factors can be used to improve the health of employees in educational institutions in Peru and possibly in other contexts as well. Given these results and after knowing the solidity of the predictions, the importance of promoting general health in workers in the education sector.

The influence of gastronomic identity factors on food tourism development in the Republic of Serbia and Bosnia and Herzegovina.

The gastronomic identity of an area is the key factor in tourism development, attracting numerous tourists and generating significant income. Numerous economic actors participate in its use and proper placement, and their perception of the gastronomic potential significantly affects its distribution and use in tourism. The main aim of this study is to investigate the factors of gastronomic identity that influence the development of tourism, observed at two tourist destinations in Southeast Europe [the Republic of Serbia (RS) the city of Novi Sad with Fruška Gora Mountain, n = 305 and Bosnia and Herzegovina (BIH) the city of Sarajevo with Jahorina Mountain, n = 301]. In order to define the factors that are relevant to food tourism development, a custom-made GastroIdentity scale was created. A survey was conducted among employees in the hospitality and tourism industry as well as employees in educational institutions in the field of hospitality and tourism. The research results show that employees from the RS area acknowledge the importance of organizing gastronomic events where local products are presented and that they understand that dishes and beverages with unique and recognizable tastes can characterize their area. Employees from the BIH area pointed out that the nutritional quality of their local agricultural and gastronomic products represents an advantage when compared to mass-produced ones and that the local gastronomic culture and tradition are authentic representatives of the culture of the region. The GastroIdentity scale proved to be dependable, highlighting gastronomic culture and tradition as extremely crucial factors in tourism, using the input provided by the employees from the investigated areas. Noteworthy results were also recorded regarding the need for incentives for food tourism development in the investigated regions.

Effects of Organizational Communication Satisfaction on Job Attitudes of Employees of Educational Institutions

Effects of Organizational Communication Satisfaction on Job Attitudes of Employees of Educational Institutions

A COMPREHENSIVE APPROACH TO THE MANAGEMENT OF PSYCHOLOGICAL SERVICES IN THE EDUCATION SYSTEM OF UKRAINE: ECONOMIC COMPONENT

The subject of the research is the main problems related to the economic consequences of the war, which can affect Ukrainian education in the war and post-war period. Methodology. Theoretical and empirical research methods are used, in particular: theoretical analysis and generalisation of psychological practice; development of theoretical approaches and organisational and methodological conditions for improvement of practical activity of specialists of psychological services; surveys; study of methodical and reporting documentation; methods of statistical processing of experimental data. The purpose of the article is to determine the factors that can affect the quality of education and economy through aspects of the activity and peculiarities of the functioning of the psychological service in the educational system of Ukraine in the conditions of armed aggression of the Russian Federation. It is noted that the consideration of psychological factors is necessary to substantiate the activity of a psychological service specialist in the educational system of Ukraine, in connection with the complication of working conditions, competent management of the team, support and assistance in the realisation of the creative potential of employees of educational institutions, etc. The issue of creating psychological support for participants in the educational process was raised. It was noted that the provision of psychological support, development and implementation of correctional programmes will help to overcome stress and injuries, contribute to the return of pupils and students to full-time studies and ensure their further successful adaptation. The article presents the experience of pedagogical and methodological provision of psychological support at the all-Ukrainian level at the State Scientific Institution "Institute of Education Content Modernization". It gives recommendations on how to overcome the negative economic consequences of the war and the negative psychological impact on Ukrainian education. The publication describes the aspects of the psychological service in the educational system of Ukraine, in particular, conducting scientific research on the problems of methodology and theory of practical psychology of education, studying the patterns of mental development and formation of the child's personality; development of methods and technologies for the work of practical psychologists and social pedagogues, including professional training and advanced training of specialists; creation of an effective structure of the psychological service of education, which ensures the interaction of all parts of the service on subject and organisational issues. The results of the study reflect the state and development of the psychological service in the education system of Ukraine, the analysis of the activities of the psychological service under martial law and the implementation of Article 76 of the Law of Ukraine "On Education". Conclusion. Creation of conditions for quality education and support of psychological well-being of all participants of the educational process is a priority task of the psychological service in the educational system of Ukraine. According to the results of the analysis of the work of the psychological service in the educational system of Ukraine, it was determined that the psychological support of learning, psychological and socio-pedagogical support of the participants of the educational process in the conditions of martial law is an essential condition for maintaining and strengthening the mental health of future Ukrainian generations. This will contribute not only to the post-war reconstruction of society, but also to the future economic development and stability of Ukraine.

Eğitim Sürecinde Öğrenme Teorilerinin İncelenmesi

Learning is a relatively constant change in human abilities that is not a result of the growth process. These abilities are associated with certain learning outcomes. At the end of the learning process, verbal knowledge, mental and motor skills, as well as attitudes and cognitive strategies are formed or developed. In an environment where knowledge is constantly changing, the competencies needed in educational life are also constantly differentiating. A competence that is valid and sought-after for today may lose its importance tomorrow. Therefore, the competencies that are possessed should be able to turn into the competencies that are needed in the future. Learning competence is a competence that is effective in gaining new competencies and transforming existing ones. Learning theories have been developed by a number of researchers in this regard in parallel with learning competence and processes. The purpose of developing these theories is to shed light on how learning processes are formed and how they develop through research, study and research. Because improving the abilities and learning capacities of employees in educational institutions is an indispensable condition for the institution to continue to exist. In the current period, it is becoming more difficult to find and hire human resources with the necessary qualifications and competencies every day. For this reason, organizations carry out training activities by determining the training needs of their existing employees. With the training activities, it is aimed to create changes in the work-related behavior of employees through learning. As the responsibilities and work areas of the employees participating in the training in an institution or organization change, the content and form of the training program will change accordingly. All these developments and initiatives are evaluated within the scope of learning processes. Key Words: Education, Learning, Learning Theories

Attitudes towards students with disabilities achieving their educational and work-related goals: a factorial survey experiment among higher education institution employees in Norway

AbstractDespite the widespread promotion of inclusive environments within higher education, social barriers and a lack of understanding among university staff continue to hinder students with disabilities in their goals of graduating and finding employment. Using ableism as a theoretical framework, this study aimed to explore attitudes among higher education institution employees towards students with disabilities and their feasibility in different types of education and employment positions. “Employees” in this study included teaching staff, student support, and administration. We conducted a factorial survey experiment in which respondents were invited to evaluate vignettes describing fictional students with and without disabilities. Other factors such as age, gender, ethnicity, and motivation were also included in the vignettes. A total of 2157 higher education employees across Norway participated in the survey and answered four questions regarding the likelihood of the student described in the vignette graduating, finding employment, and being suitable for relevant work tasks. Additionally, respondents were asked to rate how likely it was that they could make arrangements for the student during their studies. Results from multilevel regression analyses suggest that higher education employees are generally positive towards making arrangements for students with disabilities. However, despite this, students with disabilities were considered less likely to graduate, find employment, and less suitable in performing relevant work tasks in comparison to students without disabilities. We argue that ableist expectations continue to dominate perceptions of students within academia, and until ableism is addressed at an institutional level, higher education will remain far from inclusive.

УРОВЕНЬ И ДИФФЕРЕНЦИАЦИЯ ДОХОДОВ РАБОТНИКОВ ОБРАЗОВАНИЯ В РОССИЙСКОМ РЕГИОНЕ

The problem of signifi cant diff erentiation of incomes of the population in Russia and the regions is still acute. Indeed, there is a signifi cant diff erentiation of incomes and wages of the population according to territorial, sectoral and other characteristics, which is refl ected in a signifi cant stratifi cation of the population in terms of living standards. This requires eff ective measures to overcome the social polarization of society and reduce poverty. In the national development goals of the Russian Federation for the period up to 2030, in the context of preserving the population, the health and well-being of people, such priorities are defi ned as ensuring the rate of sustainable growth in the population’s income, reducing poverty. The authors of the article, within the framework of the study, set the goal, which was to determine the degree of diff erentiation in the incomes of educators in the region (Chelyabinsk region). For this, a sociological survey of employees of educational institutions was conducted, the generalization of the results of which made it possible to identify the level of income of employees in the context of territories, types of educational institutions and categories of education workers. For a comparative assessment of the income of employees, the ratio of the level of income recorded in the survey with such indicators as the minimum wage, the subsistence minimum, and the average monthly income in the fi eld of education in the region was demonstrated. This made it possible to assess the current situation with regard to the incomes of workers in the educational sector, to show how the importance of labor in education corresponds to the wages received and, in general, to incomes in this area.

Exposure of students (pupils) and employees of educational institutions in the Leningrad region to natural sources of radiation Part 2: Hygienic assessment of doses and health risks depending on methods and approaches to measuring indoor radon concentration

Exposure of students (pupils) and employees of educational institutions in the Leningrad region to natural sources of radiation Part 2: Hygienic assessment of doses and health risks depending on methods and approaches to measuring indoor radon concentration

Study of the image characteristics of school uniforms in the educational environment

The article is devoted to the study of the school uniform image characteristics. The relevance of the work is related to the discussion that has resumed in Russian society in connection with the possibility of introducing a standard for school uniforms by 2024. This study analyzes the attitude towards the problem of students, parents and employees of educational institutions. The sociological method (survey in the form of a questionnaire) was used in the work. The respondents were residents of the Primorsky Territory, 452 people took part in the survey. It has been established that students deny the need for uniform, while parents and teachers support the idea of a school uniform in education institutions. Positive and negative image characteristics of a school suit are revealed. Respondents consider the absence of a problem in the everyday choice of clothes and the maintenance of school discipline as positive characteristics of wearing a uniform. The negative characteristics of the school suit, according to students, are the lack of opportunities for self-expression and individuality, while most parents and teachers believe that there are no negative image characteristics of the school uniform. In terms of visual image characteristics, students would prefer to wear a preppy school uniform, parents and teachers would like to see a business style school uniform (classic with casual elements). When choosing a color solution for school uniforms, students would like to wear black clothes, arguing that black is a versatile and elegant color. Parents and teachers would prefer to see school uniforms predominantly blue.

INTEGRATION OF HEALTH-SAVING TECHNOLOGIES INTO THE EDUCATIONAL PROCESS OF STUDENTS OF NATURAL SCIENCES

The article proposes a number of methods for integrating health-saving technologies into the educational process of students of natural sciences. It describes the use of interactive teaching methods, the inclusion of health-saving topics in the curriculum, the use of the latest technologies, the organization of special trainings and the introduction of health-saving programs at universities.
 These methods not only improve students' physical and psychological health, but also help develop their social and communication skills. The use of health-saving technologies in the educational process can increase students' motivation to learn, improve their teamwork and provide them with a healthy lifestyle, which in turn has a positive impact on their future careers. The article will be useful for all employees of educational institutions who wish to expand their knowledge of health-saving technologies and their application in the educational process.
 The integration of health-saving technologies into the educational process of students is an important step in the formation of a healthy lifestyle. This allows students to understand that health is not only the absence of diseases, but also a state of physical, mental and social well-being.
 In today's world, humanity faces increasing threats such as pandemics, stress, poor nutrition and lack of exercise. Ensuring the health of students is an important factor for successful learning and development, therefore, the inclusion of health-saving technologies in the educational process can help prepare future specialists who will work in health-saving fields.
 Therefore, the integration of health-saving technologies into the educational process of students is a relevant topic for research, since ensuring the health of students is a key factor for their successful learning and future development. The implementation of such integration can help prepare future specialists in health care fields, thereby ensuring the appropriate level of health in society.
 The purpose of this article is to investigate the question of the inclusion of health-saving technologies in the educational process of students of natural sciences, as well as to argue the necessity of this step in the modern world. The work will consider various aspects of this issue, such as the impact of health-saving technologies on the health of students, their impact on the quality of the educational process and on the development of future specialists in natural sciences.
 The subject of the study is the process of integrating health-saving technologies into the educational process of students of natural sciences and its impact on the health and academic success of students. The study also covers the justification of the importance of health-saving technologies in the modern world and their importance for the training of future specialists in health-saving fields.
 The object of research is health-saving technologies and their impact on the health of young people in general, as well as their role in the modern world and in the process of training future specialists in health-saving fields.

Specifics of combating corruption at higher education institutions in the context of integrity policy

The article is devoted to the criminological characteristics of the specifics of combating corruption at higher education institutions in the context of the integrity policy. At the same time, the right to education is a fundamental right, therefore the State is not obliged to ensure the right to higher education for all citizens. Despite this, the majority of Ukrainian citizens have one or even several higher education degrees. Given the popularity of educational services, they are inevitably associated with various corruption risks: from the process of enrolment to a higher education institution and ending with obtaining an educational degree at all levels.
 Positions of domestic and foreign scholars on the essence and importance of academic integrity, the definition of “academic integrity” enshrined in legislation have been analysed, and the legally enshrined forms of academic integrity have been characterised, namely: academic plagiarism, self-plagiarism, fabrication, falsification, cheating, deception, bribery, biased assessment, providing assistance to students during the assessment of their learning outcomes or creating obstacles not provided for by the terms and/or procedures for such assessment, as well as impact in any form. It has been proved that they need to be adjusted and clarified, which should be done in a separate specialised law.
 The main potential corruption risks in higher education have been identified. It has been noted that corruption at higher education institutions is characterised by high latency due to its benefits for both parties. It has been noted that it is incorrect to impose responsibility for corruption exclusively on employees of educational institutions. Low motivation of students leads to the search for “alternative ways” to get a positive grade. Corruption in education does not always have a monetary form, but more often takes the form of benefits, privileges and non-monetary services.
 Based on the analysis of the current legislation and the main corruption risks in the field of higher education institutions, the author’s own measures to prevent corruption have been proposed.

Exposure of students (pupils) and employees of educational institutions in the Leningrad region to natural sources of radiation. Part 1: Results of a comprehensive survey

Currently, there is no methodological support for radiation monitoring and sanitary and epidemiological assessment of radon concentration (or radon EEC) and other parameters of the radiation situation in existing operated buildings. The paper presents a review of the protocols for conducting measurements of indoor Leningrad region with previously found elevated levels of radon concentration using long-term measurements. The survey revealed that highest values of indoor radon ECC were obtained using instant measurements in several educational institutions both in the normal operation mode of the buildings (up to 1106 Bq/m3) and after leaving the premises for 12 hours with closed windows and doors (up to 1586 Bq/m3) according to the requirements of paragraph 6.5 of MU 2.6.1.2838-11. High values of radon concentration were also obtained using long-term and short-term measurements (up to 4900 and 1420 Bq/m3, respectively). In addition, high values of radon flux density were detected (up to 2030 mBq/(m2·s)). The established hygienic norms for ambient dose equivalent rate indoors and outdoors were not exceeded in the surveyed educational institutions. The levels of gross alphaand beta activities in tap water sampled from the surveyed educational institutions were below the control levels, and an exceedance of intervention level for activity concentration of radon in analyzed samples was not detected. The results of the survey will be used for hygienic assessment of doses and health risks for students (pupils) and employees of several educational institutions of the Leningrad region due to exposure to radon and its progeny and can be used to improve the method for indoor radon concentration monitoring in existing operated public buildings in the Russian Federation, which in turn will make it possible to obtain correct values of public doses and health risks.

Resilience of teachers, students, and their parents under the conditions of martial law.

The article examines the results of a study of the resilience of teachers, students, and their parents 2 months after the start of a full-scale war in Ukraine. The total number of respondents who took part in the study is 14,556. There are employees of educational institutions (29%), students (22.41%), and parents (48.22%) from all regions of Ukraine among them. A reduced level of resilience of adult research participants (teachers, parents) and higher resilience of young people were revealed. The relationship between resilience and place of residence, forced resettlement, subjective assessment of one's own security, involvement in various forms of education (teaching), as well as gender and age differences in resilience is presented. The results can become the basis for policy development regarding the system of support for teachers, students, and their parents in conditions of traumatic effects. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Bringing to Academic Responsibility for Violation of Academic Integrity: Theoretical and Applied Problems of Regulation

Problem setting. The article highlights problematic issues related to academic responsibility for violations of academic integrity of participants in the educational process. Attention is drawn to the fact that a significant shortcoming of the Laws of Ukraine «On Education» and «On Higher Education» is the absence of such definitions as «academic responsibility», «types of academic responsibility», «academic misconduct», which significantly complicates the bringing to academic responsibility of pedagogical , scientific-pedagogical and scientific workers of educational institutions and students of education in practice. Analysis of recent researches and publications. A. Artyukhova, V. Zinchenko, Y. Kalinovsky, M. Ozhevan, O. Tytska, O. Chumak and others scientists have addressed the issue of academic integrity in their works. The scientific conclusions and approaches to the vision of these scholars are an important basis for our study. Target of the research is to study and comprehend the problematic issues of bringing to academic liability for violation of academic integrity of participants in the educational process. Article’s main body. Based on the analysis of current legislation, the author formulates a definition of the term “academic liability” and establishes its place in the general system of legal liability. The author’s definition of the term «academic responsibility» is proposed: this is a type of legal responsibility that arises for the violation of the academic integrity of pedagogical, scientific-pedagogical and scientific employees of educational institutions, students of education in scientific institutions and educational institutions and entails negative consequences of state influence in case of committing them of an academic offense. A critical assessment of the list of violations of academic integrity is given. It is noted that in the current educational legislation there is no differentiation of violations related to the training of highly qualified personnel (master’s students, doctoral students, etc.). Attention is drawn to the fact that the Law of Ukraine «On Education» establishes a list of violations of academic integrity, in which offenses that are completely different in terms of the degree of social damage, for example, self-plagiarism and bribery, are placed in the same row/ The author established that the Law of Ukraine «On Higher Education» contains a list of sanctions for violation of academic integrity not for all participants of the educational process, but only for pedagogical, scientific-pedagogical and scientific employees of educational institutions and students of education. Amendments to the current legislation regarding the clear definition of objective criteria for the selection of the type of academic responsibility for a specific violation of academic integrity are proposed. Conclusions and prospects for the development. It was concluded that academic responsibility is a multi-meaning concept, in particular, a type of social, corporate, moral-ethical, legal responsibility, is a type of state coercion. It is proposed to harmonize the provisions of the educational legislation with the Code of Criminal Procedure of Ukraine, the Civil Code of Ukraine, the Criminal Code of Ukraine and other laws, which will regulate the types and measures of punishment for violating academic integrity. It is proved that academic responsibility can be legal (civil, labor, administrative, criminal), social, moral and ethical, corporate responsibility. Thus, academic responsibility intersects with legal responsibility. The need to establish the definition of the concept of «academic responsibility» at the legislative level and to regulate in detail all procedural aspects of bringing the participants of the educational process to academic responsibility is argued.

ФУНКЦИОНАЛЬНОСТЬ СЕТИ КИБЕРБЕЗОПАСНОСТИ КРИТИЧЕСКОЙ ИНФОРМАЦИОННОЙ ИНФРАСТРУКТУРЫ

The analysis of modern approaches to countering computer attacks on critical information infrastructure (CII), presented in the form of distributed information resources, shows that there is an objective need for technological development of this direction. In this aspect, the most promising solution to this problem seems to be the use of the concept of "Cybersecurity Mesh" (cybersecurity networks), introduced by Gartner without precise instructions on practical implementation and possible technological solutions. This paper presents the results of a study of functional requirements for systems implemented in accordance with the above concept, on the basis of which a new architecture of CII cybersecurity will be set in the future. The features of its application proposed by the authors of the concept are considered in detail, on the basis of which the requirements for the functional structure of possible technological requirements have been developed. It consists of four basic levels that allow you to respond flexibly to emerging integration and security challenges. These levels include: intelligent information security and analytics, distributed identity structure, consolidated policy and state management, consolidated interactive dashboard. To meet the specified functional requirements, a technological model for building a cybersecurity network is proposed in the form of an organic combination of three fairly heterogeneous technologies: 5G mobile communications, Secure Access Edge (SASE - Secure Access Service Edge) and advanced detection and response (XDR) into a consolidated cloud platform. The results of the studies of the functionality of the concept of a cybersecurity network can be considered as a methodology for ensuring the security of CII, implying a transition from building a single secure digital perimeter around all its devices or nodes to point protection of each remote access point. This publication can be useful for experts in the security forces of CII facilities, as well as to employees of educational institutions in the implementation of appropriate training, retraining and advanced training programs for such specialists.

Mobbing of a school teacher in a modern educational environment

Subject of research: the factors and consequences of mobbing against school teachers. To achieve this goal, the methods of in-depth interview and content analysis of domestic film production were used.
 Purpose of research: to determine the causes, factors and consequences of mobbing against school teachers.
 Methods and objects of research: the empirical basis for the interview method was 25 employees of educational institutions. The empirical base of content analysis of domestic film production was 15 films and TV-series from 1956-2018.
 Main results of research: as a result of the article, macro- and micro factors of mobbing against school teachers in the modern educational environment were identified. The first group includes institutional factors reflecting the current stage of education development (the service function of education, the low social status of the teacher, the long-term neglect of the socialization function of education, the introduction of a test system for evaluating schoolchildren, large volumes of accounting documentation). The second group includes socio-psychological and psychological factors ("outdated" models of communication between teachers with experience and students, the psychological climate in the teaching staff (lack of support from colleagues), awareness of the teacher's insecurity, dissatisfaction with professional activities, the "consumer" position of parents, conniving parenting style in the family of a child, low educational motivation of children).

Kontekstualni okvir i prevencija sindroma sagorevanja profesionalaca u vaspitno-obrazovnim ustanovama

Burnout syndrome is a widely researched phenomenon and is the focus of numerous scientific studies. Research results show a prevalence of contextual factors in relation to individual factors for its emergence and development, as well as certain differences in approaches to the problem in different countries. Given the specificity of helping professions, which recognize and work within educational institutions, "helpers" are exposed to the greatest professional stress and the risk of burnout syndrome. The aim of this paper is to examine the contextual factors within the educational system that can influence the occurrence and development of burnout syndrome, with a focus on emphasizing the importance and possibilities of prevention through organizational changes. Therefore, the paper starts from the specificity of burnout syndrome related to helping professions, educated to provide help and support to others. After that, insights into visible or experienced consequences for employees in educational institutions are interpreted, drawing attention to their reflection on the development and education of individuals and society, as well as resources that can inhibit burnout syndrome. The conclusions of the analysis of this problem point to priority systemic tasks aimed at providing support and assistance to employees in educational institutions, viewed through three levels of a preventive approach. In this regard, the pedagogical implications of work can also be considered, as they can shed light on the specifics of burnout syndrome, recognition in practice, and adequate action to prevent consequences, most commonly through a model of self-help.

РЕГІОНАЛЬНИЙ ІННОВАЦІЙНИЙ КЛАСТЕР В УМОВАХ ЦИФРОВІЗАЦІЇ ОСВІТИ І ВИРОБНИЦТВА

The article is devoted to the study of the influence of the processes of digitization of education and production on the development of an innovative regional cluster. When preparing the article, both general scientific (analysis and synthesis, analogy, abstraction and concretization) and special research methods were used. Mismatch of the labor market and the market of educational services; shortage of qualified personnel, especially in high-tech and innovative industries; lack of effective partnerships between the education system and business; the incompatibility of the educational and material base of educational institutions with modern production technologies determines the need to solve the problems faced by the modern education system and production. One of the directions that allows solving the tasks is the creation of clusters. The article states that the regional innovation cluster is a system in which new knowledge and technologies are disseminated, the process of transformation of inventions into innovations is accelerated, and innovations are transformed into competitive advantages, which ensure the development of sustainable ties between all participants and create a positive synergistic effect . It has been proven that the effectiveness of the functioning of clusters depends to a large extent on their ability to actively and adaptively respond to changes in the external environment, which are caused both by the development of digital technologies and permanent changes in regulatory and legal acts. It is substantiated that the processes of digitalization, which significantly change the requirements for the level and quality of staffing of enterprises, determine the need to transform the initial process. It is expedient for future specialists to develop self-education skills, the ability to identify problematic aspects, to concentrate on identifying ways to overcome them, and to learn throughout life. It has been proven that in order to attract a wide range of highly qualified and experienced scientific and pedagogical workers, it is expedient to create a network system of permanent distance learning and consulting. The combination of classical and electronic forms of providing information services by employees of educational institutions will ensure their quality, timeliness and availability.

National projects and programs in the field of education in Russia: awareness and expectations of participants in the educational process

Introduction. The implementation of the concept of "Sustainable Development Goals (SDGs)" in the Russian Federation has been reflected in national projects and state programs, including for education. National projects and programs as strategic documents have become a new reflection of the development of society, a driver of the development of Russian education and a tool for improving its quality. The success and modernization of Russian education depends on the attitude of the population, awareness of the progress of implementation, as well as factors affecting the results of achieving goals. Objective: to study the opinion of participants in the educational process on the implementation of national projects and programs in the field of education in Russia and to identify the factors of their successful implementation. Materials and methods. To study the problem, an analysis of previously conducted studies was conducted, as well as an author's survey using a semi-formalized interview among participants in the educational process: teachers of higher and secondary vocational educational institutions, school teachers, students of universities and secondary vocational educational institutions, employees of educational organizations and employees of other fields (as a control group). The sample is quota, 600 respondents from 54 regions of the Russian Federation. The results of the study. Traditionally, there is a high public interest in the implementation of national projects and programs, including in the field of education. According to the All-Russian VCIOM survey (October 2020), the level of awareness of Russians about the implementation of national projects has already reached 85%. The top three include such national projects as: «Healthcare» (85%), "Education" (80%) and «Demography» (74%). Participants in the educational process have higher awareness than in national samples, they observe a significant increase in the number of events, activation of socio-political projects. The most critical are teachers and employees of educational institutions who want to see not only quantitative, but also meaningful (qualitative) changes in the education system. The main barriers are the risks associated with corruption (50.5% of respondents answered this way), insufficient funding (48.7%) and the lack of highly professional personnel (40%) designed to fill the planned activities with content. A positive aspect is the willingness of young people to actively participate in the implementation of state strategic initiatives in the field of education. Conclusion. In order to increase confidence in strategic projects and the authorities, as well as in order to involve broad segments of the public, including young people, active promotion of information about plans and activities for the implementation of the national project "Education" and the state program "Development of Education" through the development of information channels such as social networks and messengers is in demand.