Environment Of Higher Education Institution Research Articles

Forming intending teachers’ health preserving competence in the educational environment of higher educational institution

Professional training in higher educational institutions is determined not only by the amount of obtained knowledge, but also by solving the problem of preserving and strengthening health, students’ need for healthy lifestyle, the need to find and implement ways to form their health preserving competence. The article deals with the problem of forming health preserving competence of intending teachers in the educational environment of HEI. The current state of research of the specified problem was analyzed in the paper, the maintenance of the concept “health preserving competence of intending teacher”, the structure of the investigated phenomenon, including value-motivational, cognitive, operational-activity and reflexive components was specified. Criteria, indicators and levels of formation of the studied competence were determined. The pedagogical conditions of its forming were revealed and theoretically substantiated: creating and realizing integral educational and methodical support by supplementing the content of disciplines of the professional and practical training cycle and practice with the health preserving component; forming the need for self-education, developing the ability to self-control and professional self-assessment of health preserving competence; creating the healthy educational environment. The model of forming health preserving competence of intending teachers in the process of professional training, suggested in the educational environment of HEI, includes three blocks: target (coverage of the purpose, tasks, principles and approaches), organizational and semantic (pedagogical conditions, pedagogical technologies, concretized by organizational forms, methods and the maintenance of training) and reflective and effective (criteria, indicators and levels of health competence). The results of the experimental verification of the pedagogical conditions of forming health preserving competence of intending teachers were given

THEORETICAL AND METHODOLOGICAL REASONING OF THE SET OF COMPONENTS OF FINANCIAL AND ECONOMIC SECURITY OF SOCIO-ECONOMIC SYSTEMS

Based on the scientific views of scientists and practitioners identified the main purpose of the concept of financial and economic security of socio-economic systems, including higher education institutions. The urgency of ensuring the financial and economic security of domestic higher education institutions is primarily due to the following factors: maintaining financially effective resilience to external and internal stimuli and threats; improving the efficiency of management; ensuring the optimal number of of teaching staff; minimizing the impact of the COVID-19 pandemic and military aggression by the Russian Federation; the need to protect the information space of participants in the educational process; ensuring a high level of qualification of scientific, pedagogical and support staff; increasing the competition of graduates of higher education institutions. The authors present their own views on the separation of components of financial and economic security of higher education institutions that are responsible for various areas of operation and their constituent objects, such as: intellectual and personnel, technical and technological, financial and investment, material and technical, information and communication, regulatory, educational and methodical, socio-cultural, security, energy, economic areas. In the article the authors formed tasks, criteria and indicators, objects and subjects, measures and principles of provision, components of evaluation and built an algorithm to increase the level of financial and economic security of socio-economic systems, on the example of higher education institutions. The algorithm presented by the authors contains 5 adjustment tools (feedbacks): adjusting the structure of negative factors in determining their structure and their distribution according to subjective and objective criteria; adjustment of the developed preventive measures during their development and implementation; adjustment after analysis of the functional results of the implemented measures; adjustments in assessing the economic efficiency of the implemented measures; maintaining a sufficient level of financial and economic security to adapt to changes in the internal and external environment of higher education institution.

Концепция формирования проектировочной компетенции у будущих бакалавров прикладной информатики в цифровой образовательной среде вуза

The study aims to develop the concept of forming design competence in future bachelors of applied computer science in the digital educational environment of higher education institutions. The article presents the content, purpose, formation principles, types, forms, and structure of design competence formation in future bachelors of applied computer science in the digital educational environment of higher education institutions. The scientific novelty of the research lies in providing insight into aspects of design competence of future bachelors of applied computer science, which consists of intellectual and creative abilities, informational and analytical competence, and economic and social literacy of future bachelors of applied computer science. It is expressed in value attitude to work with modern computer technologies, studying modern programming languages, coding, designing and practical use of professional activity results. As a result, it has been shown that the concept of forming design competence in future bachelors of applied computer science in the digital educational environment of the higher education institution is necessary to improve the training of programmers who can perform tasks using modern digital technologies and design new digital products following the social demand of modern society.

REFLECTIVE CHARACTER OF EDUCATIONAL ACTIVITY AS A VALUABLE FACTOR IN THE PROFESSIONAL FORMATION OF A MODERN SPECIALIST

The article examines the axiological aspects of the reflective activity of students of higher education institutions. It is shown that the formation of the future specialist's ability to reflective analyzes and make sense of his actions, deeds, qualities, and the desire for personal and professional self-improvement is a valuable reference point for higher education. The development of reflective abilities and competencies of students does not happen automatically but requires purposeful cultivation through the creation of a reflectively enriched environment in the educational space. It is shown that the reflective environment of higher education institutions is a means of social and professional development and formation of a future specialist and, at the same time, an important resource for improving the quality of educational services. Parity equality, educational cooperation and collaboration, and reflective teacher-student interaction create the most favorable opportunities for the individual's internal liberation, self-realization, social maturity, and individual value growth. The created model of the reflective educational environment of the higher education institution allowed to organize the educational process of training psychologists-masters in such a way as to take into account the individual hierarchical system of the needs of a specific student, to create the necessary conditions for their transformation into life goals aimed at personal, value-meaningful, professional development and self-development of the participants of the educational interaction. The methodical tools and methods that most effectively help to "launch" the reflective mechanism of students' educational activity are determined: the performance of academic tasks that involve reflection and are aimed at self-analysis of educational activities, the use of reflective technologies, interactive forms of organizing educational interaction, reflective workshops, seminars, active implementation dialogue forms of educational activity. The result is the development of reflective competence of students - the ability to enter into an active research position regarding their activity and themselves as its subject. Four stages of the formation of reflective competence in students are distinguished: 1) the formation of the need for reflection, 2) the experience of the student's reflective activity, 3) the development of the ability to reflect exit, the ability to take a reflective position, 4) the use of reflective practices of meaningful and valuable attitude to the environment The close relationship between the formation of professional reflection and the process of professional self-determination of a young person is indicated. A reflective assessment of one's achievements and difficulties while studying at a higher education institution helps the student to make sense of and rethink his knowledge, norms, values, and worldview principles with the requirements of professional activity and, thus, to adjust his ideas about the chosen profession and outline the path of self-development in the format of the selected life trajectory. The specific experience of organizing a reflectively enriched educational environment in the education of master's students in the specialty 053-Psychology is analyzed, and its effectiveness in the development of reflective abilities of students is shown with the help of several diagnostic methods. The results of the diagnostics prove an increase in indicators of internal motivation (IM) of master's students due to a decrease in indicators of external positive motivation (EPM) and external negative motivation (ENM) and a change in the ratio of the motivational complex: from a satisfactory level, which corresponds to the formula EPM > IM > ENM to a sufficient level with the balance of the motivational complex IM > EPM > ENM and VM = EPM > ENM (methodology by K. Zamfir modified by A. O. Rean). Determination of thinking reflectivity according to the method of O.S. Anisimov shows a significant increase in the number of students with a high level of this quality (from 13.3% of students at the beginning of studies to 26.7% at the end of studies) and a decrease of students with a low level (from 26.7 % to 6.6%). Analogous dynamics of the level of development of personal reflexivity of master's students was recorded by the method of A. V. Karpov and V. V. Ponomareva. Our study showed that the reflective activity of students is determined by external (goals, content, technologies, means of educational activities) and internal (search for personal meanings and values of one's activity) factors.

MANAGEMENT OF INTERPERSONAL CONFLICTS IN THE STUDENT ENVIRONMENT: THE RESULTS OF IMPLEMENTING THE TRAINING COURSE

The topic of interpersonal conflicts in the student environment is relevant, as evidenced by the observation and the results of the experiment. Conducting surveys and applying psychological tests in the experiment revealed a negative perception of conflicts by students, low and medium levels of emotional intelligence, and the use of avoidance and competition styles of behaviour in a conflict. To achieve the goal of the pilot experiment, a questionnaire developed by the authors was used: "The perception of conflicts by students". The obtained results formed the basis of the training course "Management of interpersonal conflicts in the student environment." The purpose of the formative experiment was to develop, organize and evaluate the effectiveness of the course implementation. The methods of empirical research (survey, testing, observation, active learning methods) were used in the work and methods of mathematical statistics (Student’s t-distribution). The total sample size was 214 university students (aged 18–22). At the formative stage, 40 students were involved (experimental group – 20 students who did the course on managing interpersonal conflicts in the student environment; and a control group – 20 people who were not involved in the course). The design and content of the training course are based on the structure of the conflict management model, which includes the following components: 1) cognitive; 2) emotional; 3) behavioural (Mayer, 2012). A set of psychological methods was selected to study interpersonal conflicts in the student environment at the cognitive, emotional, and behavioural levels. To determine the students’ perception of the conflict, an Express exercise on associations was used for each letter of the word Conflict. The “Know your EQ” test was used to measure the emotional intelligence quotient. In our work, we also used the Thomas-Kilmann Conflict Mode Instrument (TKI test), a description of behaviour in conflict situations. Measuring the effectiveness of the implementation of the training course "Management of interpersonal conflicts in the student environment" was carried out through the repeated application of methods and the feedback from the course participants. The duration of the course is 70 academic hours: 14 lessons (56 academic hours), an exam – 4 hours, and 10 academic hours of extracurricular work (preparing a project, journaling, etc.). The following interactive techniques were used: the method of incomplete sentences, pair and group work, brainstorming, case studies, role-plays, interviews, miming, retrospective, mini-lectures, reflection sessions. Improvement of the test results at the cognitive, emotional and behavioural levels and positive feedback from the students confirm the effectiveness of the course "Management of interpersonal conflicts in a student environment". Our study, despite its detailed theoretical analysis, valuable results of the experiment, does not reveal all aspects of the problem of interpersonal conflicts in the student environment of higher educational institutions. This work can serve as a basis for further cross-cultural research.

Applying Case Method in the Training of Future Specialists

Making a brighter presentation and improving assimilation of educational material with the help of the case method allows activating the mental, exploratory and creative abilities of students to optimize the process of assimilation of information. The combination of this method with others allows making future specialists to independently find ways to solve problems. This results in the assimilation of professionally significant special knowledge. The aim of the study was to determine the features of the application of the case method in the educational process in preparing students for future professional activities, identifying sources, structural elements and filling professional cases. The study involved the survey method and further testing to identify indicators of significance at the summative and control stage of the experiment. Methods used: diagnostic programme to study the level of educational activities by Riepkina, Zaika; assessment of the level of control and self-assessment actions; statistical and mathematical interpretation of empirical data with subsequent functional analysis of the research results. The study showed the high efficiency of the case method in the educational environment of higher educational institutions (HEIs). The indicator of students’ self-presentation after the application of the case method has changed significantly. This was reflected in an increased high level to 35.5%, a decreased medium level to 38%, and a slight increase in all levels in the experimental group students. Positive dynamics was revealed on all criteria for diagnosing the effectiveness of the case method in teaching: a decreased percentage of students with negative and relatively low markers and a corresponding increase in the percentage of students with positive markers of knowledge and learning the material. Further research can deal with development and implementation of case systems in view of certain majors, taking into account future professional activities.

Аналіз комунікаційного середовища закладів вищої освіти

The article analyzes the communication environment of higher education institutions (HEIs). It was found out that the development of the communication environment of higher education institutions should be aimed at increasing the share of students involved in academic mobility programs, which will allow to obtain in the future highly qualified specialists with international experience. It is specified that the current level of integration of digital technologies into the working and personal space of everyone, its daily growth puts forward new requirements for the mass communication means. One of the most influential factors in the level of communication of higher education institutions is the active promotion of all web resources of HEIs on the Internet, taking into account the specifics (professional, age, gender, etc.) of the target audience. Under these conditions, the relevance of the analysis of the communication environment of higher education institutions is growing. It is noted that the analysis of communication contacts of universities, academies, institutes with students, applicants and their parents and stakeholders using social networks indicates that all HEIs have pages on social networks Instagram and Facebook. The social network Twitter was not so popular with universities for communication. However, Ukrainian universities, which are considered «flagship ones», add all the possibilities to communication, which is why each of them has a sufficient number of followers in all popular social networks. It is concluded that today there is an unconditional relationship between the number of subscribers of HEIs in social networks and its rating indicators. Comparison of the quantitative characteristics of social network activity in the three separated groups of HEIs leads to the further conclusions. Leading universities in Ukraine do not ignore the possibilities provided by the latest technologies, the total number of followers in all social networks of each of them amounts to tens of thousands. The highest rates are in Kharkiv National University named after Karazin (over 20000 Instagram and Facebook and nearly 1000 on Twitter). The number of subscribers of all other HEIs differ insignificantly and is largely due to the number of students of the relevant institutions and in most cases does not exceed the mark of 3000-5000 participants.

Experience in the implementation of the electronic information and educational environment in the practice of a scientific and pedagogical worker of a university

Currently, educational institutions are actively transitioning educational activities to the use of an electronic information and educational environment through the introduction of a wide range of information and telecommunication technologies in the field of higher education. This leads to global changes in the conditions for the functioning of higher educational institutions, which makes it necessary to revise traditional approaches to the organization of the educational process. The basis of this process is not only a change in the educational process, but also the improvement of the management of this process and the university as a whole through the creation of an electronic information and educational environment. The problem of the research is to reveal the experience of implementing the electronic information and educational environment in the practice of a scientific and pedagogical worker of a university. The purpose of the research is to substantiate the effectiveness of using the electronic information and educational environment of a university in the educational process. The research methods are analysis, survey, generalization, description, forecasting. The research results are the concept of "electronic information and educational environment" has been disclosed; the basic resources of the electronic information and educational environment of higher educational institutions have been described; the experience of using the Moodle platform in the educational process in the direction of preparation 44.03.02 Psychological and pedagogical education, focus: "Psychology and Pedagogy of Primary Education" has been presented; the results of an online survey of students on the advisability of using an electronic information and educational environment in the educational process have been shown. Key conclusions: the electronic information and educational environment of the university is a set of electronic resources that ensure the synchronous interaction of all participants in the educational process of the educational institution; the basic resources of the electronic information and educational environment of higher educational institutions are the official website of the educational organization, online learning platforms, automated testing systems, portals / teams of deans, departments, curators, teachers, students, etc.; An online survey of students has revealed the interest of students in the use of electronic resources in the educational process.

INFORMATION AND COMMUNICATION TECHNOLOGIES OF DESIGNING ELECTRONIC EDUCATIONAL RESOURCES FOR OPEN EDUCATIONAL ENVIRONMENT IN THE PROGRAM OF ADVANCED TEACHING STAFF TRAINING

The article regards introducing digital competence training for teaching staff in higher education institutions (HEIs) within its own in-service training program. It is assumed that the issues of design and development of electronic educational resources (EER), with using modern information and communication technologies (ICT) are relevant in the context of digitalizing education activities, intensification of the use of blended and distance learning technologies under quarantine. The article considers the main approaches to determining the content of digital competence of the staff; e-learning; the main types of EER, which form an open educational environment in HEI. ICT tools and methods for building a model of designing, creating, and using EER are defined.

Students’ Relative Attitudes and Relative Intentions to Use E-Learning Systems

Students’ Relative Attitudes and Relative Intentions to Use E-Learning Systems

Peculiarities of formation of inclusive culture of students of higher education institutions

Therefore, in the preparation of future social workers, the establishment of an inclusive culture as a complex multifaceted holistic education, which ensures the successful performance of professional functions, takes on special importance. The purpose of the article is research and generalization of foreign and domestic experience in the formation of inclusive culture in the educational environment of higher education institutions. The foreign experience of forming an inclusive culture among students of institutions of higher education is determined by the institution's ability to use all the values of inclusion, which affect the ability of the student of higher education to cultural self-determination and self-realization in activities, regardless of signs of psychophysical development or social status aimed at positive adaptation and integration into society . The formation of inclusive culture at national institutions of higher education aimed at the complex application of inclusive values and principles of inclusive culture: ensuring equal access to opportunities for personal educational, scientific, creative growth and self-realization; opportunity to get new skills of socialization and integration; сприятия толеранным стосункам; preservation and restoration of health; active cultural and educational activities. In the aspect of forming an inclusive culture in the system of higher education, the author identifies the values of inclusion (recognition of diversity, equality and justice, cooperation, participation, community), which affect the ability of the student's personality to self-determination, self-realization in various types of educational, future professional and creative activities, which it promotes positive socialization and integration into society.

Формування технологічної культури у майбутніх педагогів з технологічної освіти у закладах вищої освіти

The article is devoted to the problem of formation of technological culture of future teachers of technological education in the environment of higher education institution. The relevance and necessity of developing technological culture during the professional training of future specialists in the field of technological education are substantiated. A model of formation of technological culture of future teachers of technological education in higher education institutions has been developed. The connection of the university environment with the pedagogical process with the development of information and communication technologies in the post-industrial and post-pandemic society of Ukraine and other countries is illustrated. The most influential approaches to the formation of technological culture are identified: competence, culturological, synergetic, systemic, anthropological, personal-activity, genetic, informational, contextual. Among the principles - developmental and educational training, positive motivation and a favorable emotional climate; scientific; interdisciplinarity; integrity, national orientation of education; openness and awareness; hazard prevention, creation of the environment, etc. Emphasis is placed on pedagogical conditions and qualities that promote the development of technological culture in future teachers of higher education, encourage them to more effective pedagogical work. Among these conditions are defined: purposeful motivation of teachers; updating the content of professional training of future teachers (theory and practice); application of pedagogical technologies; creation of an innovative cultural and educational environment in higher education institutions; application of individual and differentiated approaches; development of pedagogical methods; organization of diagnostics and appropriate adjustment of the level of technological formation; promotion of values. The result of this model helps to trace and establish modern criteria of technological culture, to make a forecast for its formation in future teachers of technological education under these circumstances in the future. The dependences between the pedagogical conditions of the formation of technological culture in the form of a graph are derived. Key words: technological culture, teacher, higher school, formation, graph

ТЕОРЕТИКО-МЕТОДОЛОГІЧНІ ЗАСАДИ ІННОВАЦІЙНИХ ТЕХНОЛОГІЙ У ПРОФЕСІЙНІЙ ПІДГОТОВЦІ ФАХІВЦІВ ЗІ СПЕЦІАЛЬНОЇ ОСВІТИ

The issue of professional training of specialists in special education, which is based on innovativeness and socio-pedagogical effects of the research approach to education in institutions of higher education in the conditions of the master's degree, is considered. The components of a reflexive approach to the process of training future specialists in special education as a methodological basis for the functional and procedural space of mastering universal actions have been identified. The theoretical foundations of the influence of innovative learning technologies, focused on the development of personality readiness of master's students for the actualization of creative abilities, various forms of thinking, as well as the implementation of various forms of interaction with the factors of the educational environment, capable of ensuring not only personal growth, but also the formation of new professional formations, have been studied. Adoption by the future specialist of the position of productive interaction with the educational environment for the purpose of self-actualization and self-realization is one of the main aspects of the methodology of innovative technologies. Methods. The purpose of the article is the theoretical substantiation of the methodological foundations of innovative technologies in the professional training of special education specialists in the conditions of the master's environment of higher education institutions. Conclusions. So, pedagogical innovation is one of the leading branches of pedagogy, which is aimed at the implementation of innovative processes in the form of a system that not only creates favorable conditions for students' creativity, but also puts forward new requirements for the teacher, who must diagnose the goals of learning and personal development of students, more deeply to have an educational subject; to model professional activity in the process of master's training; organize independent and self-educational work of students to prepare for lectures, seminars, practical classes; to make fundamental changes between teachers and students, between students themselves on the basis of productive interaction with the educational environment for the purpose of self-actualization and self-realization, which is one of the main aspects of the methodology of innovative technologies. Results. The problem of a more objective study of the concept of readiness in mastering the methodological principles of innovative technologies in the context of effective provision of the future professional success of the future special education specialist is urgent.

THEORETICAL ASPECTS OF SOCIAL-PEDAGOGICAL DESIGN

The article analyzes various definitions of the essence and content of the concepts of "social design", "pedagogical design" and "social-pedagogical design", identifies the most well-known approaches to their interpretation. The study deals with topical issues of the educational process aimed at the implementation of social-pedagogical design in higher education institutions. In particular the main requirements are summarized for the design of the educational environment of higher education institutions in general and the professional training of future teachers. The article notes that the concept of "project" appeared in the scientific literature, is interpreted as a "technical project", "public project", "project of social order". The formation of design takes place within the framework of engineering activities. This is due to the need to transfer the graphic image by the engineer to production. Again, the purely technical properties of social design of that time are tracked. At that time, the concept of social engineering is more common. In fact, social design is separated from technical and at the stage of development absorbs the properties and features of planning, forecasting and design. The development of social design begins since the middle of XX century. Scientists interpret the essence of the concept of "design" differently, and there is no single accepted definition. But the leading idea of many definitions is that design is the creation of an image of the desired future. Social design is the construction by an individual, group or organization of an action aimed at achieving a socially significant goal that is localized in place, time and resources. The essence of social design is to design the desired states of the future. Social design can be considered as innovation activity, since it involves clearly designed actions localized in time, place and resources. There are certain differences between social and educational projects are noted. Unlike social projects aimed at transforming and improving society, social relations and processes, the pedagogical project is focused on solving the problems of education and upbringing. But this happens in its pure form. When goals and problems are combined, social and pedagogical design arises. Its objects are: social-cultural environment (creation of a favorable sociocultural space and optimization of conditions for self-development of the individual, social group, territory as a whole); lifestyle (support of certain types and directions of activity of the individual, which contribute to the growth of quality indicators of life); spheres of personality life (educational, educational, production, sports, information, etc.). Therefore, the social-pedagogical project is a constructed social innovation, the purpose of which is to improve pedagogical processes (development, education, upbringing, social formation of the individual) in certain sociocultural conditions. The conclusion is substantiated based on the theoretical analysis of scientific literature, that socio-pedagogical design is a preliminary purposeful definition and design of the program of activities of the subjects of the pedagogical process in their interaction, as well as the further implementation of this program aimed at providing a personal-development approach to education and training. Prospects for further scientific research are seen in identifying topical problems of using social and pedagogical design.

Formation of media competence of future teachers using media texts

The article is devoted to the problem of forming the media competence of future teachers, where the authors propose to use media texts of different types as the main tool. It provides detailed analysis of the views of scientists on the essence and content of the definition of “media competence of the individual”, which is interpreted today in line with the psychological, pedagogical, and technological approaches. As a result of the ascertaining section, a predominantly low level of the formation of the media competence of future teachers was determined, which necessitated the theoretical substantiation and implementation of a number of pedagogical conditions. These include: the formation of a positive motivation among future specialists for the use of media in the educational process; organization of an educational media environment in higher education institutions aimed at developing media competence among future teachers; attraction of future specialists to purposeful, creative media activity and the creation of their own media product. The research introduced the testing of such conditions which provided for the systematic work of students with media texts of various types (posts on social networks and comments to them, movies, cartoons, videos of classes, lessons, and other forms of work with students, webinars, scientific, educational, and other texts in the open access, audio recordings (music, songs, audio books), iconic signs (photos, drawings, infographics)). A number of effective media texts have been identified and introduced into the educational process from the point of view of the formation of media competence of future teachers

The problem of developing the communicative skills of foreign students in a multicultural educational environment

The article presents an analysis of the state of the problem of development of communication skills of foreign students from the position of inclusion in the multicultural educational environment of higher education institutions. The article reveals such aspects of the problem as terminological diversity, the role of communication skills in the assimilation of social experience and in personal and professional development. Approaches to determining the structure and types of communication skills are considered. The author's definition and structure of communication skills of foreign students are proposed. The article analyzes modern research of scientists from foreign countries, China, Russia and Kazakhstan, devoted to the study of the features and psychological and pedagogical conditions for the formation of communication skills of foreign students in a multicultural educational environment.

Peculiarities of the educational activity of higher education students in physical culture and sports during the use of distance forms of learning

In order to improve the educational process in the conditions of quarantine restrictions, it is important to assess the characteristics of students' reaction, depending on the specialty in which they receive education, to certain pedagogical methods and techniques characteristic of distance learning.
 The purpose of the work is to investigate the dynamics of students' attitude to distance learning and to identify the features of the educational process in the information and educational environment of higher education institutions depending on the field of study. The study from 2020 to 2021 involved 134 students of Kyiv National Economic University Vadym Hetman and 256 students of the National University of Physical Education and Sports of Ukraine. During the research such methods as analysis and generalization of literature sources, questionnaires, statistical analysis were used.
 Results. It was found that regardless of the direction of study, a decrease in motor activity in 2020 was noted by a statistically significant (p <0.05) larger share of freelance students than in 2021, which indicates the adaptation of participants in the educational process to distance learning and stabilization of their motor mode . It was found that students of economic education have a statistically significant (p <0.05) more time on the PC compared to those seeking higher education in physical education. In contrast to students of the Economic Free Economic Zone, the share of students of NUFVSU who mastered the theoretical knowledge of health at work at the computer, statistically significant (p <0.05) increased by 15.4%. In 2020, the shares of students who control the working posture of a PC user and perform mini-sets of exercises when working on a PC depending on the direction of study statistically significant (p> 0.05) did not differ, and in 2021 statistically significant (p <0.05) most students of NUFVSU remembered the need to maintain the ergonomically optimal posture of the PC user and performed such sets of physical exercises than among KNEU students. It was found that among the students of NUFVSU statistically significant (p <0.05) a larger proportion is systematically engaged in health-improving motor activity and cares about health while working on the PC compared to students of KNEU. Also statistically significant (p <0.05), a higher percentage of NUFVSU students indicate the absence of discomfort in the spine after prolonged work on the PC.

Use of interactive methods of collaboration between educational process participants in the conditions of distance learning

The purpose of the article was to study three groups of factors of perception of the introduction of interactive methods of distance education in the educational environment of Higher Education Institutions. The research used general scientific research methods, questionnaire methods, methods for integrated assessment, mathematical methods of data processing: calculation of consolidated characteristics of motivation, sign test. The study revealed a lo w level of student knowledge about distance education technologies and, by contrast, a high level of student interest in mastering interactive distance education methods. The article detects the influence of the educational environment of the HEIs in the formation of the disposition of the students to use interactive technologies of distance education. The article considers properties of interactive methods such as mobility, openness, accessibility and the use of interactive distance learning technologies. The article aims to study the peculiarities of the students' attitude towards the introduction of interactive distance learning technologies in the educational process. Other research perspectives are in the creation of a system for monitoring the preparation of students for the implementation of innovative technologies in relation to the constant development of scientific and technological progress.

Current trends in the establishment of innovative educational environment in higher education institutions in remote learning conditions

The aim of the presented research is to identify current trends in the establishment of innovative educational environment in HEIs. In the course of the research, a diagnostic model was developed to determine the success of the use of interactive teaching methods. The application of the developed author’s model of CPT diagnosis in testing 36 participants majoring in specialty 011 “Higher education teacher” showed that 19.2% of respondents from master’s courses students had high CPT level, 30.8% showed a very good level, 23.1% good, 15.4% satisfactory, 7.7% sufficient, and 3.8% unsatisfactory levels. A positive indicator was the lack of respondents with a critically low level of CPT. The average CPT rate within the group of respondents was 62.5%, which can be categorized as moderately high. Tactics for the implementation of the suggested model of innovative educational environment can be further developed and improved in the course of blended or purely remote learning.

Pedagogical Framework For Polyculturalism in Higher Education: Foreign Language Instruction

The article highlights the theoretical and pedagogical frameworks for polyculturalism and multiculturalism as the foundational values attributable to future foreign language teachers in general and teachers, or instructors of languages for specific purposes, in particular. The findings substantiate the importance of pedagogical framework for poly- / multiculturalism given the fact that the created poly- / multicultural and polylingual environment of higher educational institution as a principle condition in value chain education may ensure the formation of poly- / multicultural personality of a foreign language teacher and LSP instructor. That becomes possible with the help of growing their socio cultural identity while students master the system of knowledge, concepts and ideas about poly- / multiculturalism in the poly- / multicultural environment of their classroom and improve social communication skills. It is stated that the complex of pedagogical conditions may well promotepoly- / multiculturalism for future teachers of foreign languages and LSP instructors. It is underlined that pedagogical framework for polyculturalism in a foreign language classroom, aiming to teach philology students, rests on the following: (i) construction of training process in regards to foreign languages on the integration principle of educational disciplines with existing poly- / multicultural component according to tasks and the basic components of poly- / multiculturalism; (ii) application of interactive technologies for the formation of socio- cultural and poly- / multicultural competence, which includes bilingualism and poly- / multilingualism (didactic conditions); (iii) creation of a poly- / multicultural educational environment; (iv) dialogical interaction in the course of socio-cultural activities (educational conditions) inter alia.