Innovative Educational Activities Research Articles

Digitalization of Romania’s Education Sector: A PESTLE Analysis

Abstract Digitalization significantly transforms the teaching profession paradigm and enhances the impact of digital learning environments. These online environments reduce physical distances and generate innovative educational activities, thereby contributing positively to higher student participation and intrinsic motivation. Furthermore, the current state of scientific literature underscores both the benefits and challenges brought about by the digital transformation of the education sector. However, despite the interest in the topic of digitalization, only a handful of studies have analyzed this process from an educational perspective. This article provides a comprehensive review of the existing literature, focusing on the role of political, economic, social, technological, legal, and environmental factors in shaping digitalization. The research methodology adopted is a thorough PESTLE analysis, which aids in understanding the interplay of these factors. The research questions are centered around how these factors influence the digitalization trajectory, with a particular emphasis on their impact on the employment and training of ICT professionals. The main findings reveal that the digitalization process in Romania's education sector is dynamic, influenced by various elements ranging from technological advances to policy changes. The implementation of digital solutions has revolutionized teaching methodologies, learning experiences, and administrative processes. The paper contributes to the field by offering valuable insights into the multifaceted process of digitalization in Romania's education sector. It also underscores the need for a holistic approach, considering all PESTLE factors, to successfully navigate the digital transformation journey in the education sector.

PECULIARITIES OF THE UNIVERSITIES' MANAGEMENT LOCATED ON FRONTLINE TERRITORIES

PECULIARITIES OF THE UNIVERSITIES' MANAGEMENT LOCATED ON FRONTLINE TERRITORIES

Artificial intelligence technologies in information and library systems

The effectiveness of innovative scientific and educational activities largely relies on the technologies of the library industry, including modern information and library systems. Academic and research libraries introduce new technologies in an effort to improve the quality of their services. Artificial intelligence is one of the key technologies for digital transformation of the library industry. The study is aimed at identifying trends in the use of artificial intelligence in information and library service technologies. The author applied the general dialectical method, theoretical analysis and generalization of the content of special, scientific and technical literature, regulatory documents in the field of digitalization of librarianship and artificial intelligence. The results of the study have revealed the role of the integration of artificial intelligence technologies into information and library systems, which lies in the fact that they contribute to the formation of national intellectual libraries, computerization of the routine library services, and structuring innovative academic digital space for the users. Using the example of integration of context awareness technology into some information and library systems, the ability of a digital system to make “reasonable” decisions to extract relevant information for learning and self-education is demonstrated, which also allows to find educational materials on the topic being studied, and to build explicit educational route for a user.

ET cool home: innovative educational activities on evapotranspiration and urban heat

Abstract. Teaching evapotranspiration (ET) in university courses often focuses on either oversimplified process descriptions or complex empirical calculations, both of which lack grounding in students' real-world experiences and prior knowledge. This calls for a more applied approach to teaching about ET that connects concepts to experience for improved educational outcomes. One such opportunity exists at the intersections between ET and heat in cities, where a growing majority of the world's population lives, including many of our students. In this work we describe an ET educational activity that integrates theory with practical design, taking advantage of the close link between ET processes and urban heat patterns. In a benchtop experiment, students measure ET variations across common land surfaces (e.g., asphalt, grass, and mulch) through water and energy balance approaches. The experiment is paired with an “urban heat tour” in the campus environment, facilitated by portable infrared cameras, offering firsthand observation of urban heat patterns. These two activities, together, provide context in which students can understand the difference in ET across various land covers, describe the relationship between ET and land surface temperatures, and explain the impacts of urban design on heat dynamics. The activities are adaptable to serve a diversity of student backgrounds and to different educational contexts, including public demonstrations and pre-university classrooms.

The Combination of University Students' Innovation Ability and Entrepreneurship Education

Under the background of current economic and social growth, innovation and entrepreneurship have become an important force to promote social progress and development. As the backbone of the future society, university students' innovative ability and entrepreneurial spirit are of great significance. This article aims to explore the combination mechanism of university students' innovation ability and enterprise education. Through in-depth theoretical analysis and empirical research, it is found that the combination of university students' innovation ability and enterprise education has important theoretical significance and practical value. It helps to cultivate innovative and entrepreneurial talents. By cultivating university students with innovative ability and entrepreneurial spirit, it can deliver more innovative talents and entrepreneurial strength to the society and promote the sustainable development of the national economy and society. At the same time, this study also reveals the problems and shortcomings of university students' innovation ability and enterprise education, and puts forward some specific combination mechanisms and optimization strategies. These conclusions provide reference for universities to carry out innovation and entrepreneurship education (IEE) and practical activities, and also provide new ideas and methods for future related research.

Peculiarities of Professional Training of Future Teachers for Innovative Educational Activities in an Intercultural Environment

The European integration policy of Ukraine, the “New Ukrainian School” Concept, and the institutional documents adopted for their implementation simultaneously motivate and aim the national education system at the implementation of the competence paradigm and the professional training of future teachers who are ready to live and work in an extremely globalized, intercultural and dynamically changing world. to perceive it between culture and variability as essential components of one’s own way of life. That is why the main attention in higher education should be paid to the issue of overcoming conservatism in approaches to educational activity, existing stereotypes of pedagogical work and the thinking process of all subjects of the educational process. Only an inherently innovative education and an appropriately trained teacher can raise a young person who is able to live according to modern laws and taking into account the development trends of an intercultural society. The new Ukrainian school needs new approaches to learning, which are based on the principles of partnership pedagogy, moving away from the authoritarian model.

НАУКОВА СПАДЩИНА ВАСИЛЯ КАРАЗІНА ДЛЯ ВІДНОВЛЕННЯ Й ЗМІЦНЕННЯ ЕКОНОМІКИ УКРАЇНИ (до 250-річчя від дня народження)

Від народження Василя Каразіна (1773–1842) минуло 250 років, але його наукова спадщина зберігає цінність і актуальність для вирішення сучасних завдань. Так, у контексті завдань повоєнної відбудови економіки України є важливими, зокрема, його ідеї зміцнення національного господарства на основі розвитку і технологічної модернізації виробництва, захисту внутрішнього ринку і заохочення промислової переробки аграрної сировини, стимулювання інновацій і вдосконалення освіти для модернізації і підвищення конкурентоспроможності економіки, урахування екологічних параметрів і спрямування господарської діяльності на зменшення негативного впливу кліматичних змін.Розкрито такі основні напрями державної і громадської діяльності В. Каразіна: 1) розроблення реформ державного управління, земельної власності й землекористування, інституційного забезпечення свободи економічної діяльності й розвитку підприємництва, засобів зміцнення курсу національної грошової одиниці й стабілізації грошового обігу; 2) обґрунтування значення освіти, науки та інноваційної діяльності як рушіїв економічного розвитку і суспільного прогресу; розроблення законодавчо-нормативної бази для створення системи народної освіти і забезпечення доступу до знань усіх верств суспільства; ініціювання й організаційне забезпечення створення Харківського університету як осередку підготовки національної науково-технічної еліти; 3) організація і популяризація експериментально-дослідницької діяльності задля технологічної модернізації аграрного виробництва, розвитку місцевої промисловості, підвищення народного добробуту; заснування Філотехнічного товариства; упровадження принципів безвідхідного виробництва в сільському господарстві на основі авторських експериментальних розробок і використання новітніх технологій.Аргументовано, що, розробляючи заходи економічної політики, орієнтованої на збереження, ефективне використання і примноження природно-господарського потенціалу, передбачивши зростаючу роль знань у суспільному розвитку, Василь Каразін став провісником людиноцентричної економічної парадигми. Його новаторська господарська, науково-просвітницька і громадська діяльність мають слугувати орієнтиром для сучасної національної еліти України.

Better together: utilizing an interprofessional course and escape room to educate healthcare students about opioid use disorder

BackgroundThe aim of the present study was to determine the impact of an innovative interprofessional educational activity on healthcare professional students’ learning. The educational activity targeted student knowledge of opioid use disorder (OUD) and perceptions of working with an interprofessional team while caring for patients with OUD.MethodsStudents from nursing, pharmacy, physician assistant, dentistry, social work, and medicine programs were recruited to participate in the interprofessional educational activity. The educational experience included seven asynchronous modules and a virtual synchronous escape room. Prior to the educational programming, participants completed a pre-survey that assessed their knowledge and attitudes towards working on an interprofessional team and perceptions of patients with OUD. The asynchronous modules were required in order to participate in the escape room and each module contained its own pre/post quiz to assess student knowledge.ResultsA total of 402 students participated in the course. Prior to participating in the course, students disagreed that they had extensive educational experience with SUD (2.45 ± 0.79). The students displayed significant improvement in the knowledge based areas after completing the seven asynchronous modules. The largest significant area of knowledge-based improvement was seen in treatment of OUD where on the pre-quiz 65.54 ± 20.21% were answered correctly compared to 95.97 ± 9.61% on the post-quiz. Participation in the escape room significantly changed the students’ perceptions of working in interprofessional teams while managing patients with OUD. Of the eleven perception variables assessed, seven showed a significant increase in the post-survey. Following the escape room, participants also strongly agreed that they now would refer patients to colleagues in other disciplines.ConclusionsAn interprofessional educational experience including both an asynchronous course and virtual synchronous escape room can increase participant knowledge around OUD and may improve student perceptions of working with an interprofessional team and caring for patients with OUD.

Citizens driving the transition to sustainable urban food systems

Reaching a sustainable future in which cities characteristics meet all needs and expectations of citizens is an ambitious challenge at a global level. The present study aimed to identify appropriate ways to transform cities into “greener-cities” using a citizen science approach. In a three phases-project, co-design dynamics were conducted with different citizens' groups: consumers, chefs, producers/suppliers, and experts in different scientific disciplines. First, four focus groups were carried out for diagnosing the food system of the city (Donostia-San Sebastián) and identify potential solutions. Then, two workshops with mixed participants from different stakeholders' groups were carried out to co-design suitable initiatives previously identified in the first phase. Finally, the co-designed initiative was presented and tested: an immersive experience where participants could taste a local and seasonal dish presented by a Chef in a 360° video room with projections of an organic farm. Results showed that innovative educational activities or programs, such as the developed “Gastronomic Journey”, could be used to engage citizens and move forward to a greener city. The experience was considered as an opportunity to discover the city's flavor and culture, and to bring awareness to citizens about challenges of the food system through the chef's speech.

Cultural awareness immersion and introduction to social determinants of health: The 360-degree difference

Background and objectives: To address the need for innovative educational activities which focus on the Asian American population, and focuses on the Social Determinants of Health (SDOH) and culturally competent care, an immersive, interactive 360-degree video simulation-based educational activity (SBE) was implemented by nursing faculty at a Midwest university. The specific aims of the project were to a) assess changes in participants knowledge and skills as related to SDOH, cultural awareness, and health literacy with the Asian American population; b) participant confidence, and c) assess the usefulness, and ease of use, of 360-degree video simulation.Methods: A single group pretest-posttest design was used in this SBE activity with a convenience sample of 83 undergraduate baccalaureate nursing students at one university.Results: The SBE activity improved overall knowledge and confidence. Furthermore, the majority of participants perceived the SBE activity as useful and that the 360-degree video technology was easy to use.Conclusions: The results contribute to limited literature exploring outcomes of 360-degree video simulation with a focus on the Asian American population and SDOH, cultural competence, and health literacy. Implementing such SBE activities into nursing curriculums is critical to address health disparities and increase knowledge and skill in clinical practice for undergraduate nursing students when serving vulnerable and underrepresented populations.

Pedagogical conditions for developing the creativity of future teachers in the process of their professional training

Antonova, O. (2012). The essence of the concept of creativity: problems and searches. Theoretical and applied aspects of the development of creative education in higher educational establisjments: a monograph, edited by O.A. Dubasenyuk. Zhytomyr: I. Franko Publishing house, 14–41. (In Ukrainian) Batyuta, T., & Dychkivs’ka, I. (2001). Basics of the pedagogical innovation. Rivne: Rivne state humanistic university. (In Ukrainian) Dychkivs’ka, I. (2011). Basics of the pedagogical innovation. Rivne: Rivne state humanistic university. (In Ukrainian) Edens, D., Dy, H., Dalske, J., & Strain, C. (2015). Cognitive Skills Development Among Transfer College Students: An Analysis by Student Gender and Race. Journal of Education and Training, 2, 117-135. https://doi.org/10.5296/jet.v2i2.7227 Glazkova, I., Khatuntseva, S., & Yaroshchuk, L. (2020). Professional pedagogical culture. Historical culturological aspect. Romanian magazine for multidimensional education, 12(3), 144-161. https://doi.org/10.18662/rrem/12.3/314 Jackson, N. (2013). Developing Students' Creativity through a Higher Education. International Symposium on «Cultivation of Creativity in University Students», Macao Polytechnic Institute. https://acortar.link/Cp736f Khymynets’, V. (2009). Innovative educational activity. Ternopil: Mandrivets’. (In Ukrainian) Kurok, V., Tkachenko, N., Burchak, S., Kurok, R., & Burchak, L. (2022). Developing Intending Teachers’ Creativity in the Process of Their Professional Training in the Context of Educational Transformations. Romanian Magazine for Multidimensional Education, 14(1), 246-262. Lubart, T. (2010). Children’s creative potential: an empirical study of measurement issues. Learning and Individual Differences, 20, 388-392. Marieiev, D., Marieievа T., Yaroshevska, L., Kaminskyy, V., & Viesova, O. (2023). Modern Teacher Education in Ukraine and EU Countries: Transformation, Vectors of Development. Journal of Higher Education Theory and Practice, 23(5). https://doi.org/10.33423/jhetp.v23i5.5947 Nerubasska, A., & Maksymchuk, B. (2020). The Demarkation of creativity, talent and genius in humans: a systemic aspect. Postmodern openings, 11(2), 240-255. https://doi.org/10.18662/po/11.2/172 Novolokova, N. (2019). Encyclopedia of the pedagogical technologies and innovations. Kharkiv: Osnova. (In Ukrainian) Onyshchenko, I. (2016). Ways of forming the creative potential of the future primary school teacher in the process of the professional training. Pedagogical sciences: theory, history, innovative technologies, 7, 397-403. (In Ukrainian) Petrovych, O. (2014). Designing the creative educational environment based on the subject-subject interaction of the teacher and future language teachers. Scientific Bulletin of Bohdan Khmelnytsky Melitopol State Pedagogical University. Series: Pedagogy. Melitopol: MDPU, 311–315. (In Ukrainian) Stojanova, B. (2010). Development of creativity as a basic task of the modern educational system. Procedia Social and Behavioral Sciences, 2, pp. 3395-3400. https://doi.org/10.1016/j.sbspro.2010.03.522 Sydorenko, V., & Dmytrenko P. (2000). Basics of the scientific research. Kyiv: Publishing centre «DINIT”. (In Ukrainian)» Tan, K., Albakri, K., Lim, K., Fei, G., & Sang Long, C. (2018). Characteristics of Creative Students Versus Academic Performance. International Journal of Human Resource Studies, 8, 69. https://doi.org/10.5296/ijhrs.v8i2.12718 Tokman’ H. (2012). Methods of teaching Ukrainian literature in secondary school. K.: Academia. (In Ukrainian) Vaganova, O., Ilyashenko, L, Smirnova, Z., Bystrova, N., & Kaznacheeva, S. (2019). Students’ creative abilities development in higher educational institution. Amazonia Investiga, 8(22), 701-710. Retrieved from https://www.amazoniainvestiga.info/index.php/amazonia/article/view/822 Wen, L., Zhou, M., & Lu, Q. (2017). The influence of leader’s creativity on employees’ and team creativity: Role of identification with leader. Nankai Business Review International, 8(1), 22-38. Wu, H.Y., Wu, H.S., Chen, I.S., & Chen, H.C. (2014). Exploring the critical influential factors of creativity for college students: A multiple criteria decision-making approach. Thinking skills and creativity, 11(2014), 1-21.

FORMATION OF FUTURE BIOLOGY AND HEALTH BASICS TEACHERS’ READINESS FOR INNOVATIVE EDUCATIONAL AND PEDAGOGICAL ACTIVITIES

The article examines the main theoretical and methodological features of forming the readiness of future Biology and Health Basics teachers for innovative educational and pedagogical activities. The relevance of this topic is that the current education reform (changing the status of educational institutions, introducing modular programs, innovative changes in the assessment of students’ knowledge, optimizing the number of subjects) requires the expansion of theoretical and methodological knowledge about the implementation of innovative educational and pedagogical activities, which should be transformed into practical activities of a modern teacher. Substantiating the issue of innovative educational and pedagogical activities in the system of education as a whole, its essential characteristic is the improvement or updating of the entire educational content by creating, disseminating and mastering new effective ways and means of achieving the educational goals set by modernity. The purpose of the article is to actualize the peculiarities of the future teacher’s readiness for innovative educational and pedagogical activities.Today’s education in Ukraine is focused on the need to introduce a variety of approaches to solving new (reformist) educational tasks, and their active implementation in the theory and practice of professional and pedagogical activities. Innovative educational transformations require a particularly high level of theoretical knowledge and practical and professional training of the future teacher. Modern realities (modular programs, criteria for assessing the knowledge of students, etc.) require the future teacher to have a readiness to develop professionally, test and implement pedagogical innovations in the process of teaching such subjects as Biology and the Basics of Health, as this becomes a necessary component of his/her professional readiness.Having considered the essence and components of readiness for innovative activity, factors and conditions of its formation in future teachers of biology and health basics, we can draw the following conclusions:1. Formation of readiness for innovative activity in future teachers who will teach Biology and Health Basics in educational institutions of various types is one of the urgent problems of modern science and practice. Innovative activity in the education system involves rethinking, improving or updating educational practice by creating, improving and mastering new effective methods, techniques, ways and means of achieving the established goals in education.2. Readiness for innovation is an integral multi-vector quality of a personality, characterized by the presence and a certain level of formation of motivational and orientational, content and operational, and evaluative and reflective components in their unity, which is manifested in the desire for innovation, which is an update of teacher’s professional growth.3. Formation of biology and health basics teachers’ readiness for innovative activities is a process that reveals values and humanistic orientation, awareness of the methodology for solving professional and pedagogical problems, ways of implementing conceptual educational models in professional activities; comprehension of the results of pedagogical innovations, development of criteria for their evaluation and self-assessment.
 Keywords: readiness for innovative educational and pedagogical activity; motivational and orientation component; content and operational component; evaluation and reflection component; innovative potential; comfortable innovative environment; indicators of readiness for innovative activity; innovative behavior; social infantilism.

Опыт создания и развития инновационного стартап-проекта «Творческая трансформация отходов»

The article describes the experience of design and development of the innovative start-up project “Creative Waste Transformation”, which is realized at Yanka Kupala State University of Grodno and is aimed at development of innovative educational activity within the framework of school-workshop and focused on solving urgent social problems. Target audience: students, teachers and employees of universities, focused on the creation and implementation of their own project, social or commercial orientation.

TEACHER PREPARATION FOR THE IMPLEMENTATION OF INNOVATIONS IN THE EDUCATIONAL PROCESS OF THE NEW UKRAINIAN SCHOOL

The question of the teacher's readiness of the general secondary education institution for innovative educational activities in the conditions of the implementation of the "New Ukrainian School" concept was investigated. The need to implement systematic work in the institution of postgraduate pedagogical education regarding the preparation of teachers for innovative activities is substantiated, where the basis of knowledge, skills and values necessary for the implementation of successful and effective innovative activities can be obtained by a modern teacher-practitioner, first of all, in an institution of postgraduate education, a training system in which built on andragogic principles. The purpose of the article is the actual problem of defining the conceptual foundations of teacher training for the introduction of innovations in the educational process of a general secondary education institution in modern conditions of postgraduate pedagogical education. Criteria for assessing the level of teacher readiness for innovative activities have been developed to diagnose the teacher's readiness to implement innovations. Where the motivational and value component expresses the degree of formation of interest and motivation in the field of application of innovative technologies in the teacher's professional activity; the intellectual-cognitive component provides for the formation of the teachers' knowledge system on innovative activities; the activity-creative component determines the readiness of teachers for innovative activities according to the level of formation of certain skills. the analytical-reflective component involves the readiness of teachers for innovative activities through the assessment of comprehension, self-analysis, critical thinking, reflection and correction of activity results. For the successful implementation of innovative educational activities in the professional development programs of teachers of various specialties, lectures and practical classes are provided, dedicated to the search for educational innovations, adaptation to the conditions of the institution and their introduction into the educational process in the New Ukrainian School. It has been found that the successful and effective implementation of innovations in the educational process of general secondary education institutions in the context of the implementation of the tasks of the "New Ukrainian School" concept is impossible without a trained teacher who understands its content aspects and sufficiently possesses the necessary general and professional competencies.

Innovative practices in experimental educational institutions of Ukraine in the conditions of war

The article analyzes that Ukrainian science and education should integrate into the European social and cultural environment as soon as possible, given the war in Ukraine, which began on February 24, 2022. For this purpose, Ukraine should implement a broad program of measures to achieve creative cooperation and be open to economic, informational, cultural, and educational investments. The successful solution of these tasks implies, on the one hand, the purposeful formation of universal Euro-Atlantic values and social and cultural orientations in the mass consciousness and, on the other, the preservation of Ukrainian national identity and uniqueness, which are revealed when education is considered as a method to promote Ukrainian interests by spreading Ukrainian cultural and educationalexperience and by finding its intellectual niche. The author notes that innovative educational activities make it possible to identify problems in developing students' and teachers' social and personal competencies, which are associated with the need to define value and meaningful content and the risks of informational, political, and military confrontation. The article emphasizes that the complexity of innovative educational activities in educational institutions under martial law in Ukraine requires the teacher to analyze the general social, political, economic, and cultural signs of the unity of Ukrainians and represent the national space.

The Ukrainian experience of implementing innovative practices in experimental educational institutions in the wartime conditions

The article analyzes that in the conditions of the martial law in Ukraine, which began on February 24, 2022, Ukrainian science and education need to enter the European sociocultural area as soon as possible. This process involves not only the implementation of a broad program of activities aimed at creative cooperation, but also the openness of the country to economic, information, cultural and educational investments. The successful solution of such tasks provides for, on the one hand, the purposeful formation of universal Euro-Atlantic values and sociocultural orientations in the mass consciousness, and on the other hand, the preservation of Ukrainian national identity and uniqueness. They are revealed in the consideration of education as a way of promoting Ukrainian interests through the dissemination of Ukrainian cultural and educational experience and a means of conquering one’s own intellectual niche. Attention is drawn to the fact that innovative educational activity allows to identify problems of the development of social and personal competences of students and teachers, which are connected both with the need to outline the value and meaning content, and with the risks of informational, political and military confrontation. The article emphasizes that the difficulty of implementing innovative educational activities in educational institutions under the conditions of martial law in Ukraine is that a teacher must analyze the general social, political, economic and cultural signs of Ukrainian unity and represent the national area.

PEDAGOGICAL INNOVATIONS OF TRAINING IN THE EDUCATION SPHERE FOR NATIONAL MINORITIES (COMMUNITIES) IN UKRAINE AND THE COUNTRIES OF THE EUROPEAN UNION

B a c k g r ou nd . The article is a study of pedagogical innovations in education for national minorities (communities) in Ukraine and the countries of the European Union. Relevance. At the current stage of Ukraine's development, the problem of providing adequate education to representatives of national minorities is becoming particularly urgent, since an effective approach to this problem is of great importance for main- taining harmony between different nationalities in a multinational society. The positive experience of implementing pedagogical innovations in educational institutions of EU countries aimed at the needs of national minorities is particularly important for its integration in our country. Purpose and objectives. The purpose of the study is to analyze pedagogical innovations in education for national minorities (communities) in Ukraine and the countries of the European Union. To fulfill the stated goal of the research, the following objectives were set: to characterize the definition of the term "innova- tion" in educational activity; to determine pedagogical technologies used in innovative pedagogical activities; to consider peda- gogical innovations in education for national minorities in Ukraine; to analyze the peculiarities of pedagogical innovations in education for national minorities in EU countries. The research methods used in the work are the following: search based on the available methodical and scientific literature with analysis of the found material, comparison, systematization. Re su lt s . In the context of the educational activity, the term "innovation" is used in a number of important meanings. The classification of pedagogical technologies, which are most often used in the educational environment, is given. It was empha- sized that innovative educational activity in Ukraine is carried out at three levels. The spectrum of technologies, which today functions in general educational institutions in which education is conducted in the language of national minorities, is multi- format, which is connected with the introduction of new educational standards. Analyzing pedagogical innovations in education for national minorities in EU countries, some features of such countries as Hungary, Slovakia, Poland, and Lithuania are listed, since their views on the issue of education of national minorities are quite diverse. C onc lu si on s . Pedagogical innovations in education for national minorities (communities) in Ukraine and the countries of the European Union were analyzed. The definition of the term "innovation" in educational activity is characterized. Technologi- cal schemes and pedagogical technologies used in innovative pedagogical activities are also defined. Pedagogical innovations in education for national minorities in Ukraine are considered. Peculiarities of pedagogical innovations in education for national minorities in such EU countries as Hungary, Slovakia, Poland, and Lithuania are analyzed.

Legal personality of participants in legal relations arising in the process of administrative and legal protection of intellectual property rights in innovative educational activities

Legal personality of participants in legal relations arising in the process of administrative and legal protection of intellectual property rights in innovative educational activities

The concept and components of the mechanism of administrative and legal protection of intellectual property arising in the process of innovative educational activities

The concept and components of the mechanism of administrative and legal protection of intellectual property arising in the process of innovative educational activities

Application of interactive forms of learning in innovative educational activities of universities

The article analyzes the problems of using interactive methods of learning in the modern process of education and training in higher education. The foundations of innovative approaches to the use of interactive forms of learning are defined. Methodological recommendations for conducting classes involving interactive forms of learning.