Innovative Educational Institutions Research Articles

АВТОРСЬКА ІННОВАТИКА В ОСВІТІ РІВНЕНЩИНИ: ТЕОРЕТИЧНІ ЗАСАДИ ПРОБЛЕМИ

The article deals with the analysis of the processes of development and changes in Ukrainian education in the context of Ukraine’s formation as a sovereign and independent, democratic, social and legal state. It has been found that in the context of innovative development of education, the problem of development of authorial schools in Ukraine is particularly relevant, due to the need to increase the availability of quality and competitive education in the new socio-cultural conditions of a market economy. It is the authorial school as a phenomenon of innovative educational activity that emerges as the highest form of self-developing practice. It successfully implements the main provisions of competence-based education, stands at the source of a new thought and activity paradigm that will substantiate the logic of variable motivational and semantic development of author's schools in Ukraine, aimed at empowering and self-developing the subjects of the educational process through innovation. The theoretical foundations of the author’s innovation in the education of Rivne region were characterized. The main features of innovative educational institutions of Rivne region were revealed. These include adaptive learning, bilingual education (Nadia Marynovych Adaptive and Developmental Bilingual Specialized School «Centre of Hope»), harmonious personal development (Harmony School of Harmonious Social Personality), gender education (Prestige School of Gender Equality), civic education (School of Civic Deeds in Korets), and a combination of vertical and horizontal models of school management (School of Modern Management Technologies in Volodymyrets). It is proved that despite the fact that each educational institution is unique, has its own traditions and peculiarities, chooses its own model of ensuring the quality of education, they should have in common the purpose, values, and compliance of learning outcomes with the requirements set by the legislation and educational standards.

Technologies and Innovations in the Educational Process: Experience of the University of the Future

The concept of university refers to a forward-thinking, innovative educational institution that implements the latest advancements in technology and pedagogy. The purpose of the research is to explain technologies and innovations used at the future-oriented university and to outline their impact. The research objectives are the following: to describe the concept of university of future; to explain what technologies and innovations are integrated into the educational process; and to describe the peculiarities of their using. Studying involved mixed methodology, particularly surveys and questionnaires; in-depth interviews; observational studies; content analysis; and ethnographic and pedagogical method. Descriptive statistics, multivariate analysis, thematic analysis and narrative analysis were used for data analysis. The study was carried out among faculty members and university administrators in February-April, 2024. The findings showed that the participants of the educational process understand the university of future as an institution focusing on the formation of professional competences among students through the use of innovative techniques. Also, it is referred as an innovation center, research and development institution, digital university or student-centered university. The university of future is characterized by technology-enhanced learning, research and innovation, practical learning, interdisciplinary approach, personalized learning, student-centered pedagogy, and life-long learning opportunities. The university of future applies a number of technological advancements that enhance the efficiency of the educational process. They include artificial intelligence, virtual reality, Learning Management Systems, and cloud computing. The pedagogical innovations are related to blended learning, flipped classroom, personalized learning, project-based learning, game-based activities, and collaborative learning. The implementation of technological advancements and pedagogical innovations requires using organizational and pedagogical measures.

UDC 376.07:005.95(477-072)“364” FEATURES OF MANAGEMENT OF SPECIAL AND INCLUSIVE EDUCATION INSTITUTIONS IN THE FRONTLINE REGION

The article examines the current challenges faced by the heads of special and inclusive educational institutions in the context of ongoing hostilities in Ukraine. The aim of the article is to analyze and highlight these challenges, with an emphasis on the need to modernize management approaches in response to the growing influence of inclusive processes. The authors emphasize the critical importance of forming a new generation of educational leaders who have the necessary competencies to manage innovative educational institutions that implement inclusive approaches. This includes the recognition of universal values, ensuring the humane treatment of people with disabilities, as well as addressing the issues of their socialization and adaptation in society as a whole. Strategic directions of inclusive education require leaders who are not only aware, but also actively engaged in creating and maintaining environments where both healthy pupils and students with special educational needs can study together in specialized institutions. The article emphasizes the need for these leaders to be well aware of the latest trends in the development of special and inclusive education and to effectively manage the complex dynamics that arise in the frontline regions. In these regions, the challenges are particularly acute, with security, infrastructure preservation, staffing and adequate funding coming to the fore. The constant threat to life due to hostilities poses significant risks to the physical and psychological well-being of students and staff. The destruction of infrastructure, including educational facilities, exacerbates the difficulties of maintaining a stable learning environment. Communication problems, whether due to damaged networks or broken communication lines, make it even more difficult to manage these institutions. Staff shortages, often caused by the relocation of staff or the inability to attract qualified specialists to dangerous areas, add another layer of complexity to the management task. The article also highlights the problem of professional burnout, which is exacerbated by stressful working conditions in the conflict zone. In addition, frequent interruptions in the educational process, whether due to evacuations, damage to facilities, or other war-related disruptions, significantly complicate the ability of these institutions to fulfill their educational mission. The article concludes by emphasizing the need for rapid adaptation and innovative solutions on the part of education managers to effectively address these challenges, ensuring that inclusive education can continue to progress even in the most adverse conditions.

Pedagogical conditions for the development of the foundations of self-fulfilment among senior preschool children

Relevance. The relevance of the article lies in the fact that the plans and strategies are the primary and most important condition for the self-fulfilment of the individual. Psychologists and teachers have recognised that the personality development is the most effective tool in the context of the educational system. Purpose. The aim of this research is to explore the concept of self-fulfilment, to consider the ways of self-fulfilment of the individual, as well as to develop practical recommendations for the development of the foundations of self-fulfilment among senior preschool children. Methodology. The methodological structure of this research encompassed the theoretical approaches of scientific understanding. Synthetic, analytical, induction methods were used. Results. Academic works on the subject matter were analysed in this study, including scientific papers on self-fulfilment and preschool education of senior preschool children. In the course of this study, the authors have defined the concept of self-fulfilment. The features of an effective educational environment for the successful self-fulfilment of a child were analysed. The main ways of organisation of children's activities in preschool educational institutions were discussed. Thus, some practical recommendations were developed for the development of the foundations of self-fulfilment among senior preschool children. The main approach for the development of the foundations of self-fulfilment was determined by creative activity. Conclusions. In conclusion, the study underscores the importance of establishing pedagogical conditions that foster the foundations of self-fulfilment among senior preschool children. By defining the concept of self-fulfilment and identifying key features of an effective educational environment, the research provides practical recommendations that emphasize creative activities as a primary approach. The findings from the research can be applied in the progression of concepts, programmes and models in innovative educational institutions, as well as become the foundation for teaching aids for students of pedagogical colleges and pedagogical institutes. Keywords: preschool education; pedagogical activity; pre-schoolers; personal development; creative activity

The Entrepreneurship Process of Western Immigrants Who Have Impacted Religious Education in Israel: A Qualitative Study

The study’s aim was to identify the entrepreneurial process ten Jewish immigrant religious educators utilized when establishing innovative educational institutions, thereby affecting the Israeli religious education system. We utilized a social innovation approach to education entrepreneurship applying a qualitative analysis of life story interviews. The findings describe four phases that comprise the education entrepreneurial process: early personal development, critique of the current status quo, call to action, and the establishment of an innovative religious education organization.

The development of skills and awareness in integrating content, teaching methods, and technology in the learning management for teachers in the education sandbox, Thailand

This research aims to develop science teachers teaching in innovative educational institutions in Thailand, with a total of 68 participants, to have integrated skills in content and technology management and to increase their awareness of technology integration in the classroom. The development approach used the concept of Technological Pedagogical Content Knowledge (TPACK) combined with online blended learning, focusing on knowledge development, practical training, and application over a period of approximately three months. The data were analyzed using descriptive statistics, cross-tabulation analysis, and content analysis. The main findings of the research are as follows: 1) The trained teachers showed improvement in various aspects ranging from 17.201% to 22.727%, with the highest development observed in TPK, followed by PCK and PK. The area with the least improvement was TK. In addition, it was found that the integration of technology in instructional design by teachers tended to increase by two levels. The most commonly used technology was for learning management, followed by communication, knowledge testing, instructional media creation, and the use of educational games, and 2) the majority of teachers demonstrated an increasing awareness of integrating content management with technology in their teaching practices. They actively sought out new technological networks to support their instructional design activities. They planned their work to improve instruction through more effective use of technology. They sought additional ways to increase their knowledge and expertise in using technology in the classroom, and they expressed significant concerns about their current use of technology and its declining impact.

ОСНОВНЫЕ НАПРАВЛЕНИЯ РАЗВИТИЯ СИСТЕМЫ ФИЗИЧЕСКОГО ВОСПИТАНИЯ В РЕСПУБЛИКЕ КАЗАХСТАН

The development of physical culture and sports is one of the priority areas of the state social policy, implemented in the educational, health, cultural, national, youth, and international spheres. The urgency of the problem is also determined by the need to understand the current situation in the development of physical culture and sports in the Republic of Kazakhstan at various levels. Physical culture and sports contribute to the formation of the internal and external image of the state, the patriotic feelings of the people. In this regard, consideration of the main directions of development of physical culture and sports in the Republic of Kazakhstan in the historical and pedagogical aspect seems to be extremely relevant. This article analyzes the current state, trends and prospects of research activities in the country’s physical education, substantiates the need for a comprehensive application of the achievements of related sciences to create a scientific and technical base for innovative technologies in the field of physical culture and sports. Modern vectors and world standards for the formation of a national system of physical culture staffing in accordance with the trends in physical education, as well as the creation of innovative educational institutions for the training of physical education specialists, the formation of a network of children’s sports schools, rural sports complexes, social and cultural centers of physical development are considered. The axiological vectors of the development of physical culture and sports of the Republic of Kazakhstan have been updated in accordance with promising areas in physical education; humanization of national education on the basis of value orientations in a healthy lifestyle of every person. In this regard, the necessity of designing a system for training future specialists, considering the analysis of national experience to create a scientific and technical base for the implementation of innovative technologies in the field of physical culture and sports, is emphasized.

Work of Integrated Departments as Exemplified by the Department of Ukrainian Studies

The article is devoted to the review of the experience of the Department of Ukrainian Studies of Kharkiv University of Humanities “People’s Ukrainian Academy” as an integrated structural unit of an innovative educational institution operating on the principles of continuous education.
 Considerable attention is paid, in particular, to the practical implementation of this concept in educational activities (the organization of study hours, the development of basic integrated programs in the Ukrainian Language, Ukrainian Literature and Foreign Literature, which cover teaching in both secondary and higher schools), research and educational work on the formation of the modern specialist as an intellectual and worthy individual with his own civic position.
 When reviewing the educational and methodological practices of the department, especially highlighted are integrated programs developed by the department academic staff, namely, the integrated programs on the Ukrainian Language, Ukrainian Literature, as well as the program on the History of Foreign Literature. The principles of drawing up these programs are set out in accordance with the task of the most effective implementation of both vertical (from secondary to higher school) and horizontal (interdisciplinaryt) integration. Special attention is paid to the technologies of online education, in particular, online courses developed at the department as a promising algorithm for the effective organization of the educational process.
 The multi-vector educational work carried out by the department staff in cooperation with other structural divisions of People’s Ukrainian Academy is also in the focus of the author’s attention.
 The participation of the department staff in nation-wide educational projects such as External Independent Evaluation in the Ukrainian Language and Literature has also been emphasized.
 When analyzing each component of the structural block, emphasis is put on the essence of its integrated format and its significance for the successful implementation of the concept of the complex of continuing education, in general, and the formation of a fully rounded personality that will feel confident in modern world, in particular.

The modeling of an innovative educational institution «Multidisciplinary training and rehabilitation center»

The article deals with the modeling of an innovative educational institution Multidisciplinary and in the context of the realization of its strategic purposes. The meaning of the terms professional rehabilitation, training apartment, and sports rehabilitation has been clarified. The urgency of creating the organizational structure of the educational institution is substantiated: early intervention department, preschool department, special school, and special classes for children with special educational needs, boarding school, department, inclusive education support center, summer health center, and summer parenting school, a service center with the use of Apartment technology. Mechanisms for the adoption of the European experience of using the Apartment technology have been revealed. It will protect the rights and interests of students with disabilities to live independently and will promote, in the future, their effective involvement in the life of the local community. The technological aspect of creating an innovative educational institution Multidisciplinary Training and Rehabilitation Center is described, considering the requirements of current legislation and in the context of implementing the National Strategy for reforming the system of institutional care and education of children for 2017-2026. The experience of practical implementation of the results of the author's research on this issue is outlined.

Соціально-освітнє партнерство як умова формування позитивного іміджу сучасного закладу освіти

The article points to the effectiveness of social and educational partnership in the management of a modern educational institution and its importance in the process of forming a positive image. Emphasis is placed on the urgency and importance of the issue of the positive image formation of the mountain school, which provides educational services to the population in mountain regions of the Ukrainian Carpathians. The formulation of the goals of the article is to outline the socio-cultural orientation of the state and public administration of an innovative educational institution in the Ukrainian Carpathians region through the prism of social and educational partnership. The author defines community and education partnership as one of the important indicators of the effectiveness of public administration, and argues that it is impossible to create a quality educational space in a mountain educational institution without a partnership, which sets the ground for a positive school image. It is emphasized that the formation of a positive school image is a process of a sustainable image modelling on the basis of available socio-cultural resources. Its formation helps to increase competitiveness, attract additional investment, establish new and expand current partnerships, provide autonomy in management decisions. A holistic analysis of the organizational and theoretical foundations of social and educational partnership and the peculiarities of forming a positive image of a modern educational institution in mountainous areas is presented. The sustainable positive image of the school today can be seen as an important indicator of teamwork and corporate culture, and an additional resource for management and development. It is noted that positive image of the educational institution is the optimal indicator of the professional level of the teaching staff, contributes to the development of a qualitative assessment of their prospects and professionalism. Keywords: social-educational partnership, positive image, educational institution, teaching staff, public administration, school, innovations.

Инновационный статус учебного заведения в России и мировой практике

Инновационный статус учебного заведения в России и мировой практике

МЕТОДОЛОГИЧЕСКИЕ ОСНОВЫ ПЕДАГОГИЧЕСКОГО МОНИТОРИНГА ИННОВАЦИОННЫХ ИЗМЕНЕНИЙ В ОБРАЗОВАНИИ

The article analyses the problem of non-formation of a unified approach to monitoring research in education (conceptual apparatus, organization, mechanisms and conditions of implementation). The aim of the study is to identify the methodological basis for pedagogical monitoring of innovative changes in education. The approaches used are phenomenological, comparative. The meta-analysis of education practices’ monitoring was made and the categorical analysis of the concept of “monitoring in education” was formulated using the synthesis of research results’ monitoring and modelling. As a result, the methodological basis for pedagogical monitoring of innovative changes was created embracing concept clarification, model representation, principles, functions, and technology. Pedagogical monitoring of innovative changes is described; the principles and functions of pedagogical monitoring are identified; a model and technology of pedagogical monitoring of innovative changes in education are developed. The methodological bases of pedagogical monitoring of innovative changes can be used in the development of analytical and monitoring programs of innovative educational institutions.

DEVELOPMENT OF INCLUSIVE EDUCATION IN THE REPUBLIC OF MALTA: RESEARCH BASE OF INFORMATION SOURCES

In the present article the source base of the research has been defined in accordance with the stages of inclusive education development in Republic of Malta (denial, acceptance, awareness, inclusion). The main groups of historical and pedagogical works aimed at studying and generalizing of investigation material have been allocated and described. The source base of the research includes documentary (documents providing legislation and guidance for inclusive education in Malta), analytical sources that highlight historical and pedagogical process of inclusive education development in Republic of Malta, scientific pedagogical periodicals that contain descriptions of practical experience of implementing inclusive education in various types of educational establishments in Republic of Malta. Within the article the source base periods of study according to the stages of development of inclusive education of the Republic of Malta. The researcher determines the valuable study and extrapolation of the positive experience of the Republic of Malta, which occupies a leading position among EU countries not only through the development of legislative and normative provision of inclusive education, the creation of innovative educational institutions (resource centers), the preparation of competent pedagogical staff, but also the formation of a special value the attitude towards children with special educational problems, which manifests itself in the respect and recognition of the diversity of students. The article establishes the source of the study of the inclusive education of the Republic of Malta. The following methods were used to solve this goal: theoretical analysis and generalization of scientific sources: psychological and pedagogical literature systematization and generalization, foreign and domestic scientists' works, legal documents and statistical data of the Republic of Malta for the disclosure of key concepts of the study; problem-chronological to determine the chronology of the formation and development of inclusive education in the Republic of Malta.

PSYCHOPHYSIOLOGICAL ADAPTATION FEATURES OF PRIMARY SCHOOL PUPILS

The article presents the studying of psychophysiological adaptation features results of primary school age pupils, enrolled in innovative educational institution. Comprehensive survey of elementary school students, which was held during two years of study (the first to the second year of study), presupposed a research of psychophysiological indicators and assessment of the regulatory systems of the body. It was found that by the second year of study the students are improving developmental quotient of cognitive performance by increasing the pressure in the cardiovascular system regulation. Those students who had low performance indicators in the beginning of the education program showed more prominent dynamics of psycho-physiological functions during the two years of study, compare to their peers with ‘good" or "excellent" marks. The boys had greater dynamics in the amount of attention compared to girls. Adaptation process of students with high academic performance, accompanied by increased sympathetic activity in heart rate regulation, is accompanied by a greater physiological "cost" that the body pays for the effectiveness of implemented activities.

The configuration of social subjectivity in an innovative educational institution in Brazil

The aim of this article is to present a case study of an innovative school and illustrate how social aspects, in their subjective dimension, participate in educational innovation. According to the theoretical propositions from Gonzalez Rey's cultural-historical theory of subjectivity, social aspects in the life of groups, institutions, communities, and social spheres in general, are expressed as subjective production, constituting what is called social subjectivity. We will focus on this category for our study of educational innovation, which is understood as the implementations of changes in the school setting. We carry out research in an innovative Brazilian school using Qualitative Epistemology for the study of subjectivity, and research tools such as documents, conversational dynamics, and questionnaires with directors, teachers, parents, and students as well as observations and informal chats by the researcher in the school's daily life. The creation of indicators and hypotheses allowed us to demonstrate a set of representations, values, beliefs, and emotions which are subjectified in different ways by individuals and groups, and which permeate their actions and interactive exchanges and contribute to understanding the innovation process that characterises the school.International Research in Early Childhood Education, vol. 7, no. 1, p. 182-200

Encouraging Green ICT Implementation Strategies in Polytechnic Education in Ghana

Green ICT is the study and analysis of creating, improving and sustaining environmental ICT practices in an organization. Globally, innovative educational institutions focus on utilizing ICT such as lecture video recordings, lecture broadcasts, learning images, texts, and worksheets for idea generation and teaching/lecture purposes. Using Accra Polytechnic in Ghana as a case study, this paper analyzes the possible ways that educational institutions can implement green ICT in order to ensure that their environment is economically sustainable. This research aims at further increasing awareness regarding the advantages and limitations on green ICT in Ghana in addition to providing guidelines for ICT utilization. The goal of the green ICT/computing is to reduce the use of hazardous materials found in computer systems; to maximize the product lifetime and to promote recyclability and biodegradability of defunct and factory waste products. This paper therefore discusses different approaches such as server virtualization, PC and printer consolidation, active power management, central inverter systems and upgrading ICT equipment. Such strategies will enable educational institutions in Ghana, specifically, Accra Polytechnic to sustain their environment when undergoing ICT practices and procedures.

Innovative Education in Russia: The Basic Tendencies Analysis

The article deals with the basic tendencies in higher education in Russia. It is emphasized that the notion innovativeness in education should not be interpreted only in connection with new teaching modes, as it includes innovative objectives and educational syllabus, except using innovations. It is shown that a complex and integrated understanding of innovativeness helps to reform Russian education in line with the demands of the information-oriented society.Three basic ways for the innovative development of the higher education in Russia are given: 1. the realization of the competence-based model in vocational training; 2. the use of information technologies in education; 3. the creation of innovative educational institutions aiming innovative development.Active and interactive teaching methods used in higher education are characterized. The peculiarities of cross-disciplinary integration are identified. The article gives an analysis of the reasons of underdevelopment of information technologies of innovational educational institutions organization.

IMPLEMENTING THE SYSTEMATIC SYNERGETIC APPROACH IN MANAGEMENT PRACTICES RELATED TO THE RESEARCH AND EDUCATION NETWORK DEVELOPMENT

The paper is devoted to the research and education network management regarded by the author as a dynamic set of interrelated agents – scientific, educational, social and cultural institutions including their units and creative teams, as well as innovative infrastructure elements and industrial enterprises anxious about educational system developments. The given network operates as a virtual organization and implements the innovative projects in educational sphere with the efficient objective coordination and resource integration achieved by creating the nationwide informational environment, which results both in collective intellectual property developments in the given sphere and the rise of the external effect. The author considers the essence of systematic synergetic approach applied to the educational system management, and observes the work experience of the research and education network of innovative educational institutions in the Ural region. The paper specifies the transition of educational institutions to the self-development mode on the principle of transparency and diversity. In this regard, the key network characteristics include: the expanding informational educational environment that makes it possible to describe the variety of horizontal and vertical interactions within the network; information that reveals the content of interactions in question; and the time demonstrating the logic of the network development. The main implementation outcomes of the innovative educational projects within the given network include fostering the academic staff’s innovative behavior and capability to operate effectively in situations of uncertainty.

Effect of sociobiological factors on the formation of adaptive responses in school students during puberty

Analysis of psychological, social, and psychophysiological mechanisms underlying the formation of adaptive responses during puberty demonstrated a significant dependence of adolescent behavioral, autonomic, and endocrine parameters on sociobiological factors that determine the identification and individualization of genetically determined behavioral programs. Comparison of the adaptive capabilities of students from an innovative educational institution and from a vocational school showed that the levels of completeness of their adaptation were different and depended on social support, typological features, and autonomic regulation.

Plots of Enlightenment: Education and the Novel in Eighteenth-Century England

Plots of Enlightenment explores the emergence of the English novel during the early 1700s as a preeminent form of popular education at a time when educators were defining a new kind of English citizenship for both men and women. This new individual was imagined neither as the free, self-determined figure of early modern liberalism or republicanism, nor, at the other extreme, as the product of a nearly totalized disciplinary regimen. Instead, this new citizen materialized from the tensile process of what the sociologist Pierre Bourdieu calls regulated improvisation, a strategy of performed individual identity that combines both social orchestration and individual agency. This book considers how the period's diverse forms of educational writing (including chapbooks, conduct books, and philosophical treatises) and the most innovative educational institutions of the age (such as charity schools, working schools, and proposed academies for young women) produced a shared concept of improvised identity also shaped by the early novel's pedagogical agenda. The model of improvised subjectivity contributed to new ways of imagining English individuality as both a private and public entity; it also empowered women authors, both educators and novelists, to transform traditional ideals of femininity in forming their own protofeminist versions of enlightened female identity. While offering a comprehensive account of the novel's educational status during the Enlightenment, Plots of Enlightenment focuses particularly on the first half of the eighteenth century, when novelists such as Daniel Defoe, Eliza Haywood, and Charlotte Lennox were first exploring concepts of fictional character based on educational and moral improvisation. A close examination of these authors' work illustrates further that by the 1750s, the improvisational impulse in England had forged the first perceptible outlines of the fictional subgenre later called the novel of education or the Bildungsroman. This book is the first study of its kind to account for the complex interplay between the individualist and collectivist protocols of early modern fiction, with an eye toward articulating a comprehensive description of socialization and literary form that can accommodate the similarities and differences in the works of both male and female writers.