Integration Processes In Education Research Articles

Conceptual frameworks of integration processes in education

The relevance of the topic is connected with the urgent need in modern socio-political realities to use integrative technological tools in solving educational problems. According to the message of the President of the Russian Federation to the Federal Assembly on February 21, 2023, “a synthesis of all the best that was in the Soviet education system and the experience of recent decades is necessary”. Higher education teachers have been given serious goals to develop effective practices for integrating new regions of the Russian Federation into the cultural and educational space of Russia. Integration is the process and result of the formation of integrity, which plays a priority role in relation to its parts. The emergence of integration is closely related to the need to satisfy the fundamental human need to inherit the experience of previous generations, and subsequently transfer it, which is the mechanism of pedagogical activity: the integration of the experience of generations and the integration of pedagogical and production activities. In the article, the author examines the definition of the main research term; relies on the classification of sources for studying integration processes in pedagogy proposed by Professor N.K. Chapaev; the analysis of modern integrative pedagogical concepts is carried out. In these rapidly developing times, we need specialists who are open to interaction and ready to integrate professionals from seemingly completely different areas into their specific activities: integration becomes the basis for the development of the educational sphere.

Integration processes in education and their impact on learning situations

The article deals with the integration processes taking place in education at the present stage; examines the directions of integrative processes, such as the construction of pedagogical phenomena models, their local structures, mechanisms of activity of participants in the pedagogical process and their interaction, structures of components of the education content, functional systems, procedural mechanisms. The essence of the content and formation of the pedagogical component of the worldview as a unity of heterogeneous components, phenomena, is studied. Various components are analyzed from the standpoint of the possibility of occurrence of reasons for their change, expansion, unification, and subsequent inclusion in integrated blocks. This article defines three types of situations that differ in their place in the learning process – starting, current and final, and considers the prerequisites for their emergence and integration. Examples of learning situations in imitation of professional conditions and actions of a navigator, their influence on the formation of their professional qualities are given.

The functional state of students depending on the ethno-territorial factor

Background and Study Aim. Integration processes in education provide for increased mobility of students from different countries. The related change in environmental parameters, cultural and social standards require additional tension in the work of regulatory mechanisms. This can lead to exhaustion of the body's reserve capabilities, disruption of adaptation and loss of health. The purpose of the work is to investigate the ethno-territorial variability of the functional state and adaptation potential of foreign students studying at Ukrainian universities.
 Material and Methods. Students of the medical university (n = 488, age 18–25) who came to study in Ukraine from different countries took part in the study. Data were obtained from cross-sectional surveys from 2014 to 2019. Anthropometric measures included body length (LT), body mass (MT). Functional status was assessed by Robinson, Rufier, vital capacity and strength indices. Adaptation capabilities and the level of physical condition of students were also determined. Experimental data were processed using the SPSS program.
 Results. It was established that the vast majority of students had Robinson index values: low and below average (students from Poland, Bulgaria, Jordan, Egypt); below average level (students from Ukraine, Malaysia and Tunisia); medium (students from India and China). Students from Poland, Jordan and Egypt are characterized by the lowest vital capacity index (52.7 – 54.9 ml·kg-1). Among the residents of India and China there were the most students with above average and high levels of vital capacity index. Most of the students (with the exception of students from Malaysia and Egypt) had a power index at the level of average and above average. The Ruffier index for students was: weak level – students from Poland, Bulgaria, Egypt and Jordan; satisfactory level – students of Tunisia, Ukraine, India and Malaysia; moderate level – students from China. The majority (40–44%) of the examined contingent from Poland, Bulgaria and Jordan was in a pre-diagnostic state. There were14–27% of such students among students from Egypt, China, India and Tunisia. There were about 10% of such students among Ukrainian students. From 6% to 11% of all foreign students were in a pre-morbid state. This condition is characterized by a decrease in the functional reserves of the circulatory system. Among Ukrainian students, there were 2.04% of such students. From 2.44% to 7.69% of foreign students had asthenization of regulatory systems; such a state was not observed among Ukrainian students.
 Conclusions. The obtained results of the study expand the data on the peculiarities of the physiological state of students of foreign countries and their adaptation capabilities. It is important that students with strained adaptation mechanisms or an unsatisfactory level of adaptation are able to reveal high functional capabilities with individualized physical exercises. An unsatisfactory state of functional systems can stimulate students to increase the body's adaptive resources. This contributes to increasing the level of motor activity and improving physical education courses with training according to an individualized educational program.

THEORETICAL AND METHODOLOGICAL FUNDAMENTALIZATION OF SCIENCE EDUCATION IN THE CONDITIONS OF INTEGRATION OF PHYSICS AND PROFESSIONALLY ORIENTED DISCIPLINES ON THE BASIS OF STEM-EDUCATION

The emphasis of science education is to increase students science literacy through investigative measures that include planning, measuring, observing, analyzing data, developing and evaluating procedures, and studying evidence based on the introduction of modern learning technologies (STEM-technologies). The article considers the concept of science as a pioneer of «science education», substantiates the theoretical and methodological fundamentalization of science education on the basis of STEM-education of a technical institution of higher education. It is determined that the main function of the system of science education is to provide society with scienceally literate citizens. The information and resources (usually financial) reinforce this system. In the article we have formed a model of science on the development of STEM-educational trends of innovative development of education in Ukraine. We have formed the features of science education on the basis of STEM-technologies that will contribute to the introduction of modern methods of teaching physics and professionally oriented disciplines. The integration processes in education in recent years have become increasingly important, as they are aimed at implementing new educational ideals – the formation of a holistic system of knowledge and skills of the individual, the development of their creative abilities and potential. The idea of integrated teaching of physics and professionally oriented disciplines is relevant, because its successful methodological implementation involves achieving the goal of quality science education, ie competitive education, able to ensure each person to achieve a life goal, creative self-affirmation in various social spheres. Learning science will allow students to lead a full and responsible life, encouraging them to learn independently, solve new situations, think critically, think creatively, make informed decisions and solve problems. Students should also develop an understanding of the relationship between science, technology, society and the environment (STSE), and strengthen the ability to integrate and apply knowledge and skills in physics and vocational disciplines in technical freelance education. They must be able to address changes and challenges in a constantly evolving society and contribute to the science and technological world.

НЕГОСУДАРСТВЕННЫЕ СПОСОБЫ ПРИМЕНЕНИЯ ОПЫТА РАЗВИТЫХ СТРАН ДЛЯ ПОВЫШЕНИЯ ЭФФЕКТИВНОСТИ ОБРАЗОВАТЕЛЬНЫХ УСЛУГ В УЗБЕКИСТАНЕ

This article outlines the international experience in the management of educational services and the direction of its implementation in Uzbekistan. The systems of organization of educational services in Asia and in developed European countries and integration processes in education are discussed.

Poland as a Priority Country for the Education Migration of Young Ukrainians

Intensification of the integration processes in education helps increase the quality of the international education and enhance the striving of youth to receive education services abroad. The economic cooperation of Ukraine with EU countries is gradually taking shape, resulting in the rapidly growing demand of Ukrainian students for education in European higher education establishments (HEEs). The European education system is a global leader in training highly skilled staff due to the implementation of dual training which founder was German. The practice of combined training and internship has spread across Europe and gained extreme popularity in Polish HEEs, thus laying grounds for the increasing demand for their graduates. 
 In focus of the article is the international education migration of young Ukrainians, first and foremost to Poland, with highlighting the advantages of training in this country that has been recognized as the most optimal one on the European area with respect to professional training. This is due to several reasons: first, the overwhelming majority of Ukrainian graduates from Polish HEEs showed professional competencies and mental fitness for work in companies and enterprises across EU; second, Poland is one of the most attractive foreign partners and investors of Ukraine, which promotes rapid development of collaborative Ukrainian-Polish projects. Poland has been working hard in the latest years to develop and improve the system of education services for foreigners, beginning with language courses for training of professionals with various qualification levels and scientific degrees. The received education services, apart from being an effective means for professional and individual development, can help in the carrier promotion at companies in Poland and beyond. The study covers a social-psychological and economic-statistical analysis of the education migration of Ukraine in the latest years, with determining a range of factors that caused one’s choice of other country for getting education services, and investigating the consequences of Ukrainians’ travels abroad for education purposes.

CHANGES IN THE PRESCHOOL EDUCATION SYSTEM OF REPUBLIC OF KARAKALPAKSTAN

In the modern world, due to the wide spread of integration processes in education, great changes are taking place. Indeed, at the beginning of the new century, it became clear that education is incompatible with socio-economic conditions. As a result, the search for new ways of developing education has led to the renewal of the content and methods of teaching, the introduction of new organizational forms and changes in the relationships between subjects. These modernization processes have a significant impact on the development of the education system in many countries. Analysis of the formation of education in the country and its regions allows us to fully demonstrate the leading trends in the development of the educational system

The influence of european integration processes in education on changes in the nature of pedagogical interaction

The article examines the concept of “pedagogical interaction” in the context of changes caused by European integration and globalization processes in education. The content and structure of this concept are specified. The attention is focused on the personality of a university lecturer as a subject of pedagogical interaction and an agent of changes in the system of national higher education. We have developed the diagnostic tools for studying changes in the nature of pedagogical interaction caused by European integration influences. The opinion of scientific and pedagogical staff of the National University of Life and Environmental Sciences of Ukraine on current priorities of pedagogical communication is investigated.

Управління освітою: зміна управлінської вертикалі

У статті акцентовано на необхідності проведення освітніх реформ для забезпечення якісної освіти, важливості зміни управлінської складової з поступовим переходом від державного управління до державно-громадського, залучення місцевої громади до підтримки освітніх реформ.
 Проаналізовано розуміння керівниками навчальних закладів необхідності впровадження освітніх реформ, їх своєчасності, теоретико-методологічного обґрунтування реформування освітніх інституцій, ставлення до задекларованих процесів реформування за паритетним поділенням повноважень між державою і місцевою громадою.
 Доведено, що практичні результати освітніх реформ, зокрема в закладах загальної середньої освіти залежать від управлінських компетенцій керівників цих закладів, які включають знання з питань теоретичної рефлексії досвіду про освіту, управління, виховання; з питань філософсько-антропологічного обґрунтування коеволюції освітніх інституцій і сучасного суспільства; культурологічних аспектів; синергетичних процесів; міждисциплінарного підходу; національної культури і інтеграційних процесів в освіті; входження до європейського освітнього простору.
 У висновках за результатами проведеного експерименту підсумовано, що є причинами неякісної освіти, серед яких: непрофесійність наукових і науково-педагогічних працівників; слабке матеріально-технічне оснащення; відсутність сучасних компьютерів; незацікавленість учнів і студентів у навчанні; перевантаження учнів і педагогів; відсутність варіантів для індивідуальної освітньої траєкторіїґ; відсутність перспектив подальшого гідного працевлаштуванн та запропоновано шляхи для задіяння ефективних механізмів з питань підвищення якості освіти на курсах підвищення кваліфікації в регіональних інститутах післядипломної педагогічної освіти.

Introduction of New Forms of Education in Modern Higher and Vocational Education and Training

This article sets sights on highlighting the effectiveness and efficiency of higher and vocational education and training, as well as exploring ways to address and implement the current reform agenda in the field. The research was conducted on the basis of a generalizing and comparative method, to identify the problems and development of vocational and higher education. Within the framework of the conducted research the current state of vocational and higher education has been characterized; the features of online learning at leading universities and its advantages has been clarified; the prospects of introduction of continuity of education have been studied, for the development of personality abilities, taking into account changes in society in the context of improvement of the system of vocational and higher education caused by the European integration process of education; directions for the development of vocational and higher education as part of the national education system and society in general have been outlined. It is determined, that at the present stage the domestic education system should be improved and transferred to an innovative way of development in accordance with developed countries. In the near future, such modern forms of education as: distance education, dual education, continuing vocational education and others, should be improved and implemented into the educational process.

Historical backgrounds of the development of foreign language education in Ukraine in the context of preperation of future coaches

Modern tendencies of European integration and progressive development of the world community, recognition of a foreign language as a guarantor of the formation of human culture, expansion of intercultural interaction in the educational sphere, strengthening of the worldview, intellectual and communicative functions of a foreign language, review and accentuation of the sub- objective tasks of foreign language education to master the culture of another country through the language of its native speakers – all these have identified the urgent need to overcome methodology, content and technological support of foreign language education, theoretical reasoning of basic concepts and categories in this area. The solution of this problem poses special demands to the quality of pedagogical education, as it is the teacher of the humanitarian specialties who determines the effectiveness of the preparation of youth for intercultural communication in the educational field.
 One of the possible ways of solving this problem is critical over thinking and creative usage of the historical experience of developing foreign language education of future teachers of humanitarian specialties at pedagogical universities of Ukraine since the mid-XX till the beginning of the XXI century. The peculiarities and significance of this period in Ukraine are determined by the important transformation processes in the professional preparation of future teachers of humanitarian specialties and pedagogical education in general, as the European integration processes in education have intensified the reformation of foreign language education, the development of conceptually new approaches to its practical implementation.
 Historiographical analysis gives reasons to confirm that scientific and pedagogical sources have accumulated information on various aspects of the development of foreign language education for future teachers of humanitarian specialties at pedagogical universities of Ukraine in historical retrospective. However, the information which is provided in these studies does not systematically cover the dynamics, stages, and major trends of solving the problem of the development of foreign language education of future teachers of humanitarian specialties at pedagogical universities of Ukraine (mid-XX - early XXI century).

INTEGRATING EDUCATIONAL CONTENT IS A CHALLENGE OF THE TIMES

The article analyzes the role of the processes of integration of the content of education in the national education and foreign educational systems in connection with the proclamation of the Roman Club of ideas of education of sustainable development, ideas of the New education of the XXI century. identified ideas in educational systems, including in national education; the role of the laboratory of integration of the content of education of the Institute of Pedagogy in developing the concept of a model of education of sustainable development Environment and its educational and methodological support for preschool, elementary, primary and senior school, its influence on the development of intelligence, motivation of learning, health of students, change them levels of social maturity. The connection of integration processes in education with the formation of the scientific picture of the world, the life-affirming image of the world of students, the life-affirming model of the world of society, and the security of the nation are shown. The necessity to create in the structure of the National Pedagogical Academy of Sciences an institution that designs, manages the integration processes in the country - a scientific and methodological center for the integration of the content of education.

Zasada integracji jako sposób zapewnienia interdyscyplinarnych związków w szkoleniu profesjonalistów

<p>Artykuł dotyczy pedagogicznych podstaw procesów integracyjnych w edukacji. Badany jest problem określania istoty, celów i poziomów integracji. Doceniono rolę interdyscyplinarnych powiązań nauk przyrodniczych jako obiektywnego czynnika kształtowania kompetencji uczniów i aktywizacji ich aktywności poznawczej. Uwzględniono genezę rozwoju tej koncepcji. Podkreślono kwestię znaczenia stosowania interdyscyplinarnych powiązań w procesie edukacyjnym. Stwierdzono także problem związany z definicją funkcji i klasyfikacją połączeń interdyscyplinarnych.</p>

Основные подходы к построению структуры и содержания школьного курса информатики углубленного уровня

The article substantiates the theoretical foundations of building the structure and content of an in-depth school Computer Science course in the context of global integration processes in education. The analysis is made taking into account the main provisions of the state program “Digital Economy of the Russian Federation” and the proposed cross-cutting digital technologies. Approaches to the selection of content and the identification of the basic concepts of the course based on the fundamental directions of science of information science are proposed. At the same time, the hierarchy of competences formed as a result of mastering in-depth informatics in school is identified and described.

MODERNIZATION OF EDUCATION IN THE CONTEXT OF THE IMPLEMENTATION OF INTEGRATION PROCESSES

The article solves the problem of identifying the most important features of the design of the educational space, determined by the historical, cultural, economic, political, social priorities of the community development, reminiscenced in formulating strategic goals, implementing educational programs and processes. In conditions of real political fluctuations, during the transition from the domination of the West to the polycentricity of the world, the return of geopolitical and economic interests of Russia, the recognition of scientific conceptualizations of the development of the pedagogical theory, studies reflecting international education acquire great importance. An example marking the problem is the situation in the countries of modern Western Europe and in its most advanced and advanced country - FRG. This country is interesting for researchers in terms of the state of pedagogical science and practice, which position the decline of the bipolar world order system. The need to ensure openness and cooperation with European pedagogues will make it possible to use productively the accumulated array of scientific research in the field of integration processes in education in urban and rural schools. For domestic pedagogical science, it is important to understand the driving and system factors of integration processes in European education; trends in the development of the educational space; conditions for increasing the competitiveness of the education system in the world market of educational services, which determines the productive projection for extrapolating the advanced European experience to the na-tional pedagogical practice.

Features of the Teachers' Training of Ukraine and Turkey in the Context of European Integration

Integration processes taking place in Western Europe are contributing to new developments in education. The national educations systems of countries in the future want to become part of the European Community.
 Ukraine, according to the requirements of the Bologna process is complete civilizational modernization of higher education through information and communication technologies. However, European integration processes in education are based on the principle of national identity education systems. The European community with great respect refers to the education systems of different countries. Unity in diversity was and remains ideological and value base of European education. The process of European unification and its distribution to the East is accompanied by the formation of joint educational and scientific space and the development of common standards and criteria. Therefore, great interest is studying the experience of foreign countries – Ukraine's closest neighbours to the reform and development of education. Future teachers' training on the basis of multiculturalism involves: – providing legal rights, meeting the educational and cultural needs of national (ethnic) language and cultural minorities; formation of young citizens of Ukraine of all nationalities are full of ideas about ethnic and linguistic and cultural diversity of contemporary Ukrainian society and the contribution of different ethnic groups in Ukrainian history and culture, knowledge of the language and culture of large and small peoples inhabiting Ukraine, belief in the value of cultural diversity and pluralism; the education of the representatives of all nationalities of mutual understanding, respect and tolerance, the ability to inter-ethnic and inter-cultural dialogue, conviction peaceful resolution of problems and conflicts. Turkish universities that prepare teachers offer programs that are similar programs liberal arts colleges in the United States. The majority of Turkish higher educational institutions teaching perspective, especially private, use innovative curriculum, based on curriculum of humanitarian community college. To master the future teachers of multicultural competence to teachers' training programs are the following requirements: first, the presence of multicultural component in all training courses, materials and manuals; Second, the scope of each and every students future teachers specially designed courses of multicultural education and education equality; Third, the passage of students' teaching practice at schools with cultural and language-diverse group of pupils.

Integration Processes in Education: Classification of Integration Types

The relevance of the stated problem is due to the fact that integration is a system formation that combines procedural and resulting components contributing to the appearance of a system’s new integrative quality, which cannot be reduced to the sum of the qualities of its autonomous elements. The paper presents a theoretical justification for the classification of types of integration: by quality characteristics of an integrated system (unproductive integration, quasi-integration, preproductive integration, productive integration); by presence of necessary components of an integrated system (full integration, partial integration, disintegration); by temporal characteristics of an integrated system (episodic integration, periodic integration, systematic integration); by types of integrating subjects (sectoral integration, inter-sectoral integration, allied integration). The article submissions represent a theoretical value to researchers concerned with integration issues, and also have practical significance for subjects of the integrated system of “education-production” in order to prepare specialists meeting the requirements of modern production.