National Education Research Articles

Early Field Experiences of PTEs in ELT Programme of a State University in Türkiye

Teaching programs in Türkiye consist of a 4-year process. Internship practice takes place in the last year of this process, each in two separate terms. Prospective teachers observe, evaluate, prepare course content, and teach under the guidance of in-service English teachers in public schools affiliated with the Ministry of National Education and with the support of supervisors at the faculties and complete their internship. However, the timing of the process is thought to be too late, which is carried out during the 4-year education period and where prospective teachers will be actively involved in schools/real teaching environments and gain experience. "Early Field Experience", which is also found in the world literature and has exemplary applications, has been implemented in some private universities in Türkiye today but has not yet found its place in state universities. This current research studies the subject of “Early field experience”. The present study focussed on the effects of "Early Field Experience" practice in a state university in Türkiye. The study analyses the reflections of Early Field Experience (EFE) on prospective teachers' anxiety and makes the voices of prospective teachers heard. In this convergent mixed method study, STAS (Student Teacher Anxiety Scale - Hart, 1987) was used as a quantitative data collection tool, and a semi-structured interview form consisting of open-ended questions was employed for the qualitative part. In the study, prospective teachers of English had an EFE implementation process covering 10 weeks of observation and internship. The results of the quantitative data showed that there was a significant difference between pre-test and post-test scores for the level of anxiety of PTEs (t=4.16; p< .05) in favour of the post-test. Findings of interviews revealed that the prospective teachers' concerns were in the areas of teaching, students’ background, classroom management, readiness to teach, and burnout before the EFE; and after the EFE, they experienced improvements in classroom management, appropriate language use, readiness to teach, experience and teaching content.

Inclusive Change in Saint Vincent and the Grenadines: A Collaborative Autoethnography

In many countries, including those in the Caribbean, there has recently been an increasing demand for professional development on inclusive educational practices This need for high-quality professional development is in line with the United Nations Educational, Scientific and Cultural Organization’s (2016) call for inclusion of all children by 2030. Recently, our team was asked to provide professional development to educators in Saint Vincent and the Grenadines that focused on evidence-based practices for students with special education needs. Over the course of 3 years, this service work evolved into a multi-faceted pilot of inclusive education, whereby students with special education needs transitioned from a segregated school into mainstream schools. In this article, we present a collaborative autoethnography that highlights our collective experiences. Our self‑reflections chronicle our experiences and accompanying perceptions gained through providing support and education to educators, students, schools, community, and families in Saint Vincent and the Grenadines over a 3-year period, as they prepared for this transition to inclusion. In collectively reviewing our self-reflections, we discovered three major themes at the heart of our service work: (a) “barriers to inclusion,” (b) “the importance of relationships,” and (c) “transformation.” In discussing these three themes, we explore the successes and challenges we experienced throughout these service projects. What follows is a discussion of our reflective musings related to these experiences as shared critical knowledge for sustainable inclusion work within the Caribbean and beyond.

Analysis of the Causes of the Formation of the “Involution” of Chinese Family Education

Starting from the influence of Chinese traditional reading culture on contemporary Chinese family education, this paper analyzes the reasons for the formation of the “involution” of Chinese family education. The involution means to have fierce competition but no good feedbacks. This study found that the objective reasons include China's national education policy, and the subjective reasons come from the current family education; there are problems such as incomplete awareness of parents' education, lack of educational ability, education comparison and so on. It is proposed that the correct values and competition views should be cultivated among family members so that parents can take the initiative to break the barriers of education and promote the all-around development and healthy growth of children. This article focuses on the role of family education and the educational methods to prevent “involution”, which may provide another way for China's family education.

National Education Policy 2020: Paradigm Shift in Vocational Education for Aatmanirbhar Bharat

Vocational education is inevitable to inculcate and cultivate relevant skills in learners for individual and societal benefits. This is a sincere attempt to help an individual enhance self-confidence to contribute to the sustainable development of the nation. Education aims to develop skills among learners. In the 21st century, the need for skill development among learners is perspicuous but change has taken place in types of skills. At present, the emphasis is on the knowledge economy. Therefore, the type of vocational education and skill development has also changed. Vocational education paves the way to develop skills and produce skilled learners who can contribute significantly to a nation being self-reliant. The NEP 2020 has advocated for vocational education to be introduced from class sixth after keeping the requirements of the current century in view and with a vision to make Aatmanirbhar Bharat (self-reliant India). The NEP 2020 has also emphasised experiential learning for all-rounded development of learners. Vocational education can create a positive environment for the learners to boost skills required for individual growth leading to a self-reliant India. In this paper, the researchers have made a solemn effort to enumerate the relevance of vocational education and skill development in NEP 2020 for producing a skilled workforce to build a knowledge-based economy in India and laying the foundation for Aatmanirbhar Bharat (self-reliant India).

Pulp addiction? Perspectives of local regime actors on the development of the growing pulp industry in Uruguay

The pulp and paper industry is one of the largest industries in the world. The main actors are a few multi-national enterprises operating in global markets. The industry is increasingly moving its production to the Global South, which alters global pulp value chains and the national socio-technical regimes of those countries. Additionally, the sustainability paradigm and transition to bioeconomy are challenging the pulp and paper industry of today. We conducted semi-structured expert interviews, analyzed, and interpreted the findings through the multi-level perspective framework. The study aims to advance knowledge on how the local regime actors inside the pulp regime perceive the development of the Uruguayan pulp industry since the MNEs established operations in Uruguay until 2018. Our findings suggest that local regime actors see that the Uruguayan pulp industry regime and its' development is highly influenced by multinational enterprises and the way they organized their global value chains. Uruguay's role in the global pulp industry value chain remains as a material resource provider, which has not improved the innovation capacity of the country particularly. The interviewees however feel that this is a key issue to develop in the country. Thus, we suggest that a transition to a sustainable bioeconomy in Uruguay would require steps forward in the immaterial resource base with closer cooperation between the industrial actors, the national research and education actors, and local small and medium-sized enterprises. In large-scale Global North–Global South investments a true collaboration between the multi-national enterprises and local regime actors is crucial for reaching a strongly sustainable bioeconomy.

Transformational Leadership and Proactive Personality on Innovative Behavior among High School Teachers in Cirebon City

The Education Era 4.0 demands the adaptation of human resources, especially teachers, to be able to produce students who are creative, think critically, and are communicative. However, there are still challenges in changing the work paradigm of teachers and education personnel towards innovation. Innovation is the key to facing new challenges and improving educational performance. The national education curriculum emphasizes the importance of preparing productive, creative, innovative, and effective human resources. However, data shows a low level of teacher innovation in Indonesia. This research aims to explore the influence of transformational leadership and proactive personality on the innovative work behavior of high school teachers in Cirebon City. Quantitative methods were used by collecting data through questionnaires distributed to teachers. The results show that transformational leadership and proactive personality have a significant effect on teachers' innovative work behavior, indicating that leaders who practice transformational leadership and teachers with proactive personalities tend to be more innovative in their work. These findings provide implications for organizational leaders in encouraging innovation in educational environments

Understanding the gastronomy tourists’ characteristics and perceptions: a cluster analysis of visitors to a creative city of gastronomy

Purpose The purpose of this study is to identify and understand distinct tourist segments in Phuket, focusing on their characteristics, attitudes and perceptions as visitors to a creative gastronomic destination. Design/methodology/approach In this study, cluster analysis is used to identify tourist segments in Phuket, a well-known United Nations Educational, Scientific and Cultural Organization (UNESCO) gastronomic city. The analysis is based on data collected from 525 domestic Thai tourists. Findings Cluster analysis revealed three distinct tourist segments: gastronomy enthusiasts, taste discoverers and gourmet wanderers. These segments exhibit significant differences in their characteristics and perceptions of Phuket’s gastronomic offerings. Research limitations/implications This study is limited to domestic Thai tourists in Phuket and does not include international visitors. In addition, the findings are specific to the context of Phuket and may not be entirely generalizable to other gastronomic destinations. Practical implications The identified tourist segments provide valuable guidance for tourism professionals to tailor their marketing efforts, develop targeted products and meet the preferences of different gastronomically oriented tourists, contributing to the successful management of a gastronomic city. Originality/value This study contributes to the fields of destination management and gastronomy tourism by providing valuable insights for practitioners seeking to enhance their offerings and consider the preferences of different gastronomically oriented tourist segments. Identifying these segments enriches the understanding of visitor behavior in creative gastronomy cities.

Teaching Family? Care/Work Policy in Selected Family Courses in Canada’s Research-Intensive Universities

To what degree is explicit care/work policy taught in family courses in Canada’s leading research-intensive universities? We analyze family courses in sociology departments and in political studies and women’s/gender studies programs in Canada’s 15 R1 universities to make a contribution to the scholarship of teaching and learning. This national scan marks a methodological innovation from curriculum studies that generally adopt a single-program or single-site focus. From a Canadian universe of 74 family courses, we identify 15 whose formal course calendar description explicitly addresses care/work family policy (measures to reconcile caring for young children with employment, through early learning and childcare, parental leaves, and child benefits). Sociology predominates among courses where family policy is taught, yet care/work policy content is not common. Given growing concerns about the care crisis and the care deficit in Canada, the low profile of care/work family policy content in family courses is significant. This study sheds light on the value of national postsecondary education curricular reviews and suggests that family curriculum renewal is warranted.

AN ASSOCIATION OF METABOLIC SYNDROME WITH NONALCOHOLIC FATTY LIVER DISEASE

Objectives: Nonalcoholic fatty liver disease is strongly linked with hepatic fatty infiltration and visceral adiposity, therefore, being a cause and a result of metabolic syndrome. The objective of the study is to find an association of metabolic syndrome (MetS) with nonalcoholic fatty liver disease (NAFLD). Methods: A total of 342 subjects from which 86 NAFLD 86 control were suitably selected for study duration of 1 year. Diagnosis of nonalcoholic fatty liver disease was done by liver imaging and based on liver enzymes. MetS assessment was done by the national cholesterol education program adult treatment panel III (NCEP ATP III) criteria. Estimation of all biochemical and hematological parameters and liver enzymes was done following standard guidelines. Mean comparison of quantitative data in different groups was analyzed with one-way analysis of variance. Results: There were significant high levels of body mass index, waist circumference, and lipid profiles in NAFLD patients in comparison to control population (p<0.001). According to the NCEP ATP III criteria, 59.3% of NAFLD were present with MetS where risk estimate was significant (odds ratio=2.15). Conclusion: This study suggests that there is an increased in all the components of MetS and gross changes in biochemical markers in cases of NAFLD. Therefore, whenever MetS factors are met in the clinical checkups, patients must be diagnosed for NAFLD by imaging (fatty liver).

Situating a Prism to See ‘All Colors’: Evaluations of the E-school System in Türkiye from the Perspective of Educational Equity

This research intends to delve into the first-hand information pertaining to learning analytics that belongs to PreK–12 education at micro, meso, and macro levels (Shum, 2012) in Türkiye from the perspective of equity in education through seeking to obtain the views of educational authorities and policy makers viz. school principals, the members of district national education directorate as well as those of Innovation and Educational Technologies General Directorate of MoNE (Republic of Türkiye Ministry of Education). To do so, adopting a qualitative route, the study attempts to inquire into the perceptions of the said groups i.e., 45 participants; in total-with 15 participants from each-about the role and place of the existing “E-school” structure that employs learning analytics towards the use of Big Data in Türkiye. This is realized particularly toward addressing and catering to students at risk alongside the disadvantaged. In this direction the research question is: “How do the decision-making bodies in Türkiye see the current E-school system as regards ensuring and sustaining educational equity?”. The semi-structured interviews aim to direct questions e.g., respecting the situation with school dropouts, the cases of students with special needs, the situation of those who are struggling and of refugees. The findings indicate a superposition; an entangled being of inherent disadvantages and that the present system needs to be further amended to better care for ‘all’ to speak of equity. This study will cast light on the potential value of learning analytics regarding its use for targeting/solving equity problems through the expert opinions from a developing country with highly dynamic demographics.

Barriers to Implementing Civic Education as a Compulsory Subject in Kabwe District Secondary Schools, Zambia

Civic education stands as a cornerstone in shaping active citizenship and fostering democratic values within the educational systems. However, the Zambia national education policy provides that the subject should be taught to all learners at the senior secondary school level. Nonetheless, this study investigated the barriers to implementing civic education as a compulsory subject at the senior secondary school level in Zambia, with a focus on Kabwe District secondary schools. Employing a mixed-methods approach under the convergent parallel design, quantitative and qualitative data was simultaneously collected from 319 participants comprising head teachers, heads of department social sciences, teachers of civic education, section heads, grade 12 learners and key informants from the Ministry of Education. An online questionnaire was employed to collect quantitative data presented on charts, while qualitative data was gathered through interviews, focus group discussions and document review was presented thematically. Findings reveal high value attributed to civic education by offering the subject to all learners, ensuring adequate-skilled teachers, encouraging active civic engagement opportunities and adequate allocation of material and resources. Barriers identified included the optional status of civic education in the 2013 curriculum framework, lack of clear guidelines, insufficient planning, and inadequate support from authorities. The study contributes valuable insights for policy makers, educators and researchers, informing decision-making processes, curriculum development, and policy adjustments. The study recommends policy reforms by the government to maintain the status of civic education as a compulsory subject in the curriculum framework by lobbying for clear guidelines and emphasising its value.

SOCIAL POLICY REGARDING VETERANS, PEOPLE WITH DISABILITIES AND OTHER VULNERABLE POPULATION GROUPS

The article analyzes the issue of migration as a complex social phenomenon. International population migration in the conditions of growing globalization occupies an important place in the development of modern society and, accordingly, affects young people who, for various reasons, decided to study abroad (in Slovakia). The article reflects knowledge at the theoretical and empirical levels. One of the main tasks of modern higher education is the modernization and efficiency of the professional mobility of future specialists. Student migration is considered as educational migration. We point out that the Slovak Republic is one of the most economically successful countries in Central-Eastern Europe. Economic reforms and accession to the EU, combined with significant inflows of foreign direct investment, have led to sustained economic growth and job creation. Economic development and demographic changes have also created an additional need for skilled labor. At the same time, greater integration into the EU, open borders and a common educational space led to the migration of Slovak students to the neighboring Czech Republic and other EU countries. As a result, Slovakia gradually began to ease migration restrictions and allowed an increasing number of third-country nationals to enter the territory of the Slovak Republic. The integration policy of Slovakia is consistent with the migration policy, and among its priorities is the effective integration of foreigners in the labor market. The purpose of the article is to analyze Ukrainian student migration in Slovakia, focusing on the analysis of personal and social benefits. We analyze the issue of academic mobility as an integral component of the European educational space, which also undoubtedly has a positive effect on the national education system and the national economy. We highlight the issue of effective ethnic-national policy formation, development of theory and practice of social work with ethnic groups, find out directions and forms of social service work with migrants. In the empirical part, we present a quantitative study at all stages of the research process. The content of the study is to find out the reasons that motivate future Ukrainian students to migrate to Slovakia, as well as to find out how the initial decision about migration and arrival to Slovakia takes place. Part of the quantitative research is the analysis of the personal and social benefits of the migration of Ukrainian students to Slovakia.

Gender disproportionality in special education: An analysis of odd ratios and trends

AbstractIn Turkey, the special education population has steadily increased since 2006. By generating a 16‐year period of data obtained from the National Education Statistics (NES) published annually by the Presidency of Strategy Development of the Ministry of National Education, we synthesize the gender odds ratios and trends by special education categories and/or educational settings. We used odds ratios and the Mann‐Kendall test for data analysis. Gender disproportionality exists in favour of males with special needs in the majority of educational settings. In addition, we found uptrends, downtrends, and no trends for gender odds ratios. Gender disproportionality is discussed, along with implications for research and practice.

Educational Innovations in the Fundamentals of Marxism in the Context of the New Era

In the historical context of the new era, socialist education with Chinese characteristics faces many opportunities and challenges. With the further deepening of globalisation and informatisation, traditional economic, cultural and technological boundaries are becoming blurred, while bringing about social challenges such as intensified global competition and the polarisation of the rich and the poor. As the world's second largest economy, China is striving to find a development path suitable for itself in the wave of globalisation. In the age of information technology, cutting-edge technologies such as artificial intelligence and big data are reshaping the economy and society, while the Internet and mobile communication technologies have made the flow of information more rapid, which not only facilitates the dissemination of knowledge, but also has a significant impact on the mode of education and the way of work. By promoting the "Internet Plus" action plan and the development of the digital economy, the Chinese government aims to improve governance capacity and efficiency, and draw up a blueprint for a digital China and a smart society. In the new era of ideological pluralism, China faces the challenges and opportunities of both socialist core values and traditional cultural heritage. China is trying to find a balance between inheritance and innovation, and to strengthen citizens' moral construction and cultural confidence. Such an endeavour not only enhances the country's cultural soft power, but is also a positive response to the changes of the times. At the same time, socialist education with Chinese characteristics is also placing greater emphasis on people's livelihoods and fairness and justice in the new era, and the public's pursuit of a high quality of life has become more intense. The rising demand for education, health, housing and the environment requires the government to pay more attention to livelihood improvement and social equity while promoting economic development. The concept of environmental protection and green development has become a social consensus, pointing to the goal of sustainable development. China's economic system is transforming into a more globally competitive modernisation and is seeking a broader space for development under the new pattern of globalisation. The changes brought about by this new era to Chinese education are not only challenges, but also opportunities. China not only needs to play an important role in the international arena, but also needs to deepen its internal reforms in order to raise the level of national education and contribute to the grand blueprint of high-quality economic development and national rejuvenation. Marxist education, as a guiding ideology, will continue to play an important role in this process, aiming to cultivate the talents needed by the times, promote the internalisation and practice of socialist core values, and ultimately realise socialist modernisation and the overall revitalization of the country.

Convergence or fragmentation? Recent developments in recognition of microcredentials and their impact on higher education in Asia and the Pacific

PurposeThis paper explores the development of microcredentials (MCs) through a regional lens, considering their implications for lifelong learning and skilled labour mobility in Asia and the Pacific. It also examines recent global initiatives led by the United Nations Educational, Scientific and Cultural Organization (UNESCO).Design/methodology/approachThe study reviews recent global initiatives aimed at developing shared definitions and principles for MCs, as led by UNESCO, taking into account the importance of existing initiatives such as the pilot project launched by the Australian government in 2022. The formalization of MCs within national education systems is also examined, with reference to frameworks developed by organizations like the European Union (EU), Australia and the Malaysia Qualifications Agency (MQA, 2020).FindingsThe paper underscores the increasing attention from international organizations and governments to the development and recognition of MCs, with significant efforts in countries like Australia and pilot initiatives in New Zealand and Malaysia. However, it also highlights that many MC projects in Asia are still in their early developmental stages, emphasizing the need for further progress and formalization.Originality/valueThis paper offers a unique perspective on the development of MCs in the Asia–Pacific region and their potential role in international education. It explores the prospects for MCs in international education, including student mobility and cross-border online courses. The challenge of integrating MCs into existing systems for recognizing international qualifications is discussed. Overall, the paper contributes to the understanding of MC frameworks as essential tools in the formalization of lifelong learning in the region, supported by the provided citations (OECD, 2021).

The gendered impact of parenthood on job-related training participation in Germany and the United Kingdom

Abstract Recent studies highlight the role of parenthood in perpetuating persistent gender inequality in the labour market. We examine whether the transition to parenthood influences job-related training participation. This study uses fixed-effects models and longitudinal data from the German National Educational Panel Study (starting cohort 6, 2010–2021) and Understanding Society: The UK Household Longitudinal Study (2010–2019). Our findings show that women’s job-related training participation decreases following parenthood in both countries, but that this decline is steeper in Germany and persists beyond the early stage of parenthood. Furthermore, our mediation analysis shows that parental leave is one of the main drivers of the motherhood penalty in job-related training in both countries. In contrast, when men have a first child, it has a small negative effect on training participation levels in Germany and no effect in the United Kingdom. This study sheds light on the gendered impact of the transition to parenthood on job-related training participation and how the country context influences these relationships.

Cultural Heritage Management and Sustainable Development: Major Themes and Research Trajectories

Our research endeavors to uncover patterns and understand the intellectual framework of studies on cultural heritage management and sustainable development. In this study, we utilize secondary data sourced from the Scopus database. We retrieved and downloaded 185 documents for subsequent analysis. The data was subjected to bibliometric analysis for thorough examination. The analysis exposed six melodies, i.e., Cultural Heritage Management and Sustainable Urban Development; Sustainable Development and Management of Cultural Heritage; Cultural Heritage and Vernacular Architecture; Adaptive Reuse of Industrial Heritage Sites and Urban Regeneration; Heritage Management and Sustainable Development Goals (SDGs); World Heritage Sites and United Nations Educational Scientific and Cultural Organization (UNESCO), respectively. This study makes contributions both academically and within the community. The study provides important insights into the most influential journals, countries, and articles, which is academically essential. Also, six major themes that significantly contribute to the domain of cultural heritage management and sustainable development literature are presented, and they also provide an avenue for future research. Defending biological diversity, ecosystem services, cultural heritage, and associated values is crucial on the communal front. It should be the mainstay for achieving economic and social growth of local communities with environmental sustainability.

PEDAGOGICAL REGIONAL STUDIES AS INTERDISCIPLINARY SCIENTIFIC KNOWLEDGE

The article reveals the peculiarities and prospects for the development of pedagogical regional studies as interdisciplinary scientific knowledge and a multidimensional phenomenon of education, culture, and science. It was established that in the conditions of modern social changes, the need for the crystallization of national identity as the basis of Ukrainian statehood, the historical and cultural approach plays an important role in the training of future specialists – citizens of Ukraine. Among the modern trends in the development of Ukrainian education and pedagogy is the actualization of regional research, which is manifested in the appeal of scientists to various aspects of pedagogical local history, microhistory, etc. The regional approach is based on highlighting the patterns of development of national education and pedagogical thought on little-known, unique regional materials. One of the aspects of such a regional approach is the subject of research in pedagogical regional studies – interdisciplinary knowledge about the peculiarities of the development of education, science, pedagogical thought, the culture of the region, the study, preservation and creative use of regional pedagogical experience in the theory and practice of modern educational institutions, scientific institutions, institutions of the social sphere . The authors analyzed the experience of the Scientific and Research Center of Pedagogical Local Studies operating at the Pavlo Tychyna Uman State Pedagogical University. In 2022, with the aim of updating regional scientific problems, studying little-known pages of pedagogical local history, scientists of the Pavlo Tychyna Uman State Pedagogical University launched a new research project – «Education, schooling and pedagogical thought of Cherkasy region». The purpose of the project is to present to the public the achievements of Ukrainian and foreign pedagogical science and of education, consolidating biographical and bibliographic information about teachers, educators, teachers in the form of an informational and bibliographic electronic resource «Pedagogical Cherkasy» and a popular science reference book. It has been established that the relevance of regional scientific issues is enhanced by the multidimensionality and interdisciplinary nature of pedagogical regional studies as a pedagogical, historical, and social phenomenon that requires a thorough study in order to present it representatively in the modern interdisciplinary historical and cultural discourse – educational, social-pedagogical, historical-pedagogical, etc.

Meningkatkan Kemampuan Bertanya Anak Usia Dini melalui Eksperimen Sains di Kober Nurul Huda

The author's interest in using science experiments at Kober Nurul Huda to enhance young children's ability to ask questions drove this research. It highlights the significance of early childhood education (PGPAUD) as guidance for children from birth to six years of age, citing Law 20 of 2003 concerning the National Education System. According to Montesori and other theories of education, children develop very quickly at this age in a number of areas. Nonetheless, Kober Nurul Huda observations revealed that the majority of kids were less engaged in asking questions, leading to the conclusion that kids' skills needed to be developed. Thus, the purpose of this study is to assess how science experiments at Kober Nurul Huda affect young children's ability to ask questions and to enhance that ability in young children. 17 children participated in three research cycles using a classroom action research (PTK) approach, and data was gathered through observation, documentation sheets, and both quantitative and qualitative data analysis. The study's findings demonstrate that young children at Kober Nurul Huda have significantly improved their ability to ask questions, as evidenced by cycles II and III. This improvement is particularly evident in their capacity to ask questions without feeling uncomfortable. Therefore, it can be said that science experiments help young children in Kober Nurul Huda develop their ability to ask questions.

V. A. Sukhomlinsky’s pedagogical heritage: innovation and foresight

Introduction. Modern education does not always meet the challenges associated with the rapid changes brought by the new millennium. The spiritual and moral crisis is becoming more and more pronounced. Relying only on “rationality” and practical expediency leads to human degradation and civilizational crisis. This underlies the unprecedented value of pedagogical systems containing certain constructive solutions to the identified problem put forward by practice. According to the general opinion of the world pedagogical community, among such systems is one created by the outstanding humanist V.A. Sukhomlinsky (1918 – 1970). Purpose: To identify and reveal the essence of the ideas and provisions of the Pavlysh innovator that have already played an invaluable role in the enrichment of the national education and will be the driving force of its development in the third millennium. Materials and Methods. The basis of the study is V.A. Sukhomlinsky’s works and the products of his rich educational practice, as well as materials from those who studied the innovator’s creative heritage. The research methodology was based on the conceptual provisions of humanistic pedagogy. The specific methodological tools included the principles of integrity and consistency, objectivity, universal connection of phenomena, combination of retrospective and prospective development, along with sociocultural and system-functional principles. In addition to general scientific methods, such as system-structural analysis and synthesis, the research process also involved formal logical research methods. Results. The study expands and concretizes the existing knowledge about the development of pedagogical theory and school practice in the second half of the 20th century. Identified and characterized are the key ideas and scientific positions of V.A. Sukhomlinsky, the prominent representative of the studied period. They were the foundation of his pedagogical system and played an important role in enriching the theoretical and methodological foundations of pedagogy, the content and support (methodological and technological) of modern educational practice and will certainly become the driving force of its development in the medium and long term. Even though V.A. Sukhomlinsky lived and worked in an ideologized epoch, difficult for creative work, he managed to develop his own pedagogical system, in which the poetic and popular idea merged with its scientific foundations. V.A. Sukhomlinsky’s pedagogy is in many respects the pedagogy of the present and the future. It is entirely aimed at the realization of the humanistic ideal. The concepts of goodness and humanity, preached by the educator, nowadays win more and more supporters. As many other provisions of the innovator concerning the construction of the educational process, they can undoubtedly become one of the cornerstones of developing the educational practice in the third millennium. Conclusion. V.A. Sukhomlinsky’s multifaceted activity not only enriched pedagogical science with new ideas and provisions, but also can rightfully be regarded as an important stage in its development. Nowadays, when the world has entered the third millennium and the pedagogical community solves the problems associated with the renewal of the content essence of all parts of education, we believe that the ideas and practical experience of the outstanding teacher will play a productive role in this process. Keywords: upbringing of a comprehensively developed personality, humanization of the pedagogical process, regental function of upbringing, system-forming factor of upbringing, unity of teaching and upbringing