National Higher Education Systems Research Articles

FORMATION OF INTERPERSONAL COMMUNICATION SKILLS IN THECONDITIONS OF UKRAINE'S INTEGRATION INTO THE EUROPEAN HIGHEREDUCATION COMMUNITY

The article summarizes the results of scientific work and highlights the experience and approaches to the formation of interpersonal communication skills in the context of Ukraine’s integration into the European higher education community. It is stated that the European integration progress of Ukraine is accompanied by positive changes in the socio-economic development of society and the introduction of innovative changes in the field of higher education, which are aimed at successful political, legal, economic, and educational integration into the European space. It is noted that since 2005, Ukraine has been participating in the Bologna process, i.e. an international initiative aimed at reforming and unifying higher education in the countries of the European area of higher education. It is found that the alignment of the national system of higher education with European and world standards involves the transition to the system of competence education. The classification of integrated characteristics of the quality of training of education seekers and the results of their training, i.e. competencies, is given. It is pointed out that one of the key positions among “soft” skills is occupied by communicative competence, which requires the formation of interpersonal communication skills. The categories of theories of interpersonal communication are defined and characterized. A model of effective interpersonal communication is proposed, which provides for the achievement of individual group and organizational results thanks to a properly adjusted process of filtering perception and cognitive selection, as well as taking into account the situational characteristics of communication. A taxonomy of interpersonal communication skills is given. It is noted that training students of higher education in effective interpersonal communication skills requires teachers with relevant knowledge, as well as guidance and instruction in learning to develop and improve these skills. It is substantiated that for the successful formation of interpersonal communication skills in higher education students of Ukraine, it is necessary to study the experience and implement the practices of the European educational space. Prospective directions for further scientific research on the formation of interpersonal communication skills among students of higher education are outlined.

Developing Training Courses about Spiritual Leadership in Higher Education in Thailand: Critical Review

Purpose: Spiritual leadership launched into a significant topic in higher education globally; Thailand also desires to make positive social change sustainably in the World, the national higher education system is friendly identifying to a kind of leadership with spiritual growth, positive transformation, sustainability; however, the spiritual leadership is such one the higher education institutions in Thailand would like to search. Method: The study was a critical review; in literature searching, there were keywords such as spiritual leadership, higher education, curriculum, and Thailand. Then, the researcher synthesizes the pieces of literature to develop the critical reviews under compared analysis (diverse perspectives, advantages, and disadvantages); however, all documental resources were searched from qualified engines, such as Google Scholar, Research Gate, and online libraries. Results: The critical review found concepts of spiritual leadership with different perspectives in religion, business and higher education; then, the critical review also briefly introduced higher education in Thailand and why its higher education needs spiritual leadership and related training courses; however, the critical review disclosed the six types of training curriculums in developing spiritual leadership and general advantages and disadvantages in the training courses; finally, the researcher provided potential implications according to the major findings in the literature review, it may contribute practical suggestions to develop spiritual leadership in higher education in Thailand. Regarding the above necessary for developing spiritual leadership in higher education in Thailand, the researcher aimed to conduct a critical review, to fiful related theories in spiritual leadership concepts, what types of curriculums can assist spiritual leadership, what advantages and disadvantages in the curriculums, and why spiritual leadership suitably develop in Thailand. Conclusion: In conclusion, the study disclosed spiritual leadership there were different perspectives on its concepts; however, spiritual leadership in higher education refined as leadership encourages personal growth, positive transformation, and sustainability for individuals; then, the study found six types of training curriculums suitable for developing spiritual leadership in higher education in Thailand; according to Thailand's details in higher education and major findings, the researcher suggested potential implications to higher education institutions in Thailand for developing spiritual leadership, such as organizing the six curriculums into students.

PEDAGOGICAL TECHNOLOGIES IN THE SYSTEM OF PHYSICAL EDUCATION OF HIGH SCHOOL STUDENTS

The integration of Ukraine into the world community necessitates the reform of the national system of higher education. This reform should be focused on personality development of future specialists, ensuring their high level of health and physical fitness, preparing them for employment and competitiveness in modern economic conditions as persons with higher education. Recently, new educational models have been actively explored, and the rapid development of communication tools and information technologies has opened up significant opportunities for qualitative changes in educational technologies. These achievements can play an important role in the modernization of the Ukrainian education system.

MODELS OF UNIVERSITY AUTONOMY IN EU COUNTRIES: COMPARATIVE ANALYSIS

The article is devoted to justifying the classification of models of university autonomy based on their comparative analysis. It is emphasized that education functions as a systemic element in the social structure, which is embedded in connections and coordination with other social actors, in particular with state power and the market. It is noted that university autonomy is the authority of a higher education institution to determine its own goals and programs, as well as the means to achieve them; autonomy, independence and responsibility in making decisions regarding one's own development. It is emphasized that the degree of university autonomy is correlated with the country's political and administrative system, economic development and cultural traditions, historical and ideological context, axiological orientation of society, traditional role of higher education institutions. On the basis of a comparative analysis of common features and specifics of models of university autonomy, the author's classification is substantiated depending on three fundamental factors: relations between state authorities and universities; internal organizational and management structure of universities; as well as generalization of cases of certain national systems of higher education or groups of countries united by historical and regional features. It is emphasized that the most relevant is the classification of models of university autonomy, which takes into account not only the relationship between state control and university autonomy and the peculiarities of intra-university management, but also the administrative and financial system of the state, financial support of higher education, etc.

Применение принципа изоморфности в определении результата качества образования и характеристик личности Учителя

The article presents the results of a theoretical analysis of literary sources on the problem of human qualimetry and education. The relevance of this study is determined by the fact that at the moment the education system is undergoing serious changes due to the transition to the national system of higher education, which is largely determined by the spiritual and moral attitudes of specific teachers, Teachers, heads of the education system, both at the level of a specific educational organization and at the level of the Russian state. The scientific hypothesis of the theoretical study is the position that the Teacher's pedagogical skills, his professional and personal qualities, educational and educational technologies that he uses are fundamentally isomorphic to the quality of education reflected in the qualities of the Student's personality (education, upbringing). As research methods, the theoretical analysis of more than 100 works by A.I. Subetto and other authors is used from the position of applying the principles of isomorphism of professional and personal qualities of a Teacher in the educational, educational process of a Student. As a result of the theoretical analysis, 7 main positions of the Russian scientific qualimetric school in the field of education and personality are identified.

GLOBAL TRENDS IN HIGHER EDUCATION: PROSPECTS FOR THE DEVELOPMENT AND MODERNIZATION OF DOMESTIC POLICY

The relevance of conducting a detailed analysis of global trends in higher education and their reflection in the national educational policy today is due to a number of important factors. Monitoring global trends is important because they identify new challenges and opportunities for national education systems. Firstly, in connection with the growth of global competition in the labor market, national systems of higher education must adapt to international standards and requirements in order to prepare graduates who will be competitive on the world stage. Global technological and economic trends require higher education to constantly update programs to provide graduates with up-to-date skills. Secondly, understanding global trends in higher education is important for building an ef­fective national education policy. Modern challenges, such as the international mobility of students and scientists, call for the development of strategies that promote interaction with other countries and the implementation of the best global practices in domestic educational systems. Thirdly, due to the diversity of cultures and languages, the globalization of higher educa­tion requires the development of strategies that will promote cultural diversity and intercultural understanding among students and teachers. Thus, a thorough analysis of global trends in higher education and their impact on domes­tic educational policy becomes strategically important for national governments and educational institutions. The introduction discusses the importance of understanding and taking into account global trends for modernizing domestic educational strategies. It is noted that global transformations create a need to harmonize domestic policies with the requirements of the modern world. Next, the article examines in detail the impact of globalization on the competitiveness of higher education. The factors that determine the quality and development of education in the national context are studied, in particular, how global competition affects the choice of students and the attractiveness of higher education institutions. In addition, the article considers the prospects of modernization of domestic educational policies in the conditions of globalization. Special attention is paid to the need to adapt programs, structures and training methods to international standards and expectations. The conclusions summarize the main conclusions regarding the importance of adapting domestic educational policies to global trends to ensure the sustainable development of higher education and the training of competitive personnel on the international labor market.

О некоторых особенностях обновления системы высшего образования России

The purpose of this work is to discuss the problems that arise at the next stage of the renewal of the national system of higher education. Based on the results of the study, the author assesses the planned structural changes in higher professional education in Russia, the degree of their continuity with the existing structure of higher education, identifies the emerging features of the main educational programs of higher education, the degree of their compliance with the new requirements for specialists with higher professional education in various sectors of the national economy. It is shown that the proposed restructuring of the main educational programs of higher education needs a thorough adjustment, since it does not solve the problem of high-quality training of specialists with higher professional education based on the conjugation of the main educational programs of higher education and the sphere of work.

From Policy to Practice: Evaluating the One-Year Outcomes of Moldova's Higher Education Reforms

The article critically evaluates the outcomes of the ambitious higher education reforms initiated in Moldova in 2022, with a focus on their impact on the national higher education system. Recognizing the pivotal role of higher education in economic growth and societal well-being, the reform aimed to elevate academic standards and align Moldova's higher education system with European norms. The evaluation employs a mixed-method approach, integrating a comprehensive review of government reports, policy documents, academic literature, and primary data from stakeholder interviews. This methodological framework enables an in-depth examination of the reform's key components, objectives, and its impact on the structure, content, and quality of higher education and research in Moldova. Although the reform has streamlined academic processes and achieved partial alignment with European standards, significant challenges persist, including declining student numbers, demographic shifts, migration, and an aging academic workforce. The analysis reveals that despite some positive gains, the reform falls short in addressing broader systemic issues, such as declining enrollments and the aging faculty dilemma. The outcomes of Moldova's higher education reform underscore the necessity for continuous monitoring and dynamic adjustment. The study proposes two main avenues for ongoing change: the development of highly specialized universities or the further consolidation of the higher education system into a single public university in Moldova. These suggestions aim to address the identified challenges, ensuring the reform's long-term success and sustainability.

English Language Teachers’ Professional Development at Tertiary Level in Bangladesh: Challenges and Prospects

This study delves into the complex landscape of tertiary teachers' professional development in Bangladesh, examining both the formidable challenges and promising prospects that shape the growth and effectiveness of educators in the nation's higher education system. In Bangladesh, tertiary education plays a pivotal role in shaping the future of its youth and the nation's economic progress. However, the quality of higher education hinges on the quality of instruction, making professional development for teacher’s imperative. The study unveils the significant challenges faced by these educators, including the burden of heavy workloads, financial constraints, limited access to development opportunities, and resistance to change. These challenges collectively hinder the professional growth of teachers, which, in turn, affects the quality of higher education. Conversely, the study illuminates the substantial prospects of professional development for tertiary teachers in Bangladesh. It underscores the vital role professional development plays in enhancing teaching skills, aligning curricula with industry needs, and preparing graduates to excel in the global job market. Strategies such as institutional support, technology integration, faculty collaboration, and needs assessments have been identified as avenues to address these challenges effectively and unlock the potential of growth for educators in Bangladesh's higher education landscape. In conclusion, while Bangladesh grapples with obstacles that impede the professional development of tertiary teachers, the prospects remain optimistic. By recognizing the importance of continuous learning, investing in institutional support, harnessing the power of technology, and implementing strategic policies, the nation can empower its educators to thrive in their roles. This, in turn, promises a brighter future for higher education, better-prepared graduates, and a stronger national economy.

Exploring the geographies of transnational higher education in China

AbstractThis paper contributes to debates about the globalisation of higher education by providing a pioneering geographical exploration of Chinese–foreign cooperation in running transnational higher education, or TNHE, programs. Departing from widespread neoliberal and postcolonial critiques of TNHE, which tend to emphasise liberal market forces and Anglo‐American hegemony in the circulation of academic knowledge, our study examines how the Chinese state’s developmental targets, strategic policies, and political–ideological considerations have shaped the evolutionary trajectory, geographical distribution, and cross‐border connections of China’s TNHE programs. We demonstrate that the place‐based development of TNHE is mediated by governments’ interventionist policies and embedded in existing higher education regimes, especially in the context of East Asian developmental states. By maintaining a higher education system dominated by public universities and by being the ultimate examination and approval authority, the Chinese government both determines the status of TNHE in the national higher education system, constrains the typologies and sources of knowledge flows, and shapes the national landscape of TNHE development. The territorial geographies of TNHE thus reflect complicated interactions between the state and the market, the global and the local, and economic and political/cultural forces.

Modern methods of teaching of obstetrics and gynecology in higher education

This article examines in detail modern methods of teaching obstetrics and gynecology in higher education. Modern ones are given highly effective approaches to conducting lectures, with the introduction of discussion elements. In our opinion, the experience of the world and national systems of higher education proves the need to use the latest interactive teaching methods. It undoubtedly contributes to the introduction of the technology of personally-oriented learning into the didactic process, the use of methods of encouraging students to educational and cognitive activities, which in turn ensures a personal orientation of learning. In this regard, the statement that interactive training is aimed at activating the cognitive activity of medical interns through the organization of communication among themselves, interns with the teacher, between groups, which is aimed at solving a common educational problem, is relevant. Accordingly, the establishment of modern interactive training involves simulation of examples and joint solution of the relevant situation. Competence of students, which is formed by interactive learning, expands the limits of cognitive possibilities, promotes analysis and application information obtained in the process of learning, and contributes significantly to the accumulation of skills in future professional medical activity. Methodology of the study includes comparative, descriptive and case-sdtudy methods. A deep one appears internal motivation, interns begin to make important decisions and enjoy developing their professional medical skills. The structure of “question-answer” methods, their use in conducting practical classes, which contribute to the emergence of professional competence of intern doctors and significantly increase the effectiveness of their perception of academic material, are covered in detail. If the interactive method is used, the intern does not feel like an object of the learning process, but a subject of acquiring knowledge, this undoubtedly leads to internal motivation, which contributes to its effectiveness. Conclusions. Thanks to the effect of originality and novelty of interactive methods, with their correct organization, the interest of intern doctors in the learning process increases. The modern pedagogical process of higher education uses various methods of organizing training, education and revealing future doctors as individuals. Lectures are undoubtedly the main and necessary form of training. Some supporters of traditional didactics see its advantages, while their opponents claim that times have changed and should to realize that the lecture as a classroom form of communication with students is the least effective among other forms of education in higher education. The application of the "Case Studies" method is quite effective in teaching obstetrics and gynecology. Given that the method was first developed at the beginning of the 20th century. at the Harvard Business School, it is also called the Harvard method. In our opinion, the method of specific situations - ICS, or situational learning - is a very effective teaching method, which involves the use of specific situations (cases from practice) from a certain section or topic of the training course for joint analysis, discussion and acceptance decision, brainstorming within a small group and a public speech with the presentation and defense of the proposed decision are also used. The main stages of “Case Studies” are distinguished, such as: the teacher's introductory speech; formation of microgroups; work in a small group; presentation of solutions developed by speakers; questions to the speakers; general discussion; teacher's closing speech; summing up.

Проблемы формирования ФГОС ВО четвертого поколения

Purpose. The strategic goal of Russia at present is the development of Russian higher education. Since the interested subjects of this process are all members of Russian society: from the state to students, various approaches are being developed in the higher education system to form a new concept for the formation of the fourth generation of the Federal State Educational Standards of Higher Education. The purpose of the article is to describe various approaches to the formation of new educational standards and the problems that developers face. The research methodology of the article includes the analytical, synthetic method, system analysis method. In the article, the author makes the following conclusions: 1) the process of modernization of the national system of higher education in our country continues; 2) one of the concepts of the new FSES HE of the fourth generation, which is debatable, is presented; 3) some problems that arise in the development of a new standard are revealed. Scientific and practical significance. This study reveals some problems and different approaches to the formation of the concept of the new Federal State Educational Standard of Higher Education, which is the basic document for the development and formation of modern graduates competitive in the labor market.

Impact of teaching-learning approaches on graduates' learning outcomes: evidence in Belarus

PurposeThis paper analyses teachers' perceptions of how teaching-learning approaches affect the development of higher education (HE) graduates' learning outcomes based on competencies development. The authors focus the analysis on Belarus, a post-Soviet country which transitioned from a centrally planned to a market economy and needs reforms to the HE sector there. In particular, Belarus requires HE graduates equipped with competencies that match the needs of a market economy.Design/methodology/approachThe authors use Fostering Competencies Development in Belarusian Higher Education (FOSTERC) data to study how teachers contribute to the development of HE graduates' competencies, employing factor analysis to categorize 24 competencies and group the graduates into two groups: entrepreneurial or transversal. The authors also consider variables such as teachers' educational background and experience, predominant teaching field of study and university location – using regional dummies.FindingsThe results point to a lack of attention to entrepreneurial and transversal competencies and suggest a disconnect between HE and society needs in Belarus.Originality/valueAlthough Belarus has introduced some changes to the HE system following the adoption of the Bologna process, Belarus, especially Belarus' national HE system are still influenced by the country's Soviet past, where universities prepare the students for participation on one job and one career, instead of offering more attractive and constructive curricula that would allow future graduates to operate in a changing world.

Does academic freedom matter for global student mobility? Results from longitudinal network data 2009–2017

Academic freedom and global student mobility are both topics high on the scientific and political agenda. However, the relationship between transnational student mobility and academic freedom in national higher education systems has not yet been investigated cross-nationally. This study intends to answer the question on how a countries’ level of academic freedom impacts on its’ attractiveness as a study destination. We analyse this connection from a network analytic perspective. While our data covers 167 countries as receivers and senders, our network analysis takes the attributes of countries and their relationship to each other into account in order to estimate the net effect of academic freedom ties in the network of global student mobility. We expect global student mobility to be directed from countries with low levels of academic freedom to countries with high levels of academic freedom. At the same time, academic freedom might be an attractive characteristic of a country to retain students in its domestic higher education system.

Teachers and pre-service teachers’ scientific competencies: a methodological development for a systematic review

ABSTRACT Science is part of the educational curricula, and its teaching is the responsibility of teachers. Since 2000, scholars from The Organisation for Economic Co-operation (OECD) countries have been tested in science by the Programme for International Student Assessment (PISA), despite the diversity in national higher education systems. This requires a global perspective on teaching methods and the scientific competencies of teachers. This systematic review addresses scientific knowledge among educators and the strategies for improving this knowledge in higher education. The twenty-five articles were evaluated following PRISMA guidelines. Five large databases (WOS, Scopus, Proquest, EbscoHost and PubSyc) were searched systematically using the main concept of scientific literacy in the target group: teachers, pre-service teachers, and educators involved in science education. Google Scholar was also examined to avoid publication bias. The procedure was guided by the CADIMA Software to ensure transparency and accuracy. The findings indicate medium or low levels in scientific literacy (SL) and low scores in the nature of science (NOS) among the sample. Explicit instruction, such as inquiry-based, solving-problem, and modelling approaches, could enhance the teaching and learning of science by improving the depth of knowledge current and future teachers transfer to their pupils.

Do student engagement patterns differ across national higher education systems? The comparison of US, Chinese, and Russian high-level research-intensive universities

ABSTRACT Originally developed in the US educational context, the student engagement concept has become increasingly recognised internationally. It suggests a particular approach to the evaluation of higher education quality and institutional practices for enhancing student growth. However, the lack of cross-national research on student engagement patterns in various national contexts restricts the implementation of engagement practices in different national contexts. This study uses the data of an undergraduate survey conducted in the USA, China, and Russia (n = 166,919) to explore whether the associations between student engagement and four personal characteristics of students (gender, field of study, year of study, and plans after graduation) are consistent across nations. This research disclosed that the USA, China, and Russia do not vary with regard to the associations between personal characteristics and student engagement dimensions.

Comparison of acupuncture education, policies and regulations in South Africa and mainland China

This review compares the landscape of acupuncture higher education in South Africa and mainland China, addressing the question of whether South African acupuncture programs meet international standards, particularly in comparison to their Chinese counterparts. The study explores critical aspects such as the position of acupuncture in the national higher education system, board examinations, core curricula, degree awards, and the integration of acupuncture into national healthcare systems. Divergences are noted in board examinations and continuing professional development, with China requiring comprehensive assessments for registration and imposing annual continuing education credits. The study reveals differences in the scope of practice, influenced by regulatory frameworks and curricula structures. While South Africa faces challenges in establishing acupuncture as a mainstream profession, China has a well-established system with widespread recognition, research funding, and integration into the national healthcare system. The review concludes with recommendations for international collaboration, increased research funding, quality assurance, integration into public healthcare, ongoing professional development, diversification of programs, advocacy for recognition, collaborative conferences, public awareness campaigns, and long-term planning to further elevate acupuncture education in both South Africa and the broader global context.

Резільєнтність національної системи вищої освіти: оцінка, напрямки посилення.

A competitive national educational system is the key to the development of the national economy, innovative growth and ensuring a decent quality of life for the population in the country. The aim of the study is to assess the resilience of the higher education system and to develop directions for post-war reform of the national higher education system on the basis of resilience. The article presents the authors’ own vision of the conception of resilience of the national system of higher education. The authors have identified and substantiated the main factors that ensure the resilience of higher education. A comprehensive characterization of the factors of resilience formation is proposed and their quantitative and qualitative parameters are analyzed. Based on the analysis of statistical data, it is defined that the national education system is sustainable and maintains its structural integrity despite the influence of destructive external factors. An important sign of resilience during martial law is academic continuity. It is found that the educational system is determined by different types of educational institutions, a wide range of educational programs, a variety of approaches to building an individual educational trajectory. It is substantiated that the national educational system is characterized by sufficient stability and diversity, but this is not a sufficient condition to ensure its resilience. The resource provision of the national system of higher education is examined. The financial resources of the educational system are emphasized and their insufficiency to ensure the resilience of the system is proved. According to the results of the correlation analysis, it is determined that there is a close relationship between the level of financing and the choice of a country of study by potential students. Based on the results of the study, directions for strengthening the resilient national system of higher education are identified. The proposed measures are systematized according to three main factors of ensuring the resilience of the educational system

FORMATION OF THE INNOVATIVE COMPONENT OF THE INTERNATIONAL COMPETITIVENESS OF THE WORKFORCE OF UKRAINE IN THE CONDITIONS OF GLOBAL DIGITALIZATION

The article is devoted to the consideration of the basic characteristics, the economic focus of the process of formation of the innovative component of the international competitiveness of the workforce of Ukraine in the conditions of global digitalization of the world economy. The innovative component of the international competitiveness of the workforce is defined as the potential professional abilities of employees who are able to optimally use the latest achievements of scientific and technological progress in social production. The main components of the innovative component of the formation of the international competitiveness of the domestic workforce are studied, namely: a) the level of mastery of modern information and communication tools; b) targeting the constant mastery of new digital technologies; c) acquisition of professional competences oriented to the parameters of world standards; d) modernization of the national system of higher education in the direction of training highly qualified specialists in demand on the domestic and global labour markets; e) using the advantages of cooperation with international partners in the field of involvement in training and borrowing new forms and methods of ensuring the professional growth of young specialists. Factors affecting the development of the innovative component of the international competitiveness of national labour resources are analyzed. They include: 1) the consequences of the russian military aggression against Ukraine, which led to a decrease in the national scientific and technical potential; 2) forced migration of specialists within our country and abroad; 3) insufficient development of the IT sector of the domestic labour market; 4) regional disparities in the use of highly qualified labour force; 5) inadequate financing of the system of training of highly qualified personnel. The directions for strengthening the innovative component of the international competitiveness of the domestic workforce are proved, including: a) development of balanced state programs for national and regional development of highly qualified labour resources; b) modernization of higher education standards in the training of specialists of various professions; c) implementation of measures to stimulate the development of the national IT industry, digitization of industries and spheres of domestic production; d) formation of analytical centers for the study of features and trends in the development of world labour markets; e) adoption of an innovative national system of qualifications, oriented to the needs of internal and external business.

АРХИТЕКТУРА НАЦИОНАЛЬНОЙ СИСТЕМЫ ВЫСШЕГО ОБРАЗОВАНИЯ: ПРОБЛЕМЫ, ЗАДАЧИ И НОВЫЕ ВОЗМОЖНОСТИ ЭКОНОМИЧЕСКОГО ОБРАЗОВАНИЯ

The article describes the new national system of higher education of the Russian Federation — its architecture, structural features and differences from the Bologna education system. The pilot project implemented by are being considered. Suggestions were made to improve the training of graduates of economic specialties. six leading universities of the country, its timing and expected results