Open Educational Environment Research Articles

Synergetic Approach Model for Improving Vocational Education: Characteristics, Guidelines and Applications

The main purpose of vocational education is to prepare students for their future professional development, including the acquisition of skills and competencies necessary for the labor market. The research aims to present a model that gains effectiveness of applying a synergetic approach for improving vocational education. The synergetic approach could be an innovative pedagogical concept in VET that creates an open educational environment utilizing the application of different approaches and teaching methods. Basically the model proposed combines the change in curricula, the use of learning resources for practical teaching and the change in the way of assessment as kernel guideines for achieving better student outcomes. The ensuing benefits of applying a synergetic approach in VET are related to the possibility that vocational education is required to meet the needs of the contemporary labor market, as well as it answers to the expectations of society to prepare young people for their successful employment in industry. Other benefits are related to the possibility of restructuring the learning content, using various teaching methods, formative assessment, acquisition of permanent knowledge, as well as acquisition of skills for critical evaluation of information and self-evaluation of the achieved results to increase motivation. In synergetic learning, the content of the learning materials differs significantly from those traditionally used in vocational training, and the teacher has the opportunity to adapt the learning content to the needs of the specific student.

Artificial Intelligence and Immersive Technologies in Higher Pedagogical Education

The purpose of the study. The problem of using the capabilities of artificial intelligence and immersive technologies in educational programs is being updated. The article is devoted to the analysis of the role, functions and significance of artificial intelligence and immersive learning technologies in the development of an open educational environment and its personal segments formed by subjects of educational relations in the process of preparing graduates of pedagogical universities to change the conditions of modern society. The possibilities of Generative Pretrained Transformers (GPT) and virtual reality in its various manifestations (AR, VR, AVR) are discussed. Their influence on the formation of the personal educational environment of graduates of pedagogical universities is shown.Materials and methods. The method of comparative analysis of scientific publications in the field of artificial intelligence development, immersive learning technologies, and the formation of a personal educational environment is used. The capabilities of a number of GPT services have been experimentally tested. The ideas about the role and functions of new resources in improving the educational process are summarized. The forecast of the integration of artificial intelligence and immersive technologies in pedagogical education is given.The results of the study. It is shown that Generative Pretrained Transformers are able to implement reference and encyclopedic, constructive and creative, analytical, control and training functions in the educational process while observing the ethics of their application. The connection between the development of artificial intelligence and the appearance in the global information network of virtual characters imitating human appearance and behavior in various contexts, and anthropomorphic robots capable of communicating with humans for educational purposes is indicated. Attention is drawn to the inclusion of new means of communication with artificial intelligence in the personal educational environment of the lecturer, which provides him/her with a combination of the functions of a supplier and at the same time a consumer of knowledge. The prospects of the emergence of virtual and anthropomorphic pedagogical agents with artificial intelligence in the education system and in informal communications are assessed. The educational possibilities of augmented reality, virtual reality and augmented virtual reality as means of immersive learning technologies are defined. The pedagogical and technological conditions for the safe use of immersive learning technologies are given. It is noted that the creation of personal educational environments with components of artificial intelligence and immersive technologies makes it possible to organize the processes of teaching and self-education of a lecturer, ensuring the subjective nature of his/her personal and professional growth and mobility in a complicated world.Conclusion. The conclusion is made that the creativity of innovative lecturers, which is visible in their open educational environments, is a resource for overcoming the reproductive nature of the functioning of pre-trained neural networks. The authors believe that positive feedback in the joint evolution of artificial intelligence (AI) tools and personal segments of the open educational space will contribute to the transformation of the existing information society into a learning society. This makes it possible to form a system of open meta-education according to the needs of each individual.

ІННОВАЦІЙНІ ПІДХОДИ У ПІДГОТОВЦІ ПЕДАГОГІЧНИХ ТА КЕРІВНИХ КАДРІВ ОСВІТИ ЗАСОБАМИ ІНФОРМАЦІЙНИХ ТЕХНОЛОГІЙ

The article proves the importance of using modern information technologies in the training of pedagogical and management staff in the sphere of education. The meaning of information technologies in the process of forming the head’s of the educational institution information culture is defined. The analysis of the peculiarities of its formation is given. New applications of information technologies adapted to work in educational institutions and the possibility of their successful implementation are presented. The article suggests that information processes are aimed at forming a unique open educational environment, ensuring its accessibility, providing opportunities for updating, developing and improving the quality and efficiency of educational services. The use of the information technology approach is based on the LLL (lifelong learning) paradigm that implies the concept of continuous education, its internationalization and diversification. The efficiency of the educational process in the training of teachers and heads of educational institutions depends on the high-quality content of electronic educational resources. Electronic resources are components of the educational process and important parts of the information and educational environment. The most important directions of its development are content, technical support and maintenance of information sites, monitoring the level of information and professional competence of pedagogical workers, providing informational assistance to teachers in creating individual sites, improving their computer and technical literacy. The use of new models, information and communication technologies in educational institutions makes possible to create a unique information environment where educational regulatory documents, educational and methodical materials, monographs, tutorials are placed, which altogether can help pedagogical workers to improve the educational process and increase the level of pedagogical skills. The use of educational information and communication technologies in terms of innovative models implies the use of electronic lecturers, simulators, textbooks, encyclopedias; development of situational role-playing and intellectual games using artificial intelligence; modeling of different processes and phenomena; distance learning; conducting interactive educational teleconferences; construction of systems of control and verification of students' knowledge and skills (use of control test programs); creation and maintenance of educational institutions websites; creating presentations; carrying out design and research activities.

Internet platforms in the open educational environment in a foreign language for organising independent student work

Relevance. The relevance of investigating web resources for learning in a globalised world in an open educational environment is due to the need to understand modern technical mechanisms involved in the educational process, their achievements and impact on learning. Purpose. The purpose of this study was to form an idea about the educational platforms of Kazakhstan and the world in general, examine the impact of the platforms under consideration on the educational process during the student�s independent work. Methodology. The following methods were used in a complex to solve the tasks and to implement the purpose of the study: analytical-synthetic, comparative, graphical, and statistical. Results. In this study, the following educational resources were compared: Duolingo, Samsung Global Goals, Google Classroom, AnkiDroid Flashcards, Coursera, TED-Ed, EdApp. They were considered in terms of the following parameters: interface and technical capabilities, availability of scientific materials, functionality and scope of application, achievements when used in the course of independent work. The rating of open educational resources is presented in tabular form according to the Google Play Store for the following countries: Kazakhstan, Great Britain, France, USA, Germany, Italy, Spain, Canada, Mexico, Japan, Egypt, and Malaysia. The platforms for teaching students that are actively gaining popularity were also considered: Coursera, TED-Ed, EdApp, Udemy, WizIQ, Blackboard Learn. Conclusions. This study allows for an examination of the modern educational paradigm by comparing different countries worldwide. It highlights the development of Internet technologies in the face of globalisation challenges and provides insights into the main strategies for enhancing the effectiveness of the educational process through the implementation of Internet technologies and new methodological innovations. Keywords: web resource; online training; conventional methods; courses; professional and communicative competence

Formation of an open educational environment using artificial intelligence technologies: analysis and classification

The article explores the possibilities of using artificial intelligence technologies to create an open educational environment. Specific artificial intelligence tools and services for use in the educational process are analysed. The authors classify artificial intelligence tools according to their functionality in key areas such as learning, teaching, assessment, and administration. The analysed tools include: Knewton, ALEKS, DreamBox, Edmodo, Grammarly, Speechify, Synthesia, ChatGPT, and others. It is concluded that artificial intelligence technologies allow creating an open educational environment with personalised, adaptive learning, automated assessment, and effective management. The article describes typical ways of using artificial intelligence in education for learning (assigning personalised tasks, providing interactive dialogue, analysing students’ learning activities), teaching (increasing the adaptability of teaching methods and developing the professional competence of teachers), assessment (automation of knowledge control processes, prediction of student performance, creation of assessment tools), and administration (analysis of educational data, making informed management decisions). At the same time, it is necessary to take into account the potential risks and ethical issues with respect to the introduction of artificial intelligence into education. For further research, the authors suggest practical testing of approaches, analysis of economic aspects, and the study of the application of sectoral features of artificial intelligence. The results of the study are valuable for determining the optimal strategies for integrating artificial intelligence into the educational environment to improve the quality of education and ensure the innovative development of the industry.

Individualization of independent work in the professional training of future teachers: An experimental study

The individualisation of independent work in the professional training of future teachers contributes to the stable achievement of results in professional and pedagogical training, as it takes into account the needs, motivation, and capabilities of the student. One of the leading technologies of innovative education is tutoring, which ensures an open educational environment in a higher education institution. The article outlines the results of an experimental study of the state of individualisation of independent work in the professional training of future university teachers on the basis of comprehensive, competence-based, systemic and activity-based approaches. The experiment was conducted in the form of a questionnaire among 54 respondents – master students majoring in “011 – Educational, Pedagogical Sciences” of the Mykhailo Drahomanov Ukrainian State University in order to find out their attitude to the current individualisation of independent work and the introduction of tutoring technology. The respondents were offered a Google Forms questionnaire “The current state of individualisation of students' independent work in higher education institutions”, which consisted of 10 questions with possible answers. The results of the experiment showed that modern higher education institutions do not provide adequate conditions for the development of important skills and qualities in students, such as independence, the ability for self-education, self-development, and self-knowledge. It is established that the majority of master's students express their dissatisfaction with the organisation of individualised independent work in higher education institutions, which is due to insufficient attention to their interests, needs, and motives. It is proposed to introduce an integrated form of professional and pedagogical training of future teachers – tutoring technology as an important mechanism for innovating education, which can ensure the openness of the educational and scientific environment. The essence of the educational process under the guidance of a tutor, when a student acts as a tutor on the basis of subject-subject partnership interaction, is revealed. The results of the confirmatory experiment make it possible to further study the conceptual foundations of tutoring as a leading technology for individualising the educational and scientific process. The developed experimental study on the current state of individualisation of independent work in higher education institutions can be implemented at all levels of training of future pedagogical specialists

Sharing the wealth: a proposal for discipline-based repositories of shared educational resources

ABSTRACT This essay proposes a novel approach to developing shared educational resources for higher education. Building on characteristics of successful moves to open access in scholarly publishing, it scopes a network of discipline-based cross-institutional hubs for finding, sharing and reusing educational outputs. As well as creating repositories of content, these pilot hubs would help to create structures and processes that allow scholars to share and reuse educational outputs with confidence. The essay considers the broader scholarly and regulatory environment within which these hubs would sit, possible mechanisms for developing the hubs, and the ways in which a richer shared educational environment might benefit academics and students. It acknowledges the tension between the aspirations of ‘open education’ and the more limited version of shared resources proposed, but suggests that establishing conventions and structures is an important stepping stone towards a genuinely open educational environment.

Химия сабақтарында аралас оқыту технологияларын қолдану арқылы білімгерлердің жеке қасиеттерін қалыптастыру

With mixed learning technology, the content of students’ personal activity in learning is not only knowledge, the following pedagogical conditions are implemented in the organization of training: setting goals, implementing students’ personal qualities and its reflection take place in an open educational environment. The article considers a model of the development of cognitive activity of learning aimed at personal qualities of a person. The development model includes: a new diagnostic tool, its role, content, methods, forms and means of teaching; new criteria for choosing teaching methods: the level of cognitive activity of students and learning conditions in the classroom; polymodal training based on the comprehensive implementation of the principle of visibility, taking into account the individual characteristics of students. The components of methodological support for the organization of individual activities of students during training using mixed learning technology are determined. The set of personal qualities characterizing their interrelation and creative self-realization is revealed. Based on the results of the pedagogical experiment, scientific and practical recommendations were developed for the design and implementation of individual activities of students in mixed learning.

Research on the Construction of Examination System Based on Cloud Storage in Open Education Environment

Research on the Construction of Examination System Based on Cloud Storage in Open Education Environment

Strengthening the Economic Interaction of Information and Communication Technologies in The Innovative Design of Activities of Extracurricular Educational Institutions Using Electronic Educational Resources

The article is devoted to the issues of forming the digital competence of pedagogical workers of educational institutions within the framework of their own professional development program at the place of work. It is noted that the issues of designing and developing electronic educational resources (EER) using modern information and communication technologies (ICT) are actualized in the context of the digitalization of education, the activation of the use of mixed and distance learning technologies in the quarantine conditions of work of educational institutions. The article considers the main approaches to determining the content of the digital competence of teachers; e-learning; the main types of EOR, which form the open educational environment of OZ. ICT tools and methods for building a model of design, creation and use of EOR are defined. Improving the qualifications of teachers within the university is considered as corporate training, therefore, for its implementation, it is proposed to apply the concept of knowledge management by creating a repository of digital educational content. Among the modern methods of EOR design, the CASE technologies, which are based on the use of structural analysis and modeling tools, are considered the most effective. The IDEF0 model was chosen for the functional modeling of the processes of creating a computer-oriented EOR design environment. The description of the basic model "Designing EOR for an open educational environment" is detailed to the required level with the help of decomposition diagrams. The specificity of the EOR design model for an open educational environment is reflected by the functions of researching the current state of the educational environment, developing software modules of the knowledge management system, creating EOR, as well as the actual educational process and professional development. Since the project on the introduction of ICT in health care is synchronized with the process of improving the qualifications of teachers through their involvement in the development and implementation of a certain type of EOR, the proposed model allows the further use of EOR in the educational process. At Rauf Ablyazov East European University (Cherkasy), a project was developed according to the PMBoK standard, the main product of which is an LMS system integrated into the educational process of the university along with specially developed modules, as well as EOR created on its basis.

Comparative Analysis of Animation Education (AE) in Colleges and Universities in Korea

With the development trend of globalization of cultural industry, the Korean government put forward the goal of rejuvenating the country with "cultural prosperity", and opened up a wide range of elite talents and cultural ideas. It is precisely because of this open ideological and educational environment that South Korea has accelerated the development and dissemination of its national cultural industry，Korean animation industry has also been effectively helped and supported in this era. However, looking at the current situation of China's animation industry, the domestic original animation market is depressed, the creative ability and production level of employees are general, the contradiction between the lack of high-quality professionals in the market and the red light of animation employment in Colleges and universities is becoming more and more serious. Based on the comparative analysis of Korean Animation (KA), this paper studies the development of AE model in Colleges and universities in China. This paper discusses and analyzes the open learning methods in KA Education and the comparative analysis of learning methods in Chinese and Korean art education, and gives the improvement suggestions for the development of AE mode. Through the investigation and analysis of the purpose of Chinese and Korean students' learning animation and the learning methods of choosing AE and teaching, for the purpose of learning, most Chinese students account for 71% and 64% respectively for further study or employment development, and only 48% of the students learn animation because of interest; In comparison, 85% of Korean students study animation because of their interest. It can be seen that the different purposes of Chinese and Korean students learning animation also directly affect the AE mode; The proportion of Chinese students' receptive learning style is 71%; The proportion of open learning is 18%, and that of Korean students is only 18%; It can be seen that there are great differences between Chinese students and Korean students in learning methods, and the reform of Chinese AE is imperative.

INFORMATION AND COMMUNICATION TECHNOLOGIES OF DESIGNING ELECTRONIC EDUCATIONAL RESOURCES FOR OPEN EDUCATIONAL ENVIRONMENT IN THE PROGRAM OF ADVANCED TEACHING STAFF TRAINING

The article regards introducing digital competence training for teaching staff in higher education institutions (HEIs) within its own in-service training program. It is assumed that the issues of design and development of electronic educational resources (EER), with using modern information and communication technologies (ICT) are relevant in the context of digitalizing education activities, intensification of the use of blended and distance learning technologies under quarantine. The article considers the main approaches to determining the content of digital competence of the staff; e-learning; the main types of EER, which form an open educational environment in HEI. ICT tools and methods for building a model of designing, creating, and using EER are defined.

Technology “Reading and Writing for Critical Thinking” As a Resource for Developing Students' Self Skills

At a time when the pace of changes in all spheres of human life is increasing and the future is predicted only tentatively, young people have to be prepared for their future life on the basis of analytical and critical thinking. The paper presents an analysis of the main ideas underlying the concept of using the technology “Reading and writing for critical thinking” by teachers in order to form some components of the self- skills competencies in their pupils: self-determination, independence, and self-organization skills. Teachers can use open learning technologies, including the technology “Reading and writing for critical thinking”, to develop these skills in their students. The choice of this particular technology is facilitated by the use of the basic principles of this technology (cooperation, mutual responsibility, rejection of possessing the truth, active communication, reflection), as well as a wide range of strategies and specific methods presented in it. The article also analyses the possibilities of using the technology “Reading and writing for critical thinking” in a tutor’s work. The authors have made an attempt to correlate each technological stage with a certain stage of the tutor’s activity: creation of an open educational environment, implementation of educational navigation, and scaling. The article is devoted to the characteristics of the textual educational environment as a condition of self-skills formation in students within the framework of individual and group tutorials with the use of the technology “Reading and writing for critical thinking”: openness, variability, abundance, lack of structure, provocativeness.

OPEN EDUCATION AS A PHILOSOPHICALLY METHODOLOGICAL BASIS FOR DISTANCE EDUCATION

Over the centuries, humanity's notions and worldview of what education should be have changed constantly in the order it serves both the development goals of society as a whole and the interests and needs of each individual. In the global educational environment, including Latvia, several educational paradigms have emerged and nowadays coexist which often complement each other. Among them, the Open Education paradigm plays an important role, where the main emphasis is on access to education. The aim of the research: to substantiate Open Education as a philosophical-methodological basis for distance education. The results of the research show that the origins of Open Education can be found in the philosophical thought of the Enlightenment era philosophers, as well as representatives of education, culture, and religion. The roots of the Open Education ideas can be traced to the history of distance learning, these ideas developed in close connection with the development of distance education/distance learning theories and their implementation in practice. From the 18th century to the present day, the ideas of Open Education developed and supplemented with new views on the aims, basic dimensions and principles, and functions of education, gaining more larger interpretation of this concept. At the end of the twentieth century, Open Education became the basis for a new educational paradigm in the Postmodernism era not only regarding distance education. Open Education became one of the most important doctrines of Postmodernism in the development of education, according to which the concepts of open education, open educational environment, and open school developed. There are three dimensions of Open Education: space, time, and process. Open Education and distance education have common three basic principles: openness, respect for distance in providing education, and flexibility.

On the state of internal systems for assessing the quality of education in Russian schools: data-driven management perspectives

Introduction. The information policy in the field of education has updated the issue of accounting, processing and use of data contained in open educational environments. Assessment information becomes separate the objects themselves and of the internal system of education quality assessment (hereinafter – IEQAS) begin to be a factor changing the environment and transfer of state orders in educational purpose of the school. Materials and methods. A review of foreign and domestic sources on the problems of data-based quality assessment is undertaken. Developed and tested a questionnaire to identify the factors of updating of current practices IEQAS. The sample of respondents was 228 people. The sample included heads and deputy heads of schools from 34 general education organizations (schools). The sample consists of 12 regions of the Russian Federation. Most of the respondents were interviewed remotely, using the technical capabilities of the website of the autonomous non-profit association "Association of Heads of Educational Organizations". Results. The scientific novelty of the research consists in the substantiation of the actual components of the WSSCO and their interrelation in the process of data-based management. It is proved that the design and organizational culture of IEQAS acts as a resource for working with data. The current state of internal systems for assessing the quality of education in Russian schools can be characterized as progressive, overcoming the inertia of mass declarative control of the quality of education and implementing the idea of data-based management. Discussion. Special approaches to their organization are required in order for the WSSS to function in the designated direction. There should be a transition from mass declarative quality control of education to quality management, taking into account the uniqueness of the school infrastructure and the characteristics of the student body. The prospects are related to the subordination of the IEQAS to the humanitarian methodology, in which the nature of the data is related to the personal trajectories of education.

Research on the Path of Teaching Quality Control in Mobile Learning

This article describes the development history and status of mobile learning at home and abroad, and analyzes the characteristics of openness, fragmentation, team support, interactivity, and diversity of mobile learning in an open education environment, as well as various problems coexisting with characteristics of mobile learning. From the perspective of teaching process control, based on key issues such as user learning behavior control, access control, content control, etc., explore ways and mechanisms for teaching quality control in mobile learning, by using modern information technologies such as information context semantics and information recognition.

Social Networks as a Means of Monitoring Students’ Progress

In the era of the digital educational environment, where each participant of the educational process is actively involved in its development, the Internet and its services have become a popular tool. Open education network tools are defined as ICT tools that ensure the formation and maintenance of network electronic information resources of an open education environment, the implementation of design technologies, and the use of open pedagogical systems. The article aims to reveal methods of monitoring and analyzing students’ learning achievements in higher education institutions using social networks. The main research method was a survey. The article justifies the purposefulness and efficiency of the use of social networks in the process of monitoring and analyzing students’ progress for new learning achievements. The study concludes that the use of social networks for monitoring and analyzing students’ progress ensures the individualization of the learning process and increases the effectiveness of monitoring learning achievements.

Online Course of the Lecturer PersonalizedTraining for Network Educational Activity

Recently, the industry of creating online lecturer courses became very popular. However, despite their significant number, the satisfaction of the trainees of these courses is not very high. The value of online education for practicing lecturers should be associated with personalized knowledge relevant to their professional activities and the possibility of gaining work experience in a modern open educational environment. The ability to professionally carry out distributed-collective activities in teaching children in the context of mass communication and globalization of education are becoming an important component of a teacher’s digital literacy. The experience of implementing the “Mega-class” project in the context of educational clusters, organized by the Academic Department of Informatics and Information Technologies of Krasnoyarsk State Pedagogical University, made it possible to identify significant deficiencies in the lecturer’s professional training for such activities and the need for recursive professional development directly in the process of organizing Mega-lessons. At the same time, the different level of lecturers’ readiness for the network educational activities and a significant range of professional aspirations should be noted.The purpose of this study is to create and substantiate a personalized model of the online lecturer training course for the network educational activities in a digital environment using the example of the Megaclass platform.The idea of creating personalized online courses is associated with the transformation of educational content into a problem-question format for structuring course modules (inverted course). Such a restructuring of educational content makes it possible to change the learning strategy: from the paradigm of “accumulating knowledge for solving problems” to the paradigm of “solving problems by mastering the necessary knowledge”.As a result of the analysis of the types of activities and possible deficits of all participants in the educational cluster in the design and conducting mega-lessons, a model of a personalized online course for preparing lecturers for the network educational activities was proposed. On its basis, the online course “Technology for developing and conducting a Mega-lesson” was developed, consisting of modules that answer the questions: what is a Mega-lesson, how to design an effectively-target model, how to form soft-skills, how to select content, how to design an organizational and activity model of the lesson, how to select the content of the lesson, how to organize the interaction of participants, develop or search for digital resources and services, etc. Training is organized in the process of real professional activity in the design and conducting of Mega-lessons in the educational cluster conditions. The course is hosted on the platform “Electronic University Krasnoyarsk State Pedagogical University named after V.P. Astafiev”, it was tested in training school teachers in the process of preparing Mega-lessons, students of Krasnoyarsk State Pedagogical University named after V.P. Astafiev within the discipline “Methods of teaching computer science”.Conclusion. The proposed method of personalizing an online course allows you to improve its consumer qualities, significantly raise the level of student satisfaction by switching to a learning strategy “from my professional deficits to the necessary knowledge” and the possibility of choosing an individual training route. The materials of the article may be of interest to developers of online courses, as well as lecturers who want to acquire the necessary knowledge and experience in educational clusters, in particular, on the Mega-class platform.

Educational Environment Influence on the Pre-school Children's Social Cognition Development

The impact of the type of educational showed an influence on the social cognition of pre-school children. An essential characteristic of social maturity was meta-cognitive understanding, in which children were capable of social thinking and accepting the opinion and the position of others and demonstrating pro-social actions. The research examined three types of educational environments as “open,” “closed,” and “mixed.” Groups of children of different types of the educational were determined by the presence or absence of a significant criterion - a unique communicative space organized by the teacher - or closed. It revealed the results of twenty-five children who studied in three types of educational environments using the three different techniques like “Pictures,” “Incomplete stories,” and “Clarity.” It showed significant differences in the data on indicators of children's social cognition: semantic perception of a problem situation - perceptual aspect; proposed actions reflecting a strategy for resolving a problem situation - the behavioral aspect, and child's assessment of character behavior is an evaluation aspect. The research also displayed that the most effective type was an open educational environment for developing the social cognition of children.

ОСВІТНЄ СЕРЕДОВИЩЕ УНІВЕРСИТЕТУ: МЕТОДОЛОГІЧНИЙ ДИСКУРС У КОНТЕКСТІ СКЛАДАННЯ МІЖНАРОДНИХ РЕЙТИНГІВ

This article is devoted to the analysis of scientific discourse about possibilities how to use educational environment of the university as a comprehensive system and methodological tool in order to make a rating of Ukrainian universities.Having analyzed scientific studios, they distinguish environmental approach as methodology of scientific and pedagogical research; method of studying personality development through educational environment; theory and technology of indirect- environmental management in the educational process; a tool for diagnosing and evaluation results of educational and pedagogical activities. They found out a tendency to expand the research and thematic field in studying of educational environment. They show the system of research sections about problems of formation and development of educational environments at different levels of the educational system and types of educational institutions.They found out criteria, indicators of methodology of popular world rankings of universities: Shanghai (Academic Ranking of World Universities); British Quacquarelli and Times Higher Education; World Ranking Web of World Universities; Higher Education Evaluation and Accreditation Council of Taiwan and others. They generalized features, achievements and gaps in the process of ranking higher education institutions in Ukraine.They discovered contradiction about the differences between the strategic course of Ukraine’s integration of higher education into the world educational space and evaluation of national achievements and gaps as basic guides which determine the progress towards this goal.In order to eliminate this contradiction it is expedient to introduce phenomena into educational space of Ukraine which are connected with the creation of the open educational environment; methodologies Webometrics: adaptation of rating approaches Times Higher Education.