Organization Of Educational Process Research Articles

The Forms of Organization of an Inclusive Educational Process for Teaching Computer Science

Currently, the process of improving the education system is actively underway in our country. Along with solving everyday problems, systematic measures are being taken to ensure that children have equal opportunities for all. The article considers the forms of organization of the inclusive education process in teaching computer science to schoolchildren. The experience of inclusive education poses a number of problems for secondary schools and teachers. These problems include the organization of lessons in an inclusive classroom, the choice of the form of education for children with special educational needs, as well as other issues of the organization of the educational and educational process. The article presents ways to solve the above problems. The importance of research in the field of organizing training in the context of inclusive education is due to the need to develop a flexible education system, taking into account the individual needs of students. The modern education system offers two interrelated forms of education for children with special educational needs, this is an inclusive form of education that allows you to directly participate in the life of a comprehensive school and home education, in which an individual training program is developed. The article considers the possibility of using the capabilities of internet services in the implementation of these forms of education.

Оrganization of physical education for students in the distance learning settings

The article provides information on the peculiarities of the organization of physical education process for students in the distance learning settings. Methods: analysis and generalization of scientific and methodological literature and documentary materials, pedagogical research methods (pedagogical observation), physical activity assessment methods, and methods of mathematical statistics. The study was conducted at the Kyiv National Economic University. The study involved 48 first and second year male students. Certain shortcomings in the organization of physical education process in a distance learning format were emphasized. A decrease in the degree of student satisfaction with the physical education process was identified, which occurred due to a number of shortcomings of distance learning, namely, a decrease in the effectiveness of education as a result of a lack of practical knowledge and skills, a lack of live communication, undeveloped motivation, and an insufficient level of theoretical training. Furthermore, the difficulties in mastering the proper technique of exercises without special sports equipment were identified. It was found that the level of physical activity of students further deteriorated during the distance learning period. Recommendations were developed to increase the effectiveness of the organization of the physical education process during the distance learning period, which included interactive learning, keeping an electronic health journal, using a wide base of video lessons with accessible and interesting types of physical activity for students with different levels of fitness.

DISTANCE LEARNING FOR UKRAINIAN SCHOOLCHILDREN UNDER THE CONDITIONS OF MARTIAL LAW: ORGANIZATIONAL ASPECT

The article reveals the features of the organization of distance education in secondary school of Ukraine under the martial law conditions. The essence of the problem faced by the education system is presented, including the inability to provide full-time learning process due to the destruction of educational institutions and safety threats to the schoolchildren. The authors justify the thesis that distance education in Ukraine has nowadays changed its status from a possible option to the priority mode of the educational process organization. The presentation of the research material is based on the following points: analysis of the current legal framework for the implementation of distance education in schools; the analysis of the most common supportive tools, distance learning resources, platforms for methodical support of educators, and practical recommendations on the distance learning organization. The authors carry out the analysis of the already existing and functional projects designed to provide methodical support to Ukrainian educators, detailing the features of the functioning of the "All-Ukrainian Online School", "All-Ukrainian Schedule", the essence of the "Quality of Education" project, etc. It is concluded that the Ukrainian government is working on various organizational aspects of the distance learning implementation paying attention to the importance of restructuring the calendar and thematic planning of education process, the need to organize distance learning in an educational institution within a single educational platform, the peculiarities of knowledge acquisition in synchronous/asynchronous modes of teaching. Selected organizational issues relate to clarifying the psychological conditions of knowledge acquisition in the distance learning format, and the importance of establishing communication with parents. In today's conditions, Ukrainian distance learning provides various supportive online tools for both educators and students. However, along with this, there are issues that await their further resolution, in particular: the technical aspect of the organization of distance learning under the conditions of martial law; the need to increase the digital competencies of all participants in the educational process; and the importance of providing methodological assistance to teachers regarding their work in a distance format.

Challenges and advantages of distance learning in art institutions of tertiary education

The purpose of the work is to highlight the peculiarities of the organisation of the distance learning process, to justify the current need and importance of distance learning, and to structure its weaknesses and strengths. The research methodology consists in the application of theoretical and empirical methods, namely the analysis and synthesis of scientific works of the authors on the study issue; the method of visualisation of research findings, review-analytical, description, comparison methods enable revealing the importance and role of distance education. The scientific novelty of the article lies in the expansion of theoretical knowledge and practical skills of distance learning in art institutions of tertiary education, focusing on features and development prospects of distant learning. The comprehensive comparative analysis of distance education in art institutions of tertiary education has been carried out. It has been established that the considered form of distance learning is regulated by documents with access to public information. The main tasks that can be solved using the distant format have been defined. Conclusions. This study proved the effectiveness of the use of distance education in the field of education on the example of the National Academy of Culture and Arts Management. The advantages and disadvantages of distance education have been considered. The organisation of distance (online) education in art institutions of tertiary education has been outlined. Attention is focused on the main factors that must be taken into account to achieve a high professional level in the educational process. The list of the legislation of Ukraine which regulates and ensures the organisation of the distance educational process has been described. Keywords: distance learning, disadvantages of distance learning, quality of education, technologies of distance learning.

DEFINITION OF THE CONCEPT OF EDUCATIONAL NETWORK DISCOURSE: DEFINITION OF THE CONCEPTS OF “EDUCATIONAL DISCOURSE”, “SCIENTIFIC DISCOURSE” AND “EDUCATION NETWORK DISCOURSE”

The article is devoted to distinguishing a new discourse - the educational network, which is a completely new unit that has not been studied before, from traditional scientific and pedagogical discourses and its characteristics according to the classical established scheme of structuring discourses. In the modern world of digitization and automation of various processes, science and education do not stand aside, and the teacher is at the forefront of changes - scientific and pedagogical discourses undergo not only formal, but also qualitative changes, which are caused by the search for new educational paradigms and concepts, principles and approaches to the organization of educational process, as well as methods, forms and means of teaching students, the introduction of technological innovations that will contribute to the improvement of the quality of foreign language philological education. All this could not fail to fundamentally change the structures of these discourses and lead to the formation of new ones. The purpose of the study is to separate the educational network discourse into a separate structural unit. The task: to analyze the online “life” of Ukrainian educators and, based on this research, to describe the structure of educational network discourse.The object of the study is the educational network discourse, and the subject of the study is the definition of the main differential features inherent in any discourse. The actual material is a collection of materials on social networks “Intagram”, “Facebook”, “YouTube”, “TikTok”. In total, more than 500 pages of both well-known and notable figures in the Ukrainian educational space (the official pages of I. D. Farion and O. M. Avramenko) and little-known ones have been processed. Among the general scientific methods, analysis, synthesis, induction, deduction, observation were used, in particular not included (observation of official pages); descriptive. The scientific novelty of the study lies in the fact that it is the first attempt to study the educational network discourse, which is widely represented in today’s society. Therefore, the educational network discourse is not purely institutional, but is an argumentative, informational, socially ritual institutional-household mediated type of discourse.

Готовы ли российские вузы к экспорту образования?

The article substantiates the necessity to hold regular research of the foreign students’ and trainees’ opinion about the degree of their satisfaction with the conditions of study in Russian higher educational institutions. The criteria to assess their satisfaction degree with the study conditions have been highlighted. The results of research held in 2021 have been provided, the main difficulties and issues the respondents are facing have been described. The organizational aspects of study in Russian higher educational institutions attracting foreign students have been defined. The issues of studies during the restrictive measures caused by COVID-19 have been raised, and the acceptable forms of educational process organization during the pandemic have been presented. The expressed proposals of the respondents to improve the conditions of the educational services provision have been systematized.

DYNAMICS OF AMBIVALENT ASSESSMENT OF THE HIGHER EDUCATIONAL PROCESS DURING COVID–19 (THE CASE OF THE STUDENT PRAGMALINGUISTIC SURVEY)

The ambivalent nature of the higher educational process was clearly manifested during the COVID–19 pandemic. Such an organization of teaching process generates new cognitive learning model, thus being the relevance of this study.
 Purpose. It is aimed at identification of students’ verbal ambivalent behavior and function to the new learning format over two time periods in dynamics: 2020-2021 and 2021-2022. The scientific novelty of the study is to establish students’ ambivalent assessment of the educational process in terms of COVID–19. This assessment was proved experimentally during the survey.
 Materials and methods. Materials of research are written recorded responses received from students during pragmalinguistic survey at the university. The following research methods were used: survey, lexico-semantic, pragmalinguistic experiment, as well as quantitative and interpretive methods.
 Results. The pragmalinguistic survey gives a detailed analysis of appraisal vector over the two reference groups: the survey of the first period has changed significantly compared to the second period. All 167 respondents showed ambivalent reactions, the first group demonstrates positive-negative ambivalence, while the second group shows negative-positive ambivalence. Thus, the ambiguous, diametrically-opposed attitude of students to the educational reality from the ambivalence research approach was established.

Challenges of Educational Migration at the Present Stage

According to the Federal Project «Russia is an attractive country for studying and working», by 2030 the number of foreign students should increase by 1.5 times compared to 2021. In recent years, higher education educational institutions of higher education have made significant progress in attracting foreign students on average, their annual growth in the number of foreign students in Russian universities in during the last previous three years has beenbeing about 6 % per year. The attraction ofAttracting foreign students in recent years has been associated with serious challenges: the pandemic and quarantine restrictions (2020–2021), the forced transition of universities to distance learning (2020– 2022), the transformation of the geopolitical situation, the allocation of the category of unfriendly countries, the rejection of the Bologna format of the organization of the educational process organization. These factors have also left their mark oninfluenced the admission campaign of the 2022–2023 academic year. The authors of the articlethis paper aim to at identifying the key problems of internationalization of education internationalization in modern conditions. We propose fundamentally new managerial and legal solutions for the development of educational migration developmentat a qualitatively new level. The empirical basis of the study was a university international services employees’ survey of employees of international services ofpoll universities and the official statistics of international and Russian organizations. The main research methods are formal legal and comparative legal. The article may be useful tomight be of use for the employees of educational authorities, uni versity management, employees and of university international services of educational institutions of higher education, for university managers, and for international education experts in the field of international education.

Ярослав (Павло) Нємец: помолог та освітянин — забуті сторінки чесько-української історії (до 180-річчя від дня народження)

Goal. To conduct a scientific-historical analysis of the life and creative ways of Ya.Y. Nemets, to generalize his creative achievements on certain issues of horticulture, pedagogical science, and organization of educational and research processes on the Ukrainian territory. Methods. General scientific (analysis, synthesis, induction, and deduction), historical (problem-chronological, comparative-historical, personification, biographical). Results. The reasons were established for the emigration of Ya.Y. Nemets to the Russian Empire. The main stages of his life and creative destiny were determined. It is proved that Ya.Y. Nemets contributed to the establishment and development of leading institutions of secondary education in the Ukrainian lands in the 19th century — Odesa, Rivne, and Vinnytsia real schools. He was a recognized method teacher, and the author of manuals for teaching the basics of drawing and drawing for secondary schools, which contributed to the further development of pedagogical thought in Ukraine. Ya.Y. Nemets made an expedition to the North American continent to study industrial horticulture and published the first monograph on this topic in the Russian Empire, creating a scientific basis for further study of the field. Conclusions. Ya.Y. Nemets, a Czech by origin, made a lot of efforts to develop the socio-cultural space of Ukraine in the second half of the 19th century, working as a teacher, organizer of the educational process, scientist, and public figure. For 33 years, he worked in the educational field, improving the pedagogical process, and adjusting the material and technical equipment of educational institutions. Ya.Y. Nemets was one of the organizers of agricultural research in Ukraine in the 19th century, having established his pomological garden. He is the author of the first in the Russian Empire analysis of the horticultural industry of the USA and Canada. Close contacts of Ya.Y. Nemets and Czech specialists contributed to the integration of domestic specialists into the European scientific space.

ОСОБЛИВОСТІ ВИХОВНОЇ РОБОТИ В УМОВАХ ВОЄННОГО СТАНУ

The article analyzes the main directions of organization of the educational process under martial law and substantiates the need for other content and approaches to educational work. The main direction should be provided without the pecal component of personal health, creating conditions for its physical, mental, social and spiritual well-being. It is stated that during the war, a school becomes a center that allows children to receive not only knowledge, but also psychological and pedagogical support, not to lose their sense of belonging to the community. Therefore, it is extremely important to flexibly approach the organization of the school and set up the educational process, so that it is comfortable for children and teachers. The organization of educational class work with the with the help of an active use of modern technologies is analyzed. It is caused by staying on distance learning for a long time. The main provisions of methodological recommendations on the organization of educational work during martial law and methods of forming the features and qualities of the «Ukrainian winner» in terms of the war of the Russian Federation against Ukraine are summarized: moral stability, endurance, willpower and firmness of spirit. It is emphasized that a lot of time should be devoted to work in asynchronous mode: communication in instant messengers, students performing exercises and tasks involving psychological unloading, techniques for resolving emotional state, etc. Therefore, the planning and organization of educational work should be carried out taking into account the martial law, challenges and threats. Special attention should be paid to the organization of individual work with emotionally vulnerable students, as well as to taking care of the most possibly stable psychological state of the teacher in difficult martial law conditions. Key words: organization of educational process, educational work, martial law, security actions, psychological, pedagogical support.

ОПИТУВАННЯ ЗДОБУВАЧІВ ВИЩОЇ ОСВІТИ ОСВІТНЬО-ПРОФЕСІЙНОЇ ПРОГРАМИ «ЛОГОПЕДІЯ. СПЕЦІАЛЬНА ПСИХОЛОГІЯ» В УМОВАХ ВОЄННОГО СТАНУ

In connection with many unforeseen changes caused by military events in Ukraine: the occupation of the city of Berdyansk by the Russian military; the temporary transfer of the BSPU to the city of Zaporizhzhia to the territory controlled by Ukraine; due to the forced leave of teachers and others, the content of the internal system of ensuring the quality of education at the educational and professional program «Speech Therapy. Special psychology» of the first (bachelor's) level of HE. The article is about polling of students of educational and professional program of «Speech therapy. Special psychology» in BSPU in the conditions of the state of a war. The author of the article developed, researched and characterized the content of the questionnaires «Learning in the educational and professional program «Speech therapy. Special psychology» in the conditions of martial law», «Evaluation of the procedure of organization and conduct of the final certification using information and communication technologies in the conditions of martial law» for applicants of HE in the specialty 016 Special education. 228 persons among the student of specialty 016 Special education participated in these two polls. Based on the results of polls of students of educational and professional program «Speech therapy. Special psychology» which was conducted the workgroup of the program developed and implemented the steps to improve an organisation and content of educational process at the educational and professional program in the conditions of the state of a war. This contributed to the improvement of the organization and content of the educational process at the educational and professional program «Speech Therapy. Special psychology» in the conditions of martial law, establishment of an effective educational process, preservation of the contingent of applicants for HE in this specialty, and also made it possible to work out certain mechanisms of work in unpredictable situations, in particular, such as war. Key words: rolling, students, educational process, the state of a war.

Peculiarities of organization of educational process during marcial law in Ukraine.

Peculiarities of organization of educational process during marcial law in Ukraine.

THEORETICAL AND METHODOLOGICAL ASPECTS OF ONTOLOGICAL MODELING OF INFORMATION-ANALYTICAL SYSTEM OF SCIENTIFIC PERSONNEL TRAINING

The development of science and education is now exposed to a huge impact of such civilizational challenges as: climate change, which is due to global warming, excessive and unjustified consumption of material goods, environmental pollution; pandemic COVID 19 and the emergence of new diseases and as the quintessence of human irresponsibility and callousness, activation on a global scale, and in Ukraine in particular, hybrid wars against universal values. This situation causes a massive shift to a remote format of the organization of scientific and educational (research) process, including the training of scientific personnel in higher education institutions and research institutes, using certain networked information and computer technologies and systems.
 Therefore, the purpose of the study, the current results of which are presented in the article, is to study the problems of applying the methodology of building information-analytical systems (hereinafter – IAS), in particular digital IAS, and to substantiate the basis and highlight in this context the main aspects of creating an ontological model of scientific personnel training (hereinafter – SPT) system as part of a single information space of scientific education. The author raises the problem of the need to apply transdisciplinary methodology of building digital information-analytical system of scientific personnel training in higher education institutions (hereinafter – HEI) and research institutes (hereinafter – RI) of Ukraine in a distance. Particular attention is paid to the ontological modeling of IAS components of the relevant organization of effective scientific and educational (research) process. Also basic definitions of the ontological approach to the training of scientific personnel disclosed. The article considers certain requirements for the design and functioning of intelligent educational systems and programs that provide adaptive information-analytical support of scientific personnel training on the basis of transdisciplinary, system, competence and ontological approaches. The analysis of a certain base of sources (researches and publications) is given. Thus, the methodological basis for building a digital information-analytical system in the specified context is presented and certain fragments of its ontological model are proposed. The presented approbation of applied aspects of the author's research is in the ascertaining stage. Subsequent results of analytical-synthetic and formative stages of the presented doctoral research are passing into the phase of experimental verification and the obtained data will be made public in the following publications of the author.

Analysis of communicative barriers in the educational process under lockdown

The mass introduction of distance learning into the educational process during the COVID-19 pandemic, which was previously used only in the form of individual educational technologies, determined the relevance of the chosen research topic. Radical changes in the system of educational process organization have led to the emergence of new communication barriers that negatively affect the effectiveness of the learning process. The purpose of the study is to analyze these barriers. The objectives of this study are to identify new communication barriers in the educational process, as well as to determine the factors influencing their appearance. The study was conducted using the methods of classical and comparative analysis; a survey was also conducted in the form of a questionnaire using the Google Docs platform. The authors came to the conclusion that the distance education format required from the participants of the educational process a long period of adaptation, which is currently far from being completed. The main communicative barriers associated with the transition to the distance format of work are technical, organizational, communicative- psychological and substantive. Meanwhile, the number of communication barriers and the degree of their manifestation depends, among other things, on the educational model implemented in the university.

Peculiarities of the implementation of the principles of the education of the future analysis of the main dilemmas

Recent trends in the development of education demonstrate the need for gradual changes in this area in Uzbekistan. The direction of transformation, which is needed in the sphere of educational organization, determines the need to borrow foreign, especially European experience. The established problems have been on the margins of attention of researchers, which further emphasizes the relevance for further interpretations and discussion. The article aims to analyze the main dilemmas (in the example of Uzbekistan) related to the chosen path and the peculiarities of implementing the principles of education of the future. It should be noted that consideration of the main objectives also implies addressing the issues of important practices of the educational process organization, in particular in the sphere of school and university education and education for sustainable development. The main methods used in the work were: comparativistic, method of abstraction, deductive-axiomatic method, concretization. The results state that today for Uzbekistan the convergence of the national education system with the European models is relevant. Important elements are the introduction of a credit-module system of training, and the beginning of the application of continuous education for sustainable development with new paradigms aimed not only at memorizing the material but also - on the development of critical thinking. New benchmarks for the educational system should become STEM, a change of curricula, and training systems for pedagogical professionals. In conclusion, it is noted that the key principle for the development of future Uzbek education is Eurocentricity. The latter is aimed at the formation of a modern specialist with creative, leadership skills and developed critical thinking.

PRESCHOOL EDUCATION IN UKRAINE: NEW REALITIES AND PERSPECTIVES

This article is devoted to the problem of organizing the educational process in pre-school educational institutions during martial law, the introduction of which in Ukraine has affected all spheres of human life. Changes are in the educational sphere, especially the pre-school one. The author has analyzed the current state of the problems of organization of the educational process, an analysis of the current regulatory documents, characterized the conceptual apparatus of the investigated problems, focusing on the strategies of organization of the educational process in pre-school educational institutions. The relevance and lack of elaboration of these issues is presented.In the war children of preschool age belong to the most vulnerable category of the population. Being in trouble, in a constant state of stress, the child is deprived of normal conditions for development and education. Through the feeling of anxiety, tension, fear, and unrecognizability the process of full socialization of the child is hampered. Children who are forced to be displaced from the zone of active fighting face the problem of social adaptation while staying in a new social environment. The author characterized organizational and methodological principles of pre-school education functioning in the new realities of peculiarities of psychological support of children and parents, paid attention to the key aspects of children’s socialization. The article offers effective solutions for organizing the educational process in children’s homes during military and military time; providing psychological support to children, teachers, and parents; and organizing the educational process. Analyzed the types and channels of communication with participants in the educational process during the state of war resources to ensure the educational process, including distance, mixed and full-time, gave a detailed description. Valuable for the research is the author’s forecast of the priority areas of Ukraine’s preschool education development during the war and post-war period.The material presented in the article is intended for pedagogical workers, scientists, as it contains useful information about the educational process organization in pre-school educational institutions during the war period.

PECULIARITIES OF THE IMPLEMENTATION OF THE PRINCIPLES OF THE EDUCATION OF THE FUTURE ANALYSIS OF THE MAIN DILEMMAS

Recent trends in the development of education demonstrate the need for gradual changes in this area in Uzbekistan. The direction of transformation, which is needed in the sphere of educational organization, determines the need to borrow foreign, especially European experience. The established problems have been on the margins of attention of researchers, which further emphasizes the relevance for further interpretations and discussion. The article aims to analyze the main dilemmas (in the example of Uzbekistan) related to the chosen path and the peculiarities of implementing the principles of education of the future. It should be noted that consideration of the main objectives also implies addressing the issues of important practices of the educational process organization, in particular in the sphere of school and university education and education for sustainable development. The main methods used in the work were: comparativistic, method of abstraction, deductive-axiomatic method, concretization. The results state that today for Uzbekistan the convergence of the national education system with the European models is relevant. Important elements are the introduction of a credit-module system of training, and the beginning of the application of continuous education for sustainable development with new paradigms aimed not only at memorizing the material but also - on the development of critical thinking. New benchmarks for the educational system should become STEM, a change of curricula, and training systems for pedagogical professionals. In conclusion, it is noted that the key principle for the development of future Uzbek education is Eurocentricity. The latter is aimed at the formation of a modern specialist with creative, leadership skills and developed critical thinking.

PECULIARITIES OF THE IMPLEMENTATION OF THE PRINCIPLES OF THE EDUCATION OF THE FUTURE ANALYSIS OF THE MAIN DILEMMAS

Recent trends in the development of education demonstrate the need for gradual changes in this area in Uzbekistan. The direction of transformation, which is needed in the sphere of educational organization, determines the need to borrow foreign, especially European experience. The established problems have been on the margins of attention of researchers, which further emphasizes the relevance for further interpretations and discussion. The article aims to analyze the main dilemmas (in the example of Uzbekistan) related to the chosen path and the peculiarities of implementing the principles of education of the future. It should be noted that consideration of the main objectives also implies addressing the issues of important practices of the educational process organization, in particular in the sphere of school and university education and education for sustainable development. The main methods used in the work were: comparativistic, method of abstraction, deductive-axiomatic method, concretization. The results state that today for Uzbekistan the convergence of the national education system with the European models is relevant. Important elements are the introduction of a credit-module system of training, and the beginning of the application of continuous education for sustainable development with new paradigms aimed not only at memorizing the material but also - on the development of critical thinking. New benchmarks for the educational system should become STEM, a change of curricula, and training systems for pedagogical professionals. In conclusion, it is noted that the key principle for the development of future Uzbek education is Eurocentricity. The latter is aimed at the formation of a modern specialist with creative, leadership skills and developed critical thinking.

The principles of a personality-oriented educational process organization at a university

The paper identifies the place of the problem of personality-oriented education in modern scientific discourse and substantiates the importance of personality-oriented education as a pedagogical tool for educational process organization at a university that provides an optimal combination of interests of an individual, society and the state in terms of development of a students personality as a person and a professional. The multidimensional nature of the problem of a personality-oriented educational process in higher education is shown, an important aspect of which (problem) is the definition of principles of a personality-oriented educational process organization at a university. The meaning of the term principle is specified in the context of pedagogical knowledge. The principles of its implementation adequate to the content of personality-oriented education are revealed and it is substantiated that the principles of implementation of personality-oriented education at a general educational institution and a university are not identical and have specific features. The principles of personality-oriented education and the principles of personality-oriented education developed by scientists are given. The possibility of implementing the principle of the transition of values for oneself into values for another and the principle of the moral and ethical orientation of the educational process at a university is substantiated. The content of these principles is supplemented and their essence is revealed as the principles of organizing a personality-oriented educational process in higher education. The essence of the principle of the transition of values for oneself into the value for another lies in the teachers orientation both to the actualization in their own value sphere of consciousness of values based on the corresponding concepts of morality, their implementation in the educational process, and to the development of the concepts of morality among students, which, directing his thought to another person, including the teacher, to his acceptance, to the recognition of his dignity, etc., and being endowed with meaning, take on the meaning of values moving in the space of relations between the teacher and a student. The essence of the principle of the moral and ethical orientation of the educational process lies in the orientation of the teacher to the development of the concepts of morality, through the prism of which he perceives and interprets pedagogical situations that arise in interaction with students who direct the teachers thinking to search for values that unite him and students when achieving goals and are the criteria for the implementation of the teacher's reflection of pedagogical situations that arise in the educational process of the university.

EXPERIENCE IN THE ORGANIZATION OF THE EDUCATIONAL PROCESS IN THE MEDICAL UNIVERSITY DURING THE WAR IN UKRAINE

The article summarizes the students' learning experience, which was developed by the efforts of the entire staff of the medical university during the war. The high-quality educational activity involves the organization of a continuous educational process under the condition of complete safety of all participants of this process, which can be ensured by using synchronous and asynchronous educational modes. A necessary component of professional training is the acquisition of practical skills and communication skills of students, which was carried out in the project "Summer school for consolidation of practical skills". As part of the cooperation between universities in the implementation of the principle of academic mobility of students, students from other higher education institutions participated in the project.