Pedagogical Analysis Research Articles

Ironic Practices as Pedagogical Tools for Accomplishing Italo Calvino’s Lightness

This essay begins with the premise that Italo Calvino’s Memos serve as a fundamentally educational proposition. Each of his lectures can be regarded as a substantive proposal, encouraging a revaluation of our contemporary world through unconventional forms of knowledge, especially considering the challenges posed by the new millennium. The essay’s central objective is to further the intellectual movement initiated by Calvino, but with a specific focus on theorizing education. It aims not to simply apply Calvino’s principles and insights to education or provide a pedagogical analysis but rather to actively engage with them, fostering educational-philosophical reflections centred around the concept of “lightness”, as identified by the Italian writer. Key questions emerge from this exploration: How can “lightness” be considered an educational quality? Can it serve as a valuable guide for navigating the complexities of contemporary education? Can the notion of “lightness” inspire the creation of new pedagogical languages that resist the instrumentalizing tendencies in education? The essay proceeds to elucidate Calvino’s primary theses on “lightness” while also examining the potential for a productive dialogue between Calvino and Richard Rorty’s ideas on irony, both in public and private dimensions. It illustrates how ironic practices, such as sarcasm, satire, and wit, conveyed through artistic expressions, can embody the essence of “lightness” that Calvino encourages. Ultimately, the essay concludes by reflecting on the pedagogical implications of embracing “lightness” in education, particularly in the affirmative/post-critical and Arendtian sense, as a means of bequeathing a world that genuinely belongs to future generations.

The power of exemplarity in religious education

ABSTRACT Calls for reframing the subject matter of Religious Education in schools include the tricky question of how to select from a world of potentially interesting and relevant material. Pedagogues have long questioned the educational logic that takes so-called substantive knowledge as its starting point and imagines education to follow a linear path from simple to complex. Scholars of Religious Studies have addressed similar questions of how to bring the subject matter to life through taking a more disciplinary orientation , though this approach is problematized by RE’s multi-disciplinary foundations This paper brings together pedagogical and disciplinary perspectives to the question of exemplification in the production of curricular subject matter. Taking as its context RE in schools, the paper assumes the didactic principle that there is considerable difference between putative disciplinary knowledge and school subject matter and that the production of school subject matter requires considered processes of pedagogical transformation and reduction. The paper explores the logic governing this transformation by drawing on the pedagogical analysis of exemplarity offered by Martin Wagenschein alongside the more disciplinary analyses of the place of examples from Jonathan Z. Smith.

Kształtowanie wartości duchowych osobowości w warunkach środowiska społeczno-wychowawczego

Aim: Is theoretical substantiation and experimental verification of the ways of formation of spiritual values of a person in specially organized conditions of the social and educational environment. Methods. To solve the goal, the following methods of scientific research were used : theoretical: the analysis of scientific literature to determine the theoretical and methodological foundations of the research and the implementation of the historical and pedagogical analysis of the problem, to study the semantics of the key concepts of the research; empirical: pedagogical observation, questionnaires, interviews, testing, pedagogical experiment (determining and formative) to determine the level of formation of spiritual values of younger schoolchildren, statistical methods for processing the obtained results. Results. We conducted an experiment. The analysis of the data of the experiment convincingly indicates an increase in the level of formation of spiritual values in the experimental group as a result of the purposeful formation of values and their correction in the conditions of the social and educational environment. Indicators of benevolence, altruism, and harmony with the environment are also telling. This shows that students are more responsible for the tasks assigned to them, and value family and friendships more. Conclusion. As a result of practical pedagogical activity, the stages of correction of a person's spiritual values have been identified. The principles of the formation of spiritual values of a person are defined. The analysis of the data of the experiment indicates an increase in the level of formation of spiritual values as a result of the purposeful formation of values and their correction in the conditions of the social and educational environment. Achieving high results in the formation of spiritual values is determined by a high level of psychological culture, competence, and adequacy of the teacher, which makes it possible to create emotional comfort, increase the activity of students, and optimize their communication skills for creative potential. Originality. The concept of human spirituality is defined. Considered spiritual values as the highest achievements of humanity. The classification of the system of social values is disclosed. The main indicators of a person's spirituality are considered. In the course of the experiment, we used personal creative tasks (both diagnostic and corrective), which can unlock the cognitive activity of the individual. Keywords: spiritual values, personality, culture, abilities, creative potential, social environment,educational environment.

The ideologization of pedagogical education of parents in the USSR (1930s – mid-1950s): historical and pedagogical analysis.

The subject of the research is the study of the ideologization of pedagogical education of parents in the USSR (1930s - mid–1950s). It is argued that family life was subordinated to the institutions of power: education of children in the spirit of communism. Ideologization led to the saturation of the transmitted information with certain material showing the advantage of the Soviet government: a new happy world, a Soviet family, the upbringing of a new person, Soviet pedagogy. The historical and pedagogical analysis makes it possible to identify the peculiarities of the education of parents in the conditions of totalitarianism, to highlight the dangers of the ideologization of education. The author analyzes in detail the books for parents by A.S. Makarenko, M.V. Sarycheva, K.A. Arkin and others. Special attention is paid to the analysis of the nature of work with the family. The following forms of pedagogical education of parents are highlighted: work at school, at the place of residence, parent universities. The main research methods are the study and analysis of normative legal acts in the field of education, upbringing, development of family relations, the works of teachers, psychologists, the magazine "Family and School", books for parents. The novelty of the study lies in the fact that the education of parents is considered in the context of ideological influence. It is shown that in the conditions of a totalitarian regime, in the absence of empirical studies of parenthood, the isolation of the country, the education of parents was ideologized. The ideal family was represented by an economic team with a regime, order, and unquestioning discipline. The forms of work with the family were at the same time the control over the behavior of the family. Ideologization assumed the upbringing of conscious discipline in children and was supposed to develop "correct" parenting techniques from parents and stimulate the ideological growth of the parents themselves, allowing them to counteract Western influences and educate children with the highest qualities necessary in the construction of communism. The result of the ideologization of parents' education was the spread of disrespect for the child, increased authoritarianism of parents, ignoring feelings, and disruption of communication between parents and children.

Development of Football Teaching Program for Xi’an Physical Education University Students

Background and Aim: Xi'an Institute of Physical Education may be faced with problems such as unreasonable teaching settings, outdated teaching methods, and imperfect evaluation systems when offering football courses. To improve these problems, schools should pay attention to the flexibility and individuation of the teaching, strengthen the training and introduction of teachers, explore innovative teaching methods, and establish a perfect teaching evaluation system to improve students' football skills and theoretical knowledge reserve. Materials and Methods: The participants of this research were 29 people through purposive sampling. 5 experts to conduct face-to-face interviews to combine programs for the football model framework. 5 IOC inspection specialists to check the validity of the questionnaire. 19 experts to Delphi consensus modify the program for football model framework. 9 experts for a focus group to determine the program for the football model. In this research, Excel software was used to calculate the data of the IOC inspection specialist result and the data of the focus group. The coefficient of variation (CV) and the median were used as the evaluation criteria for screening factors. Results: The analysis indicated the need for a comprehensive system for teaching soccer courses in higher education. The football teaching model contains 4 first-level elements (pedagogical analysis, teaching development, competition, and orientation), which are further divided into 15 second-level elements and 38 third-level elements. Each component addresses a specific outcome goal, emphasizing teaching and learning situations, teaching construction, competition, and cultivation orientation. The proposed outcome-oriented soccer teaching system provides a comprehensive soccer teaching teaching model that integrates sport-specific skills and life-oriented skills. Conclusion: The model is in line with China's national development goals and the educational principle of building moral character and is expected to bring about changes in soccer education at Xi'an Physical Education Academy and set a benchmark for other provinces.

Data-Driven Strategies for Addressing Challenges in Teacher Placement: A Legal and Pedagogical Analysis for Inclusive Education in South Africa

Teacher placement is a major challenge in South Africa, with limited school placements available for student teachers. This conceptual research studied how data-driven strategies may be used to tackle this problem, with a focus on legal and pedagogical problems to promote inclusive education. The article proposed that the use of data analytics may improve evidence-based decision-making in teacher placement. It focussed on providing equal access to education for all learners. Based on a review of relevant literature and legal frameworks, as well as insights from pedagogical practices and data analytics in education, this study proposed three major concepts for harnessing data-driven techniques to address teacher placement difficulties. The article first stated that an inclusive approach to data collection and analysis can improve equitable access to education, particularly for historically disadvantaged learners. Second, the article emphasized the importance of data privacy and security in the collection and utilization of educational data. Finally, the article underlined the need for ongoing professional development as well as the support of teacher education programs in using data analytics to inform their practice. In general, this article argues that data-driven teacher placement strategies can assist in enhancing efficiency and effectiveness while also addressing socioeconomic inequities and encouraging inclusive education. The article concluded by stating that a more holistic approach to teacher placement that takes into account legal and pedagogical difficulties, as well as data-driven efforts, can lead to more egalitarian and effective education systems in South Africa. Overall, this study adds to the growing body of literature on data-driven education methods and offers a unique perspective on teacher placement in South Africa. Keywords: Teacher Placement, Data Analytics, Inclusive Education, South Africa, Legal Framework.

Jackie McLean "Bird Lives": A Pedagogical Analysis and Application

Abstract: Jackie McLean composed "Bird Lives" in admiration of the legendary alto saxophonist Charlie Parker. First recorded on McLean's 1990 album, Dynasty, featuring the Jackie McLean Quintet, "Bird Lives" is a classic example of the melodic, harmonic, and rhythmic sounds of the bebop era with a contemporary twist. This article provides practical approaches to learning to performing "Bird Lives" so that musicians and listeners of all ages are able to engage in the communal music making experience of the blues and to embrace the deep oral and aural traditions of the jazz idiom. "Bird Lives" presents learners with opportunities to expand their interpretive and conceptual understanding of bebop articulation and chordal substitutions through their improvisation. Whether performed in a chamber group or large ensemble format, the opportunities to swing, improvise, and create freely are limitless. By studying the innovative stylistic aspects of the bebop era through "Bird Lives" young musicians may begin to develop their own personal sound that reflects the most expressive aspects of the jazz continuum.

ГЕНЕЗИС ПРОБЛЕМЫ ФОРМИРОВАНИЯ СОЦИАЛЬНОЙ АКТИВНОСТИ ПОДРОСТКОВ В ПОЛИКУЛЬТУРНОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ ШКОЛЫ

In the article, the authors consider the relevance of the development of the concept of "social activity" in the context of multiculturalism of modern education and the need for a multicultural educational environment in school. The research purpose is to study the problem of the formation of social activity of adolescents in the multicultural school educational environment. The authors conducted a comparative analysis of the concept of "educational environment", depending on various methodological approaches to the study of the educational environment. Sociological, pedagogical and psychological approaches to the study of this topic are reflected and scientifically substantiated. Based on existing methodological approaches and the results of numerous studies, the authors present the historiography of the problem of the formation of social activity of adolescents in a multicultural educational environment, and have identified four periods. The historical and pedagogical analysis allowed the authors to show the evolution of the problem of fostering social activity of adolescents in the multicultural school educational environment, thereby determining the direction of further research and practical work in this area. Key characteristics and components of basic concepts have been highlighted. The paper contains numerous authors’ interpretations of the definition of "social activity". It is noted that the common feature in the research of the phenomenon of social activity is a purposeful, conscious, motivated impact of personality on society.

«Патриоттық мәдениет» ұғымының мәні

In this article, the idea is formulated by studying the works of scholars and philosophical, psychological, and pedagogical analysis of various concepts in determining the essence of the concept of "patriotic culture". In the research work, based on the works of scholars the concept of "patriotic culture" can be considered as a multifaceted concept in the modern world. This concept is formed in the consciousness of mankind as the highest level of love through civic duty, preservation of national unity, a sense of responsibility for one's people, country, understanding of history, culture and native language. Human consciousness develops through a system of spiritual values, so it is necessary to form a patriotic culture among the younger generation. That is why now, in the transition to spirituality, patriotic culture is becoming relevant and socio-cultural significant at the state level. The patriotism inherent in the younger generation will gradually be filled with ideological, civic content and will become not only a moral, but also a moral and political quality. The only reason why an independent country occupies a worthy place in the global civilization - this is a patriotic culture. Attention was drawn to the concept of patriotic culture, as well as scientifically analyzed and studied from a theoretical and practical point of view in order to determine its full essence. Human in its spiritual development can become a patriot when he/she absorbs ideas, feelings of patriotism and consciously turns them into a spiritual need. Therefore, in order to form a patriotic culture that occupies a place in his/her spiritual world, it is necessary to define the essence of the concept of "patriotic culture". And this concept is based on culture. Culture is a set of spiritual and material values created and performed in the process of creative activity of mankind, reflecting the achieved stage in the historical development of society.

PEDAGOGICAL ANALYSIS OF THE CONCEPTS OF “STRESS” AND “DISTRESS” IN THE CONTEXT OF ONCOLOGICAL DISEASES

PEDAGOGICAL ANALYSIS OF THE CONCEPTS OF “STRESS” AND “DISTRESS” IN THE CONTEXT OF ONCOLOGICAL DISEASES

Research on the Application of Internet+-based Blended Teaching Mode in English Grammar Teaching

Abstract Emerging from the advancements of the Internet+ era, the blended teaching mode synergistically combines online and offline methodologies, thereby fostering innovative pathways for the enhancement of English grammar instruction. The architecture of a hybrid model for English grammar teaching is presented in this paper that seamlessly integrates digital and traditional educational practices. We structured the implementation of this model through a three-part framework: initial pedagogical analysis, development of teaching resources, and design of teaching practices. Our approach involves extracting English grammar data from the Baidu Encyclopedia and authoritative grammar texts, followed by the construction of an English grammar knowledge graph utilizing a BiLSTM-CRF method for grammar entity extraction and a BERT-BiLSTM-Attention model for delineating grammar relationships. We assessed the accuracy of extracting grammar concepts and validated the effectiveness of our blended teaching model through a combination of student self-assessment, peer reviews, and instructor evaluations. Statistical analysis of self and peer assessments reveals that 50% of the evaluated questions scored above 4.0, with the average peer assessment exceeding 3.90. These findings underscore that the blended teaching approach is not only well-Received by students but also significantly enhances their overall language competencies.

«ПАРАДОКС ИНДОКТРИНАЦИИ» И ОПЫТ ПЕДАГОГИЧЕСКОЙ ИНТЕРПРЕТАЦИИ ТЕКСТОВ Л. ВИТГЕНШТЕЙНА

Based on a comprehensive analysis of the discussion about indoctrination in the English-language philosophy of education, the author identifies main forms of involving the theoretical concepts of L. Wittgenstein’s philosophy into it. The theoretical basis of the study was the idea of the need to search for the foundations of pedagogical ideas and ideas in philosophical discourse. The author sees the pivot of today’s ongoing discussion in the “paradox of indoctrination” formulated by C. Macmillan, which points to the contradiction between the need for uncritical acquisition of the principles of rational cognition and the requirement to substantiate beliefs rationally. Macmillan’s argument, based on a reference to L. Wittgenstein’s texts, allows us to see how the language theory is adapted to solve a pedagogical problem. In his later texts, Wittgenstein insists on a special logical role of absolutely reliable judgments, which cannot be evaluated as true or false, and serve as the basis for subsequent participation in language games. Their initial acquisition is accomplished by training and carries all the formal signs of indoctrination. The author of the article draws attention to the inconsistency of the formulation of the paradox of indoctrination with Wittgenstein’s key point on the inapplicability of the practice of rational substantiation to absolutely reliable statements. It is also argued that the logical impossibility of substantiating basic statements of the language cannot be the basis for the legitimation of indoctrination in education. Attention is focused on the key point for the philosophical and pedagogical analysis of Wittgenstein's texts – the obligatory unification of initial language acquisition and logical later participation in language games in a single process of human education. In conclusion, the author defines the prospects for discussing the problem of indoctrination, pointing out the possibility of interpreting interaction with culturally significant objects as having the least educational potential.

Riflessione epistemologica, analisi pedagogica e prospettiva intergenerazionale

This contribution, without any claim to exhaustiveness, focuses on the relationship between epistemological reflection, pedagogical analysis and intergenerational perspective. What does it mean to inherit in education? Does learning (also) mean inheriting? Pedagogy is called to interpret the multiple meanings underlying intergenerational relationships, which can be harbingers of unprecedented and fecund flowerings of the humanum.

La formazione fra creatività ed emergenze

The following considerations give an account of the discussion which took place within the board of the SIREF, in the light of the intellectual and spiritual legacy that Professor Umberto Margiotta left us. And it is on this basis that we acknowledged the great thematic context of Meta-cognition as central, both in pedagogical analysis and in educational practices in general. This, in turn, brings to our attention, as an epistemic consequence, the issue of methodology, postulated in its quality as normative epistemology. It is, evidently, a theoretical-methodological scenario that mirrors its heuristics on Education, which today, more than ever, requires us to face its difficult emergencies with renewed creativity. It is precisely around the issue of creativity that we have identified the imaginary as an educational field of study. The imaginary intercepts all the challenges of the contemporary world: its dramatic drifts as well as its magnificent opportunities. All of this takes place in the light of an epistemological diaphanization of the instances of the contemporary and of its guidelines, and then of a metacognitive proposal.

Pédagogie, pédagogies: perspectives philosophiques, historiques et pratiques contemporaines pour les sciences de l’éducation en France

In France, the emergence of the science of education at the end of the 19th century, and of educational sciences as a university discipline in 1967, is consubstantial with the discipline’s interest in pedagogical analysis. This article presents the three main areas in which pedagogy is studied in France today: a first domain of research related to philosophy and sociology, a second field of research focusing on the history of pedagogies and pedagogues, and a third trend dealing with the study of contemporary pedagogies.

L’analisi pedagogica come oggetto. Spunti di riflessione della comunità scientifica fra teoria e prassi

The essay discusses the reasons behind the decision to hold a conference at the Collegio Ghisleri, Pavia, on 27 May 2023 and to publish in this journal the dossier that originated from this event, which was an occasion for exchange and discussion. The underlying idea was to gather together representatives (Presidents or their delegates) of national and international scientific societies, especially Italian and French, as well as researchers from different European countries (especially Italy, France and Germany) and from different scientific-disciplinary fields in order to put pedagogical analysis at the center of the debate as a subject of study, along with its impossible and hypercomplex objects, which are the result of constant transactions that necessarily take us beyond the institutional scientific-disciplinary boundaries. A problematization of the epistemic territory between theory and practice thus emerges, also starting from the dossier’s red threads and key themes.

Эскапизм и видеоигровая аддикция у подростков

<p>The article analyzes the problem of the formation of video game addiction in adolescents with a tendency to escapism. Escapism is considered as a predictor of video game addiction in adolescents in the information society, the motivation to escape from the fear of a trivial life and everyday difficulties in the virtual worlds of cyberspace. The study involved students of the Agricultural College of the city of Tula from 16 to 18 years old in the amount of 98 people. The purpose of the article is to provide a psychological and pedagogical analysis of the personality characteristics of adolescents that influence the formation of an addictive behavior model in relation to computer games. To achieve the goal of the study, the following psychological tools were used: the Thomas A. Tucker test (adapted by I.A. Konygina), the General Scale for Problematic Internet Use-3 (GPIUS-3) (A.A. Gerasimov, A.B. Kholmogorova), test "Scale for assessing the level of reactive and personal anxiety" Ch.D. Spielberg (adapted by Yu.L. Khanin), a questionnaire to identify the approximate time spent by teenagers on video game content, the test "Methodology for measuring the level of escapism" (T.N. Savchenko, O.I. Teslavskaya, E.V. Belovol, A.A. Kardapoltseva). The conducted study allows us to conclude that the parameter "escapism" is significantly correlated with the parameters "anxiety", "the degree of formation of a video game addict", as well as the time spent by a teenager on gaming content. There is a significant correlation of escapism with the parameter "negative consequences" from a computer game. It is worth noting the absence of a significant correlation between “flight” and “preference for online communication”. The results of the study are considered by the authors in the context of solving the problems of preventive work with adolescents implementing an escapist strategy of behavior, preventing the development of video game addiction. The obtained empirical data confirm the expediency of taking into account the personality characteristics of adolescents in the psychological and pedagogical prevention of video game addiction in adolescents</p>

Methods and Means of Developing Academic Talent of Students in Universities of the PRC

In the article, a psychological and pedagogical analysis of the theoretical aspect of the development of academic giftedness of students in universities of the People's Republic of China is carried out. The purpose of the article is to characterize the methods and means of developing students' academic talent in Chinese universities. An extensive list of research methods is used to study this aspect. Some of these methods include the analysis of historical sources, comparative analysis and synthesis. Results. Academic giftedness of students is a high level of intellectual development (ability to quickly and deeply absorb knowledge, ability to analyze information, draw logical conclusions and solve problems, developed memory, attention and imagination); persistent motivation to study (persistent interest in knowledge and new research, desire for independent learning and development, ability to set goals and achieve them); creative abilities (ability to generate new ideas and find non-standard solutions, ability to see a problem from different perspectives, developed creativity and originality of thinking); emotional intelligence (ability to understand and manage one's emotions, ability to establish communication with other people, developed empathy and compassion); leadership qualities (the ability to lead people and organize work; the ability to accept responsibility and take the initiative; developed communication and organizational skills. The structure of academic giftedness of students is a complex and multifaceted system that includes the following components: cognitive (intelligence, cognitive abilities, memory attention, thinking), motivational (cognitive motivation, achievement, interest in learning, dedication), creative (creativity, originality, flexibility of thinking, imagination), emotional (emotional intelligence, self-regulation, empathy, stress resistance), personal (leadership qualities, responsibility, independence, initiative). The Chinese experience shows that it is necessary to continue the development of theoretical foundations, as well as practical approaches to the creation of methods and means of developing the academic giftedness of students in Chinese universities. Conclusions. The education system of academically gifted students in the universities of the PRC includes early identification and support, testing, programs for gifted students, supportive environment, scholarships and grants, mentoring, innovative approaches to learning, cooperation with other countries and development of personal qualities such as creativity, critical thinking and leadership skills. Features of the educational content and teaching methods of gifted students include the introduction of accelerated learning and «expansion» and «enrichment» courses of the program; growing role of effective teaching methods and modern technologies in the development of students' academic abilities. Universities in China take different approaches to teaching students who have academic ability. These include traditional forms of learning such as lectures, seminars and practicals; innovative forms of education, such as problem-based learning, project-based learning, case methods, distance learning; interactive forms of learning such as discussions, role-plays and research. The use of modern information technologies, such as virtual laboratories, online libraries, and social networks, is an important component of the development of academically gifted students in Chinese universities.

DIGITAL MOBILITY OF THE FUTURE SPECIALIST: CURRENT TRENDS

The article raises the issue of the mobility of social relations and individuals throughout the digital transformation period. The study aims to investigate the content and essence of the mobility phenomenon, the specifics of the expert’s professional mobility, the causes and consequences of changes in the interpretation of mobility in the context of digitalization and digital transformation of modern society; features, advantages and challenges arising in light of the expansion of digital mobility in professional and social life. The following methods were used in the research: philosophical, sociological, psychological and pedagogical analysis, synthesis of interdisciplinary approaches to the study of the content, essence and directions of development of the “mobility” category, a professiographic approach to the specification of the professional mobility concept, methods of adaptation and conceptualization to identify challenges and dangers, related to the spread of digital mobility. It has been determined that mobility is a complex interdisciplinary category that can be characterized in broad socio-economic and narrow personal contexts. It has been found out that the theory of mobility has evolved significantly in its development, expanding from the primary focus on movement between social groups to a deeper analysis of social space and various aspects of the individuals’ living. The individual’s professional mobility as a type of social mobility and such a relevant component of it as digital mobility has been emphasized. Spatial, temporal and contextual dimensions of digital mobility have been analysed. In a broad sense, digital mobility is defined as the process of digitization and integration of mobility management systems to achieve strategic goals, as well as the creation of optimized networks for more efficient information transmission. A specialist’s digital mobility is defined as the ability to work effectively and develop in a rapidly changing digital landscape including flexibility, technological competence, and openness to learning and adapting to the digital environment. The phenomenon of digital nomadism has been pointed out and briefly described as a promising model of digital mobility for the labour market in the near future. The most critical challenges associated with the widespread digital mobility to all spheres of current professional life have been identified, including digital inequality, the digital gap between generations and social groups, manipulative management of digital data, digital parkourism, digital stupidity, digital addiction, etc. To solve these and related problems, some strategies have been proposed. These are ensuring data protection and confidentiality of information in the organization and outside it; increasing the level of digital literacy among employees, forming digital competence and digital culture; establishing a balance between real and digital professional life; reducing workers’ reliance on technology by encouraging activities that do not require the use of digital devices and supporting digital awareness initiatives; developing an organization’s policies that govern the use of digital technologies, with particular attention to ethics and security. It has been concluded that there is a need to develop several measures, both at the level of the global socio-economic community and at the individual organization, which will ensure the availability of digital mobility services for those employees who experience digital alienation and/or digital divide, as well as the formation and development of a digital competence in citizens.

INNOVATIVE METHODS OF UPBRINGING PROCESS MANAGEMENT IN SECONDARY EDUCATION INSTITUTIONS (IN UKRAINIAN CONTEXT)

The authors substantiate the need for the development and application of modern scientific and theoretical approaches in education management, updating the principles, forms, and methods of management activities that correlate with the requirements of the New Ukrainian School. Scientific approaches (humanistic, competence-based, systemic, axiological, acmeological, environment-based), which define a set of research principles and methods, as well as design the conditions for the implementation of innovative methods of managing the education process, are identified as the leading ones within the scope of the study. Modeling of innovative methods of managing the educational process of a secondary education institution based on a functional approach was carried out. A complex of innovative management methods that ensure the implementation of functions diagnostic, prognostic, planning, organizational, control, pedagogical analysis, coordination and regulation is highlighted. It is proven that the management of the educational process will be effective if the use of innovative methods is considered as a subsystem that is consistent with the defined educational problem of the school, the selection of methods of influence, interaction, adequate to this problem, if it corresponds to the capabilities of the institution. The result of the empirical study shows that the rate of coordination of the actions of various educational institutions, the informal approach to conducting educational activities has significantly increased; motivation in the activities of class supervisors (emergence of interest in the original, creation of conditions for self-realization) increased; democratic relations deepened, the right to resolve issues, opportunities to become a leader of student self-government bodies improved.