Higher Educational Institutions Of Ukraine Research Articles

MOTIVES AND INTERESTS OF STUDENTS IN PHYSICAL EDUCATION

The article presents the results of a study of students' motives and interests in physical education, which play a key role in forming of an active lifestyle in young people and affect their health, psychological well-being and social relationships. A literature review and an anonymous survey of 222 students from various Ukrainian higher educational institutions were conducted to identify the main reasons why young people engage in physical activity. The results of the study showed that the most significant motivations are students' desire to improve their physical condition (71.6%), improve their health (59%) and commitment to exercise (69.8%), which indicates the importance of physical education for improving physical condition and overall wellness. It is also noted that physical activity has a positive effect on psychological health, in particular, it reduces stress, improves mood and energy levels, and helps to increase self-confidence. Special attention is focused on social aspects: physical education promotes the formation of new social relationships and improves communication skills through participation in team sports and competitions. In addition, students note the impact of classes on self-realisation, discipline and self-control, which indicates their importance for personal development. Although such motives as the desire to receive positive grades (43.7%) and to build a beautiful figure (33.3%) are less significant, they also play a role in the overall motivation of students to participate in physical activities. The importance of developing effective physical education programmes aimed at satisfying the various students' requirements has been proved, which will help increase their physical activity and overall health.

MECHANISM OF CIVIL-LAW REGULATION OF RELATIONS FOR THE PROVISION OF PAID EDUCATIONAL SERVICES BY HIGHER EDUCATION INSTITUTIONS IN UKRAINE

The paper defines the specifics of the mechanism of civil-law regulation of relations for the provision of paid educational services by higher education institutions in Ukraine. At the same time, civil-law regulation is understood as a special legal influence on the behavior of participants in public relations, that are included in the subject of civil law as a branch of law. Special legal influence on the behavior of participants in relations on the provision of paid educational services by higher education institutions in Ukraine is carried out through a system of certain legal means, among which in the most general form one can distinguish: civil law norms, personalized individual acts of an autonomous nature (including contracts), personalized individual acts of a power nature (acts of application of law). However, the said civil-law influence cannot occur automatically. In this case, a certain mechanism for carrying out civil rights should be used, the functional purpose of which is to ensure the realization of the powers that make up the content of said rights, and the fulfillment of relevant subjective duties. It has been found that in order to characterize the mechanism of civil-law regulation of relations with the provision of paid educational services by higher education institutions in Ukraine, it is important to take into account the systemic and logical interrelations that exist between the norms of civil law enshrined in various normative legal acts. And this is directly confirmed in the current legislation, in particular in Art. 2 of the Law of Ukraine «On Higher Education», which directly states that «the legislation on higher education is based on the Constitution of Ukraine and consists of the laws of Ukraine «On Education», «On Scientific and Scientific-Technical Activities», this Law and other normative legal acts, international treaties of Ukraine concluded in the manner established by law». It has been substantiated that all the norms of law aimed at civil-law regulation of relations with the provision of paid educational services by higher education institutions in Ukraine should not contradict the general principles of civil legislation defined in Art. 3 of the Civil Code of Ukraine, since they are the basic construction that allows civil law to function as a system of norms of law.

Legal regulation of education in Ukraine. Part 6: Features of admission to higher education in Ukraine

This article examines the legal issues of regulating the access of citizens of Ukraine to higher education of the third educational and scientific degree (doctor of philosophy) in the paradigm of international acts, the Constitution of Ukraine, the Laws of Ukraine, and Resolutions of the Cabinet of Ministers of Ukraine in the field of education. This is related to the existence of certain legal conflicts in the education sector, which arose as a result of the ambiguity and imperfection of the legislation of Ukraine on education, which the Ministry of Education and Science of Ukraine uses to illegally restrict the access of citizens of Ukraine to higher education of the third educational and scientific degree. Taking into account the requirements of the Constitution of Ukraine, the Universal Declaration of Human Rights of the United Nations, and the Convention for the Protection of Human Rights and Fundamental Freedoms, the article presents the results of a study of the peculiarities of the application of the provisions of the relevant legislative acts in the field of education (with all changes and additions introduced as of September 1, 2024), namely the Law of Ukraine “On Education” (dated September 5, 2017, under No. 2145-VIII), the Law of Ukraine “On Higher Education” (dated July 1, 2014, under No. 1556- VII) and the “Procedure for Training Candidates for Higher Education Degrees of Doctor of Philosophy and Doctor of Sciences in institutions of higher education (scientific institutions)”, approved by Resolution No. 261 of the Cabinet of Ministers of Ukraine (dated March 23, 2016). At the same time, the research is mainly focused on the peculiarities of applying the above­mentioned legislative acts to determine the differences in the conditions of access to free and paid education and the established legitimacy and feasibility of certain elements of such conditions. Principally this concerns the introduction by the State of Ukraine of unified professional exams and other tests (with the use of external independent evaluation) as a condition for access to the next stage of tests, namely, entrance exams and other tests for admission to study introduced by higher education institutions of Ukraine. That is, the legality of establishing a two-level system of competitions and entrance tests for those who wish to obtain a higher education of the third educational and scientific degree (doctor of philosophy) on a paid basis (i.e., at their own expense or the expense of non-state grants and scholarships) is being considered. The article is the sixth one within the cycle of studies in which the peculiarities of access of Ukrainian citizens to higher education in martial law conditions are addressed.

PECULIARITIES OF THE FUNCTIONING OF DOMESTIC ELITE INSTITUTIONS OF HIGHER EDUCATION

The article provides a theoretical and practical analysis of the problem of the formation and development of elite higher education in Ukraine. In the context of the specified problem, the authors singled out: trends in the activity of educational institutions in the conditions of a full-scale invasion of Russia; factors of increased interest of researchers in studying the problem of elites, elite thinking, elite educational institutions; growth trends of private educational institutions in Europe and Ukraine.An analysis of different approaches to the interpretation of the concepts of "elite", "private school", "alternative educational institutions", "elite education", "elite university", etc. is offered. The authors proposed a description of different types of private schools, in particular, elitist, denominational, compensatory, conjunctural, national and alternative models. The article presents the classification of private schools (preschool, primary, day, non-formal, with moderate and high tuition fees, with historically developed traditions and modernity, etc.), and highlights their characteristic features.A comparative analysis of research and elite universities was partially carried out, and the characteristic features of a research university were singled out and characterized (the multi-functionality of the institution, the presence of a system of training specialists with a scientific degree, a wide selection of specialities and specializations, the formation of an intellectual environment around the university, a competitive and selective approach to the selection of students; the presence of corporate ethics, etc.). The article focuses on the specific characteristics of elite universities (autonomy, compactness, own traditions, small numbers, etc.), highlights the most significant factors of the emergence and development of elite higher education institutions in Ukraine (growing demand of the population for appropriate education, creation of an appropriate educational environment, expanded network of social provision of the most gifted students, etc.).

CHATGPT IN FOREIGN LANGUAGE TEACHING AND ASSESSMENT: EXPLORING EFL INSTRUCTORS’ EXPERIENCE

The paper presents the results of the first stage of the research into the specifics of ChatGPT application in assessment development for English as a Foreign Language (EFL) courses. The article aims to investigate the perceptions of English language teachers regarding the utilization of ChatGPT in their teaching and assessment practices obtained through a survey in order to establish the degree of their familiarity with the possibilities of ChatGPT for teaching a foreign language and the mechanics of AI-generated test tasks design. The participants are mostly experienced English language instructors, affiliated with higher education institutions in Ukraine, the EU and the USA. Findings reveal varying levels of respondents’ confidence in ChatGPT's functionalities. A considerable proportion of educators appeared to be either unfamiliar with ChatGPT or possess limited knowledge of its capabilities. Hesitancy in implementing ChatGPT in teaching practice primarily stems from a lack of guidance as to its effective utilization closely followed by academic integrity concerns. However, educators who have employed ChatGPT recognize its potential as an assistant in lesson planning, content creation, task design, and assessment, especially for vocabulary, grammar, and writing. Despite acknowledging the tool's benefits, respondents express reservations about ChatGPT-generated tasks’ accuracy for assessment purposes. Challenges include the need for meticulous proofreading, issues with biased information, and insufficient task complexity. Nonetheless, overall satisfaction levels among educators implementing ChatGPT range from moderate to high, substantiating its value in foreign language teaching. Thus the survey stage of the research revealed the growing interest in ChatGPT’s potential for foreign language teaching and assessment among Ukrainian and international EFL and ESP instructors and underscored the need for guidelines and recommendations to create effective ChatGPT-generated test tasks. Future research will develop criteria for evaluating ChatGPT-generated tasks, provide prompt design guidelines, and formulate ethical policies for AI in assessment, addressing educators' concerns and

Концепція організації комплексного управління громадськими формуваннями у сфері освіти і науки в україні

In the post-war period, the revitalization of the national economy in general, as well as in sectoral and regional terms, becomes a priority. The efforts of state authorities, local self-government bodies, politicians, and the scientific and educational public should be involved in this process. For this purpose, the author’s team classified the most important areas of public activity in education, science, and management of these associations, including public academic formations, scientific schools operating at higher educational institutions of Ukraine, trade unions, educational and scientific associations, etc. The development trends of these public associations at the current stage have been determined. The article examines the role and place of educational and scientific public associations in the system of state administration in retrospect and in perspective in the post-war period. Their functional characteristics are given. Based on the generalization of the experience of their functioning, the analysis of scientific interpretations in this field, the expediency of the organization of management of these educational and scientific structures is substantiated, the author’s definition of complex management of the means of the united coordinating body (Association, Assembly, Council, etc.) is formulated. The concept of organizing complex management of public formations in the field of education and science in Ukraine in the post-war period is proposed. A well-founded scheme and organizational mechanism for reviving the scientific and educational industry are proposed. The proposed approach makes it possible to assess the system’s economic efficiency by applying unique economic-mathematical and expert research methods. Undoubtedly, integrating these approaches and tools can lead to positive results. The study of the peculiarities of the implementation of civil initiatives in modern Ukraine shows the growth in the number of such initiatives, which is a sign of the strengthening of the organizational capital of civil society both in modern and post-war Ukraine. Keywords: concept, education, science, integrated management, scientific school, public academic formations, public scientific association, university, society, public initiative, legislative initiative, state structure.

Organizational and legal basis for the participation of higher education institutions of Ukraine in the implementation of the state’s anti-corruption policy

The present paper reveals the organisational and legal framework for participation of higher education institutions of Ukraine in the implementation of the state’s anti-corruption policy. Based on the analysis of current legislative and subordinate legal acts on combating corruption in Ukraine, as well as legislation on education, the author highlights the legal capabilities of higher education institutions in terms of implementing national anti-corruption policy measures. It is determined that higher education institutions shall organise educational and awareness-raising campaigns with anti-corruption content, carry out activities to ensure the integration of anti-corruption topics into the content of higher education, work to form an attitude of intolerance to corruption in all its manifestations among students, introduce their own forms of activity to cultivate respect for corruption whistleblowers, implement measures to eradicate corruption risks in the internal activities of educational institutions and participants in the educational process, prevent conflicts of interest in the field of education and science, etc. The author proposes the classification of anti-corruption measures initiated and implemented by higher education institutions at the local level. In particular, such measures, depending on the specifics of the subject matter, are grouped into several groups: measures to create and introduce special educational components on anti-corruption into the educational process, organisation of special scientific research on the most pressing issues of anti-corruption and participation in targeted grant programmes on the prevention of corruption, development, adoption and implementation of local regulations on anti-corruption, introduction of a position of a responsible person for anti-corruption activities, and establishment of a special unit for anti-corruption activities. The author substantiates the existing organisational and legal problems of ensuring a high level of efficiency higher education institutions’ participation in the implementation of the state’s anti-corruption policy. In particular, these include legal uncertainty of the criteria and methods for assessing the effectiveness of higher education institutions’ participation in the state’s anti-corruption policy, insufficient legal regulation of preventive anti-corruption measures taken by higher education institutions in the academic environment, and the lack of algorithmisation of the introduction of foreign experience in anti-corruption activities of foreign academies and universities into national practice. The author substantiates the expediency of creating a special international inter-academic platform for borrowing the best foreign experience of anti-corruption activities among participants in educational processes.

SPECIFIC FEATURES OF THE SYSTEM OF PROFESSIONAL TRAINING OF FUTURE FOREIGN LANGUAGE TEACHERS IN GERMANY

The structural dynamics of socio-economic life in most countries of the world creates new requirements for the organization of the educational process of future teachers. In this context, the analysis of the structure, content and organizational features of the system of professional teacher training in European countries is of great importance for the higher education environment of Ukraine. The study is devoted to the analysis of the characteristic features of professional training of future foreign language teachers in Germany. Research methodology. The study used logical-semantic, structural-logical and system-functional methods. Scientific novelty. The functionality of the higher education system in the professional training of future foreign language teachers is determined. It has been established that in Germany, professional competence is acquired by potential teachers in different types of educational institutions, including general higher education schools, universities, higher pedagogical schools and specialized colleges. It is substantiated that the studied training system in Germany is characterized by certain specifics. Attention is focused on the potential of modern information technologies in the process of professional training of foreign language teachers, innovative possibilities of digital optimization of the studied educational process in the context of Germany are highlighted. The article describes trends in the field of improving the content of education at universities, which demonstrate a shift away from narrow specialization and the revival of compulsory training for students of all specialties. Conclusions. It has been established that the active implementation of the experience of leading European countries in the system of professional higher education in Ukraine necessitates systematic professional development of the scientific and pedagogical staff of higher education institutions of Ukraine. It is proved that in the process of standardizing the system of professional training of foreign language teachers in accordance with the requirements of the Bologna Process, a special role is given to the awareness of the optimal structure, content, organizational paradigm of the higher education environment of European countries.

ECO-TRANSFORMATION OF HIGHER EDUCATION INSTITUTIONS AS A PREREQUISITE FOR SUSTAINABLE RECOVERY OF UKRAINIAN REGIONS

The directions of eco-transformation of higher education institutions as an important factor in ensuring the sustainable recovery of the regions of Ukraine are examined in the article. The research is devoted to determining the essence and key aspects of eco-transformation in the university environment, taking into account the importance of its influence on the economic, social, and ecological development of regions. A review of foreign experience and modern practices implemented in green universities, including their positions in global sustainability rankings, implemented technological innovations and educational programs, is carried out. Special attention is paid to the role of ecologically oriented universities in the sustainable recovery of the regions of Ukraine and the strategic directions of ecological transformation of higher education institutions. The role of distance learning and digital innovations in the processes of eco-modernization is defined. Modern challenges and prospects of eco-transformation within the national educational system are highlighted. Conclusions about the importance and necessity of eco-transformation of higher education institutions of Ukraine for the sustainable recovery and development of regions are formed.

Genesis, current status, and prospects for the development of the institution of negotiation in Ukraine

As of 2024, the use of alternative dispute resolution is becoming increasingly relevant caused by the complicated access to justice due to martial law. The purpose of this study was to analyse the historical experience of using negotiations in Ukraine from the Middle Ages to the present day and to identify the vectors for further development of this institution. Both general scientific and special scientific methods were employed: formal legal and comparative legal methods. It was found that the term “negotiation” can be used in several meanings: 1) the process of reaching an agreement; 2) the stage of court proceedings; 3) the stage of mediation, conciliation, or other methods of alternative dispute resolution; 4) a separate method of alternative dispute resolution. As the times of Kyivan Rus, the Ruska Pravda prescribed an analogue of negotiations – the replacement of blood revenge with a payoff; in the 16th-century Lithuanian statutes, the negotiation process was called “unity”. The “Rights by which the Little Russian people are judged” of the mid-18th century defined two forms of documents drafted as a result of negotiations: a conciliation agreement (without the participation of mediators) and a conciliation verdict (with the participation of mediators). During the Soviet era, legislation tended to establish the right to judicial protection depending on the previous use of alternative dispute resolution. However, since Ukraine’s independence, this trend has changed, and the law now prescribes the right of everyone to choose how to protect their rights. Further vectors for the development of the institution of negotiations in Ukraine may include the introduction of various types of platforms for remote participation in the negotiation process, as well as the development of the legal framework towards detailing negotiation procedures. The findings of this study can be used in teaching disciplines of the historical and legal cycle in higher education institutions of Ukraine, as well as for further forecasting the development of this institution and its improvement

Philosophical and Psychological Foundations of Social Responsibility and Ethics

The topic of the paper was the philosophical and psychological foundations of social responsibility and ethics, and the subject was the component composition of social responsibility and ethics in the philosophical and psychological context. The purpose of the article was to empirically clarify the philosophical and psychological foundations of social responsibility and ethics. The research methodology included the following steps: the development of a questionnaire containing clarification of the features of social responsibility and ethics in a philosophical and psychological context; formation of a sample of students of higher educational institutions of Ukraine; collection of results using Google forms; mathematical calculation of the obtained results; formation and characteristics of groups of students in accordance with the peculiarities of the perception of social responsibility and ethics as a philosophical and psychological phenomenon. The structure of social responsibility and ethics includes ten components: cognitive; worldview; axiological; behavioural; sensual; communicative; social; cultural; national; historical. It is shown that behavioural features and socio-cultural background are the most important for the formation of social responsibility and ethics, sensory and communicative features, as well as the historical basis, are the least important. For a clearer understanding of the peculiarities of the studied phenomenon, a cluster analysis was carried out. It was revealed that variants of the interpretation of social consciousness and ethics can be divided into four clusters: the form of manifestation of individual behaviour; a form of manifestation of socially determined behaviour; form of manifestation of individual consciousness; a form of manifestation of social consciousness. The results obtained are the first step towards analysing the phenomenon of social responsibility and ethics. The following research ideas are related to a comparative analysis of the understanding of social responsibility and ethics by representatives of different social, age and national groups.

IMPLEMENTATION OF THE COMPETENCE-BASED APPROACH: METHODOLOGICAL RECOMMENDATIONS FOR HIGHER EDUCATION IN UKRAINE

The article is devoted to the analysis and development of methodological recommendations for the successful implementation of the competence-based approach in the higher education system of Ukraine. The authors describe the main aspects of the competency-based approach, its advantages, features of implementation, as well as possible obstacles and challenges that may arise during its implementation. The article discusses the key principles of the competency-based approach, such as the active role of the learner, focus on competence development, integrated, individualised learning and assessment of acquired skills. Methodological advice is provided on the organisation of the educational process, the choice of methods and techniques, as well as the assessment of learning outcomes. It is established that the transition to learning with a focus on key competencies is an important step in preparing students for life in the modern information and globalised world, where the ability to adapt, analyse and solve problems is critical. 'Based on the author's analysis, recommendations for the practical application of the competence-based approach in the educational process of higher education institutions in Ukraine are given. The study is an important source of information for teachers, educators, researchers, administrators of educational institutions and other participants in the educational process who are interested in modernising and improving the quality of higher education in Ukraine through the implementation of a competency-based approach. The practical value of this study lies in the possibility of practical application of its results to form an objective view of the implementation of the competence approach in modern higher education.

DIGITAL EDUCATIONAL ENVIRONMENT IN THE PANDEMIA CONTEXT: THE STUDENT AUDIENCE INTENTIONS

The article presents the features of digitalization of the educational process of higher educational institutions in Ukraine and describes the impact of the COVID‑19 pandemic. It was revealed that modern global challenges have become a powerful impetus for effective innovations in the field of education. In particular, the COVID‑19 pandemic created a unique opportunity for the unprepared introduction of digital technologies into the educational process, and with the beginning of the war in Ukraine, the digital format of education became almost the only opportunity to obtain higher education. In the context of the digitalization of the educational process, distance education has become increasingly widespread, specializing in the provision of educational services using the use of modern information and communication technologies in education. Scientific research has identified the advantages of distance learning in higher educational institutions in Ukraine, including temporal, geographical, psychological, ergonomic, etc. Discussive issues that arise in the process of organizing distance learning are highlighted, related to the need for high internal motivation of higher education applicants, technical shortcomings, problems of identifying applicants, lack of live dialogue with the teacher, lack of digital competencies, etc. Factors that negatively affect the quality of implementation of digital learning technologies in higher education institutions have been identified. It was found that thanks to digitalization, the educational process has become more personalized, mobile, accessible, and flexible.The article substantiates the need to create a digital educational environment in the conditions of informatization and digitalization of education. Approaches to substantiating the essence of the digital educational environment are defined, and the conditions for its creation are indicated to improve the quality of educational services. The advantages of the digital educational environment include providing educational opportunities for all participants in the educational process equally; mobility of learning (variation of time and place of study); implementation of continuous education throughout life; training applicants for higher education, students of courses and professional retraining programs according to designed individual educational programs; consumption, use, and development of electronic educational resources. It has been established that the conditions of the digital educational environment make it possible to develop a certain electronic basis for the development of the cognitive and creative activity of higher education applicants and teachers, which accompanies the continuous dynamic formation of a system of knowledge and competencies, which is the basis for managing andensuring the quality of the pedagogical process and educational services. We see the prospect of further scientific research in the studio for digitalization of the educational process.

Recognition of prior learning in higher education institutions of Ukraine

Recognition of prior learning in higher education institutions of Ukraine

INTERACTIVE TECHNOLOGY USAGE IN THE FUTURE TRANSLATORS’ TRAINING AS A PLEDGE OF SUCCESSFUL INTERCULTURAL INTERACTION

The article considers the issue and expediency of organizing interactive training in the process of future translators’ training for intercultural interaction in Ukrainian higher education institutions. The article aims to investigate and define the essence and specifics of interactive technologies in the educational process; to establish the conditions for their use in forming the professional identity and skills in the training of translators as specialists in intercultural communication. The research used content and terminological analysis, comparison, classification, and modelling methods. It has been proven that interactive learning is of crucial significance to the high-quality professional training of translators; it has highlighted its positive impact on preparing future translators for cross- cultural communication in their professional activities. The concept, essence, and specifics of interactive technologies in the educational process have been investigated and defined. The criteria for selecting interactive technologies according to the educational conditions have been identified. It has been determined that the peculiarities of the subject, the nature of the study material, the time allocated for studying the material, the general preparedness level of the learners, and the educational institution’s resources should be taken into account. It has been established that most interactive methods are most effective with a small number of participants. Classifications and interactive teaching methods that effectively contribute to the professional competence of future translators have been examined. The conditions for the successful use of interactive methods in forming the professional identity and skills in the training of translators as specialists in intercultural communication have been defined. It has been established that the application of interactive methods will contribute to forming a comprehensive understanding of the future profession among future philologists. The significance of the cultural aspect in translation activities has been outlined, ensuring acquisition of a set of knowledge and skills necessary to enhance the communicative culture of future translators. The article considers four groups depending on the course purpose and the forms of organizing educational activities of those who study: interactive technologies of cooperative learning, technologies of situational modelling, interactive technologies of collective and group learning, and technologies for working out discussion issues. Some of the most common interactive learning methods in the future specialists’ training in higher education institutions, the following were highlighted: dialogic-discussion (dialogue-conversation, dispute, debate), interactive (brainstorming, round table, role-playing game, online seminar-forum), practical (exercises, blitz tournament, creative works), and situational ones (problem situations, situational exercises, cases). Their usage has been analysed in conducting specialized disciplines of philology students. It has been argued that that thanks to the use of interactive methods it is possible to activate cognitive processes, increase the speed of obtaining and processing information; develop the ability to analyse difficult situations and prevent their occurrence, which in the future will form readiness for making important decisions in professional activities. Several advantages of interactive learning have been substantiated, and the effectiveness of interactive methods in improving the level of professional competence of future translators has been proven. Following European educational standards, labour market requirements, and modern realities, the necessity of implementing interactive technologies in translator training for the successful modernisation of the educational process in the domestic higher education system has been demonstrated. It has been concluded that interactive teaching methods have significant advantages compared to traditional teaching methods, primarily in terms of their impact on the professional and personal development of future translators, as well as their understanding of the theory and practice of intercultural interaction.

Training of future accountants in higher education institutions of Ukraine

Training of future accountants in higher education institutions of Ukraine

Foreign Practices of Application of Innovative Forms and Methods of Learning in the Educational Process

The article examines the most common methods and forms of education that are used in the educational process of higher education institutions in American and European countries for the formation and development of competencies and defines the main requirements for pedagogical technologies; problems in the educational field due to the increase of scientific and technical information and the introduction of innovative technologies are considered. The experience of using innovative forms and methods of learning in the practice of higher education institutions, which occupy the first positions of the international ranking of universities by QS World University Rankings, is analyzed; the current state of functioning of distance education in foreign HEIs was investigated; the types of the American model of the creation of integrated educational and scientific associations, in which educational innovations have the greatest productivity, are singled out, their impact on the quality of education is revealed; the prospects of using positive international experience in the implementation of educational innovations in the field of education of Ukraine are outlined. On the basis of the conducted research, recommendations have been prepared regarding the conditions under which the successful organization and design of the educational process will take place in higher education institutions of Ukraine by means of innovative pedagogical learning technologies.

Youth migration during war: Triggers of positive aspirations and preservation of human resources in Ukraine

Russia’s full-scale invasion of Ukraine has become an existential challenge and a trigger of the migration crisis. The study aims to identify migration intentions of youth and factors for the preservation of the young population in Ukraine (a case study of university youth). The study conducts a sociological survey using a Google Forms questionnaire. The sample was formed by the method of three-stage selection: (1) quotas for the share of undergraduate and graduate students; (2) the higher education institutions in Ukraine were selected by the criterion of the number of students and specialties; and (3) field of knowledge. The sample size is calculated based on the resampling method and included 2,200 people from all regions in Ukraine (except Donetsk, Luhansk, Zaporizhzhia, and Dnipropetrovsk oblasts). The study reveals that 10% of students plan to go abroad in the near future before graduation, 30% plan to stay in Ukraine only if the socio-economic situation improves after the end of the war, and 28.3% plan to migrate after graduation. The reasons for positive migration aspirations among students are socio-economic and security issues (14.9% can find a job abroad in the short term, 11.1% see the lack of further prospects in Ukraine even after the end of the war). Monitoring of youth migration processes across two vectors – current volumes and potential aspirations – can serve as an information and analytical basis for the development of a new vision of the country’s migration security strategy to preserve human resources in Ukraine.

МОНІТОРИНГ СТАНУ СФОРМОВАНОСТІ СОЦІОКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВЧИТЕЛІВ АНГЛІЙСЬКОЇ МОВИ (КОНСТАТУВАЛЬНИЙ ЕТАП ПЕДАГОГІЧНОГО ЕКСПЕРИМЕНТУ)

The article describes the monitoring of the state of formation of sociocultural competence of future foreign language teachers of higher education institutions of Ukraine. The socio-cultural competence of foreign language teachers was divided according to 12 indicators which we will combine into 3 groups: 1) motivational and value criterion: the level of motivation to carry out socio-cultural activities; the level of intrapersonal need for the formation of sociocultural competence; the level of attitude towards the cultural realities of native and foreign-speaking countries; 2) informational and cognitive criterion: the level of knowledge of future foreign language teachers about the national and cultural features of the foreign-speaking country; level of awareness of sociocultural competence; the level of familiarity with the norms of behavior in a foreign language environment; level of sociability; level of communicative control; 3) activity-behavioral criterion: the level of interpersonal interaction with representatives of different cultures; the level of reflection abilities; the level of reflexivity of the individual; the level of development of social skills. The results of the ascertaining stage of diagnosis of the formation of sociocultural competence of future foreign language teachers at the beginning of the experiment are demonstrated. The degrees of the level of indicators of socio-cultural competence formation are determined: high, sufficient, basic and initial. Key words: sociocultural competence, pedagogical experiment, future teachers, foreign languages, diagnostic methods, higher education institutions, monitoring

УПРОВАДЖЕННЯ ІНКЛЮЗИВНОГО ПІДХОДУ ДО НАВЧАННЯ В ЗАКЛАДАХ ВИЩОЇ ОСВІТИ УКРАЇНИ: ВИКЛИКИ ТА ПЕРСПЕКТИВИ

The issue of inclusion is particularly relevant in today's context, both globally and in Ukraine. Although the topic of inclusion is receiving a lot of attention in Ukraine today, inclusive education for people with disabilities in higher education institutions is not currently regulated by law, and therefore remains at the level of innovation and individual practice of a particular higher education institution. This is the reason for the relevance of this research, which aims to analyse the challenges of inclusive education in higher education institutions in Ukraine and draw conclusions about the prospects and methods of implementing this approach at the current stage of development of Ukrainian society. The purpose of this article is to analyse the existing approaches to inclusive education in secondary education institutions and to develop methods for implementing these approaches in the higher education system to ensure a sufficient level of accessibility of higher education for people with disabilities. Based on the analysis of scientific and statistical studies in the field of inclusive education, we have concluded that more attention within the framework of inclusion is primarily paid to the involvement of children of preschool, primary and secondary school age in inclusive processes. And this is right, because the earlier and faster a person with special needs is included in public life, the more effective the result of inclusion. Unfortunately, Ukrainian society is currently facing special challenges in rehabilitating and engaging people who have acquired physical and psychological disabilities in the course of and/or due to hostilities as a result of the aggression of an unfriendly country. The current conditions require a rapid response and the prompt creation of favourable living conditions for people with special needs. One of the aspects of implementing the principles of inclusion is inclusive education, including in higher education. New educational and professional programmes and curricula for disciplines taught in Ukrainian higher education institutions should be subordinated to this goal. Education systems should move away from more traditional pedagogy and adopt more learner-centred approaches that recognise that each person has a learning capacity and a specific way of learning. Curricula, teaching methods and materials, assessment and examination systems, and classroom management should be accessible and flexible to support differences in learning patterns. Key words: inclusion, person with special needs, inclusive education, person with disabilities, inclusive student.