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1
Boichuk, Y., and L. Rybalko. "European integration development in teacher training: educational outlook." New Collegium 1, no. 110 (2023): 3–7. http://dx.doi.org/10.30837/nc.2023.1-2.03.
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The topicality of European integration processes in higher pedagogical education is determined by the requirements of society and the international community. They focus is at the teacher, able to work successfully in the educational workspace of a new format. Modus of educational process, high standards of cooperation and partnership, relations between participants of pedagogical interaction are given close attention. It is noted that educational cornerstones such as human health and happiness, humanism and democracy are predominant in scientific works. These crucial factors give a powerful impetus for transformational processes in higher education, that contribute to positive changes in education.
 It is emphasized that the transformation of pedagogical education in Ukraine is determined by many factors. Among such factors one can name proper balance of theoretical and practical training, which is of prior importance, because the quality of higher education largely depends on it. Professional requirements shape the whole process of competitive teachers` training and can only be met by focusing on the practical component of teachers` work. Educational guidelines include the formulation of criteria for quality of pedagogical education, application of innovative approaches to the organization of educational process, development and updating of educational programs, cooperation with stakeholders, further collaboration with research institutions, public organizations.
 European integration processes in higher pedagogical education encourage the participants of educational process to develop their own strong position regarding new changes. Authors of the article emphasize the necessity for compliance of the academic competencies stipulated in educational programs with the professional competences required by professional activity.
 A special attention was paid to the individual educational trajectory of a student as a means of his/her professional growth and future career development. It is suggested that one should expand the list of educational programs in various specialties, to update the educational and methodological materials, as well as technical support of existing educational programs.
 The ideas of learning through research in the educational environment were expanded in order to identify and develop research potential among the undergraduate and postgraduate students.
2
Kovalenko, N. P., N. O. Bobrova, G. D. Pospielova, V. I. Fedorchenko, and O. V. Gancho. "PROSPECTS OF THE INTEGRATION OF THE UKRAINIAN HIGHER EDUCATIONAL SYSTEM INTO THE EUROPEAN EDUCATIONAL SPACE." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 23, no. 1 (2023): 118–21. http://dx.doi.org/10.31718/2077-1096.23.1.118.
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Introduction: In today's society, the challenges brought about by the COVID-19 pandemic and Russia's armed aggression against Ukraine in 2022 have heightened the need for global changes in higher education. The integration of national education systems into a single global educational space, with corresponding unification and renewal, has become necessary to meet the demands of the times. As a result, a significant transformation of learning approaches and the transition to various distance platforms have become essential. Even in the challenging conditions of the Russian-Ukrainian war, higher education has demonstrated its viability and readiness to adapt to contribute to progressive societal transformations, based on information, knowledge, and scientific achievements. Goal: The purpose of this study is to identify the prospects for integrating Ukraine's higher education system into the European educational space and the challenges associated with the integration process. Material: The Bologna process harmonizes higher education systems of participating countries, forming a single European market of higher education and highly qualified labour. The integration of Ukraine into the European educational space strengthens our position on the world market of educational services and solves the problem of recognition of Ukrainian diplomas. It will enable domestic universities and specialists to achieve an equal position in the European and world community. The development of education and science must meet the needs of society because high-quality education and science can solve problems related to medicine and digitalization, high-tech industries, energy-saving technologies, ensuring the rule of law, etc. Conclusions: The development of education and science must meet the needs of society because without high-quality education and science, it is impossible to solve problems related to the development of medicine and digitalization, high-tech industries, energy-saving technologies, ensuring the rule of law, etc. The activation of European integration processes in the sphere of higher education in Ukraine is possible by increasing the role of the state and university management in creating optimal conditions and incentives for international cooperation. The state should improve the financial support of higher educational institutions and promote their international cooperation. It is also important to update the list of specialities based on modern needs of the domestic and international labour market. Higher educational institutions should implement the latest models of educational process organization and learning technology, provide training for teachers and students on European integration and participation in European educational programs, and promote the practice of teaching subjects in a foreign language.
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Tereshchenko, Hanna. "REFORMING UKRAINE'S EDUCATION SYSTEM IN THE CONTEXT OF EUROPEAN INTEGRATION." Educational Analytics of Ukraine, no. 6 (2024): 40–50. https://doi.org/10.32987/2617-8532-2024-6-40-50.
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The article examines the process of educational reform in Ukraine in the context of European integration aspirations, which have become a significant factor in the development of modern Ukrainian society. It emphasizes that European integration processes deepened after the signing of the Association Agreement with the European Union. The focus is on the structural and content changes being implemented in the education system in order to adapt it to European standards and principles. The main directions and stages of educational reforms aimed at aligning Ukrainian educational standards with EU requirements are analyzed. The central goal of the European integration reforms is to create a competitive education system capable of effectively responding to the challenges of globalization and the modern labor market, as well as to ensure equal access to quality education for all citizens. The article highlights that education reforms aim to improve the quality, accessibility, and inclusivity of educational services, along with the development of skills necessary for competitiveness in the European labor market. The driving forces of the reforms are analyzed, including social and economic factors, technological development, the political will of the country's leadership, and the public demand for quality education. The positive achievements and main challenges, such as insufficient funding, a shortage of qualified personnel, and the need to improve digital technologies in the educational process, are also explored. The article discusses the impact of European educational initiatives on the development of the Ukrainian education system and underscores the importance of continued cooperation with European educational structures to support reforms. Overall, the study highlights that educational reform in Ukraine in the context of European integration contributes to the development of an education system oriented toward innovation and adapted to global standards, which in turn will facilitate Ukraine’s integration into the European Union and foster the formation of a European identity among the younger generation.
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Haid, Tibor. "Changes in Concept of the European Policy of Roma Integration." Academic and Applied Research in Military and Public Management Science 12, no. 1 (2013): 49–58. http://dx.doi.org/10.32565/aarms.2013.1.6.
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The success of the social integration of the Gipsy population is one of the basic conditions of the common European future. However, the direction of the efforts has been proved to be maladjusted. For being able to concentrate the resources restricted by the economic crises, a modification of concept has been deeply needed. Instead of focusing on anti-discrimination policy, the areas of a real effective governmental intervention must be determined. Elaborating the framework of the common European Integration Strategy of Gypsies, the Hungarian presidency aimed rather at social and educational issues, which gave a sign of a new approach to the topic.
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Жовнич, Олеся, та Валентина Мотрук. "СОЦІАЛЬНО-ПЕДАГОГІЧНІ УМОВИ МОДЕРНІЗАЦІЇ ПОЧАТКОВОЇ ОСВІТИ: ВИКЛИКИ ТА ПЕРСПЕКТИВИ". Педагогічні науки: теорія, історія, інноваційні технології 4, № 138 (2024): 26–33. http://dx.doi.org/10.24139/2312-5993/2024.04/026-033.
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The article considers pedagogical conditions necessary for the perception of European values in the educational process. The author analyzes the impact of cientifically proven humanistic interactive technologies that train the skills and qualities of a "modern European". Special attention is paid to changes in the professional activity and thinking style of educators. The article examines the components of teachers' readiness to perceive European values: goal-motivational, substantive, operational and integration. The author emphasizes the importance of studying the dynamics of changes in the readiness of educators and the impact of pedagogical measures on their personal and professional growth. The main conditions for training educators on European integration in the vocational education and training system, which contribute to the formation of their readiness to perceive European values and improve the quality of education, are highlighted. The article analyzes the complex of components of teachers' readiness to perceive European values, in particular goal-motivational, substantive, operational and integration. The article discusses the role of the vocational training system in expanding and improving the knowledge and skills of educators, acquired in previous training and practice, with a focus on the formation and development of personal and professional approaches to issues of European integration. It is noted that the cognitive component of this process includes in-depth knowledge of European culture, education, economy and the history of relations between Ukraine and Europe. Special emphasis is placed on innovative approaches and methodologies that help to form such qualities as self-development, professional self-actualization, cognition and creative development in educators. The importance of creating favorable conditions in educational institutions and methodical centers to ensure effective self-development of the individual, aimed at integration with the European educational space and formation of readiness for the perception of European values, is highlighted. Key words: European values, pedagogical conditions, professional primary education, humanistic interactive technologies, teachers' readiness.
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Varava, O. B. "The influence of european integration processes in education on changes in the nature of pedagogical interaction." Humanitarian studios: pedagogics, psychology, philosophy 3, no. 152 (2020): 13–22. http://dx.doi.org/10.31548/hspedagog2020.03.013.
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The article examines the concept of “pedagogical interaction” in the context of changes caused by European integration and globalization processes in education. The content and structure of this concept are specified. The attention is focused on the personality of a university lecturer as a subject of pedagogical interaction and an agent of changes in the system of national higher education. We have developed the diagnostic tools for studying changes in the nature of pedagogical interaction caused by European integration influences. The opinion of scientific and pedagogical staff of the National University of Life and Environmental Sciences of Ukraine on current priorities of pedagogical communication is investigated.
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Tereshchenko, Hanna, and Valentyna Tkachenko. "NUS EDUCATIONAL REFORM AS A COMPONENT OF UKRAINE’S INTEGRATION INTO THE EUROPEAN EDUCATIONAL SPACE." Educational Analytics of Ukraine, no. 4 (2023): 78–90. http://dx.doi.org/10.32987/2617-8532-2023-4-78-90.
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The article analyzes the "New Ukrainian School" (NUS), a significant educational reform, in the context of Ukraine's integration into the European Union. It provides a retrospective analysis of the transformational changes in the general secondary education system from Ukraine's declaration of independence to the present. The main directions of the reform are outlined, particularly at the institutional and legal framework levels. The authors have noted the success of the NUS reform, as demonstrated by a number of monitoring studies conducted by the SSI "Institute of Educational Analytics". However, the authors also identify challenges in implementing the NUS reform during the pre-war and war periods of education development in Ukraine. During the pre-war period, the main issues were inadequate teacher training, resistance to NUS conceptual innovations, insufficient logistical and financial support, lack of support at the local government level, and problems with standardizing student assessment. The full-scale invasion significantly complicated the implementation of the reform in terms of its financial support. Furthermore, the implementation of the NUS reform during the wartime period faced several challenges, including ensuring the safety of participants in the educational process, providing access to education, and a decrease in the quality of education. A study compared Ukraine's secondary education system reform with that of the European Union and found that Ukraine's transformational processes in general secondary education align with the European educational reform direction. The article discusses the key tasks for developing Ukrainian education in the post-war period, with a particular emphasis on implementing the NUS reform.
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Dovzhuk, Victoria. "METHODS OF FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE MASTERS OF PHARMACY BY MEANS OF INNOVATIVE EDUCATIONAL TECHNOLOGIES IN CONDITIONS OF CONDITIONS." Academic Notes Series Pedagogical Science 1, no. 194 (2021): 94–100. http://dx.doi.org/10.36550/2415-7988-2021-1-194-94-100.
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The article highlights the rationale for the development and implementation of methods for the formation of professional competence of future masters of pharmacy by means of innovative educational technologies in the context of European integration changes. The analysis of philosophical, medical, pharmaceutical and psychological-pedagogical literary sources on the problems of professional training of future specialists in the pharmaceutical industry is carried out; pedagogical experience of universities of Central and Eastern Europe and integration in the conditions of higher pharmaceutical education of Ukraine; analysis of scientific publications of world level of development of management of higher pharmaceutical education; pedagogical observation; pedagogical experiment; questionnaires; testing; surveys, analysis of problem-based learning outcomes and group work. It is established that the introduction of modern technologies and educational innovations in the training of masters of pharmacy in universities of Central and Eastern Europe is carried out in the context of European integration, development of the Eastern Partnership in the European Union and associate members and partners. Pedagogical innovation is based on the use of innovative technologies (both pedagogical and informational and sectoral) in educational processes to improve their efficiency and quality assurance in higher education. According to the results of the study to improve the educational process of training and professional competence of future masters of pharmacy by means of innovative educational technologies in the context of European integration changes developed and implemented methods and scientific and methodological support - a portfolio of scientific and methodological complexes for classroom learning and remote access students on-line using a remote access platform. To determine the effectiveness of the organization of experimental training conducted on-line, the analysis of the effectiveness of solving cases of model professional situations, test control of student achievement and qualimetric questionnaires. The positive dynamics of students' academic achievements in the formation of professional competence of future masters of pharmacy has been established.
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Kim, Jeong Hwan. "Romanian Education in Transition and Integration." East European and Balkan Institute 48, no. 2 (2024): 47–75. http://dx.doi.org/10.19170/eebs.2024.48.2.47.
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Due to changes in ideology and policy, the Romanian education system is divided into three distinct periods: the period from modern times to 1944, the socialist education system from 1944 to 1989, and the great transition period after 1989. While the first period was characterized by the expansion of the public education system and progress in improving curriculum and teacher education programs, the second period was characterized by the nationalization of all educational institutions, extreme centralization through a unified basic curriculum and textbooks, excessive politicization, and an emphasis on abstract teaching methods. The period of socio-political and economic change in Romania after 1989 led to the reform of the education system, with pressures on the market economy and the restoration of democratic principles, pressures imposed by the Bologna Process. During the transition period, there were many changes in the curriculum, public and private educational institutions, retraining and mobility of teaching staff, and infrastructure. The responses of the Romanian education system to new variables and opportunities were partly immediate and partly gradual, depending on the interlocking circumstances and interests. The reform process, including new challenges and social risks during the transition period, was difficult, slow, and complex, influenced by economic, political, and social conditions. However, Romanian education during the integration transition period symbolized by the Bolona Process and EU membership became a stepping stone for successful reform. In this process of integrated transformation, Romanian education continues contemporary ongoing educational reforms by embracing a unified three-level degree program (Bachelor’s, Master’s, Doctoral programs), ECTS (European Credit Transfer and Accumulation System) & EQF (The European Qualifications Framework), as well as providing internationalization and mobility programs in higher education.
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Kuklin, O., R. Pustoviit, N. Azmuk, V. Gunko, and N. Moisieieva. "Institutional and socio-economic factors of the educational trend in Ukraine in the context of European integration." Naukovyi Visnyk Natsionalnoho Hirnychoho Universytetu, no. 1 (2021): 165–70. http://dx.doi.org/10.33271/nvngu/2021-1/165.
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Purpose. To assess institutional factors and the results of education reform in Ukraine, considering economic and social development of the country; to specify the main institutional European integration tendencies of Ukraine in the field of education taking into account the factor of human capital. Methodology. The methodological basis of the work proposed involves such universal methods of scientific knowledge as analysis; synthesis; inductive method; deductive method; causal modeling; combined application of complementary approaches and methods based on the principles of general scientific methodology, in particular, competency-based, person-centered, culturological ones. Findings. It is found that the conditions for reforming Ukrainian education taking into account the global educational and European integration trends provide for institutional processes in the socio-economic sphere and radical changes in the content, forms of organization and methods of teaching and education. Namely, this refers to designing the educational process as an institution of successful personal and professional socialization based on EU requirements, which will lead to the growth of national capital through accelerated human accumulation and bring Ukraine closer to complete European integration. Originality. The study identifies key trends in Ukrainian, European and world educational spheres, as well as the reasons that negatively affect the development of education in Ukraine and do not allow it to significantly influence the competitive potential of countries and deliver on European integration opportunities. In contrast to previously suggested investigations, this approach focuses on the institutional and socio-economic factors of the educational trend. Practical value. The results of the research can be used by experts in the formation of institutional requirements for designing the trend of the education system in Ukraine, taking into account the requirements of European integration.
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Panchuk, Maryna. "EUROPEAN INTEGRATION INFLUENCES ON THE DEVELOPMENT OF THE EDUCATION SYSTEM OF UKRAINE." Intermarum history policy culture, no. 14 (May 29, 2024): 176–95. http://dx.doi.org/10.35433/history.112076.
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The aim of the article is to analyze reveal the peculiarities of the formation and development of the Ukrainian educational system under the direct influence of European integration processes. The research methodology is based on both general scientific and special historical methods (systemic analysis, historical-comparative, hermeneutic, historical-genetic), which make it possible to fully highlight the specifics of the dynamic development and functioning of the educational system of Ukraine and its ability to implement relevant European experience. The scientific novelty is the characterization of the construction and functioning of the education system of Ukraine from the point of view of the European integration context, which sets the tone for most of the changes in this area. Conclusions. Legislative regulation and implementation of European experience in the education system of Ukraine was not only a requirement of the time, but became a harmonious aspect of Ukrainian education. The appropriate vector of Ukrainian development includes concrete educational reforms, which are becoming a necessity and a natural need of Ukrainian society. The values that are embedded in the education system today regarding the formation and upbringing of new generations of successful and nationally conscious Ukrainians are intended to influence the functioning and development of the state in the future.
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Novikova, Nina, and Konstantin Polyakov. "LOS MAIN GOALS AND PRINCIPLES OF HIGHER EDUCATION SYSTEMS INTEGRATION IN EHEA COUNTRIES." Journal of Supranational Policies of Education (JoSPoE), no. 10 (July 10, 2020): 19–39. http://dx.doi.org/10.15366/jospoe2019.10.002.
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The authorsp rovide information on educational systems of the EU countries in the context of harmonization of educational systems of European Higher Education Area countries. The article discloses the main directions of education integration aimed at achieving general strategic goals set in Paris Communiqué and Statement of the Fifth Bologna Policy Forum, signed in Paris in 2018 during the Ministerial Conference and the Bologna Policy Forum.
 The problems of the internationalization of education, the basic principles of the integration of higher education and study programmes aimed at ensuring quality of training in European higher education area is considered. Particular attention is paid to existing approaches to guarantee the quality of higher education and the formation of quality assessment systems at the international, national and regional levels to create the conditions for sound quality management of education. The features of changes in foreign and Russian education related to the Bologna process and to the development of European integration in higher education are shown.
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Yavir, Vera Anatoliivna, and Denys Olegovich Markishev. "Academic Integrity: legislative regulation attempts in the context of Ukraine’s European integration." Alʹmanah prava, no. 15 (September 1, 2024): 189–94. https://doi.org/10.33663/2524-017x-2024-15-189-194.
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The article analyzes one of the legislative attempts to ensure academic integrity at the level of national legislation as a manifestation of legal overregulation, which is generally characteristic of Ukraine. The educational policy and transformation of Ukraine’s educational legislation are significantly influenced by the country’s European integration, which directly affects the education sector, and is also taking place in the context of war. One of the goals of the education and science reform at the current stage of state-building is the integration of Ukraine’s higher education and science into the EU educational and research space. However, the fact that the state is the main driver of reforms and the initiator of legislative changes in the field of education creates a danger of replicating authoritarian culture and attacking academic freedoms and university autonomies, which is the basis of the European Higher Education Area (EHEA). An example of how the state has attempted to curtail these freedoms is the attempt to regulate the fight against academic misconduct at the legislative level. Undoubtedly, the culture of academic integrity improves the quality of education and science, but its formation belongs to the sphere of autonomy and policy of educational institutions, not the state. The Draft Law of Ukraine “On Academic Integrity” No. 10392 of 08.01. 2024 does not regulate relations on ensuring academic integrity; does not meet the goals of Ukraine’s European integration, in particular the achievement and observance of European standards in education (European Higher Education Area), according to which ensuring academic integrity belongs to the sphere of academic freedom of educational institutions, and is not regulated by law; restricts the university autonomy provided for by the Bologna Declaration and the Laws of Ukraine “On Higher Education” and “On Complete General Secondary Education”; contradicts the Constitution of Ukraine. The submitted draft law could be formalized in the form of a policy document - a Concept / program / strategy / white paper / roadmap for the formation of a culture of academic integrity in Ukraine. Key words: academic integrity, academic freedom, university autonomy, constitutional right to education, discrimination, European integration.
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Dashkovska, Olena, and Vitaliy Pogrebnyak. "RESULTS AND PROSPECTS OF MODERNIZATION OF HIGHER EDUCATION SYSTEM IN UKRAINE." Educational Analytics of Ukraine, no. 2 (2022): 35–44. http://dx.doi.org/10.32987/2617-8532-2022-2-35-44.
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This publication summarizes the results of applied scientific work carried out in the State Scientific Institution "Institute of Education Content Modernization" (IECM) during 2016-2022. The article studies the state of implementation of the provisions of the Law of Ukraine "On Higher Education", focused on the modernization of domestic higher education, and assesses the European integration orientation of the measures and tools introduced. The results of a comprehensive study of all components of the higher education system are highlighted. In particular, the dynamics of changes in the quantitative and qualitative characteristics of the network of educational institutions and contingents of participants in the educational process, the modernization of the structure of higher education and the methodology for forming the content of education were analyzed (introduction of modern levels and degrees, list of specialities, introduction of new standards and educational programs). The article evaluates the process of solving the key educational problem – creation of a transparent and effective system of higher education quality, including the National Agency for Higher Education Quality Assurance (NAQA). The paper analyses changes and additions made to the legislative base, its target orientation and the validity of some of them. It has been established that in the process of implementation of the provisions of the Law of Ukraine "On Higher Education", which were also changed during its operation, an integral system of higher education and a system of ensuring the quality of educational services were built in the higher education system of Ukraine. It has been concluded that all of this makes domestic higher education more competitive in the international market of educational services and the labor market, bringing it closer to European quality standards, and speeding up the process of integration into the European educational space of higher education.
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Voitovych, Nataliia. "PROFESSIONAL SKILLS OF A LAW TEACHER IN PRE-HIGHERAND HIGHER EDUCATION INSTITUTIONS WITH SPECIFICLEARNING CONDITIONS." Scientific Journals of the International Academy of Applied Sciences in Lomza 81, no. 1 (2021): 145–55. https://doi.org/10.58246/8a5tmf73.
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The article considers and explores the concept of professional skills of a teacher of an educational institution, features of professional skills of teaching staff in educational institutions with specific learning conditions, conditions of reforming these institutions for the possibility of professional skills development by teachers of legal disciplines during the changes in the current legislation of Ukraine and the integration of the educational process into the European space.
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Antonivska, Maryna. "INNOVATIVE METHODS OF TEACHING AND LEARNING FOREIGN LANGUAGES IN THE CONTEXT OF MODERNIZATION AND DIGETALIZATION OF THE EDUCATIONAL PROCESS IN HIGHER EDUCATION ESTABLISHMENTS OF UKRAINE." Grail of Science, no. 14-15 (June 13, 2022): 544–46. http://dx.doi.org/10.36074/grail-of-science.27.05.2022.095.
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Globalization and integration processes of Ukraine into the European educational space, digitalization of society in general and education in particular, other rapid changes taking place in our world and society, require significant changes in the higher education system. The main and driving idea of modernization of higher education is that the effectiveness of education in higher education institutions can be improved and modified only through the design and implementation of new, modern educational technologies and teaching methods.
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Kraus, Kateryna, Nataliia Kraus, and Oleksandr Marchenko. "INSTITUTE OF DIGITAL EDUCATION IN THE CONTEXT OF INCLUSIVENESS AND STRATEGIC EUROPEAN GUIDELINES." Європейський науковий журнал Економічних та Фінансових інновацій 2, no. 12 (2023): 95–110. https://doi.org/10.32750/2023-0207.
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The authors of the article made an attempt to summarize the prerequisites of digital transformations in the field of education in Ukraine and outlined the prospects of digital transformation in the context of European integration. Thus, in particular, the result of the implementation of the developed means of digitalization of education is indicated, we are talking, first of all, about the National Digital Education Platform and the National Digital Literacy Program, which are aimed at increasing the level of digital literacy of educators, creating a digital educational environment and accelerating the digital transformation of the country as a whole, and education in particular. At the level of educational institutions, these processes are accompanied by inevitable changes in approaches to the training of modern teaching staff and the development of new forms of education with emphasis on inclusiveness, personalization, independence, and creativity. In their scientific research, the authors consider two directions of personalization of education: the introduction of new models of the organization of the educational process and related changes, the development of new digital tools and services that significantly change the process of organization of education and are aimed at increasing efficiency and reducing the time of education. When considering the digital educational environment, researchers also focus on the tools of personalized learning and digital technologies used in this, describe the conditions for the transition to a competence-oriented personalized organization of the educational process, when educators unite, trying to involve each student in active learning. In the article, the authors came to the conclusion that the further modernization of educational institutions of Ukraine, changes in the institute of education on the basis of digitization and inclusiveness, as well as the desire to follow the strategic guidelines of the country in the direction of European integration, have already visible results today – the efforts of the management of educational institutions to build a coherent vision of development educational institution, improve its legal space and master the principles of financial autonomy, master and systematically use the methods of educational cooperation – components of work on expanding the spatial and temporal boundaries of the educational process with the use of digital technologies in the competence-oriented personalized organization of the educational process.
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Suprun, Vyacheslav. "Public administration the education sector of Ukraine in the context of European Integration." Bulletin of Postgraduate education (Series Social and Behavioral Sciences; Management and Administration) 32, no. 61 (2025): 364–88. https://doi.org/10.58442/3041-1858-2025-32(61)-364-388.
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The article examines the theoretical foundations and practical aspects of public management of the educational sector in Ukraine in modern conditions of transformational changes in the context of European integration, the essential characteristics of public management of education, and the system of state education management bodies in Ukraine. The theoretical aspects of the formation of modern mechanisms of influence of public authorities on the development of the educational sector of Ukraine, the formation of an effective system of public administration in the sphere of education of Ukraine in the conditions of innovative development and integration into the European educational space are analyzed. The conceptual foundations of modernization are considered, the European experience of public administration and the possibilities of its adaptation to Ukrainian realities are analyzed. The main directions of modernization are identified, in particular, the introduction of innovative management models and the development of human capital. The education sector of Ukraine is considered as an object of public administration in the context of decentralization and the formation of public administration based on European experience. It is noted that the scientific and theoretical substantiation of the innovative development of the educational sector on the principles of public administration, the development of recommendations for the implementation of effective management in education as a whole as a priority of the state educational policy of Ukraine in the modern conditions of modernization of education and decentralization of management, is of great importance. It has been determined that the system of public management of the development of the educational sector provides for the implementation of strategic measures at the national, regional, local and regional levels, each of which determines the corresponding list of administrative, financial, economic and other instruments, resource provision that will contribute to the effectiveness of state regulation of the educational sector. The main functions of public authorities in the field of education (prognostic-targeted, organizational-legal, coordinating-regulatory, motivational-stimulating, consolidating, informational, social, controlling, corrective) and the mechanisms necessary for the implementation of educational policy and its innovative development (regulatory-legal, organizational, motivational, informational) are systematized. Relevant directions for improving public management of innovative development of the education sector of Ukraine have been formed as a tool for strengthening the capacity of territorial communities and streamlining the system of state management bodies in the education sector in modern conditions. A set of mechanisms for implementing European public administration practices is proposed, taking into account the national characteristics of Ukraine in the context of acquiring the status of a candidate for accession to the European Union.
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Pyatakova, Halyna. "Modern trends in the development of teacher education in the conditions of European integration." Visnyk of Lviv University. Series Pedagogics, no. 38 (2023): 208–17. http://dx.doi.org/10.30970/vpe.2023.38.11865.
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It was determined that at the current stage the formation of pedagogical education is under the influence of the European integration process. It was noted that the fulfillment of the tasks of the Bologna reform led to the formation of long-term trends as a result of the reform of pedagogical education: the introduction of two cycles of study – Bachelor’s and Master’s; implementation of the credit-module system, based on the European Credit Transfer System (ECTS); promotion of European cooperation in ensuring the quality of education; activation of mobility of students, teachers, scientists, administrators; ensuring employment of graduates, as well as attractiveness and competitiveness. We emphasize the formation of trends as challenges of the XXI century. social and economic needs of the development of Ukraine. Among them, we single out: reforming the system of pedagogical education within higher education; modernization of the educational process, which led to changes in forms, methods, means, methods of knowledge transfer; introduction of European educational standards into the educational process of higher education institutions of Ukraine; introduction of distance education in the process of teacher training in connection with the COVID-19 pandemic. The peculiarities of the development of the trend of international cooperation, which is relevant in the period of the involvement of domestic higher education in the European educational space, are considered, using the example of the Ivan Franko National University of Lviv. At the current stage of the development of higher education, we observe the active participation of bachelors and masters in the educational programs «Erasmus Mundus», «Erasmus+», «Erasmus+ KA107», DAAD, short-term academic mobility programs. Training and internships for students at universities in Poland, Germany, the Czech Republic, involvement of teachers in conducting research at universities in the USA, the UK, Spain, Turkey, Poland, etc. countries contribute to the formation of the trend of development of international cooperation and activation of mobility. Keywords: trends in education, teacher education, Bologna process, international cooperation, academic mobility, education reform, modernization, globalization.
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KURKINA, S. V., and V. M. ZHURAVLYOV. "European integration as an opportunity to solve socio-economic problems in Ukraine by reforming the education sector." Higher Education of Ukraine in the Context of Integration to European Educational Space 88, no. (I) (2021): 8–20. http://dx.doi.org/10.38014/osvita.2021.88.01.
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The article deals with the reasons and expediency of educational reforms in Ukraine. The authors state that any reorganization is aconsequence of changes in socio-economic relations in society. The example of some European Union countries that have implemented educational reforms in different periods of their history shows and proves their effectiveness. The article considers the state of the Ukrainian labor market and the discrepancy between educational services and market needs, the global gap between the real sector of the economy and education . In addition,the directions of reforming the educational sector are outlined, which include: affordable and high-quality preschool education; new Ukrainian School; modern professional education; high-quality higher school and the development of adult education; promotion of Science and promotion of innovations. The authors state that today’s Ukrainian education does not meet modern demands of the individual and society, or the needs of the economy, or global trends. For this purpose the systematic transformation of this sphere is being carried out to ensure a new quality of education at all levels from pre-school education to high and adult one. As an example of educational reforms, which are a reaction to socio-economic conditions and changes in public relations, the article fragmentally mentions the reforms that took place in Europe in the late XIX - early XX century. It was during this period when rapid changes took place associated with the emergence of new equipment and new technologies. New approaches to the theory and practice of education and upbringing were needed, which would correspond to the rapid development of production due to the progress of Science and culture. The next dynamic social- economic changes characterize the period of the 50th- the 80th of the 20th century. The following steps of educational reorganization in the countries of the European Union concerning mostly the system of general secondary education became the reaction to these changes. The state of the Ukrainian labor market confirms a disappointing fact: thequalifications of graduates, the number of trained specialists in certain industries, and the quality of their knowledge and skills do not meet the needs of employers. Outdated standards of Ukrainian higher education do not keep pace with technological progress, innovation and demand from relevant professionals in an ever-increasing industry. In order to improve the quality of higher education in modern conditions and, most importantly, to help students in their preparation for their professional life outside the university classrooms, it is necessary to actively implement a more practical, applied approach to education. Thus, the integration of higher education in Ukraine into the European space is a necessity and one of the possibilities to overcome the social and economic crisis as soon as possible. In order to accelerate and increase the effectiveness of such integration, the authors of the article propose to use the following model of partnership: a higher educational institution – business – the state.
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Shcherban, Iryna, and Oleh Shcherban. "DEVELOPMENT OF INTERNATIONAL COOPERATION OF INSTITUTIONS OF HIGHER PEDAGOGICAL EDUCATION IN INDEPENDENT UKRAINE." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (October 30, 2024): 61–69. https://doi.org/10.31499/2307-4906.4.2024.316481.
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The article examines international cooperation of institutions of higher pedagogical education as an important element of improving the quality of education, developing research and entering the global education space. The term of international cooperation is considered in the context of internationalisation of education as the process of integration of educational, research and administrative activities of a higher education institution with an international component: individual mobility; creation of joint international educational and research programmes; formation of international education standards for quality assurance; institutional partnership, creation of educational and research associations. The article analyses the processes of internationalisation, which became the main factors in the development of Ukrainian higher education during 1991‒2024. The periods, which reflect the transformation of the educational system, changes in foreign policy, as well as integration into the international educational space, have been outlined: the period of independence and the first steps in international cooperation (1991‒2004), the period of integration into the European educational space (2005‒2014), the period of strengthening international cooperation and introduction of digital technologies (2014‒2019), the period of global challenges and adaptation (2020‒2024). The article shows the transformations that institutions of higher pedagogical education have undergone: from the first steps of international partnership to integration into the European educational space, active implementation of digital technologies and adaptation to the new conditions caused by the COVID-19 pandemic and the war. The development confirms that internationalisation is a prerequisite for further improvement of the Ukrainian education system in the context of current global challenges.
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Lutsenko, Olga. "CHANGES IN PHARMACOLOGICAL TRAINING OF FUTURE DOCTORS IN UKRAINE IN THE CONTEXT OF MODERNIZATION OF MEDICAL HIGHER EDUCATION INSTITUTIONS." Педагогічні науки: теорія, історія, інноваційні технології 4, no. 138 (2024): 397–408. http://dx.doi.org/10.24139/2312-5993/2024.04/397-408.
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World integration processes and globalization trends have set the tasks of modernization and involvement in the European and world educational space for higher medical education in Ukraine. The periods of changes in the total number of hours and the emergence of independent work in the curricula of pharmacological training of future doctors, which corresponded to Ukraine's accession to the Bologna Process and subsequently to the European Education Area (EEA), are highlighted. The curricula for the study of pharmacology over the past 55 years have been analyzed. The problems that arose in the context of changes in the curriculum, which led to a redistribution of the number of hours in the study of disciplines, are revealed. The directions of resolving the discrepancies between the amount of material and the features of the curricula are characterized. Key words: pharmacological training, modernization of higher medical education, European educational area (EEA), work programs, curricula, classroom, independent work
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OUM, Tae Hyun. "Changes in Romanian education during the Great Transition period: Focusing on education law." Korean Society for European Integration 15, no. 1 (2024): 145–72. http://dx.doi.org/10.32625/kjei.2024.32.145.
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This study aims to examine the changes and problems experienced in the field of education in Romania, which experienced two major inflection points: transition from communism to capitalism and integration into the EU. For this purpose, I analyzed changes in educational laws that occurred at major historical inflection points. First, to find out the educational situation before the significant transition period, I studied Romania's first modern education law, established during the reign of AL. I. Cuza in the mid-19th century. This law was very innovative, but it has not been effective due to much controversy. The education laws of the communist period were initially greatly influenced by the Soviet system, and the education laws of the late 1960s, when anti-Soviet policies began to be adopted, can be seen emphasizing military and technological independence. In the education law after the transition, we can see that Romanian society began to abolish the Soviet system and communist ideology. After joining the European Union, Romania revised the education law again for integration with Europe from an institutional perspective. Romanian education in the transition period can be seen as pursuing integration in diversity by restoring European values that had been interrupted during the communist period and, at the same time, finding Romanian deals within Europe. However, after the transition, several indicators related to Romania's education appear to be relatively low compared to OECD and EU countries, requiring qualitative improvement. The recent budget increase in the education sector is an appropriate response to this.
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Адрій, Бухун. "ГРОМАДЯНСЬКА ПОЗИЦІЯ СТУДЕНТСЬКОЇ МОЛОДІ У КОНТЕКСТІ ЄВРОІНТЕГРАЦІЙНИХ ОСВІТНІХ ЗМІН". Українська професійна освіта, № 3 (7 грудня 2018): 21–27. https://doi.org/10.5281/zenodo.2025081.
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<em>The article, based on the methodological requirements of the personality-social, cultural, activity, axiological and competent scientific approaches, the results of content analysis of research materials on the issue of civic education of students in higher civilian and military educational institutions, determined the place (as an aspect of political consciousness and legal the personality culture) and the role (as a regulator of patriotic feelings, spiritual and moral values and the civic and political activity of a young person) civic the position of the individual in the context of modern European integration educational changes - updating the requirements for competence, tolerance, multiculturalism, strengthening of the phenomena of mobility and the integration of educational programs. The factors determining the formation and development of a civic position of a young person in the educational environment are defined: the circumstances of the construction and protection of civil society in the country, the influence of the family, the media, educational activities of higher educational institutions, the active activity of students and students, and its result - , legal awareness, civil competence. The development of the civic position of student youth is considered in the context of European integration educational changes (updating the requirements for competence, tolerance, multiculturality of the individual, strengthening the phenomena of mobility and integration of educational programs of training specialists) and dynamic processes of finding a new identity in the context of domestic reforms and external military aggression, which determines the search ways of personal self-affirmation and self-realization of every young person on the basis of determining the measure of his own participation in public organizations and independent understanding of values of civil society. It is proved that a significant role in these processes belongs to the system of higher education of the country as a leading factor in civic education and education of youth, the specifics of which will be considered at the next stages of the study.</em>
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Федюніна, Олена. "ПОТЕНЦІАЛ ФІЛОЛОГІЧНОЇ ОСВІТИ ЩОДО ФОРМУВАННЯ БАЗОВИХ ЦІННОСТЕЙ ЄС". B U L L E T I N OF OLEKSANDR DOVZHENKO HLUKHIV NATIONAL PEDAGOGICAL UNIVERSITY 1, № 57 (2025): 109–15. https://doi.org/10.31376/2410-0897-2025-1-57-109-115.
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Introduction. The article examines the potential of philological education in shaping the fundamental values of the European Union among future language teachers. The educational system plays a crucial role in societal transformations, fostering democratic principles, tolerance, respect for human rights, and cultural diversity. The integration of these values into professional training is essential for the development of responsible and ethical educators. The increasing role of European integration processes necessitates a re-evaluation of national education systems, particularly in post-Soviet countries, where historical and cultural legacies influence value formation. The study also considers how globalization and digitalization affect the transmission of values in higher education institutions. Purpose. The purpose of this study is to analyze the role of philological education in forming the fundamental values of the European Union and to identify effective ways of integrating these values into the training of future language and literature teachers. The research aims to outline pedagogical principles that ensure the internalization of European values and the preparation of educators capable of transmitting these values to students in secondary and higher education institutions. Methods. The research employs a combination of theoretical analysis, comparative studies of educational programs, and content analysis of philological disciplines. A qualitative approach is used to assess the impact of linguistic and literary courses on the formation of EU values. Additionally, surveys and interviews with educators and students provide insights into the practical implementation of value-based education. Case studies from various European countries illustrate best practices in integrating European values into philological education. The methodological framework is grounded in constructivist pedagogy, emphasizing student-centered learning and the active engagement of future educators in value-oriented discussions and activities. Results. The findings suggest that linguistic and literary courses significantly contribute to the comprehension of European values such as dignity, freedom, equality, solidarity, and civic responsibility. The content of educational programs can serve as a foundation for integrating value-based components into philological education. The study highlights specific disciplines and pedagogical strategies that enhance students' awareness of EU values, emphasizing interdisciplinary approaches and communicative methods. Notably, literature from diverse cultural backgrounds provides a platform for discussing ethical dilemmas, democratic ideals, and social justice. Language education fosters intercultural communication skills, which are crucial for promoting tolerance and mutual understanding among European nations. The research also identifies the challenges educators face in balancing national traditions with supranational value systems. Originality. This research expands the understanding of the relationship between philological education and European values by providing a systematic analysis of curricula and identifying effective teaching methods. It underscores the necessity of incorporating ethical and civic dimensions into linguistic and literary studies. Unlike previous studies, this research integrates a multidisciplinary perspective, combining insights from pedagogy, linguistics, cultural studies, and sociology. The study proposes a framework for embedding European values into philological education through curriculum development, teacher training, and extracurricular activities. Conclusion. Philological education serves as a powerful tool for fostering European values among future educators. The study suggests that the development of specialized courses and methodological frameworks can enhance the effectiveness of value-based education. The integration of European values into philological disciplines should be a continuous and adaptive process, reflecting societal changes and the evolving educational landscape. Further research should explore the practical implementation of these approaches in various educational contexts, including digital learning environments and international academic exchanges. Strengthening cooperation between universities and European institutions can also facilitate the promotion of EU values in teacher education.
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Velychko, Oleksandr, Liudmyla Velychko, and Mykola Kharytonov. "Managing Efficiency in Higher Education: A Case of Ukrainian Universities." Social Sciences 7, no. 8 (2018): 138. http://dx.doi.org/10.3390/socsci7080138.
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The rating positions of most Ukrainian higher educational establishments in the global international environment have not received any positive changes over a long period of time. Progressive regulatory changes are necessary to stimulate internal university reforms within the context of European integration. The purpose of the present work is to develop organizational-methodological measures in order to increase the efficiency of scientific-pedagogical activity in higher educational establishments of Ukraine. The following methods were used for the research: Monographic, historical, comparative, generalization, formal-logical, analysis and synthesis, categorical approach, observation, interviewing, graphic, benchmarking and forecasting. The concept and methodology of managing efficiency in the post-Soviet transformation of higher education has been grounded. The mechanism of utilizing re-engineering and motivational management in the process of implementing European integration objectives for university education in Ukraine has been suggested. The system of normative indices has been formed to stimulate the effectiveness of the scientific-pedagogical activities of universities, with the complex focus on the marketing of educational services, innovations and quality. The authors’ mechanism of the accumulating system to stimulate scientific-creative activity of workers has been developed and put into practice. Procedures for scoring theproductivity level of scientific staff in universities have been described based on grading.
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Zadoia, Oleksandr A., and Artem M. Novikov. "ANALYSIS OF UKRAINE’S COMPETITIVENESS: PROBLEMS AND PROSPECTS OF EUROPEAN INTEGRATION." Європейський вектор економічного розвитку 1, no. 36 (2024): 18–35. http://dx.doi.org/10.32342/2074-5362-2024-1-36-2.
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The article analyzes the competitiveness of Ukraine, identifies problems and outlines the prospects and consequences of the country’s European integration aspirations. A retrospective review of the development of the country’s economic model was conducted in order to evaluate the effectiveness of the implementation of reforms and identify errors that affected the place and role of the domestic economy in the world markets of goods and capital. This made it possible to single out certain comparative characteristics with the main theories of international trade and international investment. It was noted that unsuccessful attempts to quickly transform from a command-administrative economy to a mixed market system led to a loss of industrial potential and, accordingly, negatively affected the structure of foreign trade relations and the investment climate, which in turn led to a drop in the level of competitiveness of Ukraine. Along with this, the analysis of the key indicators of socio-economic development indicates certain positive changes in the period 2002-2012, which was reflected in the dynamics of GDP growth, an increase in incoming investment flows, stabilization of inflation at the targeted level and overall improved welfare of society. However, the uncertainty and constant change of the vector of economic integration together with the change of power led to the deterioration of the state’s economic condition and made sustainable economic growth impossible. The period of revival of business and investment activity in the post-Covid 2021 year was replaced by a deep crisis with the beginning of the war. At the same time, the aspiration of our state to join the European community nevertheless gave a powerful impetus to the implementation and implementation of innovative reforms, which made it possible to achieve certain success in the direction of digitalization, infrastructure development, and further implementation of educational, medical, and social reforms even during the conduct of military operations. Currently, on the way to European integration, Ukraine is overcoming the difficult path of transforming its economic system to the requirements and values of the EU. Our country, together with the European Union, needs to solve the issues of labor migration and refugees, the introduction of a duty-free regime for domestic goods, the creation of a safe investment climate, etc. And there is not always unity in the choice of tools for solving these issues in the EU countries. Ukraine needs to use its advantages in logistics, geographical location, labor and natural resources, develop an industrial direction, introduce modern technologies, improve its energy independence and take an active part in integration processes. Finding compromises and political will allow Ukraine to successfully reform the socio-economic model and become a full member of the EU.
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KRAVETS, Volodymyr. "The law of Ukraine “On Higher Education”: problems and ways of integration into the European Education Area." EUROPEAN HUMANITIES STUDIES: State and Society, no. 2 (September 25, 2014): 4–14. http://dx.doi.org/10.38014/ehs-ss.2014.2.01.
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In the article the main items of the new law and the changes in the content and working methods of the Ukrainian universities determined by it are analyzed. The particular attention is paid to the problems of implementation of this law in the work of educational institutions by means of integration of the higher education into European Higher Education Area.
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Довгань, Лариса. "FORMATION OF INTERPERSONAL COMMUNICATION SKILLS IN THECONDITIONS OF UKRAINE'S INTEGRATION INTO THE EUROPEAN HIGHEREDUCATION COMMUNITY." Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems, no. 72 (July 9, 2024): 104–12. http://dx.doi.org/10.31652/2412-1142-2024-72-104-112.
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The article summarizes the results of scientific work and highlights the experience and approaches to the formation of interpersonal communication skills in the context of Ukraine’s integration into the European higher education community. It is stated that the European integration progress of Ukraine is accompanied by positive changes in the socio-economic development of society and the introduction of innovative changes in the field of higher education, which are aimed at successful political, legal, economic, and educational integration into the European space. It is noted that since 2005, Ukraine has been participating in the Bologna process, i.e. an international initiative aimed at reforming and unifying higher education in the countries of the European area of higher education. It is found that the alignment of the national system of higher education with European and world standards involves the transition to the system of competence education. The classification of integrated characteristics of the quality of training of education seekers and the results of their training, i.e. competencies, is given. It is pointed out that one of the key positions among “soft” skills is occupied by communicative competence, which requires the formation of interpersonal communication skills. The categories of theories of interpersonal communication are defined and characterized. A model of effective interpersonal communication is proposed, which provides for the achievement of individual group and organizational results thanks to a properly adjusted process of filtering perception and cognitive selection, as well as taking into account the situational characteristics of communication. A taxonomy of interpersonal communication skills is given. It is noted that training students of higher education in effective interpersonal communication skills requires teachers with relevant knowledge, as well as guidance and instruction in learning to develop and improve these skills. It is substantiated that for the successful formation of interpersonal communication skills in higher education students of Ukraine, it is necessary to study the experience and implement the practices of the European educational space. Prospective directions for further scientific research on the formation of interpersonal communication skills among students of higher education are outlined.
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Marsone, Stanislava. "INTEGRATION OF CIVIC EDUCATION INTO LOWER-SECONDARY SCHOOL CURRICULUM." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 173. http://dx.doi.org/10.17770/sie2016vol2.1388.
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There have been dramatic changes in the concepts of democracy in European countries and throughout the world, which have led to the changes in attitudes between a person and a society. Globalisation has brought the culture of stereotypes, multicultural society, migration – these are only some aspects that indicate the growth of importance of civic education at every level of education in the modern world. To choose the most effective methods and forms of civic education, it is essential to analyse world experience and cultural traditions of every country, which are based on the ideals and values, and are the fundament of educational traditions. The aim of this article is to analyse the presence of civic education elements in the lower-secondary school curriculum, and to evaluate the possibilities of possible improvements.
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Yevtushenko, Natalia. "PROFESSIONAL TRAINING OF POLISH TEACHERS OF SCIENCE AND MATHEMATICAL DISCIPLINES IN THE CONTEXT OF EUROPEAN INTEGRATION." Theory and practice of social systems management, no. 3 (October 4, 2023): 123–37. http://dx.doi.org/10.20998/2078-7782.2023.3.10.
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The article analyzes the issue of professional retraining of science and mathematics teachers in the Republic of Poland in the context of European integration processes. The development of the system of retraining and improvement of teachers' qualifications in the Republic of Poland under the influence of socio-political changes that took place in the country starting from the 90s of the XX century is being studied. The analysis of scientific and pedagogical sources regarding the state of retraining and improvement of teachers before the accession of Poland to the European Union was carried out. The regulatory and legal support of the educational process, including international regulations and documents, which became the basis for changes in the training of Polish teachers, was considered. The author described and analyzed modern forms of the organization of retraining of teachers of natural and mathematical subjects in postgraduate education of the country, offered by educational institutions in Poland. The form and content of retraining for teachers of science and mathematical subjects under the postgraduate education programme in the areas of “Pedagogical training” and “Teaching the next subject” were studied.
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Tsekhmister, Yaroslav, Viznіuk Inessa, Humeniuk Vasyl, Yefremova Oksana, and Dolynnyi Serhii. "Modern changes in the model of professional and pedagogical training of medicines in the context of European integration processes." International journal of health sciences 6, no. 2 (2022): 972–86. http://dx.doi.org/10.53730/ijhs.v6n2.9440.
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Modern conditions of social development cause rethinking of the essence and goals of education, as a result of which the views on the professional activity of a specialist in the medical sphere and requirements to his personal qualities change. modernization of pedagogical conditions of future medical workers' professionalism formation is a requirement of modernity providing formation of competence and outlook professional characteristics of a future specialist, abilities to implement and improve his activity n Modernization of pedagogical conditions of future medical workers' professionalism formation consists in creating pedagogically comfortable, professionally-oriented educational environment; introduction of innovative educational technologies and interactive teaching methods; students' awareness of the role of professional competence in their activity, which is the result of the combined influence of needs and goals, motives and incentives, cognitive interests. An important stage of modernization of pedagogical conditions of future medics' formation is the creation of a pedagogically comfortable environment, including benevolent atmosphere, the situation of success, improvisation, which should become a trigger mechanism in a complex process of activation of future specialists' professional capabilities. The comfortable environment, each subject changes himself, changes the situation around himself, fills the educational environment with new knowledge, experience, ways of activity, forms new needs.
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Nikolska, Nina, and Oksana Pershukova. "Multilingual education development in Ukraine." Ukrainian Journal of Educational Studies and Information Technology 9, no. 4 (2021): 13–26. http://dx.doi.org/10.32919/uesit.2021.04.02.
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In a world that is becoming more globalized, learning a language is a crucial component of developing one's consciousness and their capacity for social mobility. Changes in the definition of the degree of foreign language proficiency, new definitions of the selection of content and organization of resources, and the employment of appropriate forms and methods of control are all necessary in response to new realities. In light of Common-European polymeric trends, our state's integration into the European educational space, the proliferation of student exchange practices, and the accessibility of our nation's educational system to international students, multilingual education on the principle of Ukrainian + foreign is of particular relevance. The expansion of foreign language learning is consistent with European directives, which advise that Member States teach two more EU languages in addition to their national tongue in educational institutions. The issue of linguistic and cultural diversity in Europe can be adequately addressed through multilingual education in Ukraine. The consideration of regional demands of local ethnic populations, national features, and Common European trends is a crucial aspect of multilingual education in Ukraine.
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Sultanova, Natalia, and Mariia Korniienko. "TRENDS OF ALTERATION OF EDUCATIONAL PROGRAMS OF FOREIGN LANGUAGE TRAINING OF PHILOLOGY MASTERS (at the beginning of the 21st century)." Mountain School of Ukrainian Carpaty, no. 27 (November 1, 2022): 69–72. http://dx.doi.org/10.15330/msuc.2022.27.69-72.
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The aim of the study is to to reveal the main trends of alteration of programe provision of foreign language training of philology masters at the beginning of the 21st century. Relevance of the problem is determined by transformational changes in educational and professional programs in accordance with national interests and individual needs in the context of the European educational space. The article covers the main problems and prospects for the development of master's education in Ukraine in general and the foreign language training of philology masters in particular. Constructive ideas of scientists regarding the development of educational professional programs at the master's level of various profiles are highlighted. First of all, it is about: a) innovative orientation of training specialists; b) scientific and research component of educational and training programs; c) variable part of educational plans; d) cross-cultural nature of educational content; e) close cooperation of programe provision developers with employers and e) European orientation and value meaning of educational activities. The authors outline the main trends in the development of programe provision of the foreign language training of philology masters at the current stage, among which they point to the standardization of the content and results of educational activities; differentiation of the content of education and forms of control over its results at different levels of higher education; competence orientation and personal orientation of training specialists with higher education; correlation between the educational and professional program and programs of academic disciplines; variability of the content of higher education taking into account European, national and individual needs and opportunities. European educational and cultural integration is considered an indispensable condition for effective transformational changes of programe provision of foreign language training of philology masters in Ukraine.
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Novikova, Iryna Eduardivna, Zhou Huiyu, and Alexander Radiiovych Bedyuh. "THE ENTREPRENEURIAL UNIVERSITY AS IMPERATIVE FOR IMPLEMENTATION OF THE STRATEGY OF INTEGRATION INTO THE SYSTEM OF EUROPEAN KNOWLEDGE TRANSFER: THE UKRAINIAN EXPERIENCE." SCIENTIFIC BULLETIN OF POLISSIA 1, no. 2(14) (2018): 222–31. http://dx.doi.org/10.25140/2410-9576-2018-1-2(14)-222-231.
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Urgency of the research. An important direction of activity of modern universities is the science-intensive enterprise, which is actualized in Ukraine in the context of the formation of an innovation-investment model of the economy and the implementation of the European integration strategy. Target setting. The integration of Ukrainian education and science into the European transfer of knowledge is gaining momentum, but in our country, high-tech business has not become popular yet. Actual scientific researches and issues analysis. Ponderable contribution into the theory of "entrepreneurial university" was made by G. Itskovits, B. Clark, J. Krisman, J. Rypke, G. Dmitriyev, A. Romanovsky, S. Sloter, P. Schult and othersl. Uninvestigated parts of general matters defining. The role and ways of forming of the entrepreneurial university in Ukraine have not been determined yet. The research objective. The aim of the article is to study the possibilities of forming the entrepreneurial universities in Ukraine. The statement of basic materials. The transformation of the scientific and educational sphere of Ukraine has been shown under the conditions of market relations and the development of international cooperation. The main achievements and miscalculations of Ukrainian universities in the way of formation of academic entrepreneurship have been set out and recommendations on the elimination of the difficulties of European integration of knowledge have been given. Conclusions. European integration policy in the educational and scientific sphere of Ukraine is accompanied by institutional changes, which have become the catalysts of the essential transformation of universities by formation an entrepreneurial movement. However, discrepancies, risks and mistakes impede it.
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Nikolska, Nina, and Oksana Pershukova. "Development of multilingual education in Ukraine." SHS Web of Conferences 75 (2020): 01004. http://dx.doi.org/10.1051/shsconf/20207501004.
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Language education is an important tool that forms the consciousness of the individual and its ability to be socially mobile in society, contributes to a dialogue of cultures in a globalizing world. New realities require changes in the definition of the level of knowledge of foreign languages, the new approaches definition to the selection of content and organization of materials, the use of adequate forms and types of control. Of particular relevance is multilingual education on the principle of Ukrainian + foreign in the light of Common-European polymeric trends, the integration of our state in the European educational space, the spread of student exchange practices and the openness of our country’s educational system for foreign students. The spread of the foreign languages studying fits into the context of European directives, which recommend that the Member States teach two other languages of the European Union in educational institutions, in addition to the state language. Multilingual education in Ukraine is an adequate answer to the question of linguistic and cultural diversification in Europe. An important feature of multilingual education in Ukraine is to take into account the regional needs of local ethnic communities, national characteristics and Common European trends.
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Palval, A. "European integration in education: history of development after world war II." New Collegium 1, no. 110 (2023): 135–38. http://dx.doi.org/10.30837/nc.2023.1-2.135.
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The vast majority of modern students perceive the situation in the university education sector at the beginning of the 21st century as a given: openness, democratization, the opportunity to study in almost any country, duality and double degrees. But there is a question about the history of this process. Because from school and university history courses, everyone knows the definition of the term "cold war", during which nothing of the kind happened. When did the changes begin for European countries, primarily Eastern Europe, which gravitated towards the so-called "Soviet bloc". And in general, why did Europe so persistently promote the ideas of educational European integration, the well-known Bologna system.
 The historiography of the problem has a rather long history and consists of numerous monographs, articles, dissertations, and collections. A notable part of modern publications is the work of domestic authors, including representatives of Kharkiv scientific schools. Among them are scientists of the Kharkiv Humanitarian University «People’s Ukrainian Academy", who have been studying history and various aspects of the development of modern education for many years.
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Antonyuk, Valentyna. "Strategy for the Development of Higher Education in Ukraine in the Context of the Requirements for Human Capital and European Integration Processes." Herald of the Economic Sciences of Ukraine, no. 1(40) (2021): 113–19. http://dx.doi.org/10.37405/1729-7206.2021.1(40).113-119.
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The article substantiates the need to develop strategic approaches to the modernization of the higher education system in Ukraine in accordance with the current needs of social development and European integration processes. The analysis of the formation of educational policy in Ukraine and its strategic priorities throughout the entire period of independence is carried out. Revealed the strengthening of the orientation of the higher education system (HES) in Ukraine in the European educational space, noted certain changes in the modernization of higher education. However, they do not provide sustainable progressive changes in the higher education system, solving existing problems and overcoming the lag of the domestic system of higher education from developed countries. An examination of the draft Strategy for the Development of Higher Education for 2021-2031 was carried out, an assessment of its positive parameters was made, and a number of omissions and shortcomings were identified that would limit its role in the significant modernization of Ukrainian higher education in accordance with the needs of human capital development and in modern processes of transformation of society, can hinder modernization of the highest school and its European integration vector of development. They are associated with a weak conceptual substantiation of the leading role of higher education in modern social progress; lack of adequate attention of the Strategy to the main stakeholders of the HES, primarily to employers who form the labor market for graduates of higher educational institutions, as well as to consumers of educational services – students and the population in general. The prepared draft Strategy does not sufficiently take into account the wide possibilities of digitalization for the development of universities, the priority need to develop students’ skills of innovation and entrepreneurship, the need for a greater orientation of the activities of higher education institutions to the needs of regional development.
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Laputsky, Victor S. "Integrative processes in education: new challenges for Belarus." Journal of the Belarusian State University. Sociology, no. 4 (December 28, 2020): 112–19. http://dx.doi.org/10.33581/2521-6821-2020-4-112-119.
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The article examines the main problems faced by Belarusian higher education in the framework of internationalisation over the past five years, analyses the integration of Belarus into the international educational space. This period was marked by new challenges – the process of entering the European Higher Education Area was complicated by the difficult fulfilment of a number of requirements, and in the Eurasian Economic Union education is not among the priority areas. Inbound mobility flows have declined due to external factors. The current situation requires a comprehensive solution that includes strategic and tactical changes in the educational sphere. The article proposes ways of solving new problems of higher education.
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Dolgopol, Olena, and Olena Kiryanova. "INNOVATIVE METHODS AND TECHNOLOGIES IN HIGHER EDUCATION OF UKRAINE: MODERN ASPECT." Academic Notes Series Pedagogical Science 1, no. 194 (2021): 101–6. http://dx.doi.org/10.36550/2415-7988-2021-1-194-101-106.
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The integration of Ukraine's higher education system into the European educational space is associated with a variety of challenges and obstacles. It is clear that modern Ukrainian society cannot continue to teach young people according to outdated principles, technologies and methods. Therefore, the issue of educational innovations remains acute and relevant today, especially in the context of Ukraine's European integration processes. The aim of the article is to study the important issue of application of modern innovative methods and technologies in higher education of Ukraine, as well as to determine the benefits of their active introduction in higher education and the challenges for university teachers in the context of forming a new pedagogical paradigm and state policy in higher education. The author determines the essence of innovation in the higher education system as changes within the system, ideas, and processes, and tools, and results, taken in the unity of qualitative improvement of the pedagogical system. Also the author defines innovations in the field of pedagogy as a purposeful progressive change that introduces stable elements (innovations) into the educational environment that improve the characteristics of both its individual components and the educational system as a whole. The author is convinced that pedagogical innovative changes of different nature and scale occur at different levels and in the following areas of the higher education system: review and update specialties and specializations; formation of new educational-professional and educational-scientific programs and their constant updating; formation of new curricula; development and implementation of new learning technologies, in particular distance learning through the introduction of distance learning platforms and services; changes in the activities and images of both teachers and students, changes in relations between them, the creation and development of innovative creative groups. Thus, it can be noted that the basis of innovative technologies and methods of teaching higher education are active methods that help to form a creative and innovative approach to understanding professional activities. And it also develops independence of thinking, the ability to make optimal decisions in different situations.
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Olena, SALIKHOVA, and HONCHARENKO Daria. "HIGH-TECH PHARMACEUTICAL MANUFACTURING IN UKRAINE: CHALLENGES OF EUROPEAN INTEGRATION." Foreign trade: economics, finance, law 118, no. 5 (2021): 128–54. http://dx.doi.org/10.31617/zt.knute.2021(118)08.
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Background. The crisis COVID-19 pandemic has highlighted that EU have strategic dependencies, particularly in the most sensitive industrial ecosystems such as for health. Ukraine implements the policy of European economic integration and the development of the pharmaceutical sector must take into account both European considerations and national interests. Analysis of recent researches and publications revealed that the crisis COVID-19 pandemic revealed pharmaceutical industry problems; that require further study for adequate reproduction of the best practices in Ukraine. The aim of the article is to explore the EU experience, to define and justify the necessary policy measures for the development of pharmaceuticals in Ukraine in the context of European integration. Materials and methods. The theoretical and methodological basis for writing the article was the works of domestic and foreign scholars on the outlines of an industrial policy for the pharmaceutical sector. The research was conducted using the methods of theoretical generalization, comparative analysis, analysis and synthesis, which made it possible to justify the need for changes in the management of high-tech pharmaceutical industries development in Ukraine. Results. The regulations in force in Ukraine regulate legal relations in the pharmaceutical sector in the context of EU integration, but do not define the priorities of the sector and the measures to achieve them or the mechanisms for their implementation. Recommendations for Ukraine have been given, the implementation of which will accelerate the development of national high-tech pharmaceutical industries and related sectors of the economy taking into account changes in EU policy. Conclusion. In Ukraine, first of all it is necessary to define the conceptual foundations of the strategy of development of the high-tech industry of pharmaceuticals and medical products, based on the modern challenges and threats, as well as global trends in the technology development; to build an effective decision making vertical on the implementation of industrial policy for the pharmaceutical sector, identify strategic priorities and evaluate the necessary funding, to introduce state support programs, introduce instruments to stimulate domestic demand for Ukrainian pharmaceutical and medical products, make changes to the public procurement system for the development of industry for national security purposes. Recommendations are proposed as to: improving the normative-legal and institutional principles of the development of pharmaceutical industry; strengthening the cooperation of the State, academic, educational, private sector and public; creating stable resources of funding programs and projects on the basis of public-private partnerships.
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Raszewska-Skałecka, Renata. "Wybrane segmenty otoczenia administracji publicznej w sferze edukacji i ich wpływ na oświatę samorządową w zakresie wykonywania zadań oświatowych." Przegląd Prawa i Administracji 111 (February 28, 2018): 159–82. http://dx.doi.org/10.19195/0137-1134.111.11.
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SELECTED SEGMENTS OF PUBLIC ADMINISTRATION ENVIRONMENT IN THE EDUCATIONAL SPHERE AND THEIR IMPACT ON MEETING EDUCATIONAL OBJECTIVES BY LOCAL GOVERNMENTThis paper is to outline selected segments of the environment of public administration in the light of the ongoing changes in the educational sphere and their impact on the local government education within dynamic transformations and complexity of educational objectives. Education is aconstitutional right and social duty of citizens, public objective and aprerequisite for social, state, cultural and economic development. Since the nineties of the 20th century the Polish school and schooling system has been striving to accommodate to educational transformations and changes in unstable environment.The transformation process in the contemporary school and educational system is visible on the background of global changes, i.e. global access of students to knowledge, global access of graduates to labour markets, global context of school management, global trends in educational markets, commercial value of knowledge, or competition in educational services. School as an institution has been undergoing constant evolutionary change. An example of this is the educational reform that has became apriority among transformations of various spheres of social, economic, cultural life, and local and global challenges, such as the Poland’s accession to the European Union in 2004. School transformations in the age of globalisation are essential, as they are triggered by scientific and technological progress and changeable educational challenges and social expectations. Unstable environment affects changing educational objectives, tasks, goals of educational policy, forms and methods of activities, organisational structures of schools, scope of law regulations, school personnel, and education participants. Changes in the Polish education and schooling system are the result of the pace of political transformation, globalisation processes and the European integration processes.
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Solovey, N., L. Lyashenko, and I. Letunovska. "ALTERNATIVE METHODS OF FOREIGN LANGUAGE TEACHING." East European Scientific Journal 2, no. 01(77) (2022): 19–23. http://dx.doi.org/10.31618/essa.2782-1994.2022.2.77.244.
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In connection with integration in the European and World educational concord higher education of Ukraine needs substantial modernization. One of its constituents is introduction of the newest educational technologies in the educational process. The article focuses on the issues of distance learning, highlights the major changes in distance education that have occurred in recent years during the pandemic and overviews the main problems of the new approach to e-learning. The authors come to the conclusion that distance learning will require qualified teachers who will introduce new methods and technologies into modern electronic textbooks, the material of which is based on the principles of programmable control of knowledge acquisition.
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KARAOULAS, APOSTOLOS. "LIFELONG LEARNING: EVOLUTION AND ADAPTATION TO THE CONTEMPORARY CHALLENGES OF EUROPEAN SOCIETY." International Journal of Research in Education Humanities and Commerce 06, no. 02 (2025): 239–47. https://doi.org/10.37602/ijrehc.2025.6218.
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This study analyzes the significance of lifelong learning as a central component of the modern educational model. It also examines its role as a social tool that enhances social mobility and contributes to the quality of democracy and institutions within the European Union. Through qualitative literature analysis, the study explores the role of lifelong learning in fostering personal development, social inclusion, and professional mobility. Specifically, the research focuses on the necessity of continuous learning and skill renewal, acknowledging the challenges posed by the rapidly evolving labor market and the need to adapt educational policies accordingly. Lifelong learning acknowledges that education is a continuous and open-ended process that supports individuals in adapting to ongoing social, technological, and economic changes. The constant renewal of knowledge and skills is essential for professional mobility, labor market sustainability, and social integration. It transforms individuals from passive recipients of knowledge into active participants in society while promoting social cohesion and mobility through equitable access to education for all. As modern educational models must integrate new technologies and innovative teaching methods, lifelong learning serves as a strategic approach to strengthening social participation and economic growth. For its effective implementation, it is necessary to restructure educational institutions, promote collaborations between the public and private sectors, and develop new digital tools that enhance access to learning opportunities. The integration of lifelong learning into social and political strategies is a crucial factor in building resilient societies and enhancing their capacity to respond to future challenges, offering learning opportunities throughout life.
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Sydorenko, Serhii. "Paths of Eurointegration Endeavors (International Activities of KPI in 2023: Achievements, Tasks, Prospects)." Diplomatic Ukraine, no. XXV (2024): 942–53. https://doi.org/10.37837/2707-7683-2024-46.
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Abstract. The article highlights the development of international activities of the National Technical University ‘Ihor Sikorskyi Kyiv Polytechnical Institute’ in 2023. It focuses on forming new content and forms of KPI activities in the international sphere, strengthening cooperation with European partners in martial law conditions, and implementing practical tasks outlined in the University Development Strategy until 2025. It emphasises that integration into the European educational and scientific space entails an increase in academic and scientific projects, financial receipts, and civilisation changes in all aspects of the university’s life. Further positive shifts will be facilitated by Ukraine obtaining the status of a candidate for EU membership and international recognition of its role in defending the values of the democratic world. Keywords: KPI, Europe, integration, university alliance, university association, project-grant programme, international activities.
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Stanek, Janusz. "Silesian teachers in the face of European integration." New Educational Review 2, no. 1 (2004): 113–17. http://dx.doi.org/10.15804/tner.04.2.1.11.
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The aim of education in the uniting Europe is to teach people of different cultures, religions and nationalities how to live together in peace. In the political aspect, it means bringing about rapprochement between nations. In Polish circumstances, Europeanism in the school context means carrying out activities aimed at making pupils realize the existence of the European Union, as well as its objectives and guiding rules. European education assumes that the European Community should be perceived not only in the institutional, economic or poHtical perspective, but mainly in the human one, as related to ever tightening bonds within the frameworks of the OId Continent that build an integrated community. However, the consciousness of the on-going changes can hardly be acknowledged as prevailing and well founded, since the probing research reveals that the knowledge of European problems among present and future PoHsh teachers from the Upper Silesian region is only fragmentary. Such a state of affairs should be a subject of retlection, especially in view of PoIand's imminent accession to the European Union.
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Bojadjieva, Daniela Mamucevska, Marijana Cvetanoska, Kristijan Kozheski, Alen Mujčinović, and Slaven Gašparović. "The Impact of Education on Youth Employability: The Case of Selected Southeastern European Countries." Youth & Society 54, no. 2_suppl (2022): 29S—51S. http://dx.doi.org/10.1177/0044118x211069403.
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This paper focuses on the processes of school-to-work transitions in a selected group of countries from South-eastern Europe (SEE), namely: Bosnia and Herzegovina; Croatia; Montenegro; North Macedonia; Serbia; and, Slovenia. Each of these countries display the same roots of development in their educational systems: however, due to their transition and integration processes within the European Union, they implemented different concepts of reforms within their educational systems. In addition, the challenges of youth employability are a common problem for each of the selected countries, and the effectiveness of the processes of school-to-work-transition varies across the countries. By using panel data and multiple linear regression models, this paper estimates the impact of different educational levels on youth employability and changes in the rates of NEET population (aged 15–24) in the selected group of countries over the period 2009 to 2019. The results suggest that the impact of the attained level of education has an ambiguous effect on the rates of youth employment; moreover, the relationship with changes in NEET rates are statistically significant and negative in most of the selected group of countries.
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Suchyk, Oleksandr, and Iryna Suchyk. "ACADEMIC MOBILITY OF UKRAINIAN STUDENTS IN THE HISTORICAL RETROSPECTIVE: BEGINNINGS, DIRECTIONS, MOTIVES." Osvitolohiya, no. 8 (2019): 8–18. http://dx.doi.org/10.28925/2226-3012.2019.8.818.
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The article reveals the phenomenon of academic mobility of students, shows its genesis, trends and flows of mobile youth during historical periods. The attention was paid to the motivational component of the process of youth integration into the global educational space. The main periods of the academic mobility of students from the medieval origins to the present are highlighted. The first Western European universities are shown by the international intellectual centers of Europe XIV-XVII, where the leading youth of those times went. It is noted that the wandering lifestyle of medieval students was a way of integrating into the world of educational space. The attention is paid to the emergence of Ukrainian youth in European universities. The data on the number of Ukrainian students, their adaptation to the new cultural and educational society is given. Names of Ukrainians, graduates of European universities that became known to the world are mentioned. The need for mobility, as moved to find a better option and learning outside of their own intellectual environment, has been traced in different historical periods. Changes in the global picture of the movement of mobile students from the late 90’s of the XX century. The attention is focused on the modern problem of immigration of progressive Ukrainian youth, the reasons for the migration of students, the main centers of their accumulation are named. The main obstacles to promoting academic mobility of students to the European and world educational communities are considered. The emergence of virtual universities as an alternative to traditional appears, which become the basis of virtual academic mobility of the present.
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Kovtyuk, N., and O. Godovanets. "PRACTICAL ORIENTATION OF STUDENTS 'EDUCATION FROM THE POSITION OF INTEGRATION INTO THE SINGLE EDUCATIONAL EUROPEAN SPACE." Neonatology, surgery and perinatal medicine 12, no. 1(43) (2022): 9–13. http://dx.doi.org/10.24061/2413-4260.xii.1.43.2022.2.
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Today, our country is actively integrating into the single European educational space, which consists in reforming and modernizing higher education through modern technologies of reorganization of the educational process, which results in improving the quality of education. Integration processes are ambiguous, have many different problems, the most important of which is the problem of unification of national cultures and national education systems, loss of national identity and loss of educational, cultural, national and ethnic diversity of the world. Training future doctors at the level of international standards is one of the most important strategic tasks of higher education in Ukraine.The teaching methodology involves a model of educational and professional activities designed by the teacher, which is implemented as a set of specific techniques, actions and operations. The method of teaching from the standpoint of teaching pediatric disciplines is a way of joint activities of a doctor-teacher and a student, aimed at achieving the goals and values that determine the formation of the future doctor's personality and mastering the basics of professional activity. Accordingly, there is a need to help improve the quality of practical knowledge and skills of future professionals. No matter how useful remote technologies are, the methods of the classical domestic medical school were and remain the main ones at the clinical department. Studying at the patient's bedside allows the student to better feel the atmosphere of the future profession. Analysis and evaluation of achievements is carried out with the help of pedagogical control and self-control, which allows to accurately identify the level and quality of knowledge, skills and abilities acquired by students, the degree of formation of educational activities and "internal" increments learning and under its influence understanding of oneself, one's changes. It is extremely important that students understand the functions of pedagogical control, so that they can cooperate with teachers and contribute to the improvement of the educational process. The quality of medical student training is the main indicator of the effectiveness of the department, faculty and the university in general. This directly affects the rating of a medical university, as well as the system of medical education in Ukraine.
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Pokatayeva, Olga, Mariia Diachenko, and Volodymyr Kravchenko. "PROBLEM OF PROFESSIONAL TRAINING OF FUTURE ECONOMISTS FOR DEVELOPMENT OF NATIONAL ECONOMY UNDER CONDITIONS OF EUROPEAN INTEGRATION." Baltic Journal of Economic Studies 6, no. 5 (2020): 148–54. http://dx.doi.org/10.30525/2256-0742/2020-6-5-148-154.
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The purpose of the paper is to highlight the scientific discussion on the problem of future economists’ training for the development of national economy in the context of European integration; the disclosure of the peculiarities of Ukrainian modern economic processes and provision directions of high-quality economic education for students of the speciality 051 Economics. Methodology. The survey is based on the analysis of legal and normative base of future economists’ professional training and the ways to form their readiness for the development of national economy under the conditions of European integration. The scientific discussion on the problem of future economists’ training for the development of national economy under the conditions of European integration is covered; the disclosure of peculiarities of Ukrainian modern economic processes and the provision directions of high-quality economic education for students of the speciality 051 Economics. Core competencies for future economists, which they must acquire at the universities in the process of professional training and which they will promote participating in the development of national economy of Ukraine, are outlined. Professional training of future economists is reviewed as a process of basic economic competence formation, professionally oriented practical skills and students’ abilities, the development of their motivation for economic self-education and continuous self-improvement. Emphasis is placed on the educational technology of mathematical training for future economists. It must be admitted that the major feature of it is to ensure the implementation of educational objectives in the field of formation of the professional competence for future economists on the mathematical basis in accordance with the requirements to high economic education. It is emphasized on the importance for students to choose the educational programs, which they need, out of a proposed set. Emphasize is placed on the ways to master them, namely individual pace, forms and deadlines for the required reports. The individual educational program of the students is defined as the preliminary plan made by the students with the support of a teacher-mentor, their educational and other activity directed on personal and professional development. Moreover, it must be designed taking into account personal, educational and professional interests, needs and inquiries of the students. The principle of choosing an individual educational trajectory is characterized. It declares that every student has the right to conscious and agreed choice with the teacher for the main components of his or her education: content, objectives, pace, forms and methods of teaching, personal content of education, control and evaluation of results. The questionnaire, where each question has 10 possible answers, is represented in order to survey future economists on their satisfaction with the procedure of choosing an individual educational trajectory and the process of supporting the mastery of the educational program. Practical implications. The application of the diagnostic complex has confirmed that the pedagogical experiment resulted in quantitative changes in indicators that reflected significant qualitative changes in minds and behavior of future economists. It showed a significant positive dynamics of their readiness for innovative economic activity and the formation of their professional basics. The quantitative indicators of the experimental groups became a statistical confirmation of this: the number of students with high level of professionalism increased from 10.3% to 33.7%. The increase is at 23.4%. The index of sufficient level of future economists’ professionalism formation increased at 20.6%, i.e. from 25.4% to 46.0%. The number of students with the initial level of professionalism decreased at 22.6%. It is from 25.8% to 3.2%. The rate of change of the corresponding indicators in the control groups is much lower. Value/originality. The article provides ways for improving the methods and forms of future economists’ professional training for the development of national economy in the context of European integration. In particular, the introduction of individual educational trajectory of economists with a projection on elective courses and extrapolation into future economic practice is recommended.